Modified Grade7 Ms Walaa

English Department
Into Literature
Grade 7
Class………………
2023/2024
Index
Into
literature
Grade 7
1.Unit 3 (Finding Courage) From the Breadwinner.
2. Unit 4 (Through an Animal’s Eyes) From Pax.
3. Unit 6 (Hidden Truths) Drama -The Prince and

the Pauper.
4. Unit 6 -Compare Poems (Archetype poem and Fairy

- tale Logic poem).
5. Unit 6 (Hidden Truths) folktale (The Mouse Bride).

Unit 3
ding Courage from the Breadwinner
Background
Deborah Ellis(b. 1960) wrote The Breadwinner after

interviewing Afghan women and girls in a refugee
camp in Pakistan. In this excerpt, 11-year-old Parvana
lives with her family in Kabul, Afghanistan, in the
1990s. Parvana’s family, like others, has suffered under
harsh government rule. Parvana’s father has been
imprisoned, and her older brother, Hossain, has been
killed. With no men to help, Parvana’s family must find a way to survive.
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The Breadwinner- Novel by Deborah Ellis
The Breadwinner Summary
The Breadwinner opens with eleven-year-old Parvana and her father at a market in Kabul,
Afghanistan. She sits silently with her face covered in a chador scarf while her father, who has
difficulty walking and needs her assistance, tries to sell off some of the family's household goods. He
also reads letters for a fee, as many people in the country are illiterate.
Their family also includes Parvana's mother, her older sister Nooria, her younger
sister Maryam, and her little brother Ali, all of whom are ordered by law to stay inside their one-
room apartment.
The Taliban, a group of religious extremists, is in control of Kabul and has enforced strict rules
over the city. Women must be covered in burqas at all times, and many forms of expression, like
books and music, have been restricted.
Parvana’s parents are from old respected Afghan families and have foreign educations, though
they have lost most of their wealth and possessions after years of war. Parvana loves school and
learning, even though the Taliban has disallowed girls from receiving an education. Her older
brother Hossain was killed by a land mine at fourteen.
One day a group of Taliban soldiers breaks into Parvana's house to arrest her father for having a
foreign education. Parvana and her mother go to the prison to beg for his freedom,
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and they are beaten by the guards and told to leave. Because women are not allowed out of the house without a related male, the family is
left without a source of income.Parvana's mother becomes depressed, lying speechless on a thin mattress.
Mrs. Weera, a former physical education teacher and friend of Parvana's mother, comes to stay with
the family to help run the household. Soon, she and Parvana's mother plan to start a secret school in
the house and write a magazine that will collect Afghan women's stories, which they will smuggle to
Pakistan to publish. They dress Parvana in her dead brother's clothes so that she can buy groceries
and work. Parvana begins to work as a boy and runs her father's stall in the market.
One day, Parvana recognizes the face of another boy in the market. It turns out to
be Shauzia, a former classmate of hers who is also disguised as a boy. The two become friends.
Shauzia convinces Parvana to make better money with her at the graveyard, where they dig up bones
for a man who buys them by the pound. With the money they make, the girls buy bulk cigarettes and
chewing gum to sell off of trays.
Shauzia confesses that she is saving money so that she can go to France. Parvana dreams of going
back to school.
One day the girls follow a crowd into a stadium, thinking it is a football match. It turns out to be a
public display of punishment. The Taliban are cutting off the hands of men who have been caught
stealing. The girls are shocked by what they see.
Parvana learns that her seventeen-year-old sister Nooria is going to the city of Mazar to get married.
The rest of the family will be leaving with her.
Parvana stays home with Mrs. Weera. One day after work, it begins to rain. Parvana ducks into a
building where she meets a terrified young woman who refuses to speak. Because the woman has
no burqa, Parvana waits until nightfall to leave the building and bring her home, where Mrs. Weera
cleans the woman up and gives her clean clothes.
They learn her name is Homa and that she escaped on a truck from Mazar after the Taliban took it
over and shot her family in the street. With no way to contact her own family, Parvana fears that
they have met a similar fate.
Parvana's father returns home, battered and ailing. Slowly, Mrs. Weera nurses him back to health.
Parvana and her father make plans to escape Kabul to track down their family in the refugee camps
outside Mazar. Mrs. Weera and Homa plan to travel to Pakistan. Shauzia announces that she too is
leaving with some nomads. The girls plan to meet in twenty years at the top of the Eiffel Tower.
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Parvana leaves Kabul leaning against her father in the back of the truck. She wonders what the
future will bring as she looks at the snow glistening on the top of "Mount Parvana," a mountain in
the distance that her father had, earlier in the narrative, named after her.
The Breadwinner Themes

Oppression of
Women
The Talibans oppression of women through institutionalized misogyny is by far the most important
theme in the novel, as it is the factor around which all the characters' lives revolve. Because of the
Taliban's terrorizing, dehumanizing laws that keep women within the home unless accompanied by
a male, Parvana finds herself with no choice but to disguise herself as a boy. The theme of
oppressing women's freedoms is also conveyed in Mother's refusal to participate in a society that
denies her right to work as a journalist. In addition to her not being allowed to work, her daughters
are denied access to education.
Ultimately, the Taliban's fear of women's independence leads them to impose these restrictions
they see as necessary to maintain a hierarchical structure within families and society that puts
women in subservient roles to men.
Family
The importance of family is thematized through the contrast between Parvana
and Shauzia. Though she may squabble with Nooria and resent the chores she is made to perform in
service of her family, Parvana retains a loving bond to her family, as they are her only source of
comfort amidst a war-torn society. Shauzia, however, belongs to a family not built on love and
mutual respect so much as exploitation. Shauzia also supports her family, but she feels no
satisfaction in being the breadwinner because she believes they are taking advantage of her. Rather
than the spirit of cooperation that exists in Parvana's home, Shauzia lives with relatives who took her
and her sick mother in on the basis that Shauzia provide for them; it is a home life devoid of love or
guidance, and so she must take care of herself, and she fantasizes about escaping on her own.
Ultimately, the contrast in the girls' attitudes toward their families illuminates the role a loving
family plays in Parvana's life.
Resilience of Women
The resilience of women in the face of oppression, trauma, and poverty is another of the novel's
dominant themes. As much as the Taliban seek to terrorize the Afghan people and oppress women,
the novel's female characters prove too resilient to be beaten down.
Though the trauma they experience may temporarily incapacitate them, Parvana and her mother
bounce back, using their anger and indignation as fuel to undermine the Taliban. While Parvana
seeks new ways to support her family, Mother, Mrs. Weera, and Nooria establish a secret school
through which they can educate girls. Additionally, they contribute to the resistance efforts through
their women's group and by publishing a magazine that shares women's stories, hoping to build a
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covert network of support against the regime.
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Courage
Another of the novel's major themes is courage. Early in the book, Father instills a sense of feminist
pride and courage into his daughters by telling them the story of Malali, an Afghani girl in the 19th
century who became a folk hero after rousing an ailing Afghan army to fight off British imperialists.
Parvana later invokes Malali's name to draw on the role model's courage in the face of oppression.
Knowingly violating the Taliban's fundamentalist laws, Parvana displays immense courage in
baring her face to the public and going to the marketplace each day disguised as a boy. The same
courage is also exhibited by Mother, Mrs. Weera,
Shauzia, Homa, and Nooria: throughout the book, they find the courage to not let the regime
break their spirits.
Education
Education arises as a major theme in the novel primarily due to its absence. Prior to Taliban rule,
Parvana went to school; she liked some classes and was bored by others. When she isn't allowed to
go to school, she longs for the days when she could sit bored in class. Education also arises as a
weapon the Taliban uses to oppress the Afghan people. Father's foreign education presents a
perceived threat to the Taliban, and it is used as the pretense for his sudden and violent arrest.
Education is also central to Mother, Mrs. Weera and Nooria's lives. Mrs. Weera was once a teacher,
while Mother isn't allowed to use her education for the job she trained for, and so she refuses to
leave the house. Nooria had been on track to attend college, where she intended to train to be a
teacher. Eventually, the women establish a secret school to educate girls at great risk. The
importance of education is also emphasized by the uneducated Taliban soldier for whom Parvana
reads a letter.
The narrator comments on the high rates of illiteracy among Taliban, implying that the less
education they have, the more they are likely to blindly follow a regime.
Cooperation
The themes of courage and resilience are complemented by the theme of cooperation. When the
Taliban have taken nearly everything from Parvana's and Mrs. Weera's families, the women are able
to survive because they are united in a spirit of cooperation and mutual support. It is this same
prioritization of cooperation that leads Parvana and Nooria to finally put their sibling friction aside.
Parvana also replicates the cooperation model outside the home, working alongside Shauzia. The
two girls offer each other comfort, understanding, and friendship in the midst of extreme
desperation.
Hope
Though the novel is set amidst horrific circumstances, a sense of hope pervades Parvana's narrative.
To see past her traumas and hardships, Parvana holds out a belief that her family will emerge on the
other side of their poverty and oppression. Despite the fate of Parvana's family being uncertain, the
novel ends on a note of hope as Parvana holds a sweet apricot in her mouth and watches the sun
sparkle on the peak of the mountain her father named after her. These images underscore Parvana's
hopeful attitude: she is looking forward, embracing her future, rather than looking back.
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The Breadwinner Vocabulary and Definitions
Word Definition
Afghanistan A country in central Asia.
Land Mine A bomb planted in the ground, which explodes when it is stepped on.
Refugee A person who flees to a different country for safety.
Soviets The Soviet Union before its break up- Russia and other communist countries.
Taliban The ruling party in Afghanistan.

Burqa A long, tent-like garment which women wear that covers their entire body.
Chador Piece of cloth that covers the headand shoulders. Worn by girls.
Karachi A cart on wheels, pushed by hand.

Kebab Pieces of meat on a skewer, cookedover fire.
Pakul A gray or brown woven shawl worn byAfghan boys and men.
Dari One of the two main languages spoken in Afghanistan.
Patshu One of the two main languages spoken in Afghanistan.
Shalwar- Long, loose shirt and trousers worn by both men and women.
kameez
Toshak A narrow mattress used as a bed or couch.
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Extra Terminology
hador (noun) a piece of cloth worn by women and girls to cover their hair
and shoulders
forbade (verb) 1. to rule against, not permit, prohibit 2. to command or
prevent someone from doing something
Dari (noun) one of the two main languages spoken in Afghanistan
Labyrinth (noun) a maze or a constructive passageway
Taliban (noun) the military group that controls parts of Afghanistan

using fear and violence
burqa (noun) a long, tent-like garment which covers women completely.
Also includes a narrow mesh screen over the eyes
scamper (verb) to run or go quickly

toshak (noun) A narrow mattress used in many Afghan homes instead
of chairs or beds
shalwar kameez a long loose shirt and trousers worn by both men & women
(noun)
nan (noun) Afghan bread, flat, sometimes long and sometimes round
rouse (verb) to stir up, as to anger or action

distinguish to separate or mark off by differences
(verb)
billowing (adj.) any large swelling, mass or surge
fortress (noun) a protective place
glare (verb) to shine with a strong light; a fierce or angry stare
eternity (noun) infinite time without a beginning or end
brusquely rough, sharp or rude(adverb)
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pakul (noun ) A gray or brown woolen blanket shawl worn by Afghan

men and boys
flicker (noun, or to move with a quick, light, waving motion
verb)
karachi (noun) a cart on wheels pushed by hand used to sell things in the
market
latrine (noun) a toilet for the purpose of a large number of people
kerosene (noun) a thin oil distilled from petroleum or shale oil used as fuel
smuggle (verb) to bring into or take out of a country secretly

broker (noun) a person who acts as an agent to negotiate matters with
buying and selling
booty (noun) a loot taken from enemy; any gain, prize or gift
nomads (noun) a member of a tribe or people having no permanent home but
moving about constantly in search of food; a wanderer
glower (verb/noun) to stare with anger, an angry stare
curfew (noun) a time, generally in the evening set as a deadline to not

appear in the streets or in public places
poultice (adj.) a hot, soft, moist mass of flour, herbs, mustard that is applied
to a sore or an inflamed part of the body
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Insert from the studied vocabulary the following:
Word Synonym Antonym Sentence
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Engage Your Brain

Choose one or more of these activities to start connecting with the story you’re about to read.
Everyone’s an Expert
Do some research to learn about life for girls and women in Afghanistan. What
rules, regulations, and customs govern their daily lives?
How do their lives compare with your own?
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Assessement
Choose the correct answer:
1. Which of the following is most likely to cause someone to fume?

a. an act of kindness
b. an insulting comment
2. Which of the following is an example of a responsibility?

a. feeding a pet
b. playing a game
3. Which of the following is likely to need a solution?

a. a problem
b. an airplane
4. Which of the following is an example of a stammer?

a. speaking with repetitive sounds and pauses
b. walking with uneven steps
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Vocabulary Strategy
Parts of Speech
For a clear understanding of a word’s meaning, determine the word’s part of speech, or the
unction it performs in a sentence.
For More Help
Interactive Vocabulary Lesson: Using Reference Sources
Review paragraphs 89–90 to see how the word fume is used in the selection. Here, the word’s part of
speech is a verb, but fume can also be used as a noun, meaning “gas” or “smoke.” For words with
multiple meanings, such as fume, compare the word’s usage to the various dictionary definitions and
their corresponding parts of speech to determine the correct meaning.
PRACTICE AND APPLY
Work with a partner to determine the meanings of responsibility, solution, and stammer in The
Breadwinner. Together, use a dictionary to determine each word’s part of speech and its meaning.
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Expand Your Vocabulary

PRACTICE AND APPLY
Answer the questions to show your understanding of the vocabulary words. Choose he letter
of the better answer to each question.
1. Which of the following is most likely to cause someone to fume?

a. an act of kindness
b. an insulting comment
2. Which of the following is an example of a responsibility?

a. feeding a pet
b. playing a game
3. Which of the following is likely to need a solution?

a. a problem
b. an airplane
4. Which of the following is an example of a stammer?

a. speaking with repetitive sounds and pauses
b. walking with uneven steps
Now, write sentences for fume, responsibility, solution, and stammer.
fume
responsibility
solution
stammer
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Choice
s
Here are some other ways to demonstrate your understanding of the ideas in this lesson.
As you write and discuss the definition of each word, be sure to use the Academic
Vocabulary words in sentences of your own .
 evident
 factor
 indicate
 similar
 specific
Focus on Genre
Historical Fiction
 includes the basic elements of fiction: setting, character, plot, conflict, and theme
 is set in the past and includes real places and real events of historical importance
 is a type of realistic fiction in which fictional characters behave like real people and use human
abilities to cope with life’s challenges
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Assessment
Practice
Answer these questions before moving on to Analyze the Text.
1. Select the sentence that shows the problem the family is trying to solve.
A “As a boy, you’ll be able to move in and out of the market, buy what we need, and no one will stop
you,’ Mother said.” (paragraph 2)
B “None of her friends had seen her since the Taliban closed the schools.” (paragraph 8)
C “Her relatives were scattered to different parts of the country, even to different countries.”
paragraph 8)
D “It was impossible to be nice to Nooria!” (paragraph 90)
2. Select two sentences that show that Parvana’s changing appearance is beginning to affect her
outlook.
A “As more and more hair fell away, Parvana began to feel like a different person.” (paragraph 37)
B “What was left of her hair was short and shaggy.” (paragraph 37)
C “Her ears seemed to stick out from her head.” (paragraph 38)
D “I have a nice face, she decided.” (paragraph 40)
E “Mother rubbed her hands brusquely over Parvana’s head to rub away any stray hairs.” paragraph 41)
3. Which of the following ideas is true?

A The family forces Parvana to disguise herself as a boy. B
Parvana treasures her long hair after Mother cuts it off. C
Parvana feels proud that she bought food at the market.
D Mother is delighted that Parvana reminds her of Hossain.
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Annotation in Action
Here is an example of how one reader noted information about the setting in The Breadwinner. As you
read, highlight passages that suggest ideas about the story’s time and place.
we’ll say that you have gone to stay with an aunt in Kunduz,” Mother said.
Parvana’s mother thinks no one will find out that she’s not in Kunduz. It must be a long way away.
If anybody asks about you, we’ll say that you have gone to stay with an aunt in Kunduz,” Mother said.
“But no one will ask about you.” At these words, Parvana turned her head sharply o glare at her sister.
Analyze & Practice:
Analyze
1. How does the author use elements of both culture and setting in paragraphs 64–72 to help urther the
plot?
Compare
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2. Think about Parvana’s character at the beginning of the excerpt (paragraphs 1–16) and near the
end (paragraphs 85–88). What changes do you notice about Parvana over this time,
and how do they affect the plot?
Parvana’s Character at the Parvana’s Character at the How Parvana Has

Beginning End Changed
Evaluate
3. How effectively has the author used setting to develop Parvana and other characters?
nterpret
4. Review paragraphs 91–93 at the end of the excerpt. What does the author reveal about Mother,
and how might this information affect the plot?
Analyze Character and Setting

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A story’s setting is the time and place in which the action occurs. The setting in historical fiction s
likely to be in the past, and it generally includes information about the culture of a particular place.
The setting of The Breadwinner—Afghanistan during a time of harsh rule—influences how characters
develop. Note how the story’s characters respond to the setting, including its rules or how women and
men should dress and behave.
Character’s
Response
Character Features of My Ideas About the Character
Setting
Parvana
Nooria
Mother
Analyze Character and Plot
A fictional character is any person, animal, or imaginary creature that takes part in a story’s
plot, or its series of events. Here are some ways that character and plot interact:
 A character’s circumstances help set the plot in motion.

 Characters respond to events by acting and interacting with other characters. They may also
change their own thoughts and feelings in response to events.
 Characters’ responses, in turn, shape the plot as it develops.
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Read the selection in your Student Edition and choose the best answer to each question.
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from The Breadwinner
by Deborah Ellis
1 Which statement best expresses a theme of the selection?

