U3 UR c2 PDF

UNIT 3
Teaching
Resources
Writing Speaking
Reading Listening
Includes summaries and
School-to-Home activities in
Spanish
Vietnamese
Tagalog
Cantonese
Hmong
Haitian-Creole
Note to the Teacher
There are ten Active Reading Graphic Organizers, on the pages preceding the Answer
Key, that students will need in order to complete some of the exercises in this book. The
text suggests that students ask teachers for a copy of the graphic organizer. Teachers
may want to keep a supply of copies on hand for student use.
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1 2 3 4 5 6 7 8 9 054 14 13 12 11 10 09 08
Unit 3: What Makes Life Good?
Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Big Question Foldable . . . . . . . . . . . . . . . . . . . . . . . 34
The Big Question School-to-Home Connection . . . . . . . . . . . . 5
The Big Question School-to-Home Connection: Spanish. . . . . . . 6
The Big Question School-to-Home Connection: Vietnamese . . . . 7
The Big Question School-to-Home Connection: Tagalog . . . . . . . 8
The Big Question School-to-Home Connection: Cantonese . . . . . 9
The Big Question School-to-Home Connection: Haitian Creole . . . 10
The Big Question School-to-Home Connection: Hmong . . . . . . . 11
Unit Challenge Planner . . . . . . . . . . . . . . . . . . . . . . . .1215
Academic Vocabulary Development . . . . . . . . . . . . . . . .1618
Part 1: Appreciating Nature

English Language Coach, Part 1 . . . . . . . . . . . . . . . . . . . . .20
From Blossoms. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2130
Glory, Glory; Birds Circling at Dusk; Bamboo Grove. . . . . . . 3140
Where Mountain Lion Lay Down with Deer . . . . . . . . . . . .4151
Why the Waves Have Whitecaps . . . . . . . . . . . . . . . . . 5261
Part 2: Finding Humor and Delight

English Language Coach, Part 2 . . . . . . . . . . . . . . . . . . . . .63
from An American Childhood. . . . . . . . . . . . . . . . . . . . 6476
TIME: The Giggle Prescription . . . . . . . . . . . . . . . . . . . 7785
Genre Focus: Poetry . . . . . . . . . . . . . . . . . . . . . . . . 8687
Summer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8897
Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98107
Miracles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108117
The Tale of Kiko-Wiko . . . . . . . . . . . . . . . . . . . . . . 118129
Part 3: Love and Friendship

English Language Coach, Part 3 . . . . . . . . . . . . . . . . . . . . 131
Annabel Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132142
A Crush . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143155
Unit Resources Course 2, Unit 3 iii

The Luckiest Time of All . . . . . . . . . . . . . . . . . . . . . 156165
Comparing Literature Graphic Organizer . . . . . . . . . . . . . . . 166
Superman and Me; My First Memory (of Librarians) . . . . . 167176
Spelling Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Writing Workshop Graphic Organizer. . . . . . . . . . . . . . . . . 178
Writing Workshop Rubric. . . . . . . . . . . . . . . . . . . . . . . . 179
Writing Workshop Checklists . . . . . . . . . . . . . . . . . . . . . 180
Speaking, Listening, and Viewing Activities . . . . . . . . . . 181182
Speaking, Listening, and Viewing Workshop Rubric . . . . . . . . 183
Active Reading Graphic Organizers . . . . . . . . . . . . . . . 184193
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194200
iv Course 2, Unit 3 Unit Resources

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What Makes Life Good? (page 348)

Introduction
A friends joke, a beautiful sunset, a kind word from a loved one
these are some things that make people smile. Think of your life.
Whom do you enjoy being with? Where do you most enjoy going?
What activities do you look forward to? How do these people, places,
and activities affect your life?
As you read the selections in this unit, think about some of the things
that make life good. Enjoyment and inspiration can come from many
things. Nature, humor, and the love of others can all contribute to a
wonderful life. The selections in this unit focus on seeking and
enjoying happiness.
ACT I V I T Y
Directions Complete the chart below by answering each question. Continue the activity on the
following page.
What is one thing you enjoy about What is one situation, person, or object
nature? Why? you really enjoy? Why?
What is one situation, person, or object How does it feel to love another
you find funny? Why? person? How does it feel to be loved?
Unit Resources Course 2, Unit 3 1

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Directions In the space below, write a short story or detailed poem that involves each
situation, person, or item that you described in the table on page 1. You can choose to be the
main character or narrator, or you can create an imaginary main character or narrator.
2 Course 2, Unit 3 Unit Resources

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The Big Question Foldable

Making a Study Organizer
Ask your teacher for a copy of the Foldable template.
Step 1 With the long side at the top, fold a Step 3 Label the left pocket
sheet of paper into thirds. My Purpose for Reading.
Label the center pocket
The Big Question.
Label the right pocket
My Thoughts.
You can vary the way you label the
pockets. For example, write the
part numberPart 1, Part 2, Part 3.
Step 2 Open the Foldable. Fold the bottom
edge up two inches and crease
well. Glue the outer edges of the
tab to create three pockets. Staple
both sides of the middle pocket.
Use these pockets to hold notes
you will take on index cards.
Step 4 On the front of the Foldable, list all

the selections in the unit.

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The Big Question Foldable

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The Big Question

School-to-Home Connection
Unit 3 focuses on the Big Question: What Makes Life Good?
Throughout the unit, you will learn about people, places, and
activities that make life good. Before you prepare your own answers
to the Big Question, find out what your parents or other adults think.
Select one of the activities below to complete at home.
ACT I V I T Y: Survey
1. Ask your family members to answer the Big Question. Record the
answers on a separate sheet of paper.
2. With a parent or another adult, read over the answers to your
survey. What do the answers have in common? What conclusions
can you draw about what your family members find important
in life?
ACT I V I T Y: Narrative Poem

1. With a family member, think of a happy family memory that
involves the two of you. Discuss the events of that memory,
including how each of these events made you feel. List the events
and feelings on a separate sheet of paper.
2. Work together to write a short narrative poem about the memory.

This type of poem tells a story. Remember to use details to help
others experience what you felt in this memory.
ACT I V I T Y: Free Writing

1. Read the Big Question to a parent or another adult. Then, set a
timer for one minute. During this minute, each of you should
free-write, listing people, places, and activities that make life good.
Just writedo not worry if your answers are right or wrong.
2. When you are finished, you should each read your lists and circle
what you feel are your top three ideas. Share and discuss your
reasons for your choices.

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La Pregunta importante
Enlace entre la escuela y la casa
La unidad 3 se concentra en la Pregunta importante: Qu hace que la
vida sea agradable? En esta unidad aprenders acerca de personas,
lugares y actividades que hacen que la vida sea agradable. Antes de
preparar tu respuesta a la Pregunta importante, averigua qu piensan
tus padres u otros adultos. Escoge una de las siguientes actividades
para hacer en la casa.
ACT I VI DAD : Encuesta

1. Pide a los miembros de tu familia que respondan a la Pregunta
importante. Anota las respuestas en una hoja aparte.
2. Con uno de tus padres o con otro adulto, lee las respuestas de tu
encuesta. Qu tienen en comn? Qu conclusiones puedes sacar
de lo que los miembros de tu familia consideran importante en la
vida?
ACT I VI DAD : Poema narrativo

1. Con un miembro de la familia, piensen en recuerdos familiares
alegres que hayan compartido. Hablen sobre los detalles del
recuerdo, incluyendo lo que sintieron con cada uno estos. En una

hoja aparte haz una lista de cada detalle y los sentimientos que te
inspiraron.
2. Escriban juntos un poema narrativo corto sobre el recuerdo. Este
tipo de poema relata una historia. Acurdate de usar detalles para
que los dems entiendan cmo te sentiste.
ACT I VI DAD : Redaccin libre

1. Lele la Pregunta importante a uno de tus padres o a otra persona
adulta. Luego, pon un minuto en un reloj de alarma. Durante ese
tiempo, cada uno debe escribir: las personas, los lugares y las
actividades que hacen que la vida sea agradable. Slo escriban no
se preocupen si sus respuestas estn bien o mal.
2. Cuando terminen, cada uno debe leer su lista y encerrar en un
crculo sus tres ideas ms importantes. Comenta y charla acerca de
las razones por las cuales sealaste esas ideas.

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Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Chng 3 tap trung vao Cau Hoi Chnh sau: ieu g lam cuoc song tot
ep? Trong ca chng nay, cac em se tm hieu nhng con ngi, a
iem, va hoat ong lam cho cuoc song tot ep. Trc khi chuan b cac
cau tra li cua chnh mnh, hay tm hieu xem cha me em va nhng
ngi ln khac ngh g. Hay chon mot trong nhng hoat ong sau e
lam tai nha.
H OA T O N G : K h a o S a t
1. Yeu cau moi ngi trong gia nh em tra li Cau Hoi Chnh. Ghi cac
cau tra li vao mot t giay rieng.
2. Hay cung cha/me hoac mot ngi ln khac oc lai cac cau tra li
trong cuoc khao sat. Cac cau tra li co iem chung g? Em co the rut
ra ket luan g ve ieu quan trong trong cuoc i oi vi cac thanh
vien trong gia nh mnh?
H OA T O N G : T h T ra n T h u a t
1. Hay cung mot thanh vien trong gia nh ngh ve mot ky c gia nh vui
ve co s tham gia cua ca hai. Thao luan cac s kien trong ky c o va
cho biet moi s kien o tao cho em cam xuc g. Sau o, liet ke cac s
kien va cam xuc vao mot t giay rieng.
2. Cung nhau viet mot bai th tran thuat ngan ve ky c o. The loai th
nay la e ke lai mot cau chuyen. Nh viet that chi tiet e giup ngi
khac cam nhan c cam xuc cua em trong ky c nay.
H OA T O N G : Vie t T Do
1. oc Cau Hoi Chnh cho cha/me hoac mot ngi ln khac. Sau o,
at gi la mot phut. Trong mot phut nay, moi ngi nen viet t do va
liet ke nhng con ngi, a iem, va hoat ong khien cho cuoc song
tot ep. C vietng lo cac cau tra li ung hay sai.
2. Khi lam xong, hay thay phien nhau oc danh sach cua mnh va
khoanh tron ba y kien ma moi ngi cho la hay nhat. Trao oi va
thao luan cac ly do v sao chon nh vay.

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Ang Mahalagang Tanong

Kaugnayan ng Paaralan sa Tahanan
Binibigyan-diin ng Yunit 3 ang Mahalagang Tanong: Ano ang mga
katangian ng masarap na buhay? Sa buong yunit na ito, matututunan mo
ang mga tao, mga lugar, at mga gawain na nagpapasarap ng buhay. Bago
mo ihanda ang iyong mga sariling sagot sa Mahalagang Tanong, alamin
muna kung ano ang iniisip ng iyong mga magulang o ibang mga
nakatatanda. Pumili ng isa sa mga gawain sa ibab na gagawin sa tahanan.
GAWAIN : Survey
1. Sabihin sa iyong mga kapamilya na sagutin ang Mahalagang Kuru-kuro.
Isulat ang mga sagot sa isang hiwalay na papel.
2. Kasama ng isang magulang o ibang taong nakatatanda, basahin ang
mga sagot sa iyong survey. Ano ang mga karaniwang sagot? Ano ang
masasabi mo tungkol sa mga bagay na para sa iyong pamilya ay
mahalaga sa buhay?
GAWAIN : Nagkukuwentong Tul

1. Kasama ng isang kapamilya, pag-isipan ang isang masayang alaala sa
pamilya na may kinalaman sa inyong dalawa. Pag-usapan ang mga
pangyayari ng alaala na iyon, kabilang ang damdamin mo dahil sa mga
pangyayaring ito. Ilista ang mga pangyayari at mga damdamin sa isang
hiwalay na papel.
2. Pagkatapos ay magtulungan kayo upang sumulat ng isang maikling
nagkukuwentong tul tungkol sa alaala. Ang uri ng tul na ito ay

nagkukuwento. Tandaan na gumamit ng mga detalye upang tulungan ang
iba na maranasan ang naramdaman mo sa alaala na ito.
GAWAIN : Malayang Pagsusulat

1. Basahin ang Mahalagang Tanong sa isang magulang o ibang
nakatatanda. Pagkatapos ay mag-set ng timer para sa isang minuto. Sa
minutong ito, ang bawat isa sa inyo ay dapat malayang magsulat at
maglista ng mga tao, mga lugar at mga gawain na nagpapasarap sa
buhay. Basta magsulat lamanghuwag mag-alal kung ang inyong mga
sagot ay tama o mali.
2. Kapag tapos na kayo, dapat basahin ng bawat isa sa inyo ang inyong
mga listahan at bilugan ang sa inaakala ninyo ay ang inyong mga
pangunahing kuru-kuro. Ibahagi at talakayin ang inyong mga dahilan
para sa mga piniling ito.

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Koneksyon ant lekl ak lakay ak yon Gwo

Kesyon
Modil 3 santre sou Gwo Kesyon sa a: Kisa ki f vi yon moun agreyab?
Nan modil sa a, ou pral jwenn enfmasyon sou moun, diferan kote ak
diferan aktivite ki rann lavi agreyab. Anvan w prepare repons ou pou
Gwo Kesyon an, chche konnen kisa paran w oswa lt granmoun
panse. Chwazi youn nan aktivite sa yo pou w f lakay ou.
AKT I VI T E : Ankt
1. Mande moun nan fanmi w pou yo reponn Gwo Kesyon an. Ekri
repons yo sou yon fy papye apa.
2. Li repons ou jwenn nan ankt ou an ank ak paran w oswa yon lt
granmoun. Kisa w jwenn ki menm nan tout repons yo? Ki
konklizyon ou ka f sou manm fanmi ou konsidere ki enptan nan
lavi a?
AKT I VI T E : Powm naratif

1. Reflechi ansanm ak yon lt moun nan fanmi ou sou yon bl souvni
sou yon moman nou te viv ade anndan fanmi nou. Pale sou kman
moman sa a te dewoule, ki vle di tou kijan w te santi w pou chak
evennman ki ft nan moman sa yo. F lis evennman yo ak
santiman yo sou yon fy papye apa.

2. Travay ansanm pou nou ekri yon powm naratif sou souvni sa a.
Kalite powm sa a mande pou w rakonte yon istwa. Sonje pou w
svi ak detay yo pou w ede lt moun santi sa w te santi nan
moman sa a.
AKT I VI T E : Ekriti lib

1. Li Gwo Kesyon an pou yon paran oswa yon lt granmoun. Apre sa,
mete yon revy pou l sonnen nan yon minit. Pandan minit sa a,
nou chak ta dwe ekri sa nou pito epi f lis moun, kote ak aktivite
ki f lavi te agreyab. Senpleman ekripa okipe si repons ou bon
oubyen pa bon.
2. L w fini, nou chak pral li lis nou epi n ap f sk alantou sa nou
panse ki twa pi gwo lide nou yo. Pataje epi pale sou rezon ki
eksplike chwa nou.

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Zaj Lus Nug Loj

Tsev Kawm Ntawv-rau-Tsev Kev Txuas Lus
Nqe 3 tsom kwm rau zaj Lus Nug Loj: Yam dabtsi ua tau lub neej zoo?
Thoob plaws nqe nov, koj yuav kawm txog tibneeg, chaw, txheejxwm uas
ua tau lub neej zoo. Ua ntej koj npaj koj cov lus teb rau zaj Lus Nug Loj,
nrhiav saib koj niam thiab txiv lossis lwm cov neeg loj xav licas. Xaiv ib
hom ntawm cov dejnum nram nov coj mus ua kom tiav tom tsev.
DEJN UM: Kev Tshawb Nug
1. Nug cov neeg hauv tsev kom los teb zaj Lus Nug Loj. Sau cov lus teb rau
ib daim ntawv dawb:
2. Nrog ib tus niam txiv lossis lwm tus neeg loj, nyeem cov lus teb rau nej
daim ntawv tshawb nug. Cov lus teb zoo sib xws licas? Koj yuav xaus
cov lus teev txog qhov tseemceeb hauv lub neej uas koj tsev neeg nrhiav
tau licas?
DEJN UM: Teev Pajhuam
1. Nrog ib tus neeg hauv koj tsev neeg, xav txog ib lub sijhawm zoo siab
tshaj hauv tsev neeg uas muaj neb ob leeg sib koom. Tham txog cov
txheejxwm zoo ntawd, xam saib txhua yam txheejxwm ua tau rau koj
xav licas. Teev cov txheejxwm thiab kev mobsiab rau ib daim ntawv
dawb.
2. Ua haujlwm uake los sau ib zaj pajhuam luv luv txog yam txheejxwm koj
nco zoo. Hom pajhuam qhia txog ib zaj dabneeg. Nco ntsoov siv cov
txhim tseemceeb los pab lwm tus kom mob siab txog yam koj tau ntsib
hauv zaj lus nco zoo nov.
DEJN UM: Sau Ywjsiab

1. Nyeem zaj Lus Nug Loj rau ib tus neeg hauv koj tsev neeg lossis ib tus
neeg loj. Ces, tso lub hmoo rau ib feeb xwb. Nyob rau ib feeb ntawd, nej
txhua leej yuav tau sau ywj siab, mloog lwm tus neeg, cov chaw, cov
dejnum uas ua rau lub neej zoo. Cia li sau kiag xwbtxhob txhawj txog
tias yuav raug los yuamkev.
2. Thaum sau tiav, neb txhua leej yuav tau los nyeem neb cov lus teev thiab
kos vojvoog rau yam koj xav tias yog peb yam zoo tswvyim tshaj. Faib
thiab tham koj cov tswvyim uas koj tau xaiv ntawd.