The enduring love of family makes anything seem possible. It
can be difficult to have courage in the face of challenges. People
often use food to show their love for each other.
Supporting the community is as important as supporting family.
2 What is Parvana’s primary concern about assuming the role of a boy? She
is worried that she will be teased.
She believes what she is doing is wrong.
She is afraid that she will be recognized.
She resents having to do her sister’s job.
3 Read these sentences about the selection.

Parvana dresses up as a boy and pretends to be a cousin from jalalabad. Her mother and sister
tell people she has gone to stay with an aunt in kunduz.
What is the correct way to write the sentences?
Parvana dresses up as a boy and pretends to be a cousin from Jalalabad. Her Mother and Sister
tell people she has gone to stay with an Aunt in Kunduz.
Parvana dresses up as a boy and pretends to be a cousin from Jalalabad. Her mother and sister
tell people she has gone to stay with an aunt in Kunduz.
Parvana dresses up as a boy and pretends to be a Cousin from jalalabad. Her Mother and Sister
tell people she has gone to stay with an Aunt in kunduz.
Parvana dresses up as a boy and pretends to be a Cousin from Jalalabad. Her Mother and Sister
tell people she has gone to stay with an Aunt in Kunduz.
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4 This question has two parts. First, answer Part A. Then, answer Part B.
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Part A
What inference can the reader make about Parvana based on paragraphs 21–24? She
feels scared about the decision to cut her hair.
She wants her sister to be the one to cut her hair.
Being allowed to make her own choice helps her say yes.
Being forced into the decision makes her unwilling to cooperate.
Part B
Which sentence from the selection best supports the answer to Part A?
In the end, it really was her decision. (paragraph 23)
Somehow, knowing that made it easier to agree. (paragraph 24)
Her fingers reached up her back to see how long her hair had grown. (paragraph 21)
They could.......cut off her hair, but for anything more, they needed her cooperation.
(paragraph 23)
5 In paragraph 30, why does Mother most likely ask Parvana if she wants to watch while she cuts her
hair?
To punish Parvana for resisting the idea
To force Parvana to demonstrate her obedience To
help Parvana to accept the idea
To reassure Parvana that the haircut will look nice
6 The description of Mother’s behavior while she cuts Parvana’s hair helps the reader
understand that Mother —
favors Nooria over Parvana
can not understand Nooria’s position
does not understand Parvana’s resistance
cares about how Parvana feels
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7 Read the thesaurus entry.

gingerly
adv: warily, guardedly, safely, hesitantly
Which synonym best matches the use of gingerly as it is used in paragraph 43?
Warily, because Parvana feels unfamiliar with her hair
Guardedly, because Parvana feels protective of her hair
Safely, because Parvana does not want to mess up her hair
Hesitantly, because Parvana does not want to see her hair
8 In the last paragraph of the story, why does Mother say, “Go to sleep, my son”?
She misses Hossain and confuses Ali with him.
She is tired and wishes the day would end.
She is worrying about all her children.
She is accepting Parvana’s new role.
9 Which two words best describe how Parvana feels while living under Taliban rule?
Angry
Invisible
Defeated
Ashamed
Scared
10 In the story, Parvana’s haircut represents —

happier times
new responsibilities
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abandoned beliefs
cultural traditions
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11 Mark the box or boxes that correctly describe the characters of Mother and Parvana.
Traits
Character
Conflicted Exposed Proud
Mother □ □ □
Parvana □ □ □
12 How do Parvana’s feelings change after she goes to the store for the first time? Support your
answer with evidence from the story.
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Writing:
Write a brief essay to help one of your peers understand the strengths of Parvana’s character, given her
culture and living conditions. Consider her personality, the struggles she faces, her actions, and any
changes she undergoes.
nclude a claim, provide your reasoning, and support your reasons with evidence from the text. Use a
formal style and structure, and include a conclusion that follows from and supports your argument.
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Multimedia Presentation:
Deborah Ellis has donated money from book sales to help fund education projects for Afghan women
and children. Investigate an organization that delivers aid to people in your own community. Then,
give a presentation that uses both text and visual elements to share what you learned about the
organization with your class.
Make sure your presentation follows a logical organization and includes facts and details to support each
point.
Pay attention to your speaking rate, enunciation, and volume.
Maintain eye contact with your audience, and use natural gestures while you speak. nvite
and answer questions.
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Watch Your Language!
Capitalization of Proper Nouns
Proper nouns name a specific person, place, thing, or idea and are capitalized to help distinguish
them from common nouns. In The Breadwinner, proper nouns are used in the ollowing ways:
 to name specific people

Parvana realized Mrs. Weera was right.
 to name specific places, such as cities
“You’ll be our cousin from Jalalabad,” Nooria said, “come to stay with us while our
father is away.”
 to name a specific thing, in this case, the title of the novel
The Breadwinner
nteractive Grammar Lesson: Capital Letters
PRACTICE AND APPLY
Write your own sentences following the examples from The Breadwinner. Your sentences can be
about how Parvana faces challenges or ways in which you or someone else found courage n the face of
fear.
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Complete the chart by listing common nouns for people, places, and things that you can use in your
sentence. Then, write your sentence using nouns from your list.
People
Places
Things
Write a sentence.
Complete the chart by listing proper nouns for people, places, and things that you can use in your
sentence. Then, write your sentence using nouns from your list.
People
Places
Things
Write a sentence.
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Unit 4 (Through an Animal’s Eyes) From Pax.
from Pax
Novel by Sara Pennypacker
Background
Sara Pennypacker (b. 1951) recalls feeling very shy as a child. She spent her time
making art and reading and writing stories—activities she still enjoys as an adult.
She is the author of many books, including the Clementine series and Summer of he
Gypsy Moths. Honors for her books include a Golden Kite Award and a Christopher’s
Medal.
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Pax Summary
A boy and his father travel a long distance from their home to release a fox into the forest. The boy, whose
name is Peter, found the little fox when it was just a kit, grown attached to it and called it Pax.
He clearly doesn’t want to leave the fox behind, but succumbs to his father’s pressure, throws Pax’s
favorite toy soldier into the forest and gets into the car to leave. It is further revealed that he father is
about to go into the war, and he leaves the boy with his grandfather. At his grandfather’s, Peter suddenly
has a rush of anxiety and realizes that it was a big mistake to eave Pax behind. He packs his bag, looks at
the map to check where he left Pax, and leaves home to bring his fox back.
Meanwhile, Pax is determined to wait for his boy at the same spot he left him. He suddenly discovers
that he’s not alone. A female fox joins him, and she berates him for the human smell on him. The
female fox, called Bristle, experienced human cruelty and swore to never trust hem again. Bristle is
accompanied by a smaller fox, her brother called Runt. Runt is eager to
be friends with Pax, while Bristle is reluctant. They bring Pax into their hiding place to spend the night
with them.
On his path to retrieve Pax, Peter is faced with the threats of other people, who will report him as a
runaway if not careful. He spends some time hiding on a school playground and manages o escape. He
finds himself on a secluded farm and, while following the map directions for a shortcut, falls down and
breaks his leg.
Far away from Peter, Pax is determined to reunite with his boy. An old gray fox, a pack leader, decides to
accompany him south. Gray informs Pax that there is a war coming to their lands.
Pax and Gray get attacked by a coyote, and Gray gets severely injured. After Gray dies, Pax eturns to his
pack to inform them of his death.
Peter wakes up in someone’s barn. He meets the owner, a woman called Vola. She helps him with his
broken leg. Peter notices that Vola is missing her leg, and she tells him that she ost it in the war. He
wants to immediately continue his search, but his leg doesn’t allow him to. He asks Vola for help, and
she agrees.
Pax goes back to the south, secretly followed by Bristle and Runt. He comes across a war camp, and
discovers Peter’s father there. Runt gets injured in an explosion near the war camp and loses one of his
paws. Unable to return, Pax, Bristle and Runt stay nearby the camp.
Peter and Vola slowly become friends as the time goes by. She reveals to him that she killed a man in
war, and was hunted by it ever since. Peter is determined to help Vola return to the human world, he
performs a play with her wood puppets that shows her rising from the ashes ike a phoenix. Vola is
angry at him at first, but then she accepts his conditions to break her solation before he continues his
search for Pax. She helps him by asking her friend bus driver o drive him as close to the place where he
left Pax as possible.
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Meanwhile, Pax and his two foxes get attacked by a group of coyotes, who sensed Runt’s njury. While
battling the coyotes, Pax believes to hear his boy calling him. He sees the boy’s ather talking to and
hugging a boy similar to Peter, but not quite like his boy, which confuses him.
Finally, Pax and Peter reunite, and Peter helps them fight off the coyotes. After seeing the other two
foxes, Peter realizes that Pax found his place, that he now belongs to them, and hrows Pax’s favorite
toy soldier into the forest once again.
Pax Themes
Friendship
The overarching theme of the story is quite clearly the value of friendship. Peter and Pax may be two
completely different species, but they share a bond that is as close as family members. The decision
enforced upon them to be split apart as the result of events beyond their control is portrayed as
appropriately heartbreaking and becomes the stimulus for testing the limits of riendship. Not surprising,
the test results conclude that while there is a limit, even that limitation becomes an act of friendship.
War, What is it Good For?

Surprisingly, perhaps, this is a children’s book in which a very real war between humans plays a
significant part in the narrative. It is this war which initiates the rationale for Peter and Pax having to be
separated. Throughout the narrative and its focus on the odyssey which ultimately eunites the two
friends the war intrudes to make lie difficult. Details are never fully provided as o who is battling with
whom or why they are engaged. In this way, one of the underlying theme explored in the novel is the
collateral damage that is caused by war regardless of the ustifications and rationale for going to war.
Nature Versus Nurture
The book is about the friendship between a human and a fox. And that friendship is nurtured to he point
that both species are devastated by the action of being ripped apart from each other. Although great pains
are made to reunited, ultimately it becomes clear that no matter how much a relationship can be nurtured
simply by the desire to overcome the distance between, nature always rears its head. A human is a
human and a fox is a fox and neither really and truly belongs in the world of the other. Despite the desire
to transcend nature, the true act of riendship becomes recognition that while nature can perhaps be
overcome, it is almost never a good thing. Friendship and loyalty and love does not make a fox any more
at home in the world of humans than a human would be in the world of foxes.
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PRACTICE AND APPLY
Answer the questions to show your understanding of the vocabulary words. Explain each answer.
1. Does someone experiencing anxiety feel happy or upset? Why?
2. Which is more likely to displease someone, a gift or an insult? Why?
3. If you had an injury, would you need a doctor or a teacher? Why?
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4. Can a sensitive scientific instrument detect small changes? Why?
Vocabulary of from Pax:
- Surreptitiously Mutely, secretively

-Culvert Watercourse
-Larder Pantry, Storehouse
-Consequential Significant
-Brandish Threat Satiate,
-Slake Quench
-Commingling Combination
-Quarry Prey
-Baleful Harmful
-Indignantly Angrily
-Obliterate Demolish
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Engage Your Brain

Choose one or more of these activities to start connecting with the novel excerpt you are about o read.
Are You as Clever as a Fox?

Many clichés and expressions refer to foxes. In a small group, discuss the meaning of each hese
phrases:
as sly as a fox
crazy like a fox
ike a fox in a henhouse
What do these expressions reveal about what we think of foxes?
A Dog’s (or Cat’s) Life

Pick any event from your day. Now imagine that you’re a dog or cat. What would matter to you? Describe
the event from the point of view of a dog or cat.
A Fox’s Life
Do some quick online research to learn more about foxes.
Where do they usually live?
What threats do they face?
Share what you learn with the class.
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Assessment Practice
1. Select two sentences that are supported by details in the selection.

A The fox likes and trusts the boy’s father. B
The fox and the boy share a close bond. C The
boy is confused by the fox’s behavior.
D The father is doing what’s best for the boy.
E The fox is curious about the smells and sounds of nature.
This question has two parts. First answer Part A, then Part B.
2. Part A What emotion is the boy feeling during the car ride?
A anxiety
B boredom C
annoyance D
excitement
Part B Select the sentence that best supports the answer to Part A.
A “The fox felt the car slow before the boy did, as he felt everything first.” (paragraph 1)
B “The boy sensed something now, too.” (paragraph 2)
C “He pulled his pet back to him and gripped his baseball glove more tightly.” (paragraph 2)
D “His boy did not resist, so the fox did not resist.” (paragraph 11)
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Focus on Genre
Novel
 includes the basic elements of fiction—plot, characters, conflict, setting, point of view, and theme
 is longer than a short story or novella and is often organized into chapters
 provides authors with the length to develop plot and characters thoroughly
Analyze Point of View

Perspective is a character’s attitude and way of looking at events. Point of view, on the other hand,
is the vantage point from which the voice telling the story, the story’s narrator, relates events.
n first-person point of view, the narrator is a character in the story. In third-person point of
view, the narrator is not a character. Third-person narrators may be omniscient, knowing everything,
or limited, knowing only certain aspects of the story.
Use the chart below to help you determine which third-person point of view is used in Pax.
Point of View
Narrator knows and is able to describe only what one

Third-Person Limited character knows, thinks, and feels.
Narrator is an outside Narrator tells the story using third-person pronouns she/he,
observer, not a character her/him, they. I and we are used only in dialogue.
Third-Person Omnscient Narrator knows and is able to describe everything, including what
any character thinks and feels.
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Analyze Word Choice

Authors carefully choose words and details that help develop the voice—the unique personality or
sensibility—of a character or a narrator, as well as the story’s mood, the story’s feeling or atmosphere.
As you read, note specific word choices that help create the voice of the excerpt’s main character as well
as the story’s mood.
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Here are one reader’s notes on this excerpt from Pax. As you read, highlight words or phrases hat
reveal the story’s point of view.
The fox felt the car slow before the boy did, as he felt everything first. Through the pads of his paws,
along his spine, in the sensitive whiskers at his wrists. By the vibrations, he learned also hat the road
had grown coarser. He stretched up from his boy’s lap and sniffed at threads of scent leaking in through
the window, which told him they were now traveling into woodlands.
The fox felt the car slow before the boy did, as he felt everything first. . .
sniffed at threads of scent leaking in through the window, which told him they were now
raveling into woodlands.
The narrator is showing what the fox knows—just by using touch and smell.
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Analyze the
Text
Support your responses with evidence from the text.
Evaluate
1. Review paragraph 1. What details does the author use to describe key ideas about the fox?
Analyze
2. Review paragraph 3. What do the fox’s memories suggest about the relationship between he boy
and the fox? What conflict is revealed by this Memory Moment?
Summarize
3. Review paragraphs 7–9. What is the mood (or feeling) of this passage? Explain how the
author’s specific word choices affect voice and mood.
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nterpret
4. Review paragraph 18, especially the last sentence of the paragraph. How do specific word
choices help reveal the fox’s confusion?
Cite Evidence
5. Cite evidence from the text that indicates the narrator’s point of view. What is the specific
purpose or benefit of using this point of view in Pax?
Paragraph Number Evidence for Point of View
Purpose or Benefit
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Complex Sentences
A complex sentence includes an independent clause and one or more subordinate clauses. A
subordinate clause is introduced by a subordinating conjunction, such as because, if, since, until,
when, and where, and it often includes an answer to a question such as How? Where?
Why? For how long? To what extent? and Under what condition?
As you write sentences, make sure that you follow the rules of good grammar. Here are some mistakes
to look out for, along with ways to create complex sentences to correct them.
Run-on sentences and comma splices (two or more independent clauses either run together or oined by
only a comma)
ncorrect:
The fox licked at the tears and then grew more confused, there was no scent of blood.
Correct:
The fox licked at the tears and then grew more confused because there was no scent of
blood.
Sentence fragments (a group of words that is only part of a sentence)
ncorrect:
The boy slumped forward. His head in his hands.
Correct:
The boy slumped forward until his head fell into his hands.
PRACTICE AND APPLY
Work independently to create your own complex sentences written from the point of view of the ox.
Imagine what the fox experienced after the car drove away, and then describe it in your sentences. Share
your sentences with a classmate, checking for use of complex sentences and correct grammar.
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Choices
As you write and discuss, be sure to use the Academic Vocabulary words.
 benefit
 distinct
 environment
 illustrate
 respond
How many of these words do you already feel comfortable using when speaking or writing? Type an
X in the relevant boxes.
I can use it. I understand it. I'll look it up.
benefit
distinct
environment
illustrate
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Writing
Write a fictional narrative from the point of view of an animal or an object.
Think about what and how your character sees, hears, touches, smells, and tastes. nclude
setting, characters, plot, conflict, and theme.
Check to make sure that you use complex sentences correctly. If the subject of a sentence is singular,
make sure that the verb is singular; if the subject is plural, make sure that the verb is plural.
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What kinds of bonds connect people with their pets? Investigate a true story that illustrates a special
bond between someone and a pet. If you’d like, use a story of your own or of someone you know.
Record what you learn in the chart below.
Person and Pet Details about Their Bond
Caring & Responsibility
In Pax, Peter makes a difficult choice about setting a wild animal free. Think about the choices pet
owners make about caring for their pets. Then, work with a partner to present your ideas about the
responsibilities of pet owners. Include images and text in your presentation, and use complex sentences
correctly. Communicate your ideas effectively by maintaining eye contact and speaking at an
appropriate rate and volume.
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from Pax
by Sara Pennypacker
1 Read this sentence from paragraph 1.

He stretched up from his boy’s lap and sniffed at threads of scent leaking in through the
window, which told him they were now traveling into woodlands.
The word choice in the sentence emphasizes the —
fox’s ability to know where they are
fox’s dislike of being in the car
way the boy feels about the fox
way the fox feels about the woodlands
2 The word sensitive comes from the Latin word sentire, which means “to feel or perceive.” What
does sensitive mean as it is used in paragraph 1?
Able to understand how other animals feel
Able to have deep feelings or emotions
Able to perceive small changes in the environment
Able to see things for a long distance
3 Which two inferences can be made from the information in paragraph 7?