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Challenge Planner
The Unit 3 Challenge provides an opportunity to further explore the
Big Question: What Makes Life Good? The topics listed below focus
the Big Question on three main ideas: Appreciating Nature; Finding
Humor and Delight; and Love and Friendship.
From the topics listed in Section A, choose one that interests you.
Once you have chosen a topic, choose a project in Section B that will
help you present your ideas on the topic. Any of the five topics can
work with any of the five project types. Projects may be done alone,
with a partner, or with a small group. Follow the steps in Section C
to plan and complete your challenge project.
Section A. Choose a Topic

1. Several selections in this unit are written using a special variety of
language. Examples include Why the Waves Have Whitecaps,
Summer, and The Luckiest Time of All. Examine why the
authors chose to write in this way and how it adds to the meaning
of the story.
2. Select two humorous selections from this unit and discuss what
makes them funny. Did the author communicate in a funny way?
Did funny things happen to characters? Compare the types of

humor used in the selections you choose.
3. Many selections in this unit deal with love for other people.
Some selections show love for groups of people. Others focus on
love for one person in particular. Choose at least two selections that
focus on love. Examine the importance that these writers place on
love and encouragement of a group or individual.
4. Choose at least three selections from unit 3 that deal with nature.
Examine the way that the writers or narrators interact with nature.
Think about why nature is important to the writer. Does nature
represent a larger theme for the writer?
5. The main characters in An American Childhood and The Luckiest
Time of All are both chased by others. Compare these chases. Do
they end in the same way? Do the narrators have the same feeling
about being chased?

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Section B. Choose a Project

1. Authors Lunch. Working with a partner who has chosen the same
topic, plan a conversation between two unit authors that might
take place if they met for lunch. Each partner will take on the role
of one author. The author may use quotes from selections to
support a point. The authors may or may not have known each
other in real life. Using topic 2, for example, Mark Crilley (author
of The Tale of Kiko-Wiko) and Walter Dean Meyers (author of
Summer) could discuss whether funny situations or funny
words are more important.
2. Letter Exchange. Work alone or with a partner to create a
correspondence between two unit authors or between you and a unit
author. The correspondence should address a topic through original
writing and quotations from selections. You may write the exchange
as a letter exchange, or in short segments, as if it were taking place
by e-mail. Using topic 3, for example, you could create an exchange
between Cynthia Rylant (author of A Crush) and Sherman Alexie
(author of Superman and Me) about the difference between love
for one person and love for a group of people.
3. Sound Track. Burn a CD or make a tape of a sound track that
expresses your point of view on your chosen topic. Choose at least
four pieces of music that represent the main points you are
making. Write a few paragraphs about each song to explain how
it relates to your topic. Using topic 5, for example, you could
include music that reminds you of the intensity and excitement of

the chases in these stories.
4. Person on the Street. Choose three people to interview about a
question raised by your topic. Select one adult, one classmate, and a
third person of your choice. Give each person a brief summary of
the topic you will be writing about. Ask each persons opinion on a
general question that will help you write a newspaper article on
your topic. Using topic 4, for example, you might ask, Do you
think nature gives people a feeling of freedom or a feeling of
danger? Take notes on their answers and weave their opinions
into your article.
5. In Style. Address your topic by writing in the style of one of the
unit writers. Write an introductory paragraph describing the style
and which aspects of it you will be imitating as you write.
Consider, for example, the style of writing of the period, the genre,
word choice, sentence length, use of figurative language, and use of
conversation. Using topic 1, for example, you could write a short
story in the style of a unit author who uses a special variety of
language to add meaning and richness to his or her work.

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Section C. Make a Plan

1. Clarify any class requirements.
Project due date

Interim deadlines
Research beyond the textbook
A. sources required C. none
B. recommended D. other
Source documentation
A. required for all research C. none
B. required for quotations D. other
2. Choose your topic from Section A.
Topic
3. Choose your project from Section B.
Project
4. Decide whether you will be working alone or with others.
alone partner group
5. If you will be working with others, meet with all the participants to
decide on the authors and selections that you will focus on.

Authors
Selections
6. At this meeting or for your own project, determine whether there

are advanced preparations that you need to make early in the
process. For example:
Reserve space for a performance.
Invite people to the performance.
Advertise the performance.
Obtain materials for graphic representations, sets, costumes, or other
items.
Other

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Section C, cont.
7. If you will be working with others, agree on each persons
responsibility before your next meeting on
Name Responsibilities
8. Do your research. Take notes, and jot down ideas.

Research complete.
9. Document your sources. Make copies of outside sources and keep
them in a project folder labeled Sources. If you are using a
textbook, list the page number of any quote you intend to use.
Source documentation complete.
10. Sort through your notes. Write each idea on an index card. Add
details and examples to support each idea. Record each direct
quote exactly as it appeared in the source, and note the source.
Details and examples complete.

11. Arrange your index cards in the order in which you will present
the ideas.
Order of material complete.
12. Make a rough draft of your script, graphic representation, or letters. If
you are working with a partner or a group, edit one anothers drafts.
Rough draft complete.
13. How you refine and polish your project depends on the project
you have chosen. If the end product includes written material,
reread, revise, and edit your draft. If you will be performing, allow
time to rehearse. As you rehearse or read your written work aloud,
listen critically. Do the ideas build logically? Does the language
flow smoothly, or do you need to reshape some sentences? Can a
listener or reader follow your train of thought from start to finish?
Make any improvements you think are needed.
Project polished.
14. Share your work with others through a performance, a display, a
reading, a videotape, a Web site, or other form of communication.

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Academic Vocabulary Development

Introduction
Discussing and writing about literature is easier if you have the right
words at hand. This units Academic Vocabulary words can help you
analyze and comment on the selections, going beyond such responses
as I liked it or That was boring. In the following activity, you can
see examples of how you can use this units words to talk about how
authors craft poems and stories, how nature and personal experiences
influence someones writing, and what writing itself means.
Unit 3 Academic Vocabulary

consumer n. a person or thing that consumes, uses, or eats
retain v. to keep or hold secure
altering v. changing or making different
unpredictable adj. not able to be predicted or foretold
capacity n. the potential for holding or containing something
concept n. idea or thought
ultimate adj. best or most extreme
contemporary adj. happening or existing at the same period of time
highlight v. cause to stand out; center attention on

ACT I VI T Y
Directions Answer the following questions. In your answers, use the academic vocabulary
words that appear in bold.
1. Think about the poems you read in this unit. What techniques
does each writer use to help you retain the poem in your mind?

Name Class Date
Academic Vocabulary, cont.

2. Writers often keep their readers attention by making what
happens in a story or poem unpredictable. Compare two of the
stories and poems you read in this unit. Describe what about
them is unpredictable and how you think the writer goes about
creating surprise.
3. How do the writers in the unit highlight the natural world?

Explain what makes one writer a consumer of nature and another

writer an observer of nature.

Name Class Date
Academic Vocabulary, cont.

4. Review the Meet the Authors information for each of the poems
and stories in this unit. Discuss two contemporary writers. How
does each of these writers apply his or her childhood experiences
to the writing? What about these experiences gives the writer the
capacity to write vividly about a subject?
5. Poems and stories often express ideas about the concept of writing.
Think about The Tale of Kiko-Wiko, the passage from An
American Childhood, Superman and Me, and the poems From
Blossoms, Where Mountain Lion Lay Down with Deer,
Miracles, and Dreams. Compare three of these poems or pieces
and tell what they express about writing.

6. Is the ultimate goal of a writer to tell experiences exactly as they
happened? Sometimes, writers must alter their experiences in order
to fit them into words for a poem or story. State why you think
altering an experience may help a writer to write a story or poem.
Pick one story or poem you read in this unit to help you explain
your answer.

PART
Nature
1
Appreciating
Name Class Date
English Language Coach, Part 1

Prepositions
Poems often consist of complex sentences that are broken into lines.
These sentences often contain prepositions, which help to extend the
writers thoughts.
A preposition is a word that connects a noun or pronoun to another
word in a sentence. The noun or pronoun may come before or after
the preposition.
Preposition Sentence
in They were lost in the woods.
up We rowed the boat up the stream.
Common Prepositions
about around between in on throughout with
above at beyond inside onto to within
across before by onto out toward without
after behind down like outside under
against below during near over until
along beneath for of since up

among beside from off through upon
ACT I VI T Y
Directions Complete each sentence with one or more prepositions from the chart above.
1. He devoured the peaches that were the paper bag.
2. The golden rays the summer sun were warm.
3. A blanket lay my grandfathers lap.
4. On the first night our vacation, we slept

the moonlight.
5. Mountain lions live people.
6. The wind blew the water, and the waves splashed

the boat.

Name Class Date
Summary/Resumen (p. 354)

From Blossoms LI-YOUNG LEE
The narrator of this poem captures the beauty of nature by telling

how wonderful it is to bite into a fresh peach on a hot summer day.
The fact that the peaches are covered with dust does not make them
taste any less wonderful. To eat fresh fruit on a beautiful summer day
can make you forget about death and any other unpleasant thoughts.
De Flores
El narrador de este poema atrapa la belleza de la naturaleza al contar
lo maravilloso que es morder un melocotn fresco en un caluroso da
de verano. El hecho de que los melocotones estn cubiertos de polvo
no hace que resulten menos maravillosos. Comer una fruta fresca en
un hermoso da de verano puede hacer que olvidemos la muerte y
cualquier otro pensamiento desagradable.

Name Class Date
Tom Tat (p. 354)

trch t N Ro LI-YOUNG LEE
Ngi thuat truyen trong bai th khac hoa ve ep cua t nhien bang
cach ke lai cam giac tuyet vi khi c can mot mieng ao ti vao
mot ngay he nong nc. Du nhng qua ao ay bui th chung cung
chang kem ngon chut nao. An mot trai cay ti trong mot ngay he ep
co the khien ban quen i cai chet va bat c mot suy ngh kho chu nao
khac.

Name Class Date
Buod (p. 354)

Mula sa Mga Pamumulaklak LI-YOUNG LEE
Hinuhuli ng nagsasalaysay sa tul na ito ang kagandahan ng kalikasan sa

pamamagitan ng paghahayag ng kagalakan na nadarama sa pagkagat ng
isang sariwang peach sa isang mainit na araw sa panahong tag-int. Kahit
na maalikabok ang peaches, hindi pa rin nababawasan ang kasarapan nila.
Sa pagkain ng sariwang prutas sa isang magandang araw ng tag-int,
nalilimutan natin ang kamatayan at mga ibang hindi kanais-nais na mga
iniisip.

Name Class Date
(p. 354)
LI-YOUNG LEE

Name Class Date
Rezime Seleksyon (p. 354)

Fl Pye Pch LI-YOUNG LEE
Moun k ap rakonte istwa a nan powm sa a kaptire bote lanati nan fason li
di kijan sa mveye l ou mde nan yon pch fre yon jou dete cho. Malgre
pch yo kouvri ak pousy, sa pa f gou yo mwen mveye. Manje fwi fre yon
bl jou dete kapab f ou bliye lanm ak nenpt ki lt panse dezagreyab.

Name Class Date
Zuag Tswvyim (p. 354)

los ntawm Tawg Paj LI-YOUNG LEE
Tus piav zaj pajhuam nov ntes tau txoj kev zoo ntawm yam ntuj tsim muaj
hais tias nws qab npaum licas txog kev noj lub txiv duaj rau hnub tshav kub
nyob lub caij ntuj so. Txawm tias lub txiv duaj muaj plua plav paug thoob
los nws yeej tsis ua tau kom lub txiv txhob qab li. Noj lub txiv tshiab qab
heev rau hnub tshav ntuj kub lub caij so mas ua rau yus tsis nco qab txoj tej
kev tuag thiab lwm yam kev xav phem li.

Name Class Date
Literary Element (page 354)

Line and Stanza
In poetry, a line is a series of words that appear as a single group.

Often, lines are not complete sentences. They might not have end
punctuation, for example. Instead, a single thought may continue over
the course of several lines. A stanza is a group of lines that forms a
unit in a poem. Stanzas are, in effect, the paragraphs of a poem.
Paying attention to the way a poem is divided into lines and
stanzas will help you understand the poems form and, often, its
meaning as well.
ACT I V I T Y
Directions Use the second column in the chart below to summarize or paraphrase each of the
four stanzas of From Blossoms. In the third column, choose a line from the stanza and explain
how it contributes to the meaning of the stanza.
Stanza Summary Line

One 1. 2.
Two 3. 4.
Three 5. 6.
Four 7. 8.

Name Class Date
Grammar Practice (page 354)

Pronouns: Reexive and Intensive
A reflexive pronoun refers to a noun or another pronoun and indicates that the
same person or thing is involved. A reflexive pronoun is formed by adding -self or
-selves to certain personal and possessive pronouns.
REFLEXIVE PRONOUNS
Singular myself yourself himself herself itself
Plural ourselves yourselves themselves
George bought himself a birthday present.

An intensive pronoun adds emphasis to a noun or pronoun that has already been
named. It also is formed by adding -self or -selves.
You yourself can understand how I feel.
ACT I VI T Y
Directions Fill in the blank with the correct intensive or reflexive pronoun.
1. The speaker bought some peaches.

2. The boy sold them the peaches.
3. Many people pick peaches for .
4. The peach is a very good snack.
5. My friends and I are going to make a peach pie for .
6. He went to the orchard by .
7. She bit into the peach and got juice all over .
8. Animals like peaches as well.

Name Class Date
Selection Quick Check (page 354)

Read each of the following questions. Answer each question in a complete sentence.
1. What is purchased from the boy at the bend in the road?
2. What time of year is it in the poem?
3. Why is the dusty skin of the peach eaten?

4. What does the author want to carry within?
5. According to the poem, what is always in the background?

Name Class Date
Prueba Rpida (pg. 354)

De Flores LI-YOUNG LEE
Lea cada pregunta y contstela con una oracin completa.
1. Qu le compran al muchacho que est en el recodo del camino?
2. En qu poca del ao transcurre el poema?
3. Por qu se comen la cscara polvosa del durazno?

4. Qu quiere el autor llevarse consigo?
5. Segn el poema, qu hay siempre en el fondo?

Name Class Date

Glory, Glory RAYMOND R. PATTERSON
This Haiku tells of the kindness of the sun in warming

Grandmothers knees. As she sits in a chair, the sun is like a blanket
for Grandmothers legs.
Birds Circling at Dusk ANN ATWOOD
A traveler expresses loneliness at seeing birds preparing to nest for

the evening. The traveler has only been on the road for one day, but
feels that he or she has already come a long way.
Bamboo Grove MATSUO BASHO

This Haiku associates a cuckoo birds singing with the beauty of a
grove of bamboo trees seen by moonlight.
Gloria, gloria
Este haiku habla de la bondad del sol que calienta las rodillas de la
abuela. Ella se acomoda en una silla, y el sol se siente como una

frazada sobre sus rodillas.
Pjaros que vuelan en crculo al atardecer

Un viajero, o una viajera, expresa la soledad que siente cuando ve a
los pjaros que se preparan a volver a sus nidos para pasar la noche.
El viajero o viajera solamente lleva un da en el camino, pero siente
que l, o ella, lleva viajando mucho tiempo.
Bosquecillo de bambes
Este haiku asocia el canto cuc de un ave con la belleza de un
bosquecillo de bambes visto a la luz de la luna.

Name Class Date
Tom Tat (p. 358)

Vinh Quang, Vinh Quang RAYMOND R. PATTERSON
Bai Haiku nay ke lai s nhan t cua mat tri khi si am au goi cua
Ba. Khi ba ngoi trong mot chiec ghe, mat tri nh mot tam chan che
cho oi chan cua ba.
an Chim Ln Tron Vao Chap Toi ANN ATWOOD
Mot l khach the hien s co n cua mnh khi nhn thay nhng chu
chim chuan b ve to e ngh em. Ngi l khach mi ch i co mot
ngay tren ng nhng cam thay mnh a i mot quang ng dai.
Bui Tre MATSUO BASHO
Bai Haiku nay lien tng bai hat cua mot con chim cuc-cu vi ve ep
cua mot bui tre di anh trang.

Name Class Date
Buod (p. 358)

Gloria, Gloria RAYMOND R. PATTERSON
Pinag-uusapan ng Haiku na ito ang kabaitan ng araw sa pagpapa-init nito

ng mga tuhod ni Lola. Habang siya ay nakaup sa isang silya, ang araw ay
parang isang kumot para sa mga binti ni Lola.
Mga Ibong Umiikot-ikot sa Takipsilim ANN ATWOOD
Ipinapahayag ng isang nagbibiyahe ang kalungkutan kapag nakikita niya

ang mga ibong lumilipad nang paikot-ikot bago sila humimlay sa kanilang
pugad para sa gab. Isang araw pa lamang ang mambibiyahe sa lansangan,
pero ang pakiramdam niya ay malay na ang napuntahan niya.
Ang Halamanan ng Kawayan MATSUO BASHO
Iniuugnay ng Haiku na ito ang pag-awit ng isang ibong cuckoo sa

kagandahan ng isang halamanan ng kawayan na naiilawan ng buwan.

Name Class Date
(p. 358)
RAYMOND R. PATTERSON
ANN ATWOOD
MATSUO BASHO

Name Class Date

Glwa, Glwa RAYMOND R. PATTERSON
Haiku sa a ap pale de dous soly la k ap chofe jenou Granm. L li chita

sou yon chz, soly la tankou yon lenn pou janm Granm.
Zwazo k ap f Sk nan Kouche Soly ANN ATWOOD
Yon vwayaj ap eksprime solitid li l li w zwazo k ap prepare pou y al nan

ni pou asw. Vwayaj a nan wout depi yon jou slman, men li santi li deja
byen lwen.
Touf Banbou MATSUO BASHO
Haiku sa a asosye chante yon koukou ak bote yon touf pye banbou ou w
nan limy lalin.

Name Class Date

Ci ntsa, Ci ntsa RAYMOND R. PATTERSON
Zaj pajhuam Haiku piav txog txoj kev zoo ntawm lub hnub uas ziab rau
Pog lub hauv caug sov. Thaum nws zaum rau saum lub tog, lub hnub ziab
zoo li daim pam npog rau Pog ob txhais ceg.
Noog Ya ncig thaum Tsaus Ntuj ANN ATWOOD
Ib tus neeg ncig teb chaws hais txog kev kho siab thaum pom noog npaj nce
zes rov yav tsaus ntuj. Tus neeg ncig teb chaws nyuam qhuav taug txoj kev
tau ib hnub xwb, tabsis nws saib zoo li twb tuaj deb heev lawm.
Koog Xyoob MATSUO BASHO
Zaj pajhuam Haiku muab kev noog quaj saub seev nrog rau kev zoo nkauj
ntawm ib koog xyoob uas lub hli ci ntsa rau pom los sib koom.

Name Class Date

Imagery
Glory, Glory . . . RAYMOND R . PATTERSON
Imagery is language that appeals to the senses, helping the reader
see, hear, feel, smell, and taste the scenes described. Images help
suggest emotions and establish mood, or atmosphere. As you read,
look for examples of language that appeals to the five senses and ask
yourself what emotions and moods the imagery creates.
ACT I V I T Y
Directions Choose two examples of imagery from the haiku and list them in the first column.
Use the remaining columns to record what sense or senses the imagery appeals to and what
emotions or moods the imagery creates.
Imagery Senses Emotions and Moods


Name Class Date

Pronouns: Interrogative
An interrogative pronoun is used to introduce an interrogative sentence.
Who and whom refer to people. Which and what refer to things. Whose shows
possession.
Who will bring Andreas to dance? To whom should the check be made
payable?
Which of the poems is your favorite? What is the best way to study for the test?
Whose is that?
(Do not confuse whose with whos, the contraction for who is.)
ACT I VI T Y
Directions Fill in the blank with the word in parentheses that best completes each sentence.
1. (Which, Who) of the haiku do you like best?

2. (Who, What) is Raymond R. Patterson?
3. (Whos, Whose) book of poems is this?
4. (What, Whose) is across Grandmothers knees?
5. (Whose, What) pet is a cuckoo?
6. (What, Who) is the name of the bird that sings in

the grove of bamboo?
7. (Whose, Whom) can you see in the distance?
8. (What, Who) is a journey?
9. (Which, Who) of these haiku are you going to read

aloud?
10. (Who, What) wrote the first haiku?

Name Class Date

1. In Glory, Glory . . . where is the yellow quilt laid?
2. How does the author describe the sun?
3. In Birds Circling at Dusk, what is the author doing?

4. In Bamboo Grove, what time of day is it?
5. What sound is heard in the poem?

Name Class Date

Gloria, gloria RAYMOND R . PATTERSON
Pajaros que vuelan en crculo al atardecer ANN ATWOOD
Bosquecillo de bambes MATSUO BASHO
1. En Gloria, Gloria dnde extienden el edredn amarillo?
2. Cmo describe el autor al sol?
3. En Las aves vuelan en crculos al atardecer qu est haciendo la

autora?

4. Qu hora del da es en Bosque de bamb?
5. Qu sonido se oye en el poema?

Name Class Date

Where Mountain Lion Lay Down With Deer LESLIE MARMON SILKO
The narrator of this poem is going back in time to search for

ancestors. The journey back through time is likened to climbing up a
tall mountain. On this magical mountain, deer and mountain lions do
not know that they are supposed to be enemies. For the narrator, the
past is a peaceful place connected to nature.
Donde el puma se acuesta junto al ciervo

El narrador de este poema regresa al pasado para buscar a sus
antepasados. El viaje al pasado se compara con la ascensin a una alta
montaa. En esta montaa mgica, los ciervos y los pumas no saben
que se supone que ellos deban ser enemigos. Para el narrador, el
pasado es un lugar apacible y en contacto con la naturaleza.

Name Class Date
Tom Tat (p. 362)

Ni S T Nui Nam Xuong Cung Hu LESLIE MARMON SILKO
Ngi thuat truyen trong bai th nay ang quay ngc ve qua kh e
tm to tien. Chuyen du hanh ngc thi gian c v nh viec treo len
mot ngon nui cao. Tren ngon nui huyen dieu nay, nhng con hu va
s t nui khong biet rang chung c coi la ke thu cua nhau. Vi ngi
thuat truyen, qua kh la mot ni thanh bnh co lien ket chat che vi
thien nhien.

Name Class Date
Buod (p. 362)

Kung Saan Magkasiping ang Leong-bundok at ang Us
LESLIE MARMON SILKO
Ang nagsasalaysay ng tul na ito ay bumalik sa nakaraan para maghanap

ng mga ninuno. Ikinumpara ang pagbiyahe sa panahon sa pag-akyat sa
isang mataas na bundok. Sa mahiwagang bundok na ito, hindi alam ng mga
us at ng mga leong-bundok na sila ay dapat magkaaway. Para sa
nagsasalaysay, ang nakaraan ay isang matiwasay na lugar na may ugnay sa
kalikasan.

Name Class Date
(p. 362)
LESLIE MARMON SILKO

Name Class Date

Kote Kougwa Kouche ak Sf LESLIE MARMON SILKO
Moun k ap rakonte istwa a nan powm sa a rekile nan tan pou chche
zanst. Vwayaj nan tan an konpare ak grenpe yon montay byen wo. Sou
montay majik sa a, sf ak kougwa pa konnen yo sipoze lennmi. Pou moun k
ap rakonte istwa a, pase se yon kote pezib ki konekte ak lanati.

Name Class Date

Ntawm qhov uas Tsov Pw Nrog Kauv LESLIE MARMON SILKO
Tus hais zaj pajhuam nov tig rau yav dhau los lawm mus nrhiav tej poj
koob yawm txwv thaum ub. Kev tig mus rau yav thaum zoo ib yam li nce
ib lub roob siab heev. Nyob rau lub roob hwjhuam nov, kauv thiab tsov tsis
paub tias lawv yog yeeb ncuab. Rau tus piav, yav dhau lawm yog ib qhov
chaw zoo uas txuas tau rau yam ntuj tsim.

Name Class Date

Free Verse
Where Mountain Lion Lay Down with Deer LESLIE MARMON SILKO
Free verse is poetry that has no fixed pattern of rhyme, line length,
stanza arrangement, or rhythm. Repetition and strong images are
often used in free verse, and the arrangement of lines and stanzas
adds to the poems meaning.
Free verse enables poets to express their feelings and ideas in new
and unique ways.
ACT I V I T Y
Directions Repetition, strong images, and a unique arrangement of lines are three elements of
Where Mountain Lion Lay Down with Deer. In the second column of the following chart, list an
example of each element. In the third column, explain your feelings and observationshow the
elements affect you as a reader.
Element Example Feelings and Observations

Repetition 1. 2.
Strong images 3. 4.
Line arrangement 5. 6.

Name Class Date
Reading Strategy (page 362)

Interpret Meaning
When you interpret meaning, you use your own understanding of

the world to decide what the events or ideas in a literary work mean.
You also examine what the author says in order to discover the deeper
message. Interpreting meaning helps you understand the authors
beliefs and feelings. It also helps you connect your own beliefs and
feelings to the literary work.
ACT I VI T Y
Directions Interpret the excerpt from the poem, shown in the top box below. Record the images
used, how you feel reading them, and what you think they mean.
I climb the black rock mountain/stepping from day to day/silently.
Images Meaning

Feeling
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Continue interpreting the meaning of lines from the poem. Ask your
teacher for a copy of the Supporting Details Graphic Organizer.

Name Class Date

Adjectives
An adjective is a word that provides information about the size, shape, color,
texture, feeling, sound, smell, number, or condition of a noun or pronoun. Most
adjectives come before the words they modify.
Bright sunlight bathed the sandy beach.
A predicate adjective always follows a linking verb. It modifies the subject of the
sentence.
Movies are popular throughout Europe and America.
The present participle and past participle forms of verbs are often used as adjectives
and predicate adjectives. A present participle is formed by adding -ing to a verb. A
past participle is usually formed by adding -ed to a verb.
The sound of a thunderstorm is frightening. (present participle)
The varied shapes of pasta do not alter its taste. (past participle)
ACT I V I T Y
Directions Fill in each blank with the adjective or predicate adjective from the sentence.
1. The mountain lion is strong.
2. The deer was hopeful about the day.
3. The legendary story takes place in the mountains.
4. Yellow flowers are on the mountain.
5. The old story will be told today.
6. The distant stars shone.

Name Class Date

1. Which of the five senses is used to describe the wind in the poem?
2. Where is the speaker returning to in the poem?
3. What can the speaker see from the top of the mountain?

4. What event is described in the last two stanzas of the poem?

Name Class Date

Donde el puma se acuesta junto al ciervo LESLIE MARMON SILKO
1. Cul de los cinco sentidos usa la relatora del poema para describir
al viento?
2. En el poema a dnde regresar la relatora?
3. Qu puede ver la relatora desde la cima de la montaa?

4. Qu suceso describe en las ltimas dos estrofas del poema?

Name Class Date

Why the Waves Have Whitecaps ZORA NEALE HURSTON
In this folktale, waves have whitecaps because Wind and Water are
actually two women who cannot get along. The two women like to
brag about their children. Mrs. Water brags about the many shapes
and colors of the waves, which are her children. Mrs. Wind feels that
birds are her children. One day, a group of Mrs. Winds birds goes
down to the ocean to drink some water. Mrs. Water has grown tired
of listening to Mrs. Wind brag about her children, and decides to
drown the birds that have come to her to drink. Mrs. Wind goes to
look for her children. When she cannot find them, she travels over the
ocean calling out to them. The dead birds send white feathers up to
the surface when they hear mother Wind calling to them. It is these
white feathers that give whitecaps to waves on windy days.
Por qu las olas tienen crestas blancas

En este cuento tradicional, las olas tienen crestas blancas porque el

Viento y el Agua son en realidad dos mujeres que no se llevan bien. A
las dos mujeres les gusta alardear acerca de sus hijos. La seora Agua
alardea acerca de las numerosas formas y colores de las olas, las
cuales son sus hijas. La seora Viento piensa que las aves son sus
hijas. Un da, un grupo de los pjaros de la seora Viento baja al
ocano a beber agua. La seora Agua est cansada de escuchar los
alardes de la seora Viento acerca de sus hijos, y decide ahogar a los
pjaros que vienen a beber de ella. La seora Viento sale a buscar a
sus hijos. Al no encontrarlos, viaja sobre el ocano llamndolos. Las
aves muertas envan plumas blancas a la superficie cuando escuchan
la llamada de su madre Viento. Son estas plumas blancas las que se
convierten en las crestas blancas de las olas en los das de mucho
viento.

Name Class Date
Tom Tat (p. 369)

Tai Sao Song Co au Bac ZORA NEALE HURSTON
Trong cau truyen dan gian nay, song co au bac la v than Nc va Gio
thc ra la hai ngi phu n khong the hoa hp vi nhau. Hai ngi phu
n nay eu thch khoe khoang ve con cua mnh. Ba Nc khoe ve
nhng hnh thu va mau sac cua ngon song chnh la cac con mnh. Ba
Gio cho rang nhng chu chim la con mnh. Mot ngay no, mot nhom
nhng chu chim con cua Ba Gio xuong bien e uong nc. Ba Nc a
phat ngay v nghe ba Gio khoe ve con mnh nhieu qua, lien quyet nh
dm chet nhng chu chim en cho ba e uong nc. Ba Gio i tm con.
Khi khong the tm thay con, ba i khap ai dng goi ten con mnh.
Nhng chu chim a chet lien gi nhng chiec long trang len mat nc
khi nghe tieng me Gio goi. Chnh nhng chiec long trang nay khien cac
con song co au bac trong nhng ngay gio ln.

Name Class Date
Buod (p. 369)

Kung Bakit Mayroong mga Putng Tuktok ang mga Alon
ZORA NEALE HURSTON
Sa kuwentong-bayan na ito, ang mga alon ay mayroong mga putng tuktok

dahil ang Hangin at ang Tubig ay dalawang babae pala na hindi
magkasundo. Nagpapayabangan ang dalawa tungkol sa kanilang mga
anak. Ipinagyayabang ni Gng. Tubig ang maraming hugis at kulay ng mga
alon, na siyang mga anak niya. Nararamdaman naman ni Gng. Hangin na
ang mga ibon ay mga anak niya. Isang araw, isang grupo ng mga ibon ni
Gng. Hangin ang bumab sa karagatan para uminom ng tubig. Nagsawa na
si Gng. Tubig na makinig sa pagyayabang ni Gng. Hangin tungkol sa mga
anak nito, kaya nagpasiya siyang lunurin ang mga ibon na nagpunta sa
kanya para uminom. Hinanap ngayon ni Gng. Hangin ang kanyang mga
anak. Nang hindi niya mahanap ang mga ito, naglakbay siya sa may
karagatan habang tinatawag niya sila. Nagpadal ang mga paty na ibon ng
mga putng balahibo sa itaas ng tubig noong narinig nilang tinatawag sila
ng inang-Hangin. Ang mga putng balahibong iyon ang nagbibigay ng mga
putng tuktok sa mga alon kapag mahangin ang mga araw.

Name Class Date
(p. 369)
ZORA NEALE HURSTON


Name Class Date

Pou kisa Vag Gen Kim ZORA NEALE HURSTON
Nan kont flklorik sa a, vag gen kim poutt Van ak Dlo se an verite de fi ki
pa kapab antann yo. De fi yo renmen vante pitit yo. Madan Dlo ap vante
bann fm ak koul vag yo, ki se pitit li. Madan Van santi zwazo se pitit li.
Yon jou, yon gwoup zwazo Madan Van desann sou oseyan an pou bw yon
ti dlo. Madan Dlo vin bouke tande Madan Van vante pitit li yo, kidonk li
deside nwaye zwazo ki vin kote li pou bw yo. Madan Van al chche pitit li
yo. L li pa kapab jwenn yo, li vwayaje sou oseyan an ap rele yo. Zwazo
mouri yo voye plim blan sou sifas la l yo tande manman Van ap rele yo. Se
plim blan sa yo ki bay vag kim jou van.

Name Class Date

Ua cas Dej Nphau Muaj Npuas Dawb ZORA NEALE HURSTON
Nyob rau zaj dabneeg nov, dej nphau muaj npuas dawb vim Cua thiab Dej
yog ob tug pojniam uas tsis haum xeeb. Ob tug poj niam nyiam qhuas txog
nkawd cov menyuam. Niam Dej qhuas txog ntau xwm fab thiab cov tsam
xem ntawm kev dej nphau, hais tias yog nws cov menyuam. Niam Cua xav
tias noog yog nws cov menyuam. Muaj ib hnub, niam Cua ib pab noog ya
mus haus dej rau tom hiav txwv. Niam Dej nkees mloog txog niam Cua
qhuas nws cov menyuam hwv, thiab muab cov noog ua kom poob deg.
Niam Cua mus nrhiav nws cov menyuam. Thaum nws nrhiav tsis tau, nws
mus ncig rau tom hiav txwv hu lawv. Cov noog tuag xa cov plaub dawb
tawm rau saum nplaim dej thaum lawv hnov lawv niam Cua hu. Nws yog
cov plaub dawb nov ua rau muaj npuas dawb rau hnub cua ntsawj.

Name Class Date

Style
Style is the way an author chooses and arranges words and sentences
in a literary work. Style can reveal an authors purpose in writing and
attitude toward the subject and audience. Diction, sentence structure,
and use of imagery are a few of the many factors to make up a
writers style.
ACT I VI T Y
Directions Note the elements of style used in Zora Neale Hurstons writing. Read the element
of style in the first column and write examples of it from the folktale in the second column. In
the third column, explain how the use of this literary element reveals the authors purpose. An
example is given.
Element of Style Example Authors Purpose

diction 1. 2.

imagery 3. 4.
sentence structure And dats how come we The authors sentence

got white caps on waves. structure reflects the oral
tradition of African-
American folklore.