The boy and his father will soon be separated.
The boy’s comfort is very important to the fox.
The fox’s comfort is very important to the boy.
The fox does not know the boy very well.
The boy is going somewhere away from home.
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4 Read this sentence from paragraph 10.

The car juddered to a full stop and tilted off to the right, a cloud of dust rising beyond
the window.
What is another correct way to write this sentence?
The car juddered to a full stop, tilted off to the right, and a cloud of dust rising beyond the
window.
When the car juddered to a full stop and tilted off to the right, a cloud of dust rose beyond the
window.
The car juddered to a full stop and tilted off to the right. A cloud of dust rising beyond the
window.
The car juddered to a full stop and then it tilted off to the right when a cloud of dust rose beyond the
window.
5 What effect does the point of view have on the reader in paragraph 10? Cite evidence from the text
to support your answer.
6 Which two statements can be determined about the fox from his reaction in
paragraphs 10–11?
He is very trusting of the boy.
He likes the boy’s father.
He is not easily scared or upset.
He studies humans carefully.
He enjoys being in the woods.
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7 In paragraph 11, the Latin prefix dis- signifies what in the word displease?
Emphasis on
Same as
Opposite of
More of
8 What is the point of view in paragraph 1 of the passage?

First person, from the boy’s perspective
First person, from the fox’s perspective
Third-person limited, from the fox’s perspective
Third-person omniscient, from the boy’s perspective
9 The author’s word choice in paragraph 15 contributes to developing the fox’s character by
demonstrating –
how helpless and frightened the fox is when he is alone
how the fox does not trust the boy completely
the fox’s nature to be silly and act carelessly
the fox’s loyalty and his loving attitude toward the boy
10 In paragraph 20, the author chooses words that illustrate the connection between the — fox
and the boy
fox and the birds
lightning and the fox
lightning and the birds
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Part A
The memory that the fox recalls in paragraph 20 suggests that he will
—
play a game
soon see a bird
soon be free
catch a bird
Part B
Which excerpt from paragraph 20 best supports the answer to Part A?
His boy was waiting to play the game.
Hours upon hours he had watched birds from his pen . . .
. . . quivering at the sight of them slicing the sky . . .
The freedom of their flights always mesmerized him.
12 Which detail first indicates to the fox that this car trip will be different from the others?
The boy’s suitcase beside them in the car
Unfamiliar scents from outside the car
The boy crying but not in pain
The boy not being as calm as usual
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Non-fiction Map:
 Author’s purpose: ………………………………………………...
 Genre: ……………………………………………………………
 Language: …………………………………………………………
 Audience :……………………………………………………….
Informational Text :
 Informational text is nonfiction writing, written to inform the reader
about aspecific topic.
 It is typically found in magazines, science or history books,
autobiographies, andinstruction manuals.
 They are written using special text features that allow the reader to easily
findkey information and understand the main topic. Features of the
informational text:
 It provides factual information.
 It uses evidence to support ideas.
 It includes many forms, such as news articles and essays.
 It contains text features such as:
 Main title: This sums up the topic.
 Headings and sub-headings: These are used to introduce the content of
different paragraphs to help the reader navigate the text.
 Paragraphs: These are the main bodies of text that include the topic
information.
 Bullet-pointed lists: Ordering key information in a list is a great way of tellingthe
reader what they need to know about the subject.
 Photographs and illustrations: Information texts include images to make the
information easier to understand. These can be realistic photos or annotated
diagrams.
 Captions-: Captions are used to describe included photographs and
illustrations.
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Unit 6 (Hidden Truths) Drama -The Prince and the Pauper.
The Prince and the Pauper

by Mark Twain
dramatized by Joellen Bland
Background
Mark Twain (1835–1910) is one of America’s most beloved writers. Born Samuel Clemens, he adopted
his pen name when he began his writing career. He is well known for his novels The Adventures of
Tom Sawyer and Adventures of Huckleberry Finn. Twain’s The Prince and the Pauper concerns
Prince Edward, King Henry VIII’s son, who became king in 1547 at the age of nine. This adaptation is by
Joellen Bland, who has been writing scripted versions of classic stories for more than 30 years.
Main Characters
Edward, Prince of Wales Tom Canty, the Pauper Lord Hertford Lord St. John King Henry VIII Herald
Miles Hendon John Canty, Tom’s father Hugo, a young thief Sir Hugh Hendon
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Summary
Scene I takes place in the year 1547 at Westminster Palace, England.

Two guards are at the gates of the palace, and villagers gather nearby trying to see into the
courtyard, where the Prince may be playing.
Tom Canty, who is dirty and wearing ragged clothes, steps out of the crowd, up to the gates. His dream
is to see the Prince. One of the guards roughly tosses Tom back into the crowd, and other villagers
laugh.
The Prince comes to the gate and scolds the guards for how they treated Tom Canty. He demands they
let him through the gates. Tom Canty walks through the gates as if he’s in a dream.
The Prince introduces himself as Edward, Prince of Wales, and invites Tom into the castle. Tom
explains that he lives in Offal Court, London.
He tells the Prince that his father beats him if his begging doesn’t bring home enough money
or supper. This shocks the Prince. His father never beats him. Tom tells the Prince more about ife in
Offal Court, where he spends time watching puppet shows and street fights or playing in he mud.
The Prince wishes that he could wear Tom’s ragged clothes and play in the mud, and Tom wishes that
he could wear the Prince’s fine clothes. The Prince suggests that they swap clothes. When Tom sees
himself in the mirror, he hesitates, saying it’s not right that he’s wearing the Prince’s clothes.
The Prince remarks that they look like brothers, and that if they were dressed alike, people would not be
able to tell them apart. Tom is scared, but the Prince tells him not to worry. Then he Prince sees a bruise
on Tom’s hand. The Prince grows angry at the guards for how they reated Tom. He commands Tom not
to leave until he returns.
The Prince hides the Great Seal, which is a tool with the office stamp of the court, and runs out n Tom’s
ragged clothes. One of the guards grabs the Prince and knocks him to the ground.
The guard calls him a beggar, and the villagers laugh.
The Prince, furious, exclaims that he’s the Prince of Wales and scolds the guard for hitting him. The
guard mocks him and pushes him aside, telling him to move away. The villagers tease him. Meanwhile,
Tom admires himself in the mirror, wishing the boys in Offal Court could see him.
But he’s also anxious for the Prince to return.
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When the guards see him and salute, Tom quickly goes back into the palace. Lords Henterford and St.
John appear. Henterford bows at Tom and notices that he looks worried. Shaking, Tom admits that he is
poor Tom Canty of Offal Court, not the Prince. He begs to see the Prince.
Hertford is confused about why the Prince is begging on his knees. He thinks that the Prince has gone
crazy and whispers to St. John that they must tell the King. The two of them leave the scene. Tom
worries that he will be hanged. Hertford and St. John return with the King, who is weak. Tom can’t
believe he is speaking to the King.
The King is stunned by Tom’s behavior and thinks the Prince must not be well. When the King asks
Tom if he is the Prince of Wales, Tom responds by saying that he is just a pauper and it is a mistake that
he’s in the castle. Tom asks the King to spare his life. He asks permission to eave, but the King questions
where he would go. Tom says that he would return to the alley
where he was born and raised. The King holds Tom and tells Hertford and St. John that he is old and ill
and his son has READING CHECK Why do the Prince and Tom trade clothes? gone crazy.
But he thinks it will pass, and regardless, tomorrow the Prince will be King of England. The King asks
Tom where the Great Seal is, but Tom does not know. The King reassures Tom that he will remember
later.
The King orders him to hide the strange way he is acting and seek help from his uncle, Lord Hertford, if
he has trouble remembering anything. Tom agrees and the King goes to rest. Then Tom wants to rest,
too. St. John reminds him that he must attend the Lord Mayor’s banquet that evening, which is being held
in the Prince’s honor.
Tom is terrified to learn this. In private, St. John and Hertford discuss with concern how the King is
dying and the Prince has gone crazy, thinking he is someone else. Hungry, Tom uses he Great Seal to
crack nuts. Scene 2 takes place later that night on a street near Offal Court. n dirty clothes, the Prince
limps along.
He’s never been in this part of London. John Canty comes out of the crowd and roughly grabs him. He’s
mad and suspects that Tom hasn’t brought home any money. He threatens to beat him. The Prince
commands Canty to take him to the palace. He tells Canty that he is the Prince of Wales.
Canty thinks that Tom has gone crazy and begins to drag the Prince off. The Prince insists that he truly
is the Prince and that the King will kill Canty for how he’s treating him. Canty tries to hit him, but the
Prince runs away. Scene 3 takes place at the castle during the banquet. Tom is sitting at the head of the
table in royal clothing. He isn’t familiar with the food they are eating and eats with his hands.
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Suddenly, an announcement is made. The King is dead. Everyone bows to Tom, who they now
believe is King. Outside, the Prince arrives at the palace and pounds on the gates, shouting that he is
the Prince of Wales. Miles Hendon approaches the Prince and is friendly, ecognizing that the boy
needs help.
A villager grabs the Prince, but Miles defends him. Then the announcement is made that the King is
dead. The Prince is stunned. Miles tells the Prince he can stay in his room at the inn and guides him
away.
n Scene 4, Miles and the Prince are in Miles’s room at the inn. Miles gives the Prince a hot supper. The
Prince thanks him and repeats that he truly is Edward, the King of England. He says that Miles will be
rewarded for his kindness. Miles humors the Prince, going along with his story.
The Prince scolds Miles for trying to sit in the presence of a King, and Miles apologizes. The Prince
asks Miles about himself and learns that Miles’s father held a rank of honor. His father kicked Miles
out seven years ago, and Miles fought in the wars. He became a prisoner, and now he is free, returning
home.
The Prince says that Miles has been wronged READING CHECK What news does Tom eceive at the
banquet? What does it mean for him? and that he will make things right for him.
He asks Miles what he’d like, and Miles drops to a knee and requests to sit in the presence of a King.
The Prince grants this, and Miles sits and eats. To himself, Miles thinks that the Prince plays he part
well. Then the Prince asks Miles to stand guard while he sleeps. The Prince quickly alls asleep. Miles
feels sorry for the Prince, and he too sleeps. John Canty and Hugo climb hrough the window.
Quietly, they carry the Prince off without Miles waking. Scene 5 takes place two weeks later in a
country village street. Canty tells Hugo to make sure that his crazy son doesn’t escape again, and Hugo
grabs the Prince roughly. The Prince refuses to beg or steal with Hugo and Canty.
Hugo threatens the Prince.
Then he grabs a package from a woman and thrusts it into the Prince’s arms before running off. The
woman and other villagers surround the Prince. The Prince insists that he didn’t rob the woman. Miles
arrives, and the Prince is pleased to see him. When a policeman arrives, the Prince refuses to go before a
judge. But Miles reminds the Prince that he expects his subjects
o respect the law, so he should too. The Prince agrees and goes off with the police.
Scene 6 takes place in the office of a judge. The policeman explains that the Prince is accused of
stealing a package from the woman. The woman is certain that the Prince is the thief, and
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here are no witnesses to defend the Prince. So, the judge convicts the Prince. The woman names the
value of her package, and the judge says that the boy will hang for stealing something of that value.
But then the woman changes her mind.
The judge sentences the Prince to spend two weeks in jail. The policeman jokes with the woman about
the pig’s value and upsets her. Then he leads the Prince away. Miles quietly asks he policeman to look
the other way so that the Prince can escape. Miles says that the Prince is nnocent and threatens to tell the
judge about the way the policeman joked with the woman.
The policeman agrees to look the other way.
Miles tells the Prince that they are free to go. The Prince explains that in the last two weeks he, he King
of England, has begged for food, slept in a barn, and escaped death. He wonders why messengers
haven’t been looking for him.
Miles is sad that the Prince still thinks he is the King, but he tells him that he will take him to his ather’s
large home in Kent.
Scene 7 is set in a village jail. Miles and the Prince are in chains. Miles insists that he is Miles Hendon
and his brother, Sir Hugh, has stolen his bride and his estate. The jailer calls him an mposter. He says
that Miles is claiming to be Sir Hugh’s dead brother and has assaulted Sir Hugh in his house. Miles is
upset. READING CHECK What happens to the Prince after he and Miles fall asleep?
Other prisoners discuss how the will be hanged for minor crimes. The Prince says that when he s made
King, he will set them free and change the laws. The prisoners discuss how the King will be crowned
tomorrow and has promised to get rid of the cruelest laws that oppress people.
The Prince can hardly believe that Tom is about to become King. Sir Hugh arrives at the jail and says
that Miles and the Prince may be released in a couple of hours. Then Sir Hugh leaves o go to the
coronation, or the ceremony in which the Prince will become King. Scene 8 takes place on Coronation
Day at Westminster Abbey.
A crowd of lords and ladies is inside the gates. Outside the gates is a crowd of villagers, ncluding
Miles. Miles is upset because he has lost the Prince in the crowd. A procession enters, including an
attendant who carries a crown on a small cushion. Tom is there too, ooking nervous.
Suddenly, the Prince steps out of the crowd and claims to the be the King. Tom kneels before him.
Hertford is confused and wants proof that the Prince is indeed who he and Tom say he is. Hertford asks
for the Great Seal of England, which has been missing for weeks. Tom knows where it is, but says that
the Prince should say. The Prince remembers exchanging clothes, but he doesn’t remember hiding the
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The Prince tells St. John where it is. St. John goes and gets it. Tom takes off his cape and puts t over the
Prince’s ragged clothes. St. John puts the crown on the Prince’s head. Hertford wants to throw Tom in
jail, but the Prince refuses. The Prince and Tom joke about how Tom used the seal to crack nuts. Miles
realizes that the Prince truly is the King, and he is embarrassed for not believing him.
The Prince exclaims that Miles is his trusty servant, who has earned the right to sit in his presence. The
Prince orders Sir Hugh Hendon to be jailed. He names Tom the King’s Ward, or young person under the
king’s protection, for governing with gentleness while the Prince was gone. The Prince promises better
treatment for the poorest people under his rule.
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Analyze Elements of Drama
A playwright—a person who writes a play—uses the elements of drama to tell a story. One element, a
cast of characters, lists each character in the drama. Important characters develop over the course of
the drama, just as they do in other types of fiction.
Together, scenes (short episodes) and acts (a collection of scenes) form the basic structure of a
drama’s plot. As the play moves from one scene to the next, the plot unfolds and develops.
Plays typically have one or more acts and several scenes.
Stage directions, which are often set in italics in a script, provide instructions to the actors, director,
and stage crew. Stage directions reveal important information about characters and setting.
Dialogue is the conversation between two or more characters. Through dialogue, characters express
their own thoughts, feelings, and motivations. Dialogue also reveals how characters espond and react
to other characters and events in the play.
As you read, look for ways that the playwright uses the elements of drama to develop characters and
plot.
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The Prince and the Pauper - Vocabulary
1. pageant = elaborate parade or spectacle *

2. reveler(s) = person who celebrates
3. pauper = person without means, beggar *
4. fiend(s) = very wicked or cruel person
5. farthing(s) = old English coin worth a quarter of a penny
6. mendicancy = begging, living solely on alms
7. obeisance = bow, curtsy, gesture to show respect
8. sordidness = filthiness, corruption
9. comely = good-looking, handsome
10. buskins = a laced half-boot
11. halberd(s) = a weapon with a pike and battle ax on a long handle
12. mien = a person’s look or bearing *
13. sally = a witty remark or retort
14. gibbet = gallows
15. plebeian = one of the common people
16. homage = acknowledgement of superiority, respect *
17. ruffian = violent, lawless person
18. antechamber = small room leading to a main room
19. menial = a domestic servant
20. taint = trace of corruption or dishonor
21. Parliament = the legislature of England *
22. liege = a feudal superior
23. courtiers = person who attends a royal court
24. semblance = image, likeness
25. palter = to trifle with or change without authority
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Extra Terminology
1-prodigious
possessing an impressive scale and intensity of character 2-
pauper
someone who has no money and is dependent upon the state for care 3-
repudiate
a renouncement or denial of an opinion or idea 4-
digression
o veer off-topic for a period of time before circling back around again 5-
pillory
he wooden post people place their heads and hands through as a form of public shame and
punishment
6-sober
serious and thoughtful as well as the more common modern meaning of being alcohol-free 7-
penury
he state of poverty which characterizes the life of a pauper 8-
dissipate
o gradually disappear or disperse 9-
squalid
characterized by being broken-down, foul and having once been found in better condition 10-
calamity
a disaster of far-reaching consequence 11-
cozen
o deceive or engage in the art of bamboozling others 12-
ennoble
o endow with honor or nobility
13-tribulation
something like a calamity, but more akin to a series of events which take on the appearance of a disaster
14-sagacious
possessed of a singularly insightful sort of wisdom 15-
habiliment
clothing or other coverings for the body (such as chain metal) 16-
descry
o spot something from a distance
17-consort
he act of accompanying another or the person whom one is accompanying 18-
sardonic
an expression of ironic wit
19-prating
babbling endlessly about nothing
20-fealty
showing loyalty to the sovereign no matter what
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Engage Your Brain
Choose one or more of these activities to start connecting with the drama you’re about to read.
Handbook for a King or Queen

What advice would you give to a child who’s about to become the leader of a country?
Stage Directions
Stage directions describe settings, actions, and how actors speak. Write stage directions describing
something you did today so that an actor would know exactly how to perform it.
Oh, Those Royals.

With a group, share what you know about England’s kings, queens, princes, and princesses. What
names do you know?
Which of their actions can you recall?
Share your group’s responses with the class.
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Focus on Genre
Drama
 includes a script, or the text of the play
 provides a cast of characters—a list of all characters in the play
 is divided into one or more large sections called acts and smaller sections called scenes
 tells a story through dialogue, the spoken words of characters
 includes stage directions that give instructions about performing the drama
Analyze Theme
n a play, the elements of drama come together to suggest a theme—a lesson about life or human
nature. Playwrights introduce or expand upon important ideas through dialogue and descriptions of
characters’ actions. Readers can make inferences about theme based on these dramatic elements.
Dialogue
Tom. I have always dreamed of seeing a real Prince!. . .