Name Class Date

Articles and Proper Adjectives
The words a, an, and the make up a special group of adjectives called articles. A and
an are called indefinite articles because they refer to one of a general group of
people, places, things, or ideas. A is used before words beginning with a consonant
sound. An is used before words beginning with a vowel sound.
a fountain a carnival a union an orchard an envelope
The is called a definite article because it identifies specific people, places, things, or
ideas.
The pot of gold was discovered at the end of the rainbow.
Proper adjectives are formed from proper nouns. A proper adjective always begins
with a capital letter.
Maria practiced Irish step dancing on Mondays and Italian cooking on Thursdays.
Some proper adjectives are the same as the related proper nouns. Most proper
adjectives are formed from proper nouns by adding an ending such as -an (German,
Moroccan, American, African), -ian (Belgian, Indian, Egyptian, Russian), -ese
(Japanese, Portuguese, Sudanese, Chinese), or -ish (Scottish, British, Swedish,
English). Some are irregular and should be checked in a dictionary.
ACT I V I T Y
Directions Rewrite the sentence, changing the italicized words to a proper adjective and
choosing the correct pronoun from the parentheses. Consult a dictionary if necessary.
1. (A, The) author Zora Neale Hurston is from America.
2. This is (a, an) legend that tells (a, an) story from Africa.
3. From the North winds came across (a, the) water.
4. Which of (the, an) stories from China do you like best?

Name Class Date

1. What do Mrs. Wind and Mrs. Water like to talk about?
2. Why did Mrs. Water begin to hate Mrs. Winds children?
3. What did Mrs. Water do when Mrs. Winds children asked her
for water?

4. According to the author, what causes the whitecaps in the ocean?
5. According to the author, what is happening when there is a storm

on the water?

Name Class Date

Por qu las olas tienen crestas blancas ZORA NEALE HURSTON
1. De qu les gusta hablar a doa Viento y doa Agua?
2. Por qu empez doa Agua a odiar a los nios de doa Viento?
3. Qu hizo doa Agua cuando los nios de doa Viento le pidieron

agua?
4. Segn la autora, qu hace que se formen palomillas en el mar?
5. Segn la autora, Qu sucede cuando hay una tormenta en el mar?

PART
2
and Delight
Finding Humor

Name Class Date

Pronouns
Poems sometimes make their readers feel like they are very close to
the subject of the poem. Pronouns in a poem help add to this feeling.
A pronoun takes the place of a noun or a group of nouns. A personal
pronoun is used to replace the subject or object in a sentence. When a
personal pronoun is used as the subject of a sentence, it is called a
subject pronoun. When it is used as the object of a verb or a
preposition, it is called an object pronoun.
I really like that book. (used as the subject of the sentence)
Will you give it to me? (used as the object of the verb give)
Are you going there with him? (used as the object of the preposition
with)
Subject (singular) Subject (plural) Object (singular) Object (plural)

I we me us
you you you you
he, she, it they him, her, it them
ACT I V I T Y
Directions Write down the pronoun that replaces each underlined word or phrase. Also write
whether the pronoun is being used as a subject or an object.
1. Annie and Mikey ran quickly over the snow.
2. Can you teach the boy to make a snowman?
3. The heart is a very important body organ.
4. Did you have a dream about the daisies?
5. Walt and I are walking on the Manhattan Bridge.
6. Kiko-Wiko and you are having an argument.
7. Can you help the bird by mending its wing?
8. Please walk to school with Julia and me.

Name Class Date

from An American Childhood ANNIE DILLARD
The narrator recalls her childhood when, being a tomboy, she enjoys
playing baseball and football. The boys in her neighborhood accept
her as a playmate. She is fascinated by the fact that to succeed in
sports, you have to put everything you have into every play. What she
and the boys enjoy most is throwing snowballs at cars during the
winter. One day, a young man driving a black Buick is their target.
After his car is hit with snowballs, the man gets out of his car to chase
the children. The girl is astounded that any adult would have the
energy to do that. No matter how far and fast the children run, the
man keeps after them. The narrator is delighted because for her it is
like a football game and the man is definitely going all out,
something she had thought no adult could ever do.
de Una infancia estadounidense

La narradora rememora su infancia cuando a ella, que era un

marimacho, le encantaba jugar al bisbol y al ftbol americano. Los
nios varones de su vecindario la aceptan como compaera de juegos.
A ella le fascina el hecho de que, para tener xito en cualquier
deporte, uno tiene que darlo todo sin reservas en cada juego. Lo que
ms le gusta a ella y a los nios es tirar bolas de nieve a los
automviles durante el invierno. Un da, su blanco es un joven que
maneja un Buick negro. Cuando las bolas de nieve le dan a su auto, el
hombre sale del mismo y persigue a los nios. A la nia la asombra
que un adulto cualquiera tenga la energa para hacer eso. No importa
cun rpido corren los nios, el hombre sigue detrs de ellos. A la
narradora eso le encanta porque, para ella, es como un juego de ftbol
americano, y el hombre va realmente a todo dar, algo que ella
pensaba que ningn adulto podra hacer.

Name Class Date
Tom Tat (p. 374)

trch t Tuoi Th Au Cua Mot Ngi My ANNIE DILLARD
Ngi thuat truyen hoi tng lai tuoi th cua mnh. Luc o co la mot co
be tinh nghch, thch chi bong chay va bong bau duc. Nhng cau be
trong khu xom chap nhan cho co chi cung. Co be rat hng thu vi mot
ieu rang e thanh cong trong the thao moi ngi phai don het sc
mnh trong moi cuoc chi. ieu lam co va cac ban trai thch nhat la
nem tuyet vao cac xe chay ngang qua trong mua ong. Mot ngay no,
mot ngi an ong tre lai chiec xe Buick mau en tr thanh muc tieu
cua bon tre. Sau khi xe cua mnh b nem tuyet, ngi an ong ra khoi
xe e uoi theo bon tre. Co be thay ngac nhien khi thay mot ngi ln
ma co nang lng e lam ieu o. Cho du bon tre chay nhanh va xa
en mc nao, ngi an ong cung van theo sat bon chung. Ngi thuat
chuyen thay that thch thu bi v oi vi co, ay giong nh mot tran
bong bau duc va ngi an ong chac chan ang co het sc, ieu ma
co be tng ngh khong mot ngi ln nao co the lam c.

Name Class Date
Buod (p. 374)

mula sa Isang Amerikanong Pagkabata ANNIE DILLARD
Naaalala ng nagsasalaysay ang kabataan niya nang siyay isang tomboy at

lubs siyang mahilig maglar ng baseball at football. Tinanggap naman
siya ng mga batang lalaki sa kapitbahayan bilang isang kalar. Nahahalina
siya sa katotohanan na para magtagumpay sa isport, kinakailanggang
ibigay mo ang lahat sa bawat lar. Ang pinakahilig niyang gawin kasama
ng mga batang lalaki ay ang maghagis ng mga snowball sa mga kotse
tuwing winter. Isang araw, ang target nila ay isang lalaking nagmamaneho
ng isang itim na Buick. Pagkatapos tinamaan ang kotse niya, lumabas ito sa
kotse para habulin ang mga bata. Nagulat ang batang babae na mayroong
enerhiya ang isang taong medyo may edad na para gawin iyon. Kahit gano
kalayo at kabilis tumakb ang mga bata, sige pa rin ang paghabol sa kanila
na lalaki. Galak-na-galak ang nagsasalaysay dahil para sa kanya, ito ay
parang isang lar ng football, at talaga namang bigay-na-bigay ang lalaki,
isang bagay na hindi niya akalaing kakayanin ng isang taong medyo may
edad na.

Name Class Date
(p. 374)
ANNIE DILLARD

Buick


Name Class Date

nan Yon Anfans Ameriken ANNIE DILLARD
Moun k ap rakonte istwa a ap sonje anfans li kote, km gason, li renmen

jwe bezbl ak foutbl ameriken. Ti gason nan vwazinaj la aksepte li km
kamarad jwt. Li chame dske pou reyisi nan esp, ou dwe mete tout sa ou
genyen nan chak pati. Sa li menm ak ti gason yo pi renmen se voye boul nj
sou machin pandan liv. Yon jou, yon jn gason k ap kondui yon Buick nwa
se sib yo. L machin li frape ak boul nj, misye a sti nan machin li pou
chase timoun yo. Ti fi a sezi dske yon granmoun gen enji f sa. Klkeswa
distans ak vits timoun yo kouri, misye a rive swiv yo. Moun k ap rakonte
istwa a anchante poutt pou li se tankou yon pati foutbl ameriken epi
misye a finalman ap f tout posib li, yon bagay li te panse okenn
granmoun pa t ap janm ka f.

Name Class Date

los ntawm Ib lub Neej Amelika thaum Yau ANNIE DILLARD
Tus piav zaj lus rov nco txog thaum nws tseem yau, coj li menyuam tub,
nws nyiam ntaus baseball thiab football. Cov menyuam tub nyob ib cheeb
tsam kam nrog nws ua si. Nws nyiam kev ncaws pob heev tias yuav kom
ua tau zoo, koj yuav tsum ua txhua yam koj txawj txhua hnub. Qhov nws
thiab cov tub nyiam yog pov pob daus rau tsheb thaum lub caij ntuj no.
Muaj ib hnub, ib tug neeg tsav ib lub tsheb Buick dub tuaj ncaj qhov lawv
txawb. Tom qab nws lub tsheb raug txawb, nws tawm hauv tsheb los caum
lawv. Tus ntxhais tsis xav tias yuav muaj ib tug laus muaj zog npaum li.
Txawm cov lawv khiav deb thiab ceev npaum twg los, tus txiv neej caum
tas zog. Tus piav nyiam heev li vim nws zoo li kev ua football thiab tus txiv
neej siv zog ua tas zog, tej yam uas nws xav tias tsis muaj tus neeg laus
twg yuav ua tau.

Name Class Date

Tone
Tone is the authors attitude toward the subject, ideas, theme, and
characters in a text. The tone of a work may be witty or serious, sad or
upbeat, scholarly or sarcastic, admiring or angry. Tone is important
because it affects how readers feel about the texts subject, theme, and
characters. The authors attitude shapes what the author tells and how
he or she tells it. You can identify the tone of a text by paying
attention to word choice, sentence construction, the kinds of details
the author uses, and the images the author creates.
ACT I VI T Y
Directions As you read, determine the tone of the memoir. In the first column of the chart
below, record details from the story that convey a certain tone. In the second column, describe
the tone.
Story Details Tone

1. 2.

3. 4.
5. 6.

Name Class Date
Reading Skill (page 374)

Analyze Style
When you analyze, you look at separate parts of a selection so that

you can better understand the entire selection. Analyzing helps you
look critically at a piece of writing. Style is the way an author chooses
and arranges words and sentences. Style can reveal an authors
purpose and tone. Style can also create powerful effects that help to
maintain the readers interest. Analyzing style is important because it
helps you understand an authors purpose in writing and attitude
towards his or her subject.
ACT I V I T Y
Directions Fill in the table below with elements of style, such as word choice or sentence
structure; one or two examples of each element; and what this element says about the authors
attitude towards his or her subject.
What does this say about

Element of Style Examples
the authors attitude?
1. 2. 3.
4. 5. 6.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Continue to record examples of style in An American Childhood in a
Three-Column Table Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date
Selection Vocabulary Practice (page 374)

Vocabulary
wholeheartedly adv. completely; sincerely
solitude n. the state of being alone or separate from others
embarked v. made a start
obscure adj. not clearly seen; remote
prolong v. to lengthen in time
Exercise A Practice with Word Usage

Complete each sentence with the correct word from the vocabulary box.
1. She participated in each of the sports.
2. We cant the game because you need to rest.
3. The object in the distance was .
4. The cold winter night made me feel like I was in .
5. We from our houses and found a field to play on.

Exercise B Applying Meanings
If the vocabulary words could read, each of them might recommend one of the following how-to
books. Write the word from the vocabulary box that best matches each how-to book.
1. How to Cook, Clean, and Do Everything by Yourself
2. How to Make the Most of Life
3. How to Win at Hide-and-Seek
4. How to Make Every Day Last Forever
5. How to Sail
Exercise C Responding to the Selection

On the back of this sheet, write what you think the man who caught the snowball-throwers may
have said to them. Write the mans speech in paragraph form. Use at least THREE vocabulary
words in your paragraph.

Name Class Date
Vocabulary Strategy (page 374)

Multiple-Meaning Words: Distinguishing Denitions
When a car came, we all popped it one. In the intervals

between cars we reverted to the natural solitude of
children.
Annie Dillard, An American Childhood
Multiple-meaning words, such as solitude, have more than one

definition, or denotation. In the sentence from Dillards memoir,
solitude means a state of being secluded or alone. Solitude can also
mean a lonely place. In addition to their dictionary definitions, some
words also express certain feelings or ideas called connotations.
Words can have different connotationspositive or negative
depending on how they are used.
Word Meanings Examples

pass move past She will pass the other runner.
transfer an object from one Please pass the vegetables.
place to another
ACT I V I T Y
Directions Write the correct meaning of the underlined word. Then give another possible
meaning for the same word.
1. What could cap the glory of the chase?
2. I staked out the best room in the house for my own.
3. If we pass on going to the movies, can we go out to eat?

Name Class Date

Comparative and Superlative Adjectives
Adjectives can be used to compare two or more nouns or pronouns. The

comparative form of an adjective compares two things or people. The superlative
form of an adjective compares more than two things or people. For most one-
syllable and some two-syllable adjectives, -er and -est are added to form the
comparative and superlative.
The blue car is larger than the red one. (comparative)
The green truck is the largest vehicle in the parking lot. (superlative)
Some adjectives form irregular comparatives and superlatives.
ADJECTIVE COMPARATIVE SUPERLATIVE

good better best
bad worse worst
many more most
much more most
little (amount) less least

ACT I VI T Y
Directions Write in the blank the correct form of the adjective in parentheses.
1. She was the player on the field. (fast)
2. He could throw than anyone. (hard)
3. The snow was that morning than it was the morning

before. (deep)
4. It was the day in weeks. (cold)
5. The cars were driving than usual. (slow)
6. She could play baseball than the other girl. (good)
7. Throwing is the skill to learn. (tough)

Name Class Date

1. According to the author, what would happen in football if you
hesitated in fear?
2. Why did the boys let the author play baseball with them?
3. What did the author do in the winter when there was no football or
baseball?
4. What happened when the kids hit the Buick with snowballs?
5. Why was the author impressed with the man who chased them?

Name Class Date

de Una infancia estadounidense ANNIE DILLARD
1. Segn la autora, qu sucedera en el ftbol americano si el miedo
te hace dudar ?
2. Por qu los muchachos dejaron que la autora jugara bisbol con

ellos?
3. Qu haca la autora en el invierno cuando no haba juegos de

ftbol americano ni de bisbol?

4. Qu sucedi cuando los muchachos lanzaron bolas de nieve al
Buick?
5. Qu le impresion a la autora del hombre que los persigui?

Name Class Date

TIME: The Giggle Prescription TRACY EBERHART AND ROBERT A. BARNETT
This article describes the great health benefits of laughter. In addition

to making you feel good, laughing actually exercises your heart. The
authors refer to a medical study that suggests that laughter is a good
way to prevent heart disease. Laughter can also ease physical pain
and help to strengthen your immune system. For these reasons,
hospitals often have clowns come in to entertain patients. The authors
say that as you get older, it is important to remember how much you
laughed as a child and to try to keep laughing. Children are good role
models for adults who want to learn how to laugh. As the authors
note, children do and say a lot of funny things. Watching children
play can therefore help adults to laugh more and stay healthy.
TIME: La prescripcin de la risa

Este artculo de la revista TIME describe los grandes beneficios a la
salud que brinda la risa. Adems de hacernos sentir bien, la risa es
realmente un ejercicio para el corazn. Los autores hacen referencia a

un estudio mdico que sugiere que la risa es una buena manera de
prevenir las enfermedades del corazn. La risa tambin puede aliviar
el dolor fsico y ayudar al fortalecimiento de nuestro sistema
inmunolgico. Por estas razones, los hospitales traen payasos a
menudo para entretener a los pacientes. Los autores afirman que, a
medida que envejecemos, es importante recordar cunto reamos
cuando ramos nios y tratar de seguir riendo. Los nios son buenos
modelos de conducta para los adultos que quieren aprender a rer.
Como hacen notar los autores, los nios hacen y dicen montones de
cosas graciosas. Observar el juego de los nios puede ayudar a los
adultos, por lo tanto, a rer ms y a mantenerse sanos.