1st Guard. Mind your manners, you young beggar! (paragraphs 6–7)
dea
Citizens are kept away from members of the royal household.
Possible Theme
People in power should know more about the people they rule.
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Here are one reader’s notes about stage directions in The Prince and the Pauper. As you read, note
other elements of drama, including dialogue, scenes, and characters.
Westminster Palace, England. couch

with a rich robe draped on it, bellcord,
arge golden seal
Piece of armor hangs on one wall.
Palace, nice clothes, cord with bell to call servants, gold, armor: this is a really fancy room.
Setting: Westminster Palace, England. Gates leading to courtyard are at right. Slightly to the
eft, off courtyard and inside gates, interior of palace anteroom is visible. There is a couch with
a rich robe draped on it, screen at rear, bellcord, mirror, chairs, and a table with bowl of nuts,
and a large golden seal on it. Piece of armor hangs on one wall. Exits are rear and
downstage.
Analyze Central Ideas

A central idea is a main idea of the text, and it is supported by key ideas. Authors may state hese
ideas explicitly, or directly. However, they may also suggest them implicitly, or ndirectly. In such
cases, readers must make inferences—logical guesses based on prior knowledge and the text’s
evidence, including facts, definitions, details, or quotations.
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Expand Your Vocabulay

Which vocabulary words do you feel comfortable using when speaking or writing?
 wistfully
 anxiously
 discreetly
 rueful
 jest
 perplexed

PRACTICE AND APPLY
Answer the questions to show your understanding of the vocabulary words.
1. If you gaze wistfully at a picture of a beach, do you want to be there or are you glad you are not?
Why?
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2. If someone looks anxiously at his watch, is he feeling pressed for time or relieved by the ime?
Why?
3. When a doctor asks to speak to you discreetly, is she trying to respect your privacy or to speak
openly? Why?
4. If your friend is feeling rueful, should you congratulate or comfort your friend? Why?
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5. If you and your sibling jest at the dinner table, are you making a joke or having an
argument? Why?
Vocabulary Strategy
Resources
You can use a print or online dictionary and a thesaurus to identify synonyms and antonyms of
vocabulary words. Using these resources can help you better understand the meaning and usage of
unfamiliar words.
PRACTICE AND APPLY
Write sentences using each of these vocabulary words: wistfully, anxiously, discreetly, rueful, est,
and perplexed. Then, use a dictionary or thesaurus to find a synonym for each vocabulary word.
Finally, rewrite your sentences, replacing each vocabulary word with its synonym. Has he meaning of
your sentences changed? How?
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Use as many of the vocabulary words as you can in a paragraph describing someone’s actions or
appearance.
PRACTICE AND APPLY
Answer each question, explaining which vocabulary word is most closely related to the word in talics.
 fortitude
 endure
 horizon
 angular
 focus
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 1. Which vocabulary word goes with sunset?
 2. Which vocabulary word goes with strength?
 3. Which vocabulary word goes with lasting?
 4. Which vocabulary word goes with concentrate?
 5. Which vocabulary word goes with pointed?
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Assessment Practice
1. What thought is the Prince expressing when he says, ”If I could wear your clothes and play in he mud
just once, with no one to forbid me, I think I could give up the crown!” (paragraph 24)? A He does not
enjoy wearing the heavy crown.
B He understands why Tom is so jealous of royalty.
C He feels that Tom should be embarrassed by the clothes he wears.
D He would give up being a prince for the chance to have fun and live without rules.
This question has two parts. First answer Part A. Then, answer Part B.
2. Part A Which sentence states a theme of the play?

A Paupers and runaway children would make the best kings.
B How well people are dressed shows what they are really like.
C It is unfortunate that kings and princes must live unhappy lives.
D It is important for leaders to understand the experiences of others.
2. Part B Which sentence supports the answer to Part A?

A Tom achieves his lifelong dream of becoming Prince.
B The King doubts that his son will make a great leader.
C After being disguised as the Prince, Tom becomes mean and willful.
D After being disguised as Tom, the Prince decides that he will care for others.
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Analyze the Text

Summarize1. Review paragraphs 24–34. Summarize the events leading up to the Prince being
thrown out of his own palace.
Cite Evidence
2. Do you think Tom Canty is comfortable in his new role as the Prince? Cite evidence in he
dialogue and stage directions that explains why or why not.
Evaluate
3. Review Scene 6. Explain how the action and dialogue affect the Prince. What important deas
and themes are developed in the scene?
nterpret
4. Give some examples of stage directions from the play that reveal information
about characters. How do your examples help you understand how the characters respond or change?
Types Examples from the Play
Directions About Delivering Lines
Directions Describing Gestures
Directions Describing Movements
Directions Noting How Characters Respond
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Analyze
5. In your own words, describe two Aha Moments, one for the Prince, the other for Tom Canty. How
does the Prince’s character change as a result of what he realizes while he’s outside the palace? What
is revealed about Tom Canty in his role as the Prince?
Research
After the death of his father King Henry VIII, Prince Edward became king in 1547. Find out what’s
known about King Edward VI’s childhood. Record what you discover.
King Edward VI: Important Childhood Events and People
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Pronouns
A pronoun is used in place of a noun or another pronoun.
Personal pronouns include I, me, we, us, our, yours, she, he, they, and theirs, and change orm, or case,
depending on how they function in sentences. In the independent clause, “I am hungry,” I is in the
subjective case and refers to the speaker. In the independent clause “Her hair is black,” her is a
possessive pronoun, showing whose hair is black.
Reflexive and intensive pronouns, such as myself, himself, herself, or themselves, reflect on or
emphasize the nouns or pronouns to which they refer. In the sentence “Sheila mowed the awn herself,”
herself is a reflexive pronoun referring to Sheila. In the sentence “The children hemselves found a way
to be courageous,” themselves is an intensive pronoun emphasizing he noun children.
The word or words to which a pronoun refers are called antecedents. Pronouns must agree with
their antecedents in number, gender, and person.
As you speak and write, avoid vague pronouns. In the first example below, it does not clearly elate to an
antecedent—it could refer to the report, the storm, or to the flooding. In the second example, the meaning
is clear:
The report indicated that the storm could cause flooding, and it would start soon.
The report indicated that the storm could cause flooding, and the storm would start
soon.
PRACTICE AND APPLY

Write sentences using each type of pronoun: personal, reflexive, and intensive. Then, share your
sentences with a partner and compare your use of pronouns. Correct any vague pronouns.
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Compare Across Genres
The Breadwinner” and ‘The Pax’ use different genres, or types of writing,. Although the works are
about a similar topic, each may express a different theme, or message about life or human nature.
Comparing texts about a similar topic across a variety of genres can provide a deeper understanding of
that topic.
With your group, complete the chart to infer themes based on your own knowledge and
nformation from the text. This information may include important statements, events, and mages.
The Breadwinner The Pax
Key Statements
Significant Events
Memorable Images
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Collaborate & Research

Continue exploring the ideas in the texts by developing your own guidelines for how an
organization can provide help in a natural disaster. Follow these steps:
1. Develop a Research Question

In your group, brainstorm questions about how government and volunteer organizations help
victims of natural disasters. Circle the most interesting questions, and then decide which group
member or members will research each question.
-Gather Information
Research answers to your assigned question, avoiding plagiarism by properly citing your sources.
 Plagiarism is the unauthorized use of someone else’s words or ideas. Plagiarism is not
honest.
 Include a proper citation for each source you use.
 To cite print or digital sources, include author, title, and publication information,
according to the style guide your teacher prefers.
Record your notes in this chart.
My Question:
Source 1 Information:
Source 1 Citation:
Source 2 Information:
Source 2 Citation:
Ideas from the sources that answer my question:
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3. Present Findings
Share and discuss your research with your group. Use everyone’s research to help develop
a set of guidelines that describe how an organization can help victims of a natural disaster.
Present your guidelines to the class, and include your citations.
Choices
 emphasize
 occur
 period
 relevant
 tradition
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Prepositions and Prepositional Phrases
A preposition is a word that relates one word to another word. Some common prepositions are at,
by, for, from, in, of, on, to, and with.
A prepositional phrase includes a preposition and a noun or pronoun—the object of the

preposition. A prepositional phrase modifies or relates to another word in a sentence,
elling which one, where, why, or to what extent. Prepositional phrases add detail and create
magery.
Notice the importance of these prepositions and prepositional phrases in the stage directions at he
opening of Scene 4 of The Prince and the Pauper.
“Miles’ room at the inn. At right is table set with dishes and bowls of food, a chair at
each side. At left is bed, with table and chair next to it, and a window. Candle is on
able.”
The prepositional phrases add details that help readers visualize the scene.
PRACTICE AND APPLY
Think of a scene from your everyday life; for example, walking your dog, going to school, or eating
dinner with your family.
Then, write stage directions for your scene using prepositions and prepositional phrases.
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Writing
Character Study
Write a brief character analysis of Prince Edward, Tom Canty, Miles Hendon, or John Canty. Think
about how the character’s personality and motivations are revealed.

Analyze how the character responds to others and to events.
Use evidence from dialogue and stage directions to support your analysis.
Revise and edit your analysis, using prepositions and prepositional phrases correctly.
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Close Read Practice Page
The Prince and the Pauper by Mark Twain, dramatized by Joellen Bland .
Do a close read of paragraphs 188–191 in the selection by marking the text and answering the ollowing
questions.
Paragraphs 188–189
1. Mark the stage directions in this section. These seem important to the play because . . .
2.Why might St. John wait for Tom’s signal before leaving to get the sea?
Paragraphs 190–191
3. Notice the stage direction in paragraph 19
1. Why might this be important?
4. How might this be viewed as a happy ending? Underline words and phrases that help create a happy
mood, or feeling.
5. This might also be viewed as an unhappy ending for Tom because . . .
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The Prince and the Pauper

Novel by Mark Twain
Dramatized by Joellen
Bland
1 The Prince’s dialogue in paragraph 8 suggests that he is —
always rushed
suspicious
kindhearted
easily angered
2 What do the stage directions in paragraph 26 reveal about the characters? What
the Prince is willing to do to experience something new
Why Tom is so nervous around the Prince
The emotional turmoil the Prince feels in his role
The desperation Tom feels about becoming the new prince
3 Read the thesaurus entry below.

beckon
v: call, entice, flag, wave
Read this excerpt from paragraph 42 of the selection.
King (beckoning Tom close to him). Now, my son, Edward, my prince.
What is the best synonym of the word beckoning as it is used in the excerpt?
Calling
Enticing
Flagging
Waving
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4 Imagine that the playwright wants to add a sentence of dialogue after the dialogue in
paragraph 111. Which sentence correctly uses a prepositional phrase?
“I’m going to sleep on that bed.”
“I’m going to sleep at that bed.”
“I’m going to sleep over that bed.”
“I’m going to sleep beside that bed.”
5 What connections can you make between Scene 6 and your own experiences or
knowledge?
Describe these connections. Cite evidence from the text to support your response.
6 Read the thesaurus entry below.

pathetic
adj: pitiful, feeble, woeful
Read the excerpt from paragraph 157 of the selection.

Miles (sadly, aside). Still busy with his pathetic dream.
What is the best antonym for the word pathetic as it is used in the passage?
Admirable
Confusing
Tragic
Unusual
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7 Imagine that the playwright wants to add stage directions about the setting to Scene 7 o help the
reader better visualize the scene. Which sentence correctly uses a prepositional phrase?
There is dirt about the floor.
There is dirt scattered across the floor.
There is dirt lying next to the floor.
There is dirt right above the floor.
Part A
How do the events and dialogue in Scene 8 help develop the theme of the play?
They reveal that people must look beyond appearances to find someone’s true character. They
show that people are able to change their minds after sensing something is amiss. They suggest
that people would rather believe a lie than the truth.
They emphasize that people can make mistakes and be forgiven for them.
Part B
Which two quotations from the selection best support the answer to Part A?
I forbid you to set the crown of England upon that head. I am the King! (paragraph 180)
By your favor, sir, I wish to ask certain questions of this lad. (paragraph 183)
I did not know what it was, my King, and I used it to.......to crack nuts. (paragraph 194)
Is he indeed the sovereign of England, and not the poor and friendless Tom o’ Bedlam
I thought he was? (paragraph 195)
He is my trusty servant, Miles Hendon, who saved me from shame and possible death.
(paragraph 197)
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9 To which column does each line from the play belong? Write the letter of each answer in the
appropriate column.
Dialogue
Villagers walk about. Canty, Hugo, and Prince enter. (paragraph 116)
I will not beg with you, and I will not steal! I have suffered enough in this
miserable company of thieves! (paragraph 119)
You shall suffer more if you do not do as I tell you! (paragraph 120)
Hugo sneaks along after Woman, then snatches her bundle, runs back to Prince, and
thrusts
it into his arms. (paragraph 120)
stepping out of crowd and pushing man back with the flat of his sword (paragraph 124)
Let us proceed gently, my friends. This is a matter for the law. (paragraph 124)
10 The stage direction in paragraph 182 helps the reader understand the scene by having Hertford
—
act upset by the news of the switch
inspect the boys to discover the truth
act like he is embarrassed by his actions
appear to be surprised he has not noticed the difference
11 Which two pieces of dialogue show that the character Miles is devoted to the Prince, despite
not knowing his true identity?
I was not thinking. (paragraph 102)
My father is a baronet, Your Majesty. (paragraph 104)
Now I am free, and I am returning home. (paragraph 106)
Well, I will be his friend and watch over him. (paragraph 112)
Trust in me and all shall go well. (paragraph 126)
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12 Which themes can the reader infer from Scene 1 of the passage?
Home is where the heart is.
Money tempts people into making poor choices.
Family matters more than anything else.
Everyone deserves kindness and fair treatment.
Assessment Practice
1. What thought is the Prince expressing when he says, ”If I could wear your clothes and play in he mud
just once, with no one to forbid me, I think I could give up the crown!” (paragraph 24)? A He does not
enjoy wearing the heavy crown.
B He understands why Tom is so jealous of royalty.
C He feels that Tom should be embarrassed by the clothes he wears.
D He would give up being a prince for the chance to have fun and live without rules.
This question has two parts. First answer Part A. Then, answer Part B.
2. Part A Which sentence states a theme of the play?

A Paupers and runaway children would make the best kings.
B How well people are dressed shows what they are really like.
C It is unfortunate that kings and princes must live unhappy lives.
D It is important for leaders to understand the experiences of others.
2. Part B Which sentence supports the answer to Part A?

A Tom achieves his lifelong dream of becoming Prince.
B The King doubts that his son will make a great leader.
C After being disguised as the Prince, Tom becomes mean and willful.
D After being disguised as Tom, the Prince decides that he will care for others.
Analyze
3. In your own words, describe two Aha Moments, one for the Prince, the other for Tom Canty. How
does the Prince’s character change as a result of what he realizes while he’s outside the palace? What
is revealed about Tom Canty in his role as the Prince?
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Unit 6 -Compare Poems (Archetype poem and Fairy -tale Logic poem
Compare Poems
You’re about to read two poems that offer interesting views of fairy tales. As you read, look for details that
will help you infer themes—messages about life and the human experience.
Archetype
Poem by Margarita Engle.
Background
Margarita Engle (b. 1951) is an award-winning Cuban American writer. She was named the Poetry
Foundation’s Young People’s Poet Laureate for the 2017–2019 term. Among her many award-winning
books are The Surrender Tree: Poems of Cuba’s Struggle for Freedom (2008) and her verse
memoir, Enchanted Air.
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A. E. Stallings (b. 1968) is an award-winning poet, whose book Archaic Smile (1999) won the
Richard Wilbur Award. She has studied Greek and Latin, and Greek mythology has influenced her
writing, which includes sonnets, as well as other poetic forms.
Fairy-tale Logic
Poem by A. E. Stallings
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After you have read the poems, you’ll get a chance to discuss and present your ideas about
similarities and differences in their themes. You’ll follow these steps:
 Review Ideas and Evidence

 Write Theme Statements
 Compare and Contrast Themes
 Express Your Opinions
 Present Your Group’s Ideas
Analyze Poetic Forms

A poem’s form, or structure, is the way its words and lines are arranged on a page. A poem’s meaning is
closely tied to its form, so examining its structure will help you discover its meaning.
Archetype” is in free verse. It has no regular patterns of line length, rhyme, or rhythm. To analyze
free verse, pay attention to how line lengths and line breaks affect meaning, and note how ideas are
arranged in stanzas, or groups of lines.
Fairy-tale Logic” is a sonnet. Sonnets usually include 14 lines with end rhymes, or rhyming words
at the ends of lines. Sonnet structure is also established by meter—usually a pattern of unstressed and
stressed syllables. “Fairy-tale Logic,” however, does not follow this pattern.
Many poetic forms, including free verse and sonnets, use devices such as internal
hyme (rhymes within lines) and alliteration (repetition of consonant sounds at the beginnings of
words) to establish rhythm and draw attention to words and ideas.
Text Example Importance
 princesses / poisoned / The repeated z sounds

“I never understood all the dragons = hiss angrily.
fuss / about princesses repeated s and z sounds
poisoned / or rescued from The p sounds make it sound
dragons.” (“Archetype”  princesses poisoned = as if the speaker is spitting
lines 5–7) repeated initial consonant the words out in disdain.
sounds
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Analyze Allusions
Fairy-tale Logic” and “Archetype” include allusions to myths, fairy tales, popular works, and
biblical stories. An allusion is a reference to a famous person, place, event, or work of iterature.
Allusions connect a work’s ideas to ideas in these references. Use the chart to analyze allusions.
Poem Allusion Connection Possible Meani
“Fairy-tale The language of snakes, perhaps, Harry Potter, can We need specia
Logic” an invisible cloak. . . . speak to snakes talents to overc
and has a cloak certain challeng
of invisibility.
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Assessment Practice
This question has two parts. First answer Part A, then Part B.
1. Part A Which story is the most meaningful to the speaker of the poem?
A “The Nightingale”
B the myth of Orpheus
C “Hansel and Gretel”
D “the Tale of Saint Francis”
1. Part B Select the quotation that supports the answer in Part A.