Name Class Date
Tom Tat (p. 384)

Bai viet t tap ch TIME: Lieu Phap Ci
TRACY EBERHART AND ROBERT A. BARNETT
Bai bao nay mieu ta nhng li ch to ln cua tieng ci oi vi sc

khoe. Ci khong nhng lam cho ban cam thay vui ve ma con giup c
tim hoat ong na. Cac tac gia nhac en mot nghien cu y khoa cho
rang viec ci rat hu hieu trong viec phong benh tim. Tieng ci cung
co the giup giam au n ve the xac va tang cng he thong mien
dch. Chnh v nhng ly do nay, cac benh vien thng thue ngi he
en e mua vui cho benh nhan. Cac tac gia noi rang khi ban ln len,
ieu quan trong la nh lai tuoi tre khi ban a ci nhieu va co gang tiep
tuc ci nhieu nh the. Tre nho la hnh mau tuyet vi oi vi ngi ln
muon hoc cach ci. Theo ghi chu cua cac tac gia, tre nho lam va noi
rat nhieu ieu buon ci. Ngam nhn cac em chi co the giup ngi ln
ci nhieu hn va song khoe.

Name Class Date
Buod (p. 384)

TIME: Ang Reseta para sa Katuwaan
TRACY EBERHART AND ROBERT A. BARNETT
Inilalarawan ng artikulong ito ang mga malaking benepisyo ng pagtawa sa

kalusugan. Bukod pa sa kasiyahang idinudulot nito sa iyo, ang pagtawa ay
nakakapag-ehersisyo sa inyong pus. Binanggit ng mga awtor ang isang
medikal na pag-aaral na nagpapahiwatig ng ang pagtawa ay isang
mahusay na paraan upang maiwasan ang sakt sa puso. Nakakabawas din
ito ng pananakit sa katawan, at pinalalakas nito ang resistensiya ng
katawan. Dahil dito, madals magpapunta ang mga ospitl ng mga payaso
o clown para magbigay-kasiyahan sa mga pasyente. Sabi ng mga awtor na
habang ikaw ay tumatand, mahalagang tandaan kung gaano kadals kang
tumawa noong bata ka, at subukan mong ipagpatuloy ang pagtawa. Ang
mga bata ay mahusay na mga modelong sundin ng mga may-edad para
matuto silang tumawa. Tulad ng sabi ng mga awtor, ang mga bata ay
gumagawa at nagsasabi ng maraming nakakatawang bagay. Samakatwid,
ang panonood sa mga batang naglalar ay makakatulong sa mga may-edad
na mas madals tumawa at manatiling malusog.

Name Class Date
(p. 384)
TIME TRACY EBERHART AND ROBERT A. BARNETT

Name Class Date

TIME: Preskripsyon Ri Ozekla TRACY EBERHART AND ROBERT A. BARNETT
Atik sa a ap dekri gran byenf ri gen pou lasante. Anplis sa f ou santi ou

byen, ri f k ou f egzsis toutbon. Ot a f referans ak yon etid medikal ki
sijere ri se yon bon manny pou anpeche maladi k. Epitou ri kapab soulaje
doul fizik epi ede ranfse sistm iminit ou. Pou rezon sa yo, lopital
souvan f kloun vini pou amize pasyan. Ot a di l ou vin pi granmoun, sa
enptan pou ou sonje kman ou te konn ri l ou te timoun epi eseye
kontinye ri. Timoun se bon egzanp pou granmoun ki vle aprann ri. Jan ot
a note sa, timoun f ak di anpil bagay komik. Kidonk gade timoun jwe
kapab ede granmoun ri plis epi ret an sante.

Name Class Date

TIME: Kev Luag Yog Tshuaj TRACY EBERHART AND ROBERT A. BARNETT
Tsab xov nov piav qhov zoo ntawm kev luag. Yuav ua rau koj zoo siab, kev
luag yuav ua tau koj lub plawv zoo. Tus piav tau hais tias kev kawm tau
qhia tias kev luag yog ib qho zoo tiv thaiv tau kab mob plawv. Kev luag kuj
ua tau rau cev nqaij daim tawv zoo thiab kom roj ntsha khiav tshiab. Li hais
nov, tsev kho mob thiaj siv neeg tuaj tso dag tso luag ua yeebyam rau neeg
mob saib. Tus piav tau hais tias thaum koj laus zuj zus, nws yog ib qhov
tseemceeb uas koj yuav nco ntsoov tias koj luag licas thaum yau thiab sim
luag tas zog. Menyuam yaus yog qauv zoo rau tej laus tus xav xyaum luag.
Raws li nws paub, menyuam yaus ua thiab hais tej yam txaus luag heev.
Saib menyuam yaus ua si yuav pab tau tej laus kom luag thiab noj qab nyob
zoo.

Name Class Date

Evaluate Evidence
TIME: The Giggle Prescription TRACY EBERHART AND ROBERT A. BARNETT
In an informational text, the author uses facts as evidence to support

the main idea. To evaluate evidence, first find the authors main idea.
Next find the facts the author uses to support that idea. Then make a
judgment about whether the evidence supports the authors claims.
ACT I V I T Y
Directions In the first column, write the authors main ideas. In the second column, list the
facts the authors use to support their ideas. In the third column, evaluate their evidence by
determining if the facts support the authors ideas and explain how. The first row is an example.
Does the evidence support the

Authors Main Idea Supporting Evidence (Facts)
main idea? How?
If a patient is in Fits of laughter boost The evidence supports the
pain, laughter can chemicals in the brain that main idea. If laughter boosts
help. control pain. chemicals in the brain that
The ability to withstand control pain, it makes sense
pain is raised during that laughing can ease pain.
laughter.
1. 2. 4.
3.
As you read, use the Three-Column Graphic Organizer to evaluate
evidence. Ask your teacher for a copy.

Name Class Date

The Giggle Prescription TRACY EBERHART AND ROBERT A. BARNETT
1. What is the article about?
2. How is laughter like aerobic exercise?
3. How does laughter help your immune system?

4. Why do some hospitals use laughter programs to help their
patients?

Name Class Date

TIME: La prescripein de la risa TRACY EBERHART Y ROBERT A. BARNETT
1. De qu trata este pasaje?
2. En qu se parece la risa al ejercicio aerbico?
3. Cmo le ayuda la risa al sistema inmunolgico?

4. Por qu algunos hospitales usan programas de risa para ayudar

a sus pacientes?

Name Class Date
Genre Focus (page 388)

Poetry
Poetry is a form of writing that uses not only words, but also form,
patterns of sound, imagery, and figurative language to convey its
message. Nursery rhymes, narrative poems, free verse, songs, and
haiku are all examples of poetry.
Any poem will include some or all of the following elements:
structure, imagery, rhythm, sound devices, and figurative language.
Reread the poem Summer by Walter Dean Myers and think about
its elements.
I like hot days, hot days
Sweat is what you got days
Bugs buzzin from cousin to cousin
Juices dripping
Running and ripping
Catch the one you love days
Birds peeping
Old men sleeping
Lazy days, daisies lay
Beaming and dreaming

Of hot days, hot days,
Sweat is what you got days
ACT I VI T I ES
1. What is the structure of the poem?
2. Give an example of imagery from the poem. To which of the

readers sensessight, sound, touch, taste, or smelldoes the
imagery appeal?
3. Does the poem use rhyme or sound devices, such as alliteration or

onomatopoeia? Explain.

Name Class Date
4. Analyze the poetry elements in From Blossoms by Li-Young Lee

and Birds Circling at Dusk by Ann Atwood. Use the graphic
organizer below to record your observations and examples from
the two poems.
Poetry Element From Blossoms Birds Circling at Dusk
Structure
Imagery
Sound Devices
and Rhyme
Figurative
Language

Name Class Date

Summer WALTER DEAN MYERS
The narrator of this poem enjoys hot summer daysthe hotter the
better. Hot summer days are for relaxing, and perhaps taking a nap. It
is pleasant to listen to insects buzzin from cousin to cousin. Birds
enjoying themselves, flowers seeming to relax, and sweat are some of
the good things that occur on hot summer days.
Verano
Al narrador de este poema le gustan los das calurosos del verano, y
mientras ms calurosos, mejor. Los das calurosos del verano son para
descansar, y tal vez dormir la siesta. Es agradable escuchar a los
insectos zumbar de un primo a otro primo. Los pjaros que se
divierten, las flores que parecen relajarse y el sudor son algunas de las
cosas buenas que tienen lugar en los das calurosos del verano.

Name Class Date
Tom Tat (p. 390)

Mua He WALTER DEAN MYERS
Ngi thuat truyen cua bai th nay rat thch nhng ngay he nong
cang nong cang tot. Nhng ngay he nong la e th gian va co le la
chp mat mot chut. That thu v khi nghe tieng con trung bay vo ve t
cho ngi than nay sang cho ngi than khac. Nhng con chim vui ve,
nhng bong hoa dng nh ngh ngi va nc mo hoi la mot so trong
nhng ieu that tot ma nhng ngay he nong em lai.

Name Class Date
Buod (p. 390)

Panahong Tag-int WALTER DEAN MYERS
Ikinagagalak ng nagsasalaysay ng tul na ito ang mga maiinit na araw ng

panahong tag-intkapag mas mainit, mas mainam. Ang mga
maalinsangang araw ng tag-int ay para sa pagpapahinga, at marahil para
sa pagsisiyesta. Nakakaaliw makinig sa mga insekto na humahaging mula
sa isang pinsan patungo sa iba. Ang mga ibong nagagalak, mga bulaklak
na parang nagpapahinga, at ang pawis ay ang ilan sa mga magagandang
bagay na nagaganap sa mga maiinit na araw ng panahong tag-int.

Name Class Date
(p. 390)
WALTER DEAN MYERS


Name Class Date

Lete WALTER DEAN MYERS
Moun k ap rakonte istwa a nan powm sa a ap jwi jou dete choplis yo cho
plis sa bon. Jou dete cho ft pou rilaks, epi ptt f yon sys. Sa agreyab pou
ou tande tibt boudonnen ant kouzen a kouzen. Zwazo k ap amize yo, fl
ki sanble y ap rilaks, ak sy se kk nan bon bagay ki rive jou dete cho.

Name Class Date

Caij Ntuj Sov WALTER DEAN MYERS
Tus piav zaj pajhuam nov nyiam lub caij ntuj sov--yim kub yim zoo. Caij
ntuj sov yog kev nyob so, thiab qhov tiag pw tsaug zog. Nws yog ib qhov
zoo heev li mloog kab quaj ib tug rau tug. Tej noog kuj nyiam ua si, paj so
zom zaws, thiab kev tawm hws kuj yog qhov zoo uas tshwm sim lub caij
ntuj sov.

Name Class Date

Repetition
Repetition is the recurrence of sounds, words, phrases, lines, or

stanzas in a speech or piece of writing. For instance, in Summer,
some lines repeat the phrase hot days. Authors use repetition to call
readers attention to important words and phrases. In poetry,
repetition helps build rhythm, the pattern created by stressed and
unstressed syllables. Repetition also helps create unity in a poem by
tying words and ideas together.
ACT I VI T Y
Directions In the first column, write examples of exact phrases or words that are repeated.
Include examples of words or phrases with repeated sounds as well. In the second column,
record your observations about the examples. What effect do they have on you? One example is
done for you.
Repetition Observtions
hot days Repeating hot days creates a setting
for the poem and involves the readers
senses, like touch.

1. 2.
3. 4.
5. 6.

Name Class Date

More Comparative and Superlative Adjectives
The comparative and superlative forms of most one-syllable and some two-syllable
adjectives are formed by adding -er and -est to the adjective. However, for most
adjectives with two or more syllables the comparative and superlative are formed by
adding more and most before the adjective.
Tennis is more popular at my school than field hockey is. (comparative)
Computer games are the most popular form of entertainment. (superlative)
An adjective of three or more syllables uses less and least to form the negative
comparative and superlative.
Do you have any styles that are less traditional? (negative comparative)
Eileen is the least traditional member of the family. (negative superlative)
Do not use more, most, less, or least before adjectives that already end with -er or -est.
This is called a double comparison and is incorrect.
ACT I V I T Y
Directions Write the indicated form of each adjective.
1. lazy comparative
2. careful superlative
3. juicy negative superlative
4. cold negative comparative
5. fun superlative
6. likable negative superlative
7. helpful comparative

Name Class Date

1. What does the speaker like?
2. What line is repeated in the poem?
3. What are the daisies doing as they lay on the table?

4. What is another way that the speaker refers to hot days other than
Sweat is what you got days?

Name Class Date

Verano WALTER DEAN MYERS
1. Qu es lo que le gusta al relator?
2. Qu lnea se repite en el poema?
3. Qu hacen las margaritas cuando se recuestan?

4. De qu otra manera se refiere el relator a los das calurosos,

adems de das de sudor es lo que le tocan a uno?

Name Class Date

Dreams LANGSTON HUGHES
Langston Hughes stresses the importance of dreams in this poem. He

feels that dreams are what make life worth living and that we should
cling to them at all costs. If we give up our dreams of what we want
to achieve in life, our lives become empty, like a barren field.
Sueos
Langston Hughes hace nfasis en este poema en la importancia de los
sueos. l piensa que los sueos son lo que hacen que la vida valga la
pena vivirse, y que debemos aferrarnos a ellos a toda costa. Si
renunciamos a nuestros sueos sobre lo que queremos lograr en la
vida, nuestra existencia se torna vaca, como un campo rido.

Name Class Date
Tom Tat (p. 393)

Nhng Giac M LANGSTON HUGHES
Trong bai th nay, Langston Hughes nhan manh en tam quan trong
cua cac giac m. Ong cam thay rang cac giac m khien cho cuoc song
ang song va rang chung ta nen gi mai nhng giac m bang bat c
gia nao. Neu chung ta t bo nhng giac m ao c nhng ieu muon
at c trong cuoc song th cuoc song cua chung ta tr nen trong
rong, giong nh mot canh ong can coi.

Name Class Date
Buod (p. 393)

Mga Pangarap LANGSTON HUGHES
Sa tul na ito, binibigyang-diin ni Langston Hughes ang kahalagahan ng

mga pangarap. Sa palagay niya, ito ang nagbibigay-halaga sa ating buhay, at
dapat kumapit tayo dito kahit ano pa man ang mangyari. Kung
pakakalawn natin ang mga pangarap na ninanais nating makamit sa ating
buhay, ang ating buhay ang magiging walang-saysay, tulad ng isang
bukid na walang tanim.

Name Class Date
(p. 393)
LANGSTON HUGHES
Langston Hughes


Name Class Date

Rv LANGSTON HUGHES
Langston Hughes ensiste sou enptans rv nan powm sa a. Li santi se rv

ki f lavi vo lapenn pou ou viv li epi nou ta dwe atache nou ak yo atoupri.
Si nou abandone rv nou sou kisa nou vle akonpli nan lavi, lavi nou ap vin
vid, tankou yon chan ftil.

Name Class Date

Kev Ntshaw LANGSTON HUGHES
Langston Hughes nthuav qhov tseemceeb ntawm kev ntshaw nyob rau zaj
pajhuam nov. Nws xav tias tej kev ntshaw yog qhov ua rau lub neej muaj
txiaj ntsim thiab peb yuav tsum tuav rawv txhua yam tsim nqi. Yog peb tsis
muaj kev ntshaw qhov xav ua tau nyob rau lub neej, kev ua neej yuav qhuav
qhawv, zoo li daim teb qhua.

Name Class Date

Rhyme
Rhyme is the repetition of sounds at the ends of words that appear

close to each other in a poem. End rhyme occurs at the ends of a
poems lines. Internal rhyme occurs within a line of poetry. The
pattern of rhyme formed by the end rhyme in a poem is the rhyme
scheme.
Poets use rhyme to emphasize key words and ideas and to connect
the lines of their poems. In some poems, like Dreams, a rhyme
scheme can help create a unified effect.
ACT I VI T Y
Directions The first box shows the words with end rhyme from the first stanza of the poem. In
the second box, write your reactions to this end rhyme. The third box shows the words with end
rhyme from the second stanza of the poem. In the fourth box, write your reactions to this end
rhyme.
Rhyming Words
die/fly

My Reaction
Rhyming Words
go/snow
My Reaction

Name Class Date

Demonstratives
The words this, that, these, and those are called demonstratives. They demonstrate, or
point out, people, places, or things. This and these point out people or things close by,
and that and those point out people or things at a distance. This and that are singular;
these and those are plural.
When this, that, these, and those describe nouns, they are demonstrative adjectives.
Demonstrative adjectives point out something and describe nouns by answering the
questions which one? or which ones? When this, that, these, and those point out
something and take the place of nouns, they are demonstrative pronouns.
DEMONSTRATIVE DEMONSTRATIVE
ADJECTIVES PRONOUNS
That piano is too heavy to move. That is a beautiful piano.
Consider buying this bicycle. This is the worlds best bicycle.
Those mountains are enormous. Those are the Alps.
Who can play these games? Who can play these?
The words here and there should not be used with demonstrative adjectives. (The
words this, these, that, and those already point out the locations here and there.) The
object pronoun them should not be used in place of the demonstrative adjective those.
This ancient rattle is called a sistrum. (not This here ancient rattle)
Those finger cymbals are the smallest cymbals. (not Them finger cymbals)
ACT I V I T Y
Directions Fill in the blank with the word from the parentheses that best completes the
sentence.
1. (Them, Those) dreams are very important.
2. I like (this, these) poem a lot.
3. (This, That) field is very far away.
4. (These, Those) words in my book are

inspirational.