A “I never understood all the fuss / about princesses poisoned” (lines 5–6)
B “Instead of magic beanstalks and man-eating giants” (line 12)
C “I chose the tale of a bird with a voice that could soothe” (line 14)
D “Saint Francis with his curious flocks of birds” (line 21)
2. Read the excerpt from the poem. Then, answer the question. Why does the speaker compare
the story of Hansel and Gretel to the news?
Hansel and Gretel seemed like a recitation of the sorrowful evening news (lines 8–9)
A to add humor to the poem
B to create a sad and serious mood
C to show that the poem is about current events
D to explain her negative feelings about the fairy tale
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Assessment Practice
1. Which of the following sentences states an important idea that is conveyed in “Fairy-tale
Logic”?
A The impossible is actually possible.
B Using magic is easier than you think.
C Fairy tales have nothing to do with reality.
D People should be brave when faced with danger.
Evaluate
1. Reread lines 9–10 of the poem “Fairy-tale Logic.” How would you describe the tone? Which words
or phrases contribute to the tone?
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Analyze
4. Reread stanza 2 of “Archetype.” Which thoughts and ideas surprise you? What do these contrasts
with your expectations reveal about the poem’s speaker and theme?
Choices
 emphasize
 relevant
 occur
 tradition
 period
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Writing
Paraphrase
Choose a set of lines in either “Archetype” or “Fairy-tale Logic” that you found especially
difficult.
Carefully reread the lines, and then write a paraphrase capturing the meaning of the lines in your own
words.
Remember that a paraphrase is similar to a summary; do not include personal opinions or
udgments.
Share and discuss your paraphrase with a partner to see if your partner can improve it.


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Compare Poems
Poems may have similar topics but express different themes. A topic is the subject.
The theme is the poem’s message about life or human nature. Some themes are universal; hey
apply to anyone, anywhere, at any time.
Statement of topic:
The poem is about two friends who fight a lot.
Statement of theme:
Friendships can be difficult when personalities clash.
A work’s theme may be explicit, stated directly, or implicit, stated indirectly. To compare hemes,
identify and consider similar or contrasting ideas suggested by the poems. Always use evidence from the
poems to support your ideas. Work in a small group to complete a Comparison Chart like the one that
follows.
‘Archetype” “Fairy-tale Logic”
Text Evidence
Inferences About Theme
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Analyze the Texts
Discuss these questions in your group.
Compare
1. Compare the approach each poet takes to draw readers into the poem. Which approach do you find
more effective?
nterpret
2. Each poem alludes to dragons. How do the allusions differ? How are they similar? What
purpose do the allusions serve?
Connect
3. Consider the kinds of fairy tales that engage the poet of “Archetype.” Do you think they would nspire
the poet of “Fairy-tale Logic”? Why or why not?
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Evaluate
4. Both poems mention fairy tales and other stories. How does each poem use these
eferences to reveal ideas and theme?
Collaborate and Present

Ideas About Theme
Your group will continue to explore the themes in these poems, using evidence to support your
nferences. Follow these steps:
1. Review Ideas and Evidence

In your group, review the comparison chart you created for the poems.
2. Write Theme Statements
Use information from the chart to write a theme statement for each poem. Be sure to state
each theme in a complete sentence.
3.
Theme Statements:
“Archetype”
“Fairy-tale Logic”
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Compare and Contrast Themes
Discuss similarities and differences in the themes you’ve identified.

3. Express Your Opinions
Share your personal opinions about these themes based on your knowledge and experience.
Take notes on what others say. Do you agree or disagree? Identify points of agreement and
disagreement and discuss them. Make sure that you understand the perspectives of all members
of your group, especially perspectives that differ from your own.
4. Present Your Group’s Ideas

Share your ideas with the larger group.
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Read the paired passages in your Student Edition and choose the best answer to each
question.
Archetype
by Margarita Engle
Fairy-tale Logic
by A. E. Stallings
1 “Archetype” begins with a question, most likely to —

trick the reader
reveal a truth
draw the reader in
criticize fairy tales
2 In the second stanza of “Archetype,” the repeated s sound is an example of —

imagery
regular meter
internal rhyme
alliteration
3 Which two characteristics about the speaker are revealed by the speaker’s favorite fairy tale in
“Archetype”?
The speaker plays musical instruments.
The speaker seeks wealth and power.
The speaker finds birds fascinating.
The speaker thinks song can be soothing. The
speaker believes in the magic of music.
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Part A
Why does the poet include allusions in “Archetype”?
To describe how the speaker became a storyteller To
illustrate events from the speaker’s childhood
To explain why the speaker does not read fairy tales anymore
To serve as examples of stories the speaker doesn’t connect with
Part B
Which two quotations from the poem best support the answer to Part A?
Is it true that nothing reveals / more about a person’s secret heart (lines 1–2)
than the adult memory of a favorite / childhood fairy tale? (lines 3–4)
Hansel and Gretel seemed like a recitation / of the sorrowful evening news (lines 8–9)
Instead of magic beanstalks and man-eating giants / or wolves disguised as
gentle grandmas (lines 12–13)
Saint Francis with his curious flocks of birds / singing back and forth in a language of
wishing (lines 21–22)
5 In “Fairy-tale Logic,” the purpose of the first stanza is to show that fairy tales are full of —
impossible actions
unbelievable characters
unending danger
threatening dragons
6 Which statement best describes the theme of stanza 2 of “Fairy-tale Logic”?

People should believe in magic.
Good should triumph over evil.
Impossible situations can be overcome.
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Challenges can lead to positive results.
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7 Read line 9 from “Fairy-tale Logic.”

You have to fight magic with magic. You have to believe
The poet’s use of repetition in line 9 is intended to —
prove the limits of the imagination
emphasize the power of belief
explain how magic works
show that magic actually exists
8 Read lines 2–5 of “Fairy-tale Logic.” What is the effect of the end rhyme in these lines? To
tell an interesting story
To create balance and flow
To make the speaker sound engaged To
make the speaker sound frustrated
9 Which element do both “Archetype” and “Fairy-tale Logic” use?

Symbols to question facts
Allusions to reveal themes
End rhymes to create tension
Characters to establish mood
10 Which two concepts about fairy tales would both the speaker of “Archetype” and the
speaker of “Fairy-tale Logic” likely agree with?
Fairy tales feature unlikely actions.
Magic is a terrifying experience.
Fairy tales contain life lessons.
Magic is universally appreciated.
Fairy tales are for children only.
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11 In line 11 of “Fairy-tale Logic,” the speaker refers to elements from the Harry Potter series of
novels. What is the effect of this allusion?
It connects a modern story to classic fairy tales.
It indicates that people no longer believe in magic.
It shows how the stories of today differ from fairy tales.
It demonstrates how the world of magic differs from reality.
12 How do “Archetype” and “Fairy-tale Logic” differ in their representation of the value of fairy
tales? Use details from both poems to support your answer.
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Unit 6 (Hidden Truths) folktale (The Mouse Bride).
The Mouse Bride

Folktale retold
by Heather Forest
Background
Heather Forest (b. 1948) is an award-winning author, storyteller, and musician. In her
storytelling, she incorporates many different elements, including poetry, prose, guitar, and
song. “The Mouse Bride” is a folktale from Finland that she retold in her book Wonder
Tales from Around the World (1995).
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SUMMARY
A farmer has three sons. The two older sons tease their younger brother. He is gentle and kind. The
farmer takes his sons into a field. There are three trees in the field. It is time for his sons to marry, he
says. The father explains that each son must cut down a tree and walk in the direction it lands.
This is how the sons will find their brides. The oldest son cuts down a tree, which falls pointing north.
He is happy. He knows a young woman who lives to the north. The next son’s tree falls pointing south.
He too is happy. He knows a young woman to the south. The youngest son’s ree points toward the
forest, where nobody lives. His brothers tease him about meeting a beast, or an animal, in the forest.
The youngest son says that perhaps he will be lucky. He thinks things will happen as they are supposed
to happen. In the forest, the youngest son finds a small house. He knocks at the door, and a nice voice
tells him to come in. Inside he doesn’t see anyone, at first. Then a voice ells him that she has been
lonely. The young man sees a mouse.
You can speak!” the young man said. “Certainly I can speak, but I prefer to sing,” she said gaily, and
she began a lively tune. The young man applauded her song, amazed. Then she curtsied and asked,
“What brings you here?” “I am searching for a sweetheart,” he replied. Well then, how about me?” said
the mouse. “You are not exactly the type of sweetheart I was seeking,” said the young man politely as he
turned to leave. 12 13 applauded: clapped. curtsied: bowed down respectfully. 14 15 16 politely: with
good manners; nicely. Reading Check What does the mouse suggest when the young man says he is
looking for a bride? How does he respond?
✔ SUMMARY (continued) The mouse is sad. She has wanted to meet someone like the young man. She
sings a love song. When she finishes, the young man begs her to keep singing. Then he says that maybe
the mouse can be his sweetheart. She invites him to visit her the next day. He promises to return. Back at
the farm, the older brothers brag, or show off, about the women hey have met.
They tease the youngest son. He says he has met a beautiful singer. He describes the mouse’s eyes,
smile, and dress. But he doesn’t tell his family that she is a mouse. The brothers tease him more. They
don’t think anyone could love him. Their father says that they shouldn’t marry ust for beauty.
Tomorrow he wants his sons to ask their sweethearts to bake bread. The next day the young man returns
to the mouse. They are happy to see each other. He explains that his father would
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like her to bake bread. He is upset. His mean brothers will tease him if he comes home without bread.
The mouse claps, and many other mice come to help her make bread. Amazed, the young man watches
the mice bake. The mouse sings while she works. The young man leaves with the bread and promises to
return the next day.
At dinner, the brothers give their bread to the father. He likes the bread made by the youngest son’s
sweetheart the most. The father would like all the sweethearts to weave, or make, cloth. The next day,
the youngest son returns to the mouse. He tells her that he wishes she could weave as well as she can
bake and sing. He doesn’t think this is possible, since she is a mouse.
The mouse surprises him by saying that it is possible, because she loves him. She calls more mice to
her again. They help her make thread, or string. She amazes the young man by weaving a beautiful,
tiny cloth.
The young man puts the tiny cloth in a nut shell to bring home. At home that night, the older sons show
their father the cloth made by their sweethearts. The youngest son gives the father he nut shell. The
brothers tease him. When the father opens the shell, they are all amazed at he beautiful, tiny cloth.
The father is ready to meet the sweethearts. The youngest son is embarrassed thinking about bringing the
mouse to meet his father. He tells himself it is silly to think that he could actually marry a mouse.
The next morning, the young man feels confused. He wants to tell the mouse that he can’t see her
anymore because he needs to find a human bride. But he doesn’t want to hurt her feelings. Also, he likes
her very much. He goes inside the mouse’s home, and she sings him a love song.
The song is very beautiful. No longer does he feel confused. He wants to be with the mouse. The
young man tells her that his father would like to meet her. Six mice come with a tiny carriage for her
to travel in. The young man walks next to them as they go through the forest. Soon they get to a river.
A hunter sees them and says he doesn’t like rats. He kicks the carriage and the mice into the river. The
young man jumps in the river after them. He tries to save the mouse, but she disappears under the
water. The young man gets out of the river and cries. He’s sad that he ever felt unsure that the mouse
should be his bride. He loves her. Suddenly, six horses pull a fancy carriage out of the water.
A beautiful woman is in the carriage. The young man is very surprised. He asks who the woman is.
The woman has a pretty voice. She is surprised he doesn’t know who she is. Read his passage from the
selection to learn who th1e 0w5 oman is.
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She explained, “I am a royal princess. A Lapland witch, jealous of my beauty, enchanted me to be a

mouse until such time as a kindhearted man could truly love me for myself. You broke the spell when
you risked your life and declared your love.
am your mouse bride if you will have me,” she said with a shy smile. “I loved you before when we
were of different worlds,” he said. “How could I love you less now?” princess: the daughter of a king
and 75 queen. enchanted: used magic to change. broke the spell: ended the magic.
76 Reading Check How did the princess become a mouse? Why is she human again?
✔ 4 SUMMARY (continued) The young man and the princess go to the father’s house. His brothers
are very surprised when they see him holding the princess’s hand. Everyone celebrates. Then the
young man and the princess go back to the forest. The mouse’s home is now a castle. They live there
happily for the rest of their lives.
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Vocabulary of The Mouse Bride

lament to express sorrow
feeble lacking in strength
sari garment made into a skirt and head or shoulder covering
gravely very serious
raving to speak wildly
gleaming to shine with a brightness
grieved to cause to suffer
radiant reflecting beams of light
salaam bowing very low and placing right palm on forehead
mantle something that covers
gloomy having a frowning appearance
promptly being ready and quick to act
noble possessing high qualities
obstinate resistant to change
budge will not move
keener extremely sensitive
diadem a royal headband
enchantment to be influenced by something
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Engage Your Brain

Choose one or more of these activities to start connecting with the story you’re about to read.
The Power of Music.

Music can move us to tears or laughter, make us fall madly in love or encourage us to action. What’s the
most moving piece of music you’ve ever heard? What made it so powerful? Write or sketch your
response.
We Just Couldn’t Get Along.

Sometimes, when two people finally meet and learn more about each other, one of them wants nothing
to do with the other one. Why does this happen? What kinds of things prevent people rom building
relationships once they’ve gotten to know each other? Discuss your answers with a small group.
Focus on Genre
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Folktale
 originates in the oral tradition of a culture

 is often set in the culture of origin
 takes place in the distant past
 includes simple but powerful themes
 focuses on human strengths and weaknesses
Analyze Plot
A plot is a series of events or episodes in a story that unfold around a conflict—a struggle of opposing
forces faced by the main character. Characters’ external and internal responses to conflict, including
their actions, interactions, decisions, and thoughts and feelings, help develop he plot.
Plot Stage Description

Exposition setting and characters established; background information provided
Rising Action events and complications increase the conflict
Climax conflict results in an important decision or action
Falling Action events happen as a result of the climax
Resolution presents how the central conflict is solved
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Explain Narrator-Point
of View
The narrator is the voice that tells the story. A writer’s choice of narrator establishes point of view.
Use the chart to help identify and explain a story’s narrator and point of view. Remember hat point of
view is about the story’s narrator, while “perspective” concerns its characters.
First-Person Point of
View Third-Person Point of View
The narrator is a character in

the story. The narrator is not a character in the story.
The narrator uses the

pronouns I, me, and my. The narrator uses the pronouns he, she, and they to refer to the
characters.
The narrator does not know A third-person limited narrator knows the thoughts and
what other characters are feelings of just one character, usually the main character. A
thinking and feeling. third-person omniscient narrator knows what all of the
characters think and feel.
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Here are one reader’s notes about a stage of the plot in “The Boatman’s Flute.” As you read, note how
the story’s plot unfolds.
n the Land of Small Dragon,

wealthy mandarin
arge mansion
one daughter,
think this is the exposition because it introduces the story, setting, and characters.
Once, in the Land of Small Dragon, a wealthy mandarin lived in a large mansion on top of a hill
overlooking a peaceful river. The mandarin had only one daughter, and her face was as beautiful as lotus
blossoms in pale moonlight that floated atop the river.

 seamstress
 courtyard
 convince
 commit
 sincere
 politeness
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Use as many vocabulary words as you can in a paragraph about two people meeting for the - irst time

Quotation
Marks
Quotation marks set off a speaker’s exact words and help distinguish narration from dialogue. For
example, “The Boatman’s Flute” begins with narration, and later includes dialogue between characters
—set off with quotation marks—which brings variety and life to the writing.
Follow these basic rules when writing dialogue:
 Insert a period, question mark, or exclamation mark inside the end quotes, or final
quotation marks.
 Insert a comma before the end quotes and name the speaker after the end quotes.
 To write a line of dialogue without naming the speaker, place the period, question mark, or
exclamation point within the end quotes.
 Begin a new paragraph each time the speaker changes
Focus on Genre
Folktale
 includes universal themes
 often features the “rule of three”—characters or events happen in groups of three
 may include supernatural events
 may feature animals or beings with magical powers
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Take a Poll
As a class, take and record a vote to see how many of your classmates agree with each of the ollowing
statements about marriage.
Statements About Marriage Agree Disagree
Attractive looks are enough to make a marriage happy.
One’s sweetheart should be able to bake delicious

bread.
One’s sweetheart should be able to weave fine

cloth.
Parents should meet and approve of a child’s sweetheart.
Analyze Theme
A text’s theme is its message about life or human nature. Folktales often contain multiple hemes.
Some may reveal their themes directly, but readers usually must infer, or use evidence to make logical
guesses about theme.
To make inferences about theme in folktales, ask yourself questions such as these:
 What do the characters want and how do they get what they want?
 How well do they succeed and why?
 How do the characters in the story compare to one another?
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- As you consider the answers, think about what they reveal about possible themes.
Analyze Purpose and Text

Structure
Author’s purpose is the main reason an author or storyteller relates a tale. The purpose may be to
inform, entertain, persuade, or express thoughts and feelings.
Often the purpose of a folktale is to teach some sort of lesson about an aspect of life. Analyze purpose by
examining what happens at key points in the plot; then, ask yourself this:
 Why is the storyteller or author telling me this?
Create a chart like the one below to explore what each part of the plot’s structure—exposition, ising
action, climax, falling action, and resolution—reveals about purpose.
Plot
Element What Happens Hint about Purpose
Exposition I am introduced to one kind brother The contrast between brothers

and two mean brothers. may teach me something.
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Here are one reader’s notes about a possible theme in “The Mouse Bride.” As you read, note he
thoughts, words, and actions of the characters, and make inferences about the lessons they might help
convey.
wo older sons took pleasure in teasing their youngest brother,

so kindhearted he could not even sweep a spider from the cobwebs
Two mean brothers are picking on their little brother. The theme may be about why it’s best to be
kindhearted.
Long ago, when the world was filled with wonder, there was a farmer who had three sons.
The two older sons took pleasure in teasing their youngest brother, who was so kindhearted he could not
even sweep a spider from the cobwebs in the corner.

 amazement
 enchanting
 deceptive
 regal
 elegant
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Assessment Practice
1. What do the youngest son in “The Mouse Bride” and the mandarin’s daughter in “The
Boatman’s Flute” have in common?
A Both characters marry their sweethearts and live happily ever after.
B Both characters fall in love with people who are royalty in disguise.
C Both characters have overprotective fathers who punish them harshly.
D Both characters fall in love through the most beautiful music they have ever heard.
This question has two parts. First answer Part A. Then answer Part B.
2. Part A What is one theme in the folktale “The Mouse Bride”?

A Beauty is only skin deep.
B Danger lurks in dark places.
C Appearances can be deceiving.
D He who laughs last, laughs best.
A “‘Who could you find in the woods but a pointy-eared, sharp-toothed beast!’” (paragraph 24)
B “But attractive looks alone do not make for a happy hearth.” (paragraph 27)
C “The afternoon passed so quickly with their cheerful conversation and laughter...................”
paragraph 31)
D “ ‘Love makes everything possible,’ said the mouse, clapping her paws.” (paragraph 44)
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Analyze the Text

Summarize
1. Describe in your own words the two older brothers’ attitudes toward their younger brother in
paragraphs 24–26.
nfer
2. Reread paragraph 27. What can you infer about the story’s theme from the father’s
comments to his sons?
Analyze
3. Contrast the characters of the hunter and the youngest son in paragraphs 65–70. Explain what
these contrasts might reveal about theme and author’s purpose for this folktale.
Character of the Hunter and Character of the Youngest Son

Evidence Differences between the
and Evidence
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Evaluate
4. Reread paragraphs 70–76. How does the author use a transition in the plot to
help characterize the young man? Explain how this moment in the plot contributes to he
folktale’s purpose.
Analyze
5. Reread paragraph 2, and then review paragraphs 27, 40, and 54. Consider why the author might
bring up similar events Again and Again. Why do you think the father assigns the three asks? What
insights about the brothers do you gain with each task accomplished?
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Choices
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Writing
Analyze a Theme
Write a three- to four-paragraph explanation of a theme in “The Mouse Bride.”
dentify at least one theme in your analysis. Remember that folktales and other stories may have
multiple themes.
Provide text evidence to support your ideas.
Revise your work. Look for ways to enhance your writing with modifiers, including adverbs,
adjectives, and modifying phrases.
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Media
n a small group, identify key scenes in “The Mouse Bride.” Then, work together to find or create
illustrations that capture each one of those scenes. Include captions to explain each llustration, and
present your work to the class. When you present, be sure to—
nvite questions about why you selected the scenes you’ve illustrated, and answer respectfully. Ask for
ideas about how other members of the class might have illustrated the same scene.
Prompt your classmates to explain how they imagine the scene, and why.
Social & Emotional Learning
n a small group, discuss why the youngest son and the mouse like each other. First,
list and describe character traits of both the son and the mouse.
Next, discuss the folktale’s view of relationships. Why does the son keep returning to the mouse? Why
does the mouse want him to keep returning?
Finally, discuss your own opinions. Which traits on your list are desirable? Which traits are not?
Character of the Son Character of the Mouse
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PRACTICE AND APPLY
To show your understanding of the vocabulary words, identify the vocabulary word that has a meaning
similar to one of these words: stylish, wonder, royal, false, and captivating.
 amazement
 enchanting
 deceptive
 regal
 elegant
amazement
enchanting
deceptive
regal
elegant
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Vocabulary Strategy
Context Clues
Context clues are the words and phrases surrounding a word that provide hints about its meaning. The
following are three types of context clues to look for when you come across an unfamiliar word.
 Example clue: The writer uses words that are examples of the unknown word.
 Definition clue: The writer defines the unknown word directly in the sentence or in
surrounding sentences.
 Analogy clue: The writer pairs items that are related in some way
For More Help
nteractive Vocabulary Lesson: Using Context Clues
PRACTICE AND APPLY
Find the following words in the selection, and identify clues to each word’s meaning. Use those clues to
guess each word’s definition. Then, use the glossary definitions to check your guesses.
Word
Context Clues Guessed Actual Definition
Definition
amazement
enchanting
deceptive
regal
elegant
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Adjectives and Adverbs
An adjective is a part of speech that modifies a noun or a pronoun. It describes what kind,
which, or how many.
An adverb is a part of speech that modifies or describes verbs, adjectives, or other adverbs. Adverbs
provide details about time, place, manner, and cause.
A clause is a group of words with a subject and a predicate—the two main parts of a complete sentence.
An adjective clause acts like an adjective to modify a noun or pronoun elsewhere in he sentence.
Similarly, an adverb clause acts like an adverb to modify a verb, adjective, or other adverb in the
sentence.
For More Help
nteractive Grammar Lesson: Using Modifiers Correctly
PRACTICE AND APPLY
Highlight and identify the adjective and adverb clauses in these sentences, along with the words
they modify.
When you have finished, compare your work with a partner’s, and explain how you decided which were
adjective clauses and which were adverb clauses.
1. When he arrived at the farm that evening his two

brothers were bragging to their father.
2. But they teased the youngest brother before he could speak

a word.
3. I know of a fine maiden who lives just north of here.
4. The young man had not gone far into the forest when he
came upon a cottage.
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Collaborate and Present

n your group, review the ideas about themes from your discussion, and determine a central heme for
each story. Follow these steps:
1. Review the Lessons Learned

Think about lessons learned by the main characters. This can help you to identify a central theme.
2. Identify a Central Theme for Each Folktale
Discuss which of the themes in each story is most important and why. Record the themes for each
story in the chart below.
3. Record Details and Evidence
Locate specific evidence in the stories to support the themes you identify. Be sure to include
specific statements made by the characters, noting who said each one, paragraph numbers, and how
each statement supports the theme.
“The Pax”—Central Theme: “The Mouse Bride”—Central Theme:
Evidence: Evidence:
Present Your Ideas
Present the themes you’ve identified to the class. Explain similarities you found in the two folktales,
and present any significant differences in meaning that you found. Make sure to support all of your
ideas with specific evidence from the texts.
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Read the paired passages in your Student Edition and choose the best answer to each
question.
The Mouse Bride

retold by Heather Forest
1 Read this sentence from paragraph 1 of “The Mouse Bride.”

The two older sons took pleasure in teasing their youngest brother, who was
so kindhearted he could not even sweep a spider from the cobwebs in the
corner.
The author most likely includes this detail about the youngest brother to help readers —
understand why he is able to fall in love with a mouse
realize that he is smarter than his cruel older brothers
discover why he is in search of a sweetheart to marry see
how he is always willing to take a chance in life
2 Which theme does the plot of “The Mouse Bride” best support?
Love is revealed through music and song.
Relatives do not always see eye to eye.
Siblings often compete with one another. It
is important to look beyond the surface.
3 Based on your knowledge of the prefix re- and context, what is the meaning of renewed in
paragraph 26?
almost new
more than new
the opposite of new
new again
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4 Read this sentence about “The Mouse Bride.”

The main character in “The Mouse Bride” is a man who falls in love with a mouse.
The underlined section of the sentence is — an
adjective clause
an adverb clause
a predicate
a subject
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Review
in
Vocabulary
&
Mechanics
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Vocabulary Review
The Bread Winner (Unit 3)
Visual Vocabulary from The Breadwinner.
solution (paragraph 3)
Your Turn! Write words that mean the same as or

opposite of solution, and then use this word in a
sentence. If you know a similar word in a different
language, write the cognate.
• Synonym:
ex
Find your own picture for this word.
• Antonym: Place it here.
• Sentence:
© Houghton Mifflin Harcourt Publishing Company

• Cognate:
responsibility (paragraph 16)
Your Turn! Drag words that mean the same as

responsibility to the Synonyms column and words that
mean the opposite to the Antonyms column.
Synonyms Antonyms
Place it here. © Houghton Mifflin Harcourt Publishing Company
accountability
weight choice
exemption
freedom care
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R
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company
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Type a word from the text here.
List words you know that have similar meanings as

this word under Synonyms and words that have
opposite meanings under Antonyms. Use a
dictionary or thesaurus if you need help.
Synonyms Antonyms Find your own picture for this word.

Place it here.
© Houghton Mifflin Harcourt Publishing Company

From the context, what do you think the word means?
What is the dictionary definition of the word? Find your own picture for this word.
Place it here. © Houghton Mifflin Harcourt Publishing Company
Use the word in a sentence.
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From Pax
Visual Vocabulary from Pax
sensitive (paragraph 1)

opposite of sensitive, and then use this word in a
• Synonym:
ex
• Sentence:

• Cognate:
anxiety (paragraph 3)
Your Turn! Drag words that mean the same as anxiety

to the Synonyms column and words that mean the
opposite to the Antonyms column.
Synonyms Antonyms
Place it here.
calm
concern nervousness
ease
contentment apprehension
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injury (paragraph 6)
Your Turn! Write words that mean the same as

or opposite of injury, and then use this word in a
sentence. If you know a similar word in a
different language, write the cognate.
• Synonym:
ex

• Sentence:
• Cognate:
Thi
Re Ass
An
sw
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The Prince & the Pauper
Visual Vocabulary The Prince and the Pauper
wistfully (paragraph 24)

opposite of wis$ully, and then use this word in a
• Synonym:
x
• Sentence:

• Cognate:
Visual Vocabulary The Prince and the Pauper.
anxiously (paragraph 37)
Your Turn! Drag words that mean the same as

anxiously to the Synonyms column and words that
mean the opposite to the Antonyms column.
Synonyms Antonyms
Place it here.
trustingly
uneasily warily
confidently
uncomfortably calmly
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Visual Vocabulary The Prince and the Pauper
discreetly (paragraph 83)

opposite of discreetly, and then use this word in a
• Synonym:
ex
• Sentence:

• Cognate:
Visual Vocabulary The Prince and the Pauper.
rueful (paragraph 112)
Your Turn! Drag words that mean the same as rueful

to the Synonyms column and words that mean the
Synonyms Antonyms
Place it here. © Houghton Mifflin Harcourt Publishing Company
woeful
remorseful doleful
joyful
mirthful cheerful
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
Here
e
CW /HW
The Mouse Bride

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Engage Your Brain
........... Date
A
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company
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Visual Vocabulary The Mouse Bride
deceptive (paragraph 53)

opposite of deceptive, and then use this word in a
• Synonym:
ex
• Sentence:

• Cognate:
t t.
regal (paragraph 62)
Your Turn! Drag words that mean the same as regal to

the Synonyms column and words that mean the
Synonyms Antonyms
Place it here.
grand
humble unimpressive
epic
royal modest
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elegant (paragraph 77)

opposite of elegant, and then use this word in a
• Synonym:
ex
• Sentence:

• Cognate:
From the context, what do you think the word means?
What is the dictionary definition of the word? Find your own picture for this word.
Place it here.
Use the word in a sentence.
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Mechanics & Structure Review

Grammar
MODULE 1: THE SENTENCE

SIMPLE SENTENCES AND COMPOUND SENTENCES
1o A simple sentence has one subject and one verb.

Although a compound subject has two or more parts, it is still considered one subject. In the same
way, a compound verb or verb phrase is considered one verb.
S V
EXAMPLES My grandmother decorates the prettiest Easter eggs. [single subject and verb]
S S V
India and Pakistan share a border. [compound subject]
S V V
Franco went skating and enjoyed it. [compound verb]
S S V V
Yoruba and Hausa are languages and are spoken in Nigeria. [compound
subject and compound verb]
1p A compound sentence consists of two or more simple sentences, usually joined by
a connecting word.
In a compound sentence, the word and, but, for, nor, or, so, or yet connects the simple
sentences. A comma usually comes before the connecting word in a compound sentence.
EXAMPLES She sings well, yet she gets stage fright.
Clicking sounds are part of some languages, but English doesn’t use them. Chris
signed up for softball last summer, and she enjoyed it very much.
Notice in the first example above that a sentence is compound even if the same subject is repeated.
NOTE The word for is more often used as a preposition; in that case, it does not need a comma.
Only use a comma before for when it is used to join independent clauses (usually in
formal situations).
NOTE Do not confuse a compound sentence with a simple sentence that has a compound subject
or a compound verb.
EXAMPLES We studied architecture and went to the museum. [simple sentence with a
compound verb]
We studied architecture, and we went to the museum. [compound
sentence that has two simple sentences joined by and]
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EXERCISE 1 Identifying Simple Sentences and Compound Sentences

Identify each of the following sentences as simple or compound. On the line before each sentence, write S for
simple or C for compound.
EX. C Anita learned Spanish, and now she speaks it all the time.
1. Theo walked home and took a nap.
2. Yolanda loves drama class, yet she sometimes forgets her lines.
3. Lemons smell sweet and taste sour.
4. Mikhail and Eric are neighbors and play tag football.
5. My grandfather plays the harmonica, and we sing along.
6. We recycle all of our glass, paper, and plastic.
7. Last night, we listened to a mariachi band on the River Walk.
8. Our breakfast tasted good, but it cost too much.
9. The sweater slid from the chair and fell on the floor.
10. Mandolins and dulcimers are musical instruments.
11. The grocery clerk carefully placed the eggs on top of the bag.
12. Her eyes were tired, and her shoulders were sore.
13. Do you like rock, or do you prefer country music?
14. Raji and Julia went skating, or they went to the movies.
15. The Mississippi River rises each spring, but we were not prepared for the flood.
16. He enjoys laughter, yet he doesn’t tell jokes.
17. Latoya made a cup of almond tea and drank it.
18. Janice and Fritz are collecting stamps, and they enjoy the hobby.
19. In 2020, the Summer Olympic Games were held in Japan.
20. Have you ever been fishing in salt water?
21. My cousin Rafael is going hiking, and he invited me.
22. Abby and Martina built the birdhouse.
23. The Galapagos Islands in the Pacific Ocean are home to thousands of tortoises.
24. The room was cold, so I closed the window.
25. I wanted to ride my bike, but I was too tired.
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MODULE2: THE SENTENCE

SENTENCE OR SENTENCE FRAGMENT?
1a A sentence is a group of words that expresses a complete thought.

A sentence begins with a capital letter and ends with a period, a question mark, or an exclamation point.
EXAMPLES The parrot bit the back of the chair.
Wait by the hickory tree.
Did you buy the milk?
That play was perfect!
When a group of words looks like a sentence but does not express a complete thought, it is a sentence
fragment.
FRAGMENT The pebbles in Mystery Cove. [This is not a complete thought. What about the pebbles?]
SENTENCE The pebbles in Mystery Cove are round and multicolored.
FRAGMENT Relaxes by taking a walk by the ocean. [This is not a complete thought. Who relaxes?]
SENTENCE Saki relaxes by taking a walk by the ocean.
FRAGMENT When a sea star loses an arm. [This is not a complete thought. What happens when a sea star loses an
arm?]
SENTENCE When a sea star loses an arm, it can grow a new one.
NOTE In speech, people frequently use sentence fragments. Such fragments usually aren’t confusing, because the
speaker’s tone of voice and facial expressions help to complete the meaning. Professional writers may also use
sentence fragments to create specific effects in their writing. However, in your writing at school, you will find
it best to use complete sentences.
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EXERCISE 1 Identifying Sentences

On the line before each of the following word groups, write S if the group is a sentence or F if the group is a sentence
fragment. Add correct punctuation if the group of words is a sentence.
EX. S The lava from the volcano was a boiling red river
1. The tropical fish were green and blue
2. Did Frank call you
3. Spending a night in the woods
4. Watch out for the wet paint
5. When the lake is calm
6. Mushrooms grow in the woods
7. Look at all the snow
8. The swimming pool was crowded
9. Pea pods sizzled in the wok
10. The hollyhocks by the house
EXERCISE 2 Revising Fragments-Revise each fragment to make complete sentences. Add any words
you might need.
EX. The glowing moon
The glowing moon looked like a pearl.
1. dangling from the ceiling
2. the blue sweater
3. after seeing the falling star
4. at the student art show
5. cooking with vegetables and pasta
6. visit with my grandfather
7. singing on stage
8. before breakfast
9. in the lake
10. some yellow flowers
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MODULE 3: PARTS OF SPEECH

PRONOUNS\
2c A pronoun is a word used in place of a noun or more than one noun.

EXAMPLES Call Palia and Maria, and tell Palia and Maria to go to the gym.
Call Palia and Maria, and tell them to go to the gym.
Singular I, me, my, mine, you, your, yours, he, him, his, she, her, hers, it, its,
myself, yourself, himself, herself, itself, this, that, everybody, someone
Plural we, us, our, ours, you, your, yours, they, them, their, theirs,
ourselves, yourselves, themselves, these, those
The word that a pronoun stands for is called its antecedent.

EXAMPLES Although the salad was two days old, it tasted fine. [Salad is the antecedent that it refers to.]
Javier has planned his next report. [Javier is the antecedent that his
refers to.]
NOTES Some teachers prefer to call possessive pronouns (such as my, your, and their) adjectives. Follow your
teacher’s directions.
The pronouns they, them, their, and theirs are usually plural, but they can sometimes be used
informally to refer to a single person. They may also refer to a person who uses these pronouns.
EXERCISE 3 Identifying Pronouns

Underline each pronoun in the following sentences. Some sentences contain more than one pronoun.
EX. Ana was glad that she was wearing gloves.
1. Those are boats made from totora reeds by the Urus.