Name Class Date

1. What does Hughes tell the reader to do?
2. According to Hughes, what would make life like a broken-

winged bird?
3. How does Hughes describe the field that is like life when
dreams go?

4. What line is repeated in the poem?
5. Hughes compares life to what two things?

Name Class Date

Sueos LANGSTON HUGHES
1. Qu le dice Hughes al lector que haga?
2. De acuerdo con Hughes, qu convertira a la vida en un pajarillo

con las alas rotas?
3. Cmo describe Hughes el campo que es como la vida cuando los

sueos se van?
4. Qu lnea se repite en el poema?
5. Cules son las dos cosas con las que Hughes compara la vida?

Name Class Date

Miracles WALT WHITMAN
In this poem by Walt Whitman, everyday occurrences are described

as miracles. Its the small details in life that are enjoyable to the
poet. Whitman feels that natural events, such as sunsets, and things
made by people, such as ships, are equally wonderful.
Milagros
En este poema de Walt Whitman, los sucesos cotidianos se describen
como si fueran milagros. Son los pequeos detalles de la vida los
que disfruta el poeta. Whitman piensa que los sucesos de la
naturaleza, tales como las puestas de sol, y las cosas hechas por la
mano del hombre, como por ejemplo los barcos, son igualmente
maravillosos.

Name Class Date
Tom Tat (p. 397)

Nhng ieu Ky Dieu WALT WHITMAN
Trong bai th nay cua Walt Whitman, moi ieu xay ra hang ngay c
mieu ta la nhng ieu ky dieu. Chnh nhng ieu nho nhat trong cuoc
song khien nha th thay thch thu. Whitman cam thay cac hien tng t
nhien nh mat tri lan cung nh nhng th do con ngi tao ra nh cac
con tau eu rat tuyet vi khong he kem nhau.

Name Class Date
Buod (p. 397)

Mga Milagro WALT WHITMAN
Sa tul na ito na isinulat ni Walt Whitman, ang mga pangkaraniwang

nagaganap sa araw-araw ay inilalarawan bilang mga milagro. Ang mga
munting detalye sa buhay ay ang mga ikinaliligaya ng manunul. Sa
palagay ni Whitman, ang mga liks ng pangyayari, tulad ng paglubog ng
araw, at ang mga bagay na nilikh ng tao, tulad ng mga barko, ay kapwa
nakagagalak.

Name Class Date
(p. 397)
WALT WHITMAN
Walt Whitman
Whitman


Name Class Date

Mirak WALT WHITMAN
Nan powm Walt Whitman sa a, yo dekri evnman chak jou km mirak.

Se ti detay nan lavi ki agreyab pou powt la. Whitman santi evnman
natirl, tankou kouche soly, ak bagay moun f, tankou bato, mveye menm
jan an.

Name Class Date

Tej kev zoo WALT WHITMAN
Hauv zaj paj huam sau los ntawm Walt Whitman, txhua hnub kev
tshwmsim yog kev zoo. Nws yog tej yam me nyob hauv lub neej uas ua
rau muaj kev ntxim siab rau zaj pajhuam. Whitman xav tias yam ntuj ua
tshwm muaj, xws li thaum hnub poob, thiab yam neeg tsim tau, xws li nkoj,
puav leej yog yam zoo.

Name Class Date

Alliteration and Repetiton
Alliteration is the repetition of consonant sounds, usually at the

beginning of words. In poetry and prose, repetition is the recurrence
of sounds, words, phrases, lines, or stanzas. Alliteration and
repetition affect the way a poem sounds when read aloud. Poets and
authors use alliteration and repetition to help emphasize certain
words and ideas.
ACT I VI T Y
Directions As you read Miracles, record lines from the poem that contain examples of
alliteration. Then fill in the chart below with examples of alliteration and note what sound is
being repeated in each line.
Example of Alliteration Repeated Sound

1. 2.

3. 4.
5. 6.

Name Class Date

Adverbs
An adverb is a word that modifies, or describes, a verb, an adjective, or another

adverb.
Jennifer smiled broadly at the audience. (modifies verb)
The first-place medal went to a very worthy contestant. (modifies adjective)
The conversation ended rather abruptly. (modifies adverb)
When modifying a verb, an adverb may describe how, when, or where the action is
done.
Erin approached Mrs. Binder cautiously. (describes how)
Try to get to school early. (describes when)
Ron and I have looked there. (describes where)
Many adverbs are formed by adding -ly to adjectives. However, not all words that
end in -ly are adverbs. The words friendly, lively, kindly, and lonely are usually
adjectives. Similarly, not all adverbs end in -ly. The following words are all adverbs
that do not end in -ly; afterward, sometimes, later, often, soon, here, there, everywhere, not,
fast, hard, long, and straight.
ACT I V I T Y
Directions Write in each blank the adverb from the sentence.
1. The speaker of the poem is very content.
2. The trees are over there.
3. It gets dark later these days.
4. The poet enthusiastically describes miracles.
5. The bees are busily making honey.
6. Reading this poem made me very happy.
7. He whispered softly to the moon.

Name Class Date

1. What does the speaker believe is a miracle?
2. What is one of the miracles that the poet sees in summer forenoon?
3. When the poet describes the miracle of the new moon, to what
season does he refer?
4. To the speaker, what is a continual miracle? Copyright by The McGraw-Hill Companies, Inc.

Name Class Date

Milagros WALT WHITMAN
1. Qu es un milagro para el relator?
2. Qu milagro ve el poeta en los amaneceres de verano?
3. Cuando el poeta describe el milagro de la luna nueva, a qu

estacin se refiere?
4. Qu es un milagro continuo para el relator?

Name Class Date

The Tale of Kiko-Wiko MARK CRILLEY
Kiko-Wiko doesnt like the story shes in and tries to change it as it is

being told. She feels that she should have insisted on more creative
control before she agreed to be in the story. For instance, Kiko-Wiko
feels that the ogre that is supposed to frighten her is simply not scary
enough. She has so many suggestions for ways to make the story
better that the storys narrator actually quits in frustration! Kiko-
Wiko is able to remake her own story.
El cuento de Kiko-Wiko
A Kiko-Wiko no le gusta el cuento en que ella est y trata de
cambiarlo a medida que ste se cuenta. Ella considera que debera
haber insistido en tener ms control creativo antes de que aceptara
estar en el cuento. Por ejemplo, Kiko-Wiko piensa que el ogro que se
supone que debe asustarla no es lo suficientemente terrible. Ella
presenta tantas sugerencias para mejorar el cuento que el narrador del

mismo pierde la paciencia y acaba renunciando, y entonces Kiko-
Wiko puede finalmente rehacer su propio cuento.

Name Class Date
Tom Tat (p. 400)

Cau Chuyen Ve Kiko-Wiko MARK CRILLEY
Kiko-Wiko khong thch cau truyen ma mnh la nhan vat trong o. Khi
cau truyen c ke ra th co co gang thay oi nhieu chi tiet. Co cam
thay rang le ra co a nen oi quyen kiem soat nhieu hn oi vi cac y
tng sang tao trc khi ong y la nhan vat cua truyen. V du, Kiko-
Wiko cam thay rang con yeu tinh se lam co hoang s thc ra khong u
kinh khung e lam co s hai. Co gi y qua nhieu cach e lam cho cau
truyen hay hn en mc ngi thuat truyen gian d khong tham gia
na! Sau o Kiko-Wiko co the viet lai cau truyen cua chnh co.

Name Class Date
Buod (p. 400)

Ang Kasaysayan ni Kiko-Wiko MARK CRILLEY
Hindi naiibigan ni Kiko-Wiko ang kuwento kung saan siya naroroon, at

sinubukan niyang baguhin ito habang itoy isinasalaysay. Sa palagay niya,
dapat nagpilit siya mabigyan ng karagdagang pagpapasiya sa paglilikh
nito bago siya pumayag na maging bahagi ng kuwentong ito. Halimbawa,
sa palagay ni Kiko-Wiko, ang ogre na dapat manakot sa kanya ay hindi
sapat na nakakatakot. Sobrang dami ang kanyang mga mungkahi para
pabutihin ang kuwento kung kayat sumuk na lamang ang nagsasalaysay
sa inis nito! Nagawa ni Kiko-Wiko na muling ilikh ang sarili niyang
kuwento.

Name Class Date
(p. 400)
Kiko-Wiko! MARK CRILLEY
Kiko-Wiko

Kiko-Wiko

Kiko-Wiko

Name Class Date

Kont Kiko Wiko a MARK CRILLEY
Kiko Wiko pa renmen istwa li ladan nan epi l ap eseye chanje li pandan y
ap rakonte l . Li santi li te dwe ensiste sou plis kontwl kreyatif anvan li
te aksepte pou li nan istwa a. Pa egzanp, Kiko Wiko santi g ki sipoze f li
p a pa efreyan ase. Li tlman gen sijesyon sou jan pou f istwa a pi bon
moun k ap rakonte istwa a kite sa ak fwistrasyon! Kiko Wiko kapab ref
pwp istwa pa li.

Name Class Date

Zaj Dabneeg ntawm Kiko-Wiko MARK CRILLEY
Kiko-Wiko tsis nyiam zaj dabneeg uas nws nyob rau thiab sim muab hloov
qhov tau hais ntawd. Nws xav tias nws yuav tsum hais kom muaj ntau
qhov kev tswj dua ua ntej nws kam ua zaj dab neeg. Piv txwv li, Kiko-
Wiko xav tias tus dab uas ua kom nws ntshai ntawd tsis txaus ntshai txaus.
Nws hais ntau yam kom ua nyob hauv zaj dab neeg zoo dua li zaj dab neeg
ua rau tus sau meem txom! Kiko-Wiko muaj peev xwm rov ua tau zaj dab
neeg rau nws.

Name Class Date

Humor
In a literary work, humor is the quality that makes characters and

their situations seem funny, amusing, or ridiculous. Humor often
points out human failings and the irony found in many situations
when the outcome of a situation is the opposite of what was expected.
Humor is important in both fiction and nonfiction because it makes
reading fun. Humorous events often make you want to continue
reading a story and help you become more involved in what you read.
ACT I VI T Y
Directions In the first column, write examples of humor from the story. In the second column,
discuss why the event or detail is funny or unexpected. In the third column, record some notes
about what overall effect different examples of humor have on the story. The first row is done as
an example.
Why it is Funny or
Example of Humor Notes
Unexpected
The character tells the This is funny because The characters and
narrator not to get characters and the narrator continue to

snippy. narrator of a story interact throughout the
usually dont talk to each story, which keeps the
other. dialogue interesting.
1. 2. 3.
4. 5. 6.

Name Class Date
Reading Skill (page 400)

Analyze Graphic Stories
Graphic stories are like the comic strips that you see in newspapers,
but they are longer. The roots of this format go back to comic books,
but graphic stories are often more serious than comic books or have
nonfiction material.
When you analyze graphic stories, you pay attention to both the
pictures and the words. Spoken words usually appear in speech
balloons. Sometimes the artist will use no spoken words and show
an emotion or action in a picture.
ACT I V I T Y
Directions Use the graphic organizer below to summarize what happens in the first four
frames of The Tale of Kiko-Wiko.
Use a Sequence Graphic Organizer to continue to summarize what
happens in each frame of the story. Ask your teacher for a copy.

Name Class Date

Idioms
You know, you need to lighten up a little.

Mark Crilley, The Tale of Kiko-Wiko
Connection to Literature The phrase lighten up a little is an idiom. It

means to relax. An idiom is a word or phrase that has a special
meaning different from the ordinary meaning of the word or words.
Context clues can help you understand an idiom. Also, think about
what the ordinary meanings of the words suggest.
Idioms are common in English. Here are a few.
Idiom Meaning
hang on to wait
hanging around staying in a place
fed up to be upset
ACT I VI T Y
Directions Write a short definition of each underlined idiom.

1. Kiko-Wiko seems to run the show.
2. Kiko-Wiko likes to play devils advocate.
3. It seemed as if Kiko-Wiko added fuel to the fire.
4. The first ogre in the story almost lost his head.

Name Class Date

Intensiers
When modifying a verb, an adverb may give information about when, where, or how
the action of a sentence takes place. When describing an adjective or another adverb,
an adverb often emphasizes or intensifies the word it modifies. An adverb that
emphasizes or intensifies an adjective or adverb is called an intensifier.
This information is rather new, so it wont be in the encyclopedia.
Jeff finished just slightly behind Audrey in the two-mile race.
Common intensifiers used to describe adjectives and other adverbs include almost,
extremely, just, nearly, practically, quite, rather, really, so, somewhat, such, too, and very.
ACT I V I T Y
Directions The intensifiers in the following sentences are in italics. Fill in each blank with the
word that the intensifier modifies.
1. Although Kiko-Wiko was quite excited to be
in the story, she argued with the narrator.
2. The narrator is somewhat confused by Kiko-

Wikos argument.
3. Ogres are almost always scary.
4. The ogre was very insulted when Kiko-Wiko

said he was not scary.
5. Kiko-Wiko thought he was too happy.
6. The first ogre was rather annoyed when the

second ogre came out.
7. The narrator gets so frustrated that he quits.
8. Kiko-Wiko nearly ruins the story.
9. I thought this story was really funny.
10. My friend, on the other hand, thought it was

extremely silly.

Name Class Date

1. Why is the first ogre annoyed when Kiko-Wiko says the second
one would be okay?
2. When the narrator says no one has asked for Kiko-Wikos opinion,
how does she respond?
3. When does Kiko-Wiko decide its not worth hanging around

anymore?

4. What is the ogre wondering at the end of the scene?

Name Class Date

El cuento de Kiko-Wiko MARK CRILLEY
1. Por qu est enfadado el primer ogro cuando dice Kiko-Wiko que
el segundo puede servir bien?
2. Cuando dice el narrador que nadie le ha pedido a Kiko-Wiko su

opinin, cmo responde ella?
3. Cundo es que Kiko-Wiko decide que no vale la pena quedarse

ms tiempo?
4. Qu se le pregunta el ogro al final de la escena?

PART
Love and
3
Friendship
Name Class Date

Homonyms
Homonyms are words that are spelled alike but have different
meanings. The word homonym comes from Greek words that mean
same names. There are two kinds of homonyms.
Homographs are spelled alike but have different meanings and
sometimes different pronunciations.
The bow of the toy ship had a red bow on it. (homographs)
Homophones are words that sound alike but have different spellings
and different meanings.
Can you see the sea from your bedroom window? (homophones)
ACT I V I T Y
Directions Circle the letter N, V, or A to specify whether the underlined words in each
sentence pair are Nouns, Verbs, or Adjectives. Then write whether the words are homographs or
homophones.
1. The wind blew cold. N V A
The blue sky was cloudless. N V A
2. At night I go to the sea. N V A

The knight rescued her. N V A
3. The beams of light were bright. N V A

The moon beams brightly. N V A
4. The crosses are in a box. N V A

She crosses the street to buy flowers. N V A
5. I like the story about the flowers. N V A

Ernies room is on the second story. N V A
6. That one stone was the luckiest. N V A

He won the hand of his bride. N V A

Name Class Date

Annabel Lee EDGAR ALLEN POE
In this tragic poem by Edgar Allen Poe, the speaker laments the loss
of his beloved wife, Annabel Lee. The bond of love between the
speaker and Annabel Lee is so strong that angels become jealous of
the pair. In their jealousy, the angels cause Annabel Lee to grow ill
and die. The narrator refuses to be separated from Annabel Lee, and
visits the tomb where she is buried every night. Despite her death,
Annabel Lee is still the most important thing in the speakers life.
Annabel Lee
En este trgico poema de Edgar Allan Poe, el narrador se lamenta de
la prdida de su amada esposa, Annabel Lee. Los lazos de amor entre
el y Annabel Lee son tan fuertes que la pareja despierta los celos de
los ngeles. Los ngeles celosos hacen que Annabel Lee se enferme y
muera. El narrador se niega a separarse de Annabel Lee y cada noche
visita la tumba donde ella est enterrada. A pesar de su muerte,

Annabel Lee sigue siendo lo ms importante en la vida del narrador.

Name Class Date
Tom Tat (p. 412)

Nhan vat trong bai th buon nay cua Edgar Allen Poe than van ve cai
chet cua ngi v yeu dau Annabel Lee. Si day tnh yeu gia ong va
Annabel Lee ben chat en mc khien cho cac thien than ghen t vi hai
ngi. Trong cn ghen, cac thien than khien cho Annabel Lee b om va
chet. Ngi thuat truyen khong muon chia la Annabel Lee, va hang
em van ra tham mo v. Cho du a chet, Annabel Lee mai van la th
quan trong nhat trong cuoc song cua ong.

Name Class Date
Buod (p. 412)

Sa malungkot na tul na ito ni Edgar Allen Poe, idinadalamhati ng

nagsasalit ang pagkamatay ng kanyang minamahal na asawang si
Annabel Lee. Lubs na malakas ang pagmamahal na namamagitan sa
nagsasalaysay at kay Annabel Lee, kaya nagselos na ang mga anghel sa
dalawa. Sa kanilang pagseselos, isinagawa ng mga anghel na magkasakt at
mamaty si Annabel Lee. Ayaw mahiwalay ng nagsasalaysay mula kay
Annabel Lee, at gab-gab niyang binibisita ang libingan nito. Sa kabila ng
kanyang pagkamaty, si Annabel Lee pa rin ang pinakamahalagang tao sa
buhay ng nagsasalaysay.

Name Class Date
(p. 412)
Edgar Allen PoeAnnabel

LeeAnnabel Lee
Annabel Lee
Annabel Lee Annabel Lee


Name Class Date

Nan powm trajik Edgar Allen Poe sa a, moun k ap pale a ap plenyen dske
li pdi madanm li renmen anpil, Annabel Lee. Lyen lanmou ant moun k ap
pale a ak Annabel Lee te tlman solid zanj vin jalou p a. Nan jalouzi yo,
zanj yo lakz Annabel Lee vin malad epi mouri. Moun k ap rakonte istwa a
refize separe ak Annabel Lee, kidonk li vizite tonm kote li antere a chak
nwit. Malgre lanm li, Annabel Lee toujou rete bagay ki pi enptan nan lavi
moun k ap pale a.

Name Class Date

Nyob rau zaj pajhuam tusiab sau los ntawm Edgar Allen Poe nov, tus hais
quaj seev txog kev plam nws tus poj niam hlub, Annabel Lee. Kev sib raug
zoo sib hlub ntawm tus hais thiab Annabel Lee yog ib qho muaj zog heev
ua rau cov ntxhais qaum ntuj khib siab. Nyob rau lawv txoj kev khib siab,
lawv ua rau Annabel Lee muaj mob thiab tuag. Tus hais tsis kam ncaim
Annabel Lee, thiab mus saib nws lub ntxa txhua hmo. Hais txog kev tuag,
Annabel Lee tseem yog tus tseemceeb heev nyob rau tus hais lub neej.

Name Class Date

Rhythm and Meter
Annabel Lee EDGAR ALLAN POE
Like songs, poems have rhythm. In poetry, rhythm is the pattern of

beats made by stressed and unstressed syllables. Some poems have a
predictable rhythm, called meter. To find the meter of a poem, try
scanning, or glancing over the poem to find the pattern of stressed ()
and unstressed () syllables. Read this example from Annabel Lee:
It was mny and mny a yar ag,
In a kngdom by the sa,
Rhythm and meter are important tools that poets use to convey
meaning and mood and to add interest.
ACT I VI T Y
Directions Read each line or set of lines from Annabel Lee in the first column, paying careful
attention to the rhyme and meter. Identify the stressed syllables by placing an accent mark ()
above the syllable, as shown in the first example. In the second column, describe the effect that
the lines rhythm and meter have on the poem. The first row is a model.
Stressed Syllables Effect of Rhythm and Meter

Sh was a chld and was a chld This line has a playful rhythm that
reflects the innocent love the speaker
describes.
1. The angels not half so happy in 2.

heaven
Went envying her and me
3. Of my darling, my darling, my life 4.

and my bride

Name Class Date

Interpret Imagery
In poetry, imagery consists of the word pictures that authors use to

make their subjects more vivid. Images help readers to visualize what
is being described. They also often suggest emotions.
Images appeal to one or more of the five senses: sight, hearing, touch,
taste, or smell. When you interpret imagery, you use your own
knowledge and understanding to decide what feelings and ideas the
images in a poem suggest. Interpreting imagery may help you to
better understand the speakers feelings and thoughts.
ACT I V I T Y
Directions In Annabel Lee, Poe uses imagery to show the speakers feelings and thoughts.
Read the examples of imagery from Annabel Lee in the first column. In the second column,
describe what impression the words leave in your mind. In the third column, describe how the
image reflects the speakers thoughts or feelings.
How does the image reflect

Example of Imagery Impression
the speakers thoughts?
the wind came out of These words bring to This image reflects the
the cloud, chilling/ mind the image of a speakers thoughts about

And killing my Annabel strong wind coming the angels taking Annabel
Lee down and whisking away from him.
Annabel Lee away with it.
For the moon never 1. 2.
beams without bringing
me dreams/
Of the beautiful Annabel
Lee
As you read, continue to interpret the poems imagery by using a
Three-Column Table Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date

Adverbs: Comparative and Superlative
The comparative form of an adverb compares two actions. The superlative form of
an adverb compares more than two actions. Short adverbs use -er as the comparative
ending and -est as the superlative ending. Long adverbs require the use of more or
most.
The bus is running later than usual this morning.
This is the latest I have ever arrived at school.
I will try to wait more patiently, but it wont be easy.
Abram attends the club meetings most frequently.
Some adverbs form comparatives and superlatives in an irregular manner.
ADVERB COMPARATIVE SUPERLATIVE

well better best
badly worse worst
little (amount) less least
far (distance) farther farthest
far (degree) further furthest

The words less and least are used before both short and long adverbs to form the
negative comparative and superlative.
Which one is used less frequently?
The back room is in use the least often.
Do not use more, less, or least before adverbs that already end in -er or -est.
ACT I VI T Y
Directions Rewrite each phrase, using the indicated form of the italicized adverb.
1. far away comparative
2. look closely comparative
3. think favorably superlative

Name Class Date

1. According to the speaker, what was the maidens only thought?
2. Where did the maiden live?
3. Why does the speaker think that the angels sent the wind that
came to chill Annabel Lee?
4. What brings the poet dreams of Annabel Lee?
5. When does the speaker see the bright eyes of Annabel Lee?

Name Class Date

1. Segn el hablante, cul era el nico pensamiento de la doncella?
2. Dnde viva la doncella?
3. Por qu cree el hablante que los ngeles mandaron el viento que

vino para hacerle helada a Annabel Lee?

4. Qu es lo que trae al poeta los sueos de Annabel Lee?
5. Cundo es que el hablante ve los ojos alegres de Annabel Lee?

Name Class Date

A Crush CYNTHIA RYLANT
A developmentally disabled man named Ernie lives with his mother.

One day, some seed packages are mistakenly delivered to the house.
Ernie is fascinated by the brightly colored flowers on the seed packets.
After Ernies mother dies, he goes to live in a group home. Ernie doesnt
know what seeds are for until he sees Jack, a worker at the home,
planting some. Jack starts taking Ernie to a restaurant in town. From
there, Ernie and Jack see Dolores, the assistant manager of the
hardware store across the street. Dolores has never had a boyfriend,
and Ernie falls in love with her. Ernie gets Jack to help him plant the
seeds from his packages. When the flowers bloom, Ernie starts leaving
them on the front steps of the hardware store. Dolores has no idea who
her secret admirer is, but she is delighted to find fresh flowers waiting
for her every Wednesday morning when she arrives at work.
Un enamoramiento
Un hombre con problemas de discapacidad mental llamado Ernie vive

con su madre. Un da, unos paquetes con semillas son enviados a su
casa por error. A Ernie le fascina el brillante colorido de las flores en
los paquetes de las semillas. Despus de la muerte de su madre, Ernie
se va a vivir a un hogar de grupo. Ernie no sabe para qu sirven las
semillas hasta que ve a Jack, un hombre que trabaja en su hogar,
plantando algunas. Jack comienza a llevar a Ernie a un restaurante de
la ciudad. Desde all, Ernie y Jack ven a Dolores, la subgerente de la
ferretera al otro lado de la calle. Dolores nunca ha tenido novio, y
Ernie se enamora de ella. Ernie consigue que Jack lo ayude a sembrar
las semillas de sus paquetes. Cuando las plantas florecen, Ernie
comienza a dejar algunas sobre los escalones de la entrada de la
ferretera. Dolores no tiene la menor idea de quin pueda ser su
admirador secreto, pero est encantada de encontrar flores frescas
esperando por ella cada mircoles por la maana a su llegada
al trabajo.

Name Class Date
Tom Tat (p. 419)

Moi Tnh au Tien CYNTHIA RYLANT
Mot ngi an ong cham phat trien ten la Ernie song cung me mnh.
Mot ngay kia, co ai o gi nham en nha ho nhng chiec tui hat giong.
Ernie lay lam thch thu khi nhn thay hnh nhng bong hoa mau sang
tren ba tui. Sau khi me Ernie qua i, anh en song trong mot nha tap
the. Ernie khong biet nhng hat giong e lam g mai cho en khi nhn
thay Jack, mot ngi lam nha tap the trong cai g o. Jack bat au
a Ernie en mot nha hang trong th tran. o, Ernie va Jack nhn
thay Dolores, pho quan ly cua mot ca hang ban o dung trong nha
ben kia pho. Dolores cha tng co ban trai, va Ernie phai long co. Ernie
nh Jack giup trong cac hat giong trong nhng chiec tui dao no. Khi
hoa n, Ernie bat au at chung tren cac bac them trc ca hang o
dung gia nh. Dolores khong he biet ngi ai mo mnh la ai, nhng co
that thch thu khi thay nhng oa hoa ti i co hang sang Th T khi
co en lam viec.

Name Class Date
Buod (p. 419)

Isang Paghuhumaling CYNTHIA RYLANT
Ang isang lalaking nagngangalang Ernie na may kapansanan sa isip ay

nakatir kasama ng kanyang ina. Isang araw, may mga pakete ng buto ng
mga halaman na ipinadal sa kanilang bahay nang hindi sinasadya.
Nabighani si Ernie sa mga matingkad na kulay ng bulaklak sa mga pakete
ng buto. Pagkatapos mamaty ng ina ni Ernie, siya ay tumir sa isang
bahay para sa may kapansanan sa isip. Hindi alam ni Ernie kung ano ang
mga buto hanggang nakita niyang itinatanim ang mga ito ni Jack, isang
manggagawa sa tinitirahan ni Ernie. Nagsimulang dalhn ni Jack si Ernie sa
isang restawran sa bayan. Mula roon, nakita ni Ernie at Jack si Dolores, ang
katulong na tagapangasiwa sa isang hardware na tindahan sa kabila ng
kalye. Hindi pa kailanman nagkaroon ng isang nobyo si Dolores, at umibig
sa kanya si Ernie. Nagpatulong si Ernie kay Jack sa pagtatanim ng mga
buto mula sa kanyang mga pakete. Nang mamulaklak ang mga halaman,
nagsimulang mag-iwan ng mga bulaklak si Ernie sa hagdan sa harapan ng
hardware na tindahan. Walang kaalam-alam si Dolores kung sino ang
kanyang lihim na tagahanga, pero siyay nagagalak na makita ang mga
sariwang bulaklak na naghihintay sa kanya bawat Miyerkoles ng umaga
kapag siyay pumasok sa trabaho.

Name Class Date
(p. 419)
CYNTHIA RYLANT
Ernie
Ernie
ErnieErnie
Jack JackErnie
Ernie Jack
Dolores Dolores Ernie Ernie
Jack Ernie
Dolores

Name Class Date

Yon Lanmou Pasaje CYNTHIA RYLANT
Yon misye ak andikap devlpmantal ki rele Ernie rete ak manman li. Yon
jou, yo livre pake semans pa er nan kay la. Fl ak gwo koul ki sou pake
semans yo chame Ernie. Apre manman Ernie vin mouri, l al rete nan yon
fwaye pou gwoup. Ernie pa konnen kisa semans ye jiskaske li vin w Jack,
yon travay nan fwaye a, k ap plante kk nan yo. Jack kmanse mennen
Ernie nan yon restoran lavil. La, Ernie ak Jack w Dolores, asistan direkt
kenkayri ki sou lt b lari a. Dolores pa janm gen mennaj, epi Ernie tonbe
damou pou li. Ernie f Jack ede li plante semans ki nan pake li yo. L fl yo
louvri, Ernie kmanse kite yo sou mach devan kenkayri a. Dolores pa
konnen kimoun admirat sekr li a ye, men li anchante jwenn fl fre k ap
tann li chak mkredi maten l li rive nan travay.

Name Class Date

Ib Qhov Sib Tsoo CYNTHIA RYLANT
Ib tug txiv neej puas cev hu ua Ernie nyob nrog nws niam. Muaj ib hnub,
muaj ib cov noob paj xa tuaj yuam kev rau ntawm nws lub tsev. Ernie
nyiam cov duab paj ci nyob ntawm lub hnab ntim. Tom qab Ernie niam
tuag, nws mus nyob nrog ib pab neeg. Ernie tsis paub xyov yog noob dabtsi
txog thaum nws pom Jack, ib tus neeg ua num rau cov vaj tse nyob, tau
muab cov paj cog. Jack pib coj Ernie tawm mus noj mov rau ib lub tsev hauv
zos. Nyob tod, Ernie thiab Jack tau pom Dolores, tus ua num pab tus saib
lub khw muag khoom siv nyob sab kev tid. Dolores ib txwm tsis tau muaj
hluas nraug, thiab Ernie nyiam nws heev. Ernie kom Jack pab Ernie cog cov
noob paj ntawm lub hnab. Thaum cov paj tawg, Ernie pib coj mus tso rau
ntawm qhov rooj khw muag khoom siv. Dolores tsis paub xyov nws tus
hlub yog leej twg, tabsis nws zoo siab pom cov paj nyob tos nws txhua hnub
Zwj Feej thaum sawv ntxov nws tuaj ua num.

Name Class Date

Symbol
A symbol is an object, a person, a place, or an experience that

represents something else and means more than what it is. For
example, a dove is a symbol of peace. A mountain may be a symbol of
strength.
Authors use symbols to create deeper meaning and to emphasize
themes in their works. Discovering the meaning of a symbol will help
you gain a better understanding of a selection.
ACT I V I T Y
Directions In A Crush, Cynthia Rylant uses words, images, and actions to symbolize or
represent something else. In the first column, list symbols from the story. In the second column,
write what the symbol means. In the third column, explain why this symbol is important to the
story. The first row is provided as a model.
Symbol Meaning Why is this symbol important?

the vegetable garden the outside world, At first, Ernie is afraid to go into the
nurturing, growth garden, just as he is uneasy about
leaving the house and going into
town. When Ernie decides to go into

the garden, he begins to change and
grow.
1. 2. 3.
4. 5. 6.

Name Class Date

Draw Conclusions About Characters
When you draw conclusions as you read, you use a number of pieces
of information to make a general statement about characters, places,
events, and ideas. You figure out more than what the author states
directly.
When you draw conclusions about characters, you can better
understand why characters say and do certain things. Look for details
about a character. Then use these details to make general statements
about the character.
ACT I VI T Y
Directions In the first column, write the name of a character from the story. In the second
column, write details from the story about the character. In the third column, list conclusions you
can draw about the character. The first row is a model.
Character Details about the Character Conclusions About the Character

Dick Wilcox Dick had been married for Dick was growing old and
twenty-seven years. forgetful.

Dick could not keep up with Dick trusted Dolores.
prices and new brands and gave
Dolores control of the floor in
the hardware store.
1. 2. 3.
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
As you read, continue to use details about the characters to draw
conclusions. Use the Three-Column Table Graphic Organizer.
(Ask your teacher for a copy.)

Name Class Date
Selection Vocabulary Practice (page 419)

Vocabulary
excess adj. more than usual or necessary
speculation n. the act of forming an opinion or conclusion based on guesswork
improbable adj. not likely
illuminated adj. lit up
discreetly adv. in a manner showing good judgment
Exercise A Practice with Synonyms and Antonyms

On each line, write whether the pairs of words are synonyms (words with nearly the same
meaning) or antonyms (words with nearly opposite meanings).
1. excess extra
2. speculation conjecture
3. improbable believable
4. illuminated dimmed
5. discreetly thoughtfully
Exercise B Applying Meanings

Awards are often given for special talents or accomplishments. Write the word from the
vocabulary box that best describes or matches each award.
1. Most Curious
2. Most Careful
3. Best and Brightest
4. Going Above and Beyond
5. Most Unlikely
Exercise C Responding to the Selection

Pretend you are Dolores. On the back of this sheet, write one or more paragraphs describing
what you think of the flowers and how seeing them every morning makes you feel. Also talk
about whether you think someone is giving you the flowers and, if so, who that person might be.
Use all FIVE vocabulary words in your paragraph.

Name Class Date

Word Parts: Analyzing Meaning
That the flowers in Stans front window had anything to

do with Dolores seemed completely improbable.
Cynthia Rylant, A Crush
Connection to Literature You can sometimes find clues to a words

meaning by looking at its parts. A root is a word part that is the base
of many words. An affix is a part added to the beginning or end of a
root to change its meaning. When an affix is at the beginning of a
word, it is called a prefix. When it is at the end, it is called a suffix.
For example, the root of improbable is probable, meaning likely. The
prefix im- means not. Thus, improbable means not likely or
unlikely.
Word Word Parts Meaning

excess ex-: more, thoroughly more than usual or necessary
cess: necessary
speculation spec-: see, look the action or process of looking

at something (to form an
-tion: the action or process of opinion)
illuminated il-: in, into, on, not in light; lit up
lum: light
ACT I VI T Y
Directions Use the chart above to help you answer each question.
1. If the prefix il- can mean in, into, on, or not, which
meaning applies to the word illegible?
2. If spec or spect means see or look, and spectacles are eyeglasses,

what does the ending -cles indicate?
3. If the prefix ex- can mean more or thoroughly, which meaning

applies to the word exclaim?