2. Tim told us that the movie was so long that it bored him.
3. Nomads move around to find food for themselves and grazing land for their animals.
4. The coach smiled at her players as she held up their victory banner.
5. Before the actor went on stage, she read her lines again.
6. We watched the American kangaroo rat hop about on its long hind legs.
7. Nuna’s grandfather is teaching her and us how to walk on snowshoes.
8. After George Washington Carver studied the peanut, he knew that it would grow in southern soil.
9. The house is so old that it needs to have bathtubs installed.
10. Our kayakers train steadily for their Olympic white-water runs.
11. “Tennis is my favorite sport,” said Terri as she swung at the ball.
12. Sylvia wondered, “Will I last until dinnertime without a snack?”
13. As Craig crossed the finish line, he turned in his wheelchair and waved to the cheering crowd.
14. In their experiment, researchers have found that they can grow plants in Israel’s Negev Desert.
15. Chim said, “Paula, that is a question you can answer yourself, unless you want me to
jump in."
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MODULE 4: PARTS OF SPEECH
ADJECTIVES
2f An adjective is a word that modifies a noun or a pronoun.

To modify a word means to describe the word or to make its meaning more definite. An adjective modifies a noun or a
pronoun by telling what kind, which one, how much, or how many.
EXAMPLES Rita went on a long journey. [The adjective long tells what kind of journey.]
I need to wash my yellow sweater. [The adjectives my and yellow tell which sweater.]
It rained for two full days and nights. [The adjectives two and full tell how many days and
nights.]
NOTE Some teachers prefer to call possessive pronouns (such as my, your, and their) adjectives. Follow your
teacher’s directions.
Adjectives usually come before the words they modify. Sometimes, however, an adjective comes after the word it
modifies.
EXAMPLE The grass was brown. [The adjective brown modifies grass.]
NOTE The words a, an, and the are called articles.
EXERCISE 6 -Identifying Adjectives

n the following sentences, draw one line under the adjectives and two lines under the noun or pronoun each adjective
modifies. Do not include the articles a, an, and the.
EX. The hungry giraffe peered over the leafy treetops.
1. The driest area in the world is a desert in Chile.
2. Put on the red jacket, grab the warmest scarf, and let’s go!
3. Would you make a jelly sandwich for my lunch?
4. I have not yet reached the third level of the newest game!
5. Opossums in New Zealand have big eyes, pink noses, and brushy tails.
6. The house was cold and dark when we arrived.
7. In the story, a space traveler crosses a time dimension and lands in a new world.
8. The weather forecaster says that the summer will be long and hot.
9. The strong winds reached fifty miles an hour last night.
10. The bright, frisky cat weighs seven pounds.
11. Sylvia Earle explored deep waters to study sea life.
12. Scott and I are going to make a raisin cake for the class party.
13. Cara made green beans and grilled tomatoes for supper.
14. Steve made a colorful diagram of the taproot system of a carrot plant.
15. Farmers in Mali often work on rugged mountainsides to plant their crops.
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EXERCISE 7-Writing Adjectives for a Story

Complete the story below by adding an appropriate adjective for each blank. Do not use the same
adjective twice.
EX. This is an story about a rabbit and a turtle.
amusing
The Hare and the Tortoise: A Fable Retold

[1] One day in a(n) forest years ago, there lived a
abbit and a turtle. [2] The rabbit, quick on its feet, knew that it was than the turtle,
who always took its time. [3] Yet, the turtle challenged the rabbit to a race. [4] The
rabbit quickly agreed. [5] As soon as the race began, the rabbit
ook the lead. [6] A way ahead of the turtle, the rabbit decided to take a
nap. [7] The turtle just kept plodding along the path. [8] Eventually,
he turtle reached the line. [9] When the rabbit woke up, it knew hat it
was in trouble! [10] The rabbit raced to the finish line, only to find the turtle
waiting there.
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MODULE5: PARTS OF SPEECH

THE PREPOSITIONAL PHRASE
3j A prepositional phrase is a group of words consisting of a preposition, a

noun or pronoun that serves as the object of the preposition, and any
modifiers of that object.
EXAMPLES Luisa dragged the mattress across the floor. [The preposition across
relates its object, floor, to dragged. The article the modifies floor.]
The box of old photographs was found this week. [The preposition of
relates its object, photographs, to box. The adjective old modifies
photographs.]
A preposition may have more than one object.
EXAMPLE Derek collected cans of soup and fruit. [The preposition of relates its
objects, soup and fruit, to cans.]
EXERCISE 13 Identifying Prepositions and Their Objects

n the sentences below, underline the prepositions once and underline their objects twice.
EX. She didn't need dessert after a big dinner.
1. Lisa’s father made gumbo for the class Valentine’s Day party.
2. A thoughtful gift is welcome among friends.
3. Did you sit beside Clem or Otto?
4. The striped beach ball bounced over the wall.
5. Frightened, the parakeet flew toward the window.
6. She rode her bicycle to Jean’s house and the park.
7. I like my peanut butter with bananas.
8. The gift arrived in a fancy box.
9. Of all the girls, only Rebecca remembered the flan recipe.
10. Mr. Mendez spoke clearly into the microphone.
Some words may be used either as prepositions or as adverbs. Remember that a

preposition always has an object. An adverb never does. If you can’t tell whether a word is
used as an adverb or a preposition, look for an object.
PREPOSITION The hotel is below the falls. [Falls is the object of the preposition
below.]
ADVERB The hotel is below. [no object]
PREPOSITION We haven’t been there since Thanksgiving. [Thanksgiving is the

object of the preposition since.]
ADVERB
14 9
We haven’t been there since. [no obj e ct ]
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EXERCISE 14 Writing Sentences with Prepositions and Adverbs

Choose five words from the list below. On the lines provided, write two sentences for each word.
In one sentence, use the word as an adverb. In another sentence, use the word as a preposition.
EX. off
Tom pulled his boots off.
Tom picked up his boots off the floor.
above under down
around on before
along in across
1.
2.
3.
4.
5.
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MODULE 6: USING VERBS CORRECTLY
MODULE REVIEW
A. Proofreading Paragraphs for Correct Verb Forms

f a sentence in the paragraphs below contains an incorrect verb form, draw a line hrough
the error and write the correct form above the verb. Write the letter C above
sentences that are correct.
joined
EX. Some children in Wenatchee, Washington, have join a circus just for kids.
[1] The Wenatchee Youth Circus begun in 1952. [2] Paul Pugh had start a tumbling group with
youngsters at the YMCA in Wenatchee. [3] Soon, Paul’s tumbling team become a circus of over fifty
young performers. [4] After practicing their routines all winter, the performers are took on the road. [5]
By the end of the season, the circus will have went to two or three different owns a week to perform. [6]
By then, the kids in the circus have maked close friends with each other.
[7] Any young person can apply to join the circus, and many kids in the Wenatchee area have applied.
[8] If there is space, the circus will accepted any child who applies. [9] The circus has gived college
scholarships to performers staying with the circus for five years. [10] These young performers have did
many exciting and thrilling acts. [11] They have rode bicycles on a high wire. [12] They have throwed
flaming objects in the air. [13] Some kids, though, have decide to be funny instead of daring. [14] They
have choosed to be the circus clowns. [15] As in all circuses, the clowns often draw the biggest smiles
from the audience.
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MODULE 7: USING PRONOUNS CORRECTLY

MODULE REVIEW
A. Choosing Correct Pronoun Forms

n each sentence below, underline the correct pronoun in parentheses.
EX. The teacher gave the awards to Jody and (I, me).
1. The interviewer asked the physicist and (he, him) many questions.
2. The leading roles were played by Denzel Washington and (she, her).
3. Diana Ross and (they, them) were once in a group called “The Supremes.”
4. Shari bought the album by Ella Fitzgerald and (he, him).
5. (Who, Whom) wrote the play Our Town?
6. We people of Philadelphia are proud of (our, us) city.
7. The best runners in the race were Fintan and (he, him).
8. Can you tell (we, us) swimmers the schedule of today’s events?
9. To (who, whom) did you send the package?
10. (Who, Whom) have we invited to the picnic?
B. Proofreading Sentences for Incorrect Pronoun Forms

n each of the following sentences, look for errors in pronoun use. Draw a line through the ncorrect
pronoun, and write the correct pronoun in the space above it. If a sentence is correct, write C above it.
We
EX. Us students read an article about Isaac Bashevis Singer.
1. Him was a writer of Yiddish and Hebrew folk tales.

2. Many of they have been translated into other languages.
3. To Jerry and I, Singer’s best folk tale is “Zlateh the Goat.”
4. When Singer was a boy, his family and him lived in Poland.
5. He and his sister and brothers studied Hebrew and Yiddish in school.
6. Their father, a rabbi, taught they respect for their religion.
7. Singer’s stories give we readers a glimpse into Jewish culture.
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8. Many of the characters teach we lessons about life.

9. Between you and I, one of the funniest characters is Shlemiel.
10. Singer chose that name for he because it means “fool.”
11. Whom is Shlemiel in the folk tale?
12. He is a farmer with a family, and them live in Chelm, Poland.
13. Shlemiel tells them about his dreams.
14. Us readers are also told about Shlemiel’s dreams of going to Warsaw, a big city.
15. Shlemiel says goodbye to him family and starts out for Warsaw.
16. Along the way, him gets tired and falls asleep.
17. Before lying down to sleep, he points his boots toward Warsaw.
18. Then a man comes along and points the tips of they back toward Chelm.
19. Shlemiel walks back to Chelm, but him thinks that it is a different village.
20. Him wife and children cannot make foolish Shlemiel understand the truth.
C. Writing a Memo Using Pronouns

You are a writer for a media network. You have been asked to come up with an idea for a new cartoon
show for Saturday morning. Write an email to your boss to explain your ideas. You might talk about the
title of the show, the characters, and the story line. Include at least five subject forms and five object
forms of pronouns. Underline the pronouns you use.
EX. An idea came to me about a new cartoon called “DinoMite Days.” The story will be about
three young people who live in prehistoric times.
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8: USING MODIFIERS CORRECTLY

MODULE
REGULAR COMPARISON OF ADJECTIVES AND ADVERBS
A modifier is a word or a phrase that modifies, or changes, the meaning of another word. The two
kinds of modifiers—adjectives and adverbs—may be used to make comparisons. In making
comparisons, adjectives and adverbs take special forms. The form that is used depends on how many
things are being compared.
9a The three forms of modifiers are the positive, the comparative, and the
superlative.
(1) The positive degree is used when only one thing is being described.
EXAMPLES Alma is a good player. The last class goes slowly.
(2) The comparative degree is used when two things are being compared.
EXAMPLES Perhaps Ruth is a better player than Alma.
No other hour passes more slowly than that class.
(3) The superlative degree is used when three or more things are being compared.
EXAMPLES The best player on the team is Teresa.
Which hour of the day goes most slowly for you?
9b Most one-syllable modifiers form the comparative degree by adding -er and the
superlative degree by adding -est.
Positive Comparative Superlative
cold colder coldest
mad madder maddest
near nearer nearest
pure purer purest
small smaller smallest
quick quicker quickest
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9c Some two-syllable modifiers form the comparative degree by adding -er and
the superlative degree by adding -est. Other two-syllable modifiers form the
comparative degree by using more and the superlative degree by using most.
happy happier happiest
early earlier earliest
funny funnier more funniest
briefly briefly more most briefly
honest honest most honest
most
peaceful more peaceful peaceful
9d Modifiers that have three or more syllables form their comparative and
superlative degrees by using more and most.
carefully more carefully most carefully
different more different most different
easily more easily most easily
intelligent more intelligent most
intelligent
generous more generous most generous
most
educational more educational educational
Whenever you are unsure about which way a modifier forms its degrees of comparison, check a
dictionary.
EXERCISE 1 Writing Comparative and Superlative Forms

On the lines provided, write the forms for the comparative and superlative degrees of each of he
following modifiers. Use a dictionary as necessary.
EX. strong stronger strongest
1. clean
2. ready
3. thoughtful
4. exciting
5. old
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6. funny
7. difficult
8. confused
9. modern
10. fair
11. surprised
12. cleverly
13. challenging
14. late
15. clear
16. impressive
17. blue
18. generous
19. daring
20. sad
EXERCISE 2 Proofreading Sentences for Comparative and Superlative Forms

On the line before each of the following sentences, write the correct form of the modifier in talics.
Write C if a sentence is correct. Use a dictionary as necessary.
EX. nearest Of all the planets, Mercury is near to the sun.
1. I think dogs are more faithful pets than cats.
2. Which of these two sweaters is warm?
3. Of all the sprinters, Shania runs most fast.
4. The air feels cold than it did this morning.
5. “Flying would be quickest than driving,” the travel agent recommended.
6. The crowd is impatient for the game to begin.
7. That chili pepper was hot than I expected!
8. The first question on the ten-question test was the simpler.
9. This building is the newer one in the city.
10. No other star shines more bright.
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EXERCISE 3 Writing a Letter

The students at your school are tired of playing on the run-down basketball court in the gym. It's time for an upgrade that
makes the court safe and usable. Write a letter to the president of the student council, explaining why the council should
ponsor such a project. In your letter, use at least five comparative and five superlative forms of modifiers. Underline each
omparative and superlative form that you use.
EX. We, the students of Martin Middle School, are writing to ask that the student council sponsor a project to have
the basketball court restored. We believe that this court could be a tool to encourage students to be more
physically fit.
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9: PUNCTUATION
MODULE
COMMAS WITH COMPOUND SENTENCES
12h Use a comma before and, but, for, nor, or, so, and yet when they join
independent clauses in a compound sentence.
EXAMPLES We walked along the street, and Sean spotted the temple.
Bruce got to the theater early, but he did not get a good seat.
In many cases, a very short compound sentence does not need a comma before and, but, or
or.
EXAMPLE She washed and he dried.
NOTE Do not use a comma if for is used as a preposition. Only use a comma before for when it is
used as a conjunction combining two independent clauses (usually in formal situations).
CONJUNCTION The dove is a universal symbol, for it is associated with
peace.
PREPOSITION We went to the store for more drinks.
EXERCISE 4 Correcting Compound Sentences by Adding Commas

For each of the following sentences add any needed commas. On the line before the sentence, write C if
the sentence is correct.
,
EX. The book was about lizards𝖠and the poster had pictures of turtles.
1. Mateo wanted to throw darts but his sister wanted to throw horseshoes.
2. Karen needed four quarters for the bus but she only had three.
3. Liza was hungry, but she didn't have time to get lunch.
4. Dad got the baby ready and I helped Ming with her hat and coat.
5. Olivia chopped the wood and brought it into the house.
6. Did you give Sophia the keys or did you leave them with Grace?
7. I don’t want to ride on a horse nor do I want to milk a cow.
8. Don’t crowd around the ball but keep your eyes on it.
9. My uncle and I wanted to build a robot but we couldn’t find a kit.
10. We got on the bus and rode to the concert.
11. I have neither seen nor ridden a llama.
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12. It’s time to leave for Grandma’s so get your shoes on! Hector was
13. tired yet he still had one more lesson to read. Andy rinsed the
14. dishes but Alex said they smelled like soap.
15. We can write essays about the Indian Ocean or give oral reports.
EXERCISE 5 Using Commas When Combining Sentences

Rewrite each pair of sentences below as a single compound sentence or as a simple sentence with a
compound verb.
EX. Bill couldn’t carry the box alone. Ronald helped him carry it.
Bill couldn’t carry the box alone, so Ronald helped him carry it.
1. Gianna took off the bike’s tire. Gianna replaced the inner tube.
2. Some pilaf is made with rice. This pilaf is made with bulgur wheat.
3. Dave does not have a tablet. His brother does have one.
4. Elaine does not paint her fingernails. Elaine does paint her toenails.
5. French horns are made of brass. English horns are made of wood.
6. Aaliyah might play flute in the marching band. She might play flute in the orchestra.
7. My pen leaked in my pocket. I had to change my shirt.
8. Mom took the important papers out of the drawer. She put them in a safe-deposit box.
9. Sondra likes to sing karaoke. She only sings by herself.
10. Do you want to go to the park? Would you rather go to the rec center?
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10: PUNCTUATION
MODULE
COMMAS IN A SERIES
End marks separate complete thoughts. Commas separate words or groups of words within a complete thought.
12f Use commas to separate items in a series.
A series is three or more items written one after another. The items in a series may be words, phrases, or clauses.
Words in a Series
We saw pottery, fabrics, and blankets at the Arizona State Museum.
[nouns]
Then I turned, stumbled, and fell. [verbs]
The dog was black, tan, and white. [adjectives]
Groups of Words in a Series
In Kyoto, Percy ate noodles, shopped for clothes, and slept at an old inn.
[predicates]
The hamster ran through the kitchen, into the den, and up the curtain.
Some writers
NOTE[prepositional do not use a comma before and in a series. It is a good idea always to use that comma,
phrases]
however. Sometimes you need the comma to make your meaning clear. Notice how using a comma before
and changes the meanings of the examples.
EXAMPLES Zelfa, Bo, and Mike are going to see a movie. [Three
people are going to the movie.]
Zelfa, Bo, and Mike are going to see a movie.
[Zelfa is being told who is going to the movie.]
12g Use commas to separate two or more adjectives that describe the same noun.
Do not place a comma between an adjective and the noun immediately following it.
EXAMPLES Chris climbed up the narrow, dark staircase.
Everyone wants that pretty, spinning whirligig.
NOTE If the adjectives are not modifying the same noun equally, they may not need a comma. If and
would fit between them, use a comma.
EXAMPLES a proud and loving daughter
a tired soccer player
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EXERCISE 3 -Proofreading Sentences for the Correct Use of Commas

Add commas where they belong in the sentences below. On the line before the sentence, write
C if the sentence is correct.
, ,
EX. Ingrid swims skates and jogs.
𝖠 𝖠
1. In winter, birds eat suet grain and sunflower seeds.
2. We made a fruit salad of apples oranges and grapefruit.
3. Please bring your notebooks and some pencils.
4. In the sunlight, the waves seemed to be green blue and gray.
5. Three of the eight planets are Mars, Mercury, and Venus.
6. Ginny gazed up at the clear starlit sky.
7. Nora collects stamps plays soccer and sings in the choir.
8. The geography class made wall maps of North America, South America and Europe.
9. The bus stops in Oakton in Westphal and in Fairfax.
10. At night, the puppy jumps out of its box, into my bed and under the covers.
11.
Where can I find books about hiking camping and backpacking? The
12.
cactus has one stem, sharp thorns, and a few branches.
13.
Onni chops the wood stacks it and covers it with a waterproof cloth. Eric
14.
Julian and Isaac are all planning to go on a day hike.
15.
Do you like classical music hip-hop or rock music?
16.
Naomi’s journal had a cover with purple blue white and silver swirls.
17.
Soup a salad and juice was his usual lunch.
18.
My parrot’s favorite toy is an old plastic bell.
19.
Sara wants to know where she can buy the bike how much it costs and when
she can pick it up.
20. Abe’s scooter started stalled and did not start again.
161
Reading Passages
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Reading Comprehension
(Passage 1)
Beginning of Human Life

Long ago, when people settled in the United States, most lived in the East,
and it was hard to travel west. There were no planes, trains, or automobiles.People
traveled by wagon or boat, and it took many days to reach a destination.
Although it was difficult, in the 1840s, many people traveled far across the
United States from the East to the West. They were pioneers. They would settle inthe
western part of the country after a challenging journey to a new life.
Getting to the West was very difficult because there were no roads and therewere
many obstacles to travel. People traveled in groups, and each family would buy a
covered wagon, which is a big wooden wagon with a kind of tent on it. It was small,
about the size of an automobile, but it would be home for the whole family while they
traveled to their new home. Each family would pack the tools and supplies they
needed to build a new life in the West. They would have to fit all they took in their
wagon, so they would bring only the essential items.
It was dangerous to try to travel west without protection, so families would
travel together, combining their wagons into what was called a wagon train. It was a
group of wagons all going the same way. To prepare, they would meet with other
families to plan their trip, choosing a route based on the travels ofothers.
When the families started the trip, they did not know each other, they
onlyhad in common that they were leaving the East to start a new life in the West.
They met when the trip began, and they would spend more than a year together, so
they got to know each other well. Sometimes they would borrow tools from each
other, and sometimes they shared food. When the wagons encountered a problem, such
as a storm that caused wagons to stick in muddy holes, they wouldsolve it together.
It would take more than a year to reach the West, and many things
happened along the route. The families sometimes had babies along the way, which
delayed the progress as the wagon train would stop for a few days to help
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the mother with the baby. Then they would keep going, persisting whatever the
weather, because they knew they had a long way to travel and could not delay
long. When the wagon train got to the West, the families would settle there,
building homes, and starting farms. They would create communities, and instead
of being partners in a trip, they were collaborators in the community.
Those communities would grow into towns, and then some would
expand into cities, from a wagon train to metropolis. In the next century, people
built a railroad that crossed the United States. By 1900, there were many more
people in the West, and thousands of people came west by train. A trip that had
taken months now took passengers a few days of comfortable transit. The railroad
brought many changes, and the pioneers became legends as the country
developed into the nation of today.
A) Choose the best answer:

1- What did the pioneers do before they traveled?
a. Became friends with other pioneers.
b. Packed what they needed.
c. Built a wagon.
d. Grew food.
2- What did the pioneers do after they decided to travel west?

a. Planned where they would travel.
b. Settled in the West.
c. Took a train.
d. Built homes.
3- What did the families do when they got to the West?

a. They built railroads.
b. They bought supplies in stores.
c. They kept traveling.
d. They built homes.
pg. 19
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4- What happened after the railroad was built?

a. People left the West.
b. More people moved West.
c. The pioneers built homes.
d. The wagon trains kept coming.
B) Answer the following questions:
1- What were some problems families had along the way?

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
 ……………………………………………………………………………………………
 ……………………………………………………………………………………………
2- Why was getting to the West difficult?
 ……………………………………………………………………………………………
 ……………………………………………………………………………………………
 ……………………………………………………………………………………………
 ……………………………………………………………………………………………
 ……………………………………………………………………………………………
3- Summarize the 1st 2 paragraphs in 60 words.
 ………………………………………………………………………………………………
 ………………………………………………………………………………………………
 ………………………………………………………………………………………………
 ………………………………………………………………………………………………
 ……………………………………………………………………………………………
4- Explain the different features that are used in the text to support the main claim.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
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Reading
Comprehension
(Passage 2)
The Mechanism of the airplane
The captain of an airplane has a big job. The captain has to make sure that the
plane is safe. The captain needs to be able to make good decisions. There could bea
problem before the plane takes off. The captain checks everything to be sure it isready.
The captain needs to decide if it is safe to fly. Then the captain has to figure out what
to do if there is a problem while flying.
In January 2009, the captain of a plane took off in New York. That’s avery
busy city. As the plane rose, it ran into some birds. The birds got caught in the engines.
Both engines stopped. The captain had to figure out how to save theplane. There
would not be time to go back to the airport.
He saw a river, the Hudson River. It’s a big river. But there were boats on it. And
the water was cold. Still, he knew that would be the safest place to land. Hetold the
passengers to get ready for a hard landing. He wanted to be sure they gotto safety.
In the cabin, the passengers were scared. The airline workers
toldthem to do their best. They said to put their heads down and hold on tight.
Passengers did that. They looked at each other. Family members held hands. Theytold
each other how they felt.
Then the plane hit the water. It was a jolt. Then water started coming into
the plane. But they helped each other. The airline workers helped them getout.
When everyone was safe, the captain left, too.
They were standing on the wings of the plane as it floated in the water. It was
sinking. But boats came to get them. There were firemen on the boats. There
werepolice officers, too. The people on the boats said they were lucky to have such a
good captain. He said it is not about me. We all did it together.
You’re the heroes.
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A) Choose the best answer for each question:

1- How did the family members feel about each other?
a. worried b. caring c. angry d.
sad
2- How did the passengers feel about the captain?
a. grateful b. surprised c. caring d.
worried
3- How did the captain feel about the people who came to help them on the
boats?
a. grateful b. worried c. surprised d.
sorry
4- How does the captain feel about the passengers?
a. responsible b. worried c. difficult d. changing
1- How do you think the people on the boats felt about the passengers? Why?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
 ……………………………………………………………………………………………
 …………………………………………………………………………
…… 2- Where did the airplane workers were standing?
 ……………………………………………………………………………………………
 ……………………………………………………………………………………………
 ……………………………………………………………………………………………
 ……………………………………………………………………………………………
 …………………………………………………………………………
…… 3- what is the genre of the comprehension text?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………………
4- What is the purpose of the text?

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
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(Passage 3)
How Writing Developed

Today we see writing all around us. There is writing in books, on signs, and
computer screens. Most children learn to read and write at an early age and usethese
skills to gather and share information in books, magazines, letters, and e-mailmessages.
Businesses depend on written words to communicate and sell products. Governments
rely on written documents as the basis for their laws. We would be lost without writing.
The earliest people had no system of writing. Writing developed over
thousands of years in different cultures around the world People in ancient
Egypt,Mesopotamia, Crete, China, and elsewhere all made important contributions.
Before writing as we know it existed, drawings were used as a form of
communication. Rock drawings have been found in many places. One rock drawingin a
mountainous region of New Mexico shows a mountain goat standing up and a man
riding a horse upside down. Archaeologists believe that the drawing was a warning to
riders that the trail was too steep.
Modern forms of writing began when people learned to use symbols, such as
letters and words, to stand for ideas. At first, they used pictures that stood for words. For
example, a picture might show a hunter, the weapons the hunter used, and a pair of deer
the hunter killed. Further developments occurred in Mesopotamia,where people known
as Sumerians learned to use the same symbols to stand for different words. The writing
used by ancient Egyptians used symbols known as hieroglyphs. It was similar to the
writing of the Sumerians.
Even greater advances were made in China about 3500 years ago. The Chinese
used tens of thousands of signs. With their system, they could write proper names and
new words. This, however, was a knotty system. To make writing easier,things had to
be simplified in some way. The answer was the development of f alphabets. The
Phoenicians are often credited with developing one of the first usefulalphabets. The
Phoenician alphabet used about 20 or 30 signs. They were well on
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their way to at least one type of modern writing because, as we know, the modernEnglish
alphabet uses 26 letters.
1- You can tell from the information in this passage that…………..

a) all early art dealt mainly with hunting
b) the Phoenician alphabet is more difficult to understand than the English alphabet
c) drawing was one of the earliest forms of written communication
d) people from many cultures understood Egyptian hieroglyphs
2- The author of this passage probably finds the history of writing

development tobe…………..
a) A fascinating b) humorous c) challenging d) useless
3- The word “knotty” is used in this passage to mean………………….

a) effective b) complicated c) mysterious d) acceptable
1- Use examples from the passage to show how the author feels about the topic.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………… 2-
Before modern alphabets and writing were developed, how did people
communicatewith one another through nonverbal means?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
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(Passage 4)
Nutrition Lesson
People say you need to eat protein, but what is it? Many foods contain
protein. The best sources are beef, poultry, fish, eggs, dairy products, nuts, seeds,and
legumes like black beans and lentils. Your muscles, your organs, and your immune
system are made up mostly of protein.
Your body uses the protein you eat to make lots of specialized protein
molecules that have specific jobs. For instance, your body uses protein to make
hemoglobin. That is the part of red blood cells that carries oxygen to every part ofyour
body. Other proteins are used to build cardiac muscle. What's that? Your heart! In fact,
whether you're running or just hanging out, protein is doing important work like
moving your legs, moving your lungs, and protecting you from disease.
Food from animals, such as meat and milk, is called complete. Most
vegetable protein is incomplete. It does not give you as much protein as animal foods.
People who eat a vegetarian diet can still get what they need, they just needto eat a
wide variety of protein-rich vegetable foods.
For instance, if you have peanut butter on whole-grain bread you're set. Likewise,
red beans won't give you everything you need, but red beans and rice will do the
trick. The good news is that you don't have to eat all you needin every meal. As
long as you have a variety of protein sources throughout theday, your body will
grab what it needs from each meal.
You can figure out how much protein you need if you know how much you
weigh. Each day, kids need to eat about 0.5 grams of protein for every poundthey
weigh. That's a gram for every 2 pounds you weigh. Your protein needs willgrow as
you get bigger, but then they will level off when you reach adult size.
Adults, for instance, need about 60 grams per day.
pg. 37
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You can look at a food label to find out how many protein grams are in a
serving. But if you're eating a balanced diet, you don't need to keep track of it. It'spretty
easy to get enough protein.

1- Which of these are good sources of protein?
a) milk and beef
b) meat and vegetables
c) legumes and lettuce
d) apples and oranges
2- Which of these tells about proteins?

a) They make you pretty.
b) They make you healthy.
c) They make you hungry.
d) They make you incomplete.
3- Which of these is an incomplete…………..

a) peanut butter and jelly
b) peanut butter on whole-grain red beans and rice
d) cheeseburger and bun

1- What are two ways to classify foods? Why are they important to know?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………….
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(Passage 5)
It’s About Time
People have been keeping time for thousands of years. The first timekeeping
devices were very inaccurate. They measured time by the sun, or bythe falling levels
of water or sand. The sundial was developed from a simple observation. As the Earth
turns, the sun appears to cross the sky and the shadowsit casts move across the
ground. If the positions of the shadows are marked at regular intervals, they can be
used to tell the time.
The first clocks we know much about were made toward the end of the 13th
century. Some of them had no hands and no faces. These clocks told time simply by
striking the hour. Bells were important parts of early clocks. The word“clock” comes
from the French word cloche, which means bell.
Hammers held in the hands of little figures of people struck the bells ofsome
of the early clocks. These little figures were called “jacks-of-the- clock.”
In 1713, the British government offered a money prize of 10,000 pounds to
anyone who could make a timepiece that would keep a really accurate time. It was 47
years before the prize was won. A timepiece that lost less than 2 minutes on an ocean
voyage of 5 months won it. The timepiece was called a chronometer.A little later, a
chronometer was made that lost only 7 seconds on a 46-day voyage. From
chronometers, watch and clockmakers found ways of making theirclocks and watches
better.
Mechanical clocks are much more accurate. They have three main parts:an
energy supply, a mechanism for regulating the energy, and a way of showing the
passing of time.
A coiled spring or a weight supplies the energy. The weight hangs on a cord
wound around a shaft so that the weight turns the shaft to move the gears. The spring
unwinds, or the weight falls and turns a series of interlocking toothed wheels. Hands
linked to the wheels rotate around a dial. The gears make sure thatthe minute hand
goes around twelve times faster than the hour hand.
Now many clocks have neither springs nor weights. Many are run
byelectricity. Electric clocks are very good and very dependable timekeepers.
pg. 50 172
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Digital or electronic watches have a piece of quartz crystal that vibrates at

32,768times a second. An electronic circuit uses these movements to turn the hands
or change numbers on the watch face.
1- You would probably find this passage in a ……………….

a) world atlas
b) literature book
c) magazine about clocks
d) book about school bells
2- What belongs in the empty box in this timeline of timekeeping development?

Bell clocks Mechanical clocks …………..
Digital or electronic watches
a) Hammer clocks
b) Spring clocks
c) Electric clocks
d) Chronometers
1- Based on the information in the passage, what prediction can you make about
howclocks will change in the future? Use information from the passage to support
your response.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………… 2-
What is the main idea of this passage? Support your response with details from
thepassage.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………….
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(Passage 6)
Read the passage and choose the best answer to each question. There
are six underlined words or phrases in the passage to show which words
or phrases may be incorrect.
Language Conventions
Habitat loss is the number one threat to 85% of endangered species.
As people try to make life more comfortable for themselves, their making it
increasingly uncomfortable for the other members of the ecosystem. People
aredestroying the forests for different building projects. Over the past 60 years,
around half of the world’s original forests have disappeared.
However, habitat loss does not affect only animals living in forests.
Animals living on the coast are also losing their homes. Lots of
hotels, apartments, restaurants, and shopping malls in these areas. While these
buildings are exciting for humans, they are a danger to wildlife.
Some people think that habitat loss around the world has been caused by
the construction of roads and buildings, but this is not true.
Actually, farming expansion is too blame. In order for farmers to plant more crops
and expand their farms, they have to chop down trees in surrounding areas. This
causes habitat loss for thousands of animals, including deer, birds, and insects.
The effects of human building and expansion are clear. It is important that
we keep wildlife in mind when we build. Humans must continue to find ways to
preserve habitats or adapt our creations to meet the needs of the wildlife in the area.
If we are smart enough to make skyscrapers, we are smartenough to create
solutions to habitat loss.
174
Good Luck
&
See You
175

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English Department

1.Unit 3 (Finding Courage) From the Breadwinner.

2. Unit 4 (Through an Animal’s Eyes) From Pax.

3. Unit 6 (Hidden Truths) Drama -The Prince and

4. Unit 6 -Compare Poems (Archetype poem and Fairy

5. Unit 6 (Hidden Truths) folktale (The Mouse Bride).

Deborah Ellis(b. 1960) wrote The Breadwinner after

The Breadwinner Summary

The Breadwinner Themes

The Breadwinner Vocabulary and Definitions

Refugee A person who flees to a different country for safety.

Taliban The ruling party in Afghanistan.

Karachi A cart on wheels, pushed by hand.

Dari One of the two main languages spoken in Afghanistan.

Patshu One of the two main languages spoken in Afghanistan.

Toshak A narrow mattress used as a bed or couch.

Taliban (noun) the military group that controls parts of Afghanistan

scamper (verb) to run or go quickly

rouse (verb) to stir up, as to anger or action

pakul (noun ) A gray or brown woolen blanket shawl worn by Afghan

smuggle (verb) to bring into or take out of a country secretly

glower (verb/noun) to stare with anger, an angry stare

curfew (noun) a time, generally in the evening set as a deadline to not

Insert from the studied vocabulary the following:

Word Synonym Antonym Sentence

Insert from the studied vocabulary the following:

Word Synonym Antonym Sentence

Engage Your Brain

1. Which of the following is most likely to cause someone to fume?

2. Which of the following is an example of a responsibility?

3. Which of the following is likely to need a solution?

4. Which of the following is an example of a stammer?

For More Help

Interactive Vocabulary Lesson: Using Reference Sources

PRACTICE AND APPLY

Expand Your Vocabulary

1. Which of the following is most likely to cause someone to fume?

2. Which of the following is an example of a responsibility?

3. Which of the following is likely to need a solution?

4. Which of the following is an example of a stammer?

Now, write sentences for fume, responsibility, solution, and stammer.

Answer these questions before moving on to Analyze the Text.

3. Which of the following ideas is true?

Analyze & Practice:

Parvana’s Character at the Parvana’s Character at the How Parvana Has

Analyze Character and Setting

Analyze Character and Plot

 A character’s circumstances help set the plot in motion.

1 Which statement best expresses a theme of the selection?

3 Read these sentences about the selection.

7 Read the thesaurus entry.

10 In the story, Parvana’s haircut represents —

Watch Your Language!

Capitalization of Proper Nouns

 to name specific people

nteractive Grammar Lesson: Capital Letters

PRACTICE AND APPLY

Unit 4 (Through an Animal’s Eyes) From Pax.

War, What is it Good For?

PRACTICE AND APPLY

1. Does someone experiencing anxiety feel happy or upset? Why?

2. Which is more likely to displease someone, a gift or an insult? Why?

3. If you had an injury, would you need a doctor or a teacher? Why?

4. Can a sensitive scientific instrument detect small changes? Why?