Name Class Date

Using Adverbs and Adjectives
Adverbs and adjectives are often confused, especially when they are used after
verbs. Use a predicate adjective after a linking verb (such as be, seem, appear, or
become) to describe the subject of the sentence. Use an adverb to describe an action
verb.
The winner seemed breathless as she crossed the finish line. (predicate adjective)
She collapsed breathlessly when the race was over. (adverb)
Good, bad, well, and badly are often used incorrectly. Good and bad are adjectives; use
them after linking verbs. Well and badly are adverbs; use them to describe action
verbs. Well may also be used as an adjective when describing someones health.
Sean and Lila should be good after so much practice. (predicate adjective)
The weather was bad when we left. (predicate adjective)
Katie sang well today even though she has a cold. (adverb)
The number of absentees badly affected the bands performance. (adverb)
ACT I V I T Y
Directions Fill in each blank with the word in parentheses that best completes each sentence.
1. Ernie and his mother lived together

(peaceful, peacefully).
2. Dolores was a (diligent, diligently) worker.
3. The flowers were (colorful, colorfully).
4. No one had any idea who could (possible,

possibly) be in love with Dolores.
5. Ernie and Jack (slow, slowly) became

friends.
6. The flowers were (beautiful, beautifully).
7. Ernie and Jack got along (well, good).

Name Class Date

1. What is the mystery that puzzles everyone in town?
2. What do the women who sell cosmetics think Dolores should do?
3. Why is Ernie living in a group home?

4. Who is Ernies first friend?
5. What do Ernie and Jack plan to do at the end of the story?

Name Class Date

Un enamoramiento CYNTHIA RYLANT
1. Cul es el misterio que intriga a todos en el pueblo?
2. Segn las mujeres que venden cosmticos, qu debera hacer

Dolores?
3. Por qu vive Ernie en una casa grupal?

4. Quin es el mejor amigo de Ernie?
5. Qu planean hacer Ernie y Jack al final del relato?

Name Class Date

The Luckiest Time of All LUCILLE CLIFTON
Elzie Pickens tells her great granddaughter Tee how she met her
husband, Amos Pickens. When young, Elzie and her friend Ovella
wanted to join Silas Greene, which was a show like a circus. When
they arrived at the Silas Greene show, they saw a dog dancing. People
were so impressed with the dogs talent, they began throwing down
coins. Caught up in the excitement, Elzie threw down her lucky stone,
but immediately regretted it. The stone hit the dog in the nose,
prompting the dog to chase angrily after her. The dog was finally
lassoed by Amos and all returned to normal. Afterward, when Elzie
and Ovella walked home, Amos made sure they got there safely. Tee
tells her great grandmother that her lucky stone wasnt lucky at all
because it almost got her bitten by a dog. Elzie responded that the
stone gave her the best luck in the worldmeeting Amos Pickens, her
future husband.
El momento ms afortunado de todos

Elzie Pickens cuenta a su bisnieta Tee cmo ella conoci a su esposo,
Amos Pickens. Cuando eran jvenes, Elzie y su amiga Ovella queran
trabajar en Silas Greene, que era un espectculo parecido al circo.
Cuando llegaron al espectculo de Silas Greene, vieron a un perro
bailando. La gente estaba tan impresionada con el talento del perro
que comenzaron a tirarle monedas. Contagiada de ese entusiasmo,
Elzie le lanz al perro su piedra de la fortuna, pero se arrepinti en el
momento. La piedra golpe al perro en la nariz, provocando que el
perro la persiguiera enfurecido. Amos finalmente logr enlazar al
perro, y todo regres a la normalidad. Ms tarde, cuando Elzie y
Ovella caminaron de regreso a casa, Amos se asegur de que llegaran
sanas y salvas. Tee le comenta a su bisabuela que su piedra de la
fortuna no era afortunada en absoluto, porque casi provoc que la
mordiera un perro. Elzie le responde que la piedra le brind la mayor
fortuna del mundo: la de conocer a Amos Pickens, su futuro esposo.

Name Class Date
Tom Tat (p. 433)

Thi iem May Man Nhat Tren i LUCILLE CLIFTON
Elzie Pickens ke cho chat gai cua mnh la Tee ve viec cu a gap chong
mnh la Amos Pickens nh the nao. Khi con tre, Elzie va co ban Ovella
muon tham gia Silas Greene, mot oan trnh dien giong nh dien xiec.
Khi ti buoi bieu dien cua Silas Greene, ho nhn thay mot con cho ang
nhay. Moi ngi rat an tng trc tai nang cua con cho nen bat au
nem tien xu cho no. Cung cam thay het sc phan khch, Elzie quang
cho chu cho vien a may man cua mnh nhng ngay sau o thay hoi
tiec v hanh ong nay. Vien a ri trung mui con cho, khien no tc gian
rt theo co. Cuoi cung no b Amos quang day thong long va moi viec
tr lai bnh thng. Sau o, khi Elzie va Ovella i bo ve nha, Amos bao
am rang ho ve en nha an toan. Tee noi vi cu rang vien a may man
cua cu chang may man teo nao bi v t na no khien cu b mot con cho
can. Elzie ap lai rang vien a a em en cho cu ieu may man nhat
tren the gii, o la gap c Amos Pickens, ngi tr thanh chong
cua cu sau nay.

Name Class Date
Buod (p. 433)

Ang Pinakasuwerteng Panahon sa Lahat LUCILLE CLIFTON
Sinabi ni Elzie Pickens sa kanyang apo sa tuhod kung paano niya nakilala
ang kanyang asawa na si Amos Pickens. Nang bata pa siya, gusto ni Elzie at
ng kanyang kaibigan na si Ovella na sumali sa Silas Greene, isang palabas
na parang sirco. Nang dumating sila sa palabs na Silas Greene nakakita
sila ng asong nagsasayaw. Gult na gult ang mga tao sa kakayahan ng aso
kayat nag-its sila ng mga barya. Sa sobrang kawilihan ay inits rin ni Elzie
ang kanyang masuwerteng bato, pero kaagad din siyang nagsisi. Ang bato
ay tumam sa ilong ng aso, at hinabol siya tuloy ng galt na aso. Sa
kahulihan ay ginamitan ni Amos ng sil ang aso at ang lahat ay bumalik sa
dati. Pagkatapos noon, naglakad pauwi si Elzie at si Ovella, habang
sinisigurado naman ni Amos na ligtas silang makakarating doon. Sinabi ni
Tee sa kanyang lola sa tuhod na ang kanyang masuwerteng bato ay hindi
man masuwerte dahil muntik na siya kagatin ng aso dahil dito. Sumagot
naman si Elzie at sinabi niyang ang bato ang nagbigay sa kanya ng
pinakamagandang suwerte sa mundonakilala niya si Amos Pickens, ang
kanyang naging asawa.

Name Class Date
(p. 433)
LUCILLE CLIFTON
Elzie PickensTeeAmos Pickens

Elzie Ovella
Silas GreeneSilas Greene

Elzie
Amos
Elzie Ovella
Amos Tee
Elzie
Amos Pickens

Name Class Date

Tan pi Chanse ki Genyen LUCILLE CLIFTON
Elzie Pickens ap rakonte pitit-pitit fi li Tee kijan li te rankontre mari li,

Amos Pickens. L li te jn, Elzie ak zanmi li Ovella te vle antre nan Silas
Greene, ki te yon espektak tankou yon sik. L yo rive nan espektak Silas
Greene nan yo w yon chyen k ap danse. Moun te tlman enpresyone ak
talan chyen an, yo kmanse voye pys monnen. Nan eksitasyon an, Elzie
voye wch chans li a, men li regrt sa imedyatman. Wch la frape chyen an
nan nen, sa ki f chyen an fache epi tonbe kouri dy li. Finalman Amos
kenbe chyen an ak yo laso epi tout bagay retounen nmal. Apre sa, l Elzie
ak Ovella mache pou al lakay yo, Amos asire li yo byen rive. Tee di granm
l wch chans li a pat bay chans poutt li f yon chyen manke mde l. Elzie
reponn wch la ba li pi bon chans ki gen nan lemonnrankontre Amos
Pickens, ki t ap vin tounen mari li.

Name Class Date

Lub Sijhawm Hmoov Zoo Tshaj Plaws LUCILLE CLIFTON
Elzie Pickens hais rau nws ntxhais xeeb ntxwv Tee txog tias nws ntsib nws
tus txiv, Amos Pickens licas. Thaum hluas, Elzie thiab nws tus phooj ywg
Ovella xav mus xyuas Silas Greene, uas yog ib lub koobtsheej. Thaum txog
tom lub chaw Silas Greene, nkawd pom ib tus aub seevcev. Tibneeg nyiam
tus aub hom txuj, lawv pib pov nyiaj ntau rau. Zoo siab dhau, Elzie pov nws
lub kib muaj hmoo, tabsis tamsim ntawd khuvxim lawm. Lub kib raug tus
aub lub taub ntswg, ua rau tus aub chim ces muab nws caum. Amos tsawv
tau tus aub txoj hlua ces txhua yam rov nyob tus yees li qub. Tom qab
ntawd, thaum Elzie thiab Ovella taug taw los tsev, Amos npaj pab kom
nkawd los txog tsev cobphum. Tee hais rau nws leej pog laus tias lub kib
tsis nqa hmoov tabsis ua kom tau aub yuav luag tom nws. Elzie teb tias lub
kib muab txoj hmoov zoo tshaj hauv niajteb rau nwstau ntsib Amos
Pickens, nws tus txiv.

Name Class Date

Motivation
Motivation is the reason why a character acts, feels, or thinks as he or

she does. Understanding a characters motivation helps you
understand the character more fully. To understand a characters
motivation, ask why the characters speak, think, and act as they do.
ACT I VI T Y
Directions In the first column below, list questions you have about why the characters in The
Luckiest Time of All act, speak, or think the way they do. In the second column, answer the
question based on details and events from the story. One row is done as an example.
Questions About Motivation Possible Answers

Why does Mrs. Pickens begin to tell the The dogwood blossoms that Tee brings
story? her remind her of the story.
1. 2.

3. 4.
5. 6.

Name Class Date

Avoiding Double Negatives
Negative words express the idea of no. The negative word not often appears in
shortened form as part of a contraction.
is + not = isnt can + not = cant will + not = wont
Other words besides not may be used to express the negative. Each negative word
has several opposites. These are affirmative words, or words that show the idea of
yes.
NEGATIVE AFFIRMATIVE
never ever, always
nobody anybody, somebody
none one, all
no one everyone, someone
nothing something, anything
nowhere somewhere, anywhere
scarcely, hardly some, any
Two negative words used together in the same sentence create an error called a
double negative. Avoid using double negatives. Only one negative word is
necessary to convey a negative meaning. Correct a sentence that has a double
negative by removing one of the negative words or by replacing one of the negative
words with an affirmative word.
ACT I V I T Y
Directions Write in the blank the word in parentheses that best complete each sentence.
1. Mrs. Pickens doesnt forget (anything, nothing).
2. Going to the show wasnt something they

(were, werent) supposed to do.
3. When she threw the stone at the dog, there

(was, wasnt) anything to do but run.
4. Mrs. Pickens and her friend hadnt (ever, never)

seen anything like the Silas Greene show.
5. She (will, wont) never forget that day.

Name Class Date

1. Why did Elzie and Ovella want to join the circus?
2. What happened when Elzie hit the dog with her lucky stone?
3. How did Elzie meet Amos Pickens?

4. Why did Amos Pickens follow Elzie and Ovella home?
5. Why does Tee think that her grandmothers lucky stone must not
be very lucky?

Name Class Date

El momento ms afortunado de todos LUCILLE CLIFTON
1. Por qu queran Elzie y Ovella unirse al circo?
2. Qu pas cuando Elzie golpe al perro con su piedra de la suerte?
3. Cmo conoci Elzie a Amos Pickens?

4. Por qu persigui Amos Pickens a Elzie y a Ovella hasta su casa?
5. Por qu piensa Tee que la piedra de la suerte de su abuela no le

trae tanta suerte?

Name Class Date
Comparing Literature (page 439)

Graphic Organizer
Superman and Me SHERMAN ALEXIE
My First Memory (of Librarians) NIKKI GIOVANNI
In these two selections, the authors write about a love for books and
reading. You can compare and contrast how the authors use the
settings of their pieces to contribute to the same general theme.
ACT I VI T Y
Directions Use the boxes below to compare and contrast the settings in the two selections. In
the large box, list details that show how the settings are the same. In the two smaller boxes, list
details that show how the settings are different.
1.

My First Memory
Superman and Me (of Librarians)
2. 3.
4. What do the differences in the settings reveal about each authors

love of books and reading?

Name Class Date

Native American author Sherman Alexie inherited his fathers love of

reading. Alexie learned to read by matching up pictures and words in
a Superman comic book. Alexie feels that during his childhood,
schools on Indian reservations didnt do enough to encourage
students to read but he read everything he could get his hands on
because I was trying to save my life.
My First Memory (Of Librarians) NIKKI GIOVANNI
The narrator claims that her first memory as a child is of a library. She
remembers that library as a delightful place where she always felt
welcome. For her, going to the library was like escaping into a new
world.
Superman y yo
El escritor Sherman Alexie indioamericano hered el amor por la
lectura de su padre. Alexie aprendi a leer comparando ilustraciones

con palabras en un libro de historietas de Superman. Considera que,
durante su infancia, las escuelas en las reservaciones para indios no
hacan lo suficiente para animar a los estudiantes a que leyeran. Lea
todo lo que le caa en las manos Sin em tango porque estaba tratando
de salvar mi vida.
Mi primer recuerdo (de los bibliotecarios)

La narradora sostiene que su primer recuerdo de infancia es el de una
biblioteca. Recuerda esa biblioteca como un lugar placentero donde
siempre se sinti bienvenida.Para eva ir all era como escapar a un
mundo nuevo.

Name Class Date
Tom Tat (p. 439)

Truyen Sieu Nhan va Toi SHERMAN ALEXIE
Tac gia la ngi Tho Dan My, ten la Sherman Alexie. Ong mieu ta mnh
a hoc oc nh the nao khi ln len tren vung at danh rieng cho Tho
Dan My. Alexie tha hng t cha mnh tnh say me oc sach. Ong
mieu ta s thch thu khi nhan ra rang mot oan van giong nh mot
hang rao bao quanh nhieu t. Alexie hoc oc bang cach can c vao
bc tranh e oan ra ngha cua cac t trong mot truyen tranh Sieu
Nhan. Alexie cam thay rang trong suot thi th au cua mnh, cac trng
hoc vung danh cho Tho Dan My khong lam het sc mnh e khuyen
khch hoc sinh tap oc. Ket qua la, nhieu ban cung lp vi Alexie khong
co gang nhieu trong viec hoc oc mac du that s thong minh. Trong khi
o, Alexie oc moi th ma cau co trong tay. Ong noi rang ong oc
nhieu bi v Toi ang co gang cu lay cuoc i toi. Khi ln len va tr
thanh mot nha van, Sherman Alexie thng en tham cac trng hoc
cac vung danh cho Tho Dan My. Ong cam thay rang ngay nay cac hoc
sinh c khuyen khch nhieu hn trong viec hoc oc. ieu nay khien
ong phan khi.
Ky c au Tien Cua Toi (Ve Cac Thu Th) NIKKI GIOVANNI
Ngi thuat truyen trong bai th nay noi rang ky c au tien ve tuoi th
cua co la ky c ve mot th vien. Co nh th vien o la mot ni thu v,

ni co luon cam thay mnh c on chao. Co a rat an tng trc
nhng chiec en oc sach co chup en mau xanh chay doc chnh
gia moi chiec ban oc. Khi con nho, co thay ban ghe trong th vien
that to va co phan khien ngi ta cam thay khong thoai mai. Tuy nhien,
ky c quan trong nhat cua co ve lan au tien en th vien la, khi en o
co cam thay nh mnh a thoat vao mot the gii mi.

Name Class Date
Buod (p. 439)

Si Superman at Ako SHERMAN ALEXIE
Inilalarawan ng Katutubong Amerikanong manunult na si Sherman

Alexie kung paano siya natuto magbasa noong siyay lumalaki sa isang
Indian reservation. Namana ni Alexie ang hilig ng kanyang ama sa
pagbabasa. Inilalarawan niya ang kanyang galak nang matuklasan niya na
ang isang talata pala ay isang bakod na may nilalamang mga salita.
Natuto magbasa si Alexie sa pamamagitan ng pagtutugma ng mga larawan
at mga salita sa isang komiks ng Superman. Sa palagay ni Alexie, noong
kanyang kabataan, hindi sapat ang ginagawa ng mga paaralan sa mga
Indian reservation para bigyan ng gana ang mga estudyante na magbasa.
Dahil dito, marami sa mga kaeskuwela ni Alexie ay hindi gaanong
nagsikap para matutong magbasa, kahit na sila ay matatalino. Sa kabilang
dako naman nito, binasa ni Alexie ang lahat ng kanyang mahahagilap na
babasahin. Sinabi niya na talagang sobra ang pagbabasa niya dahil
sinubukan kong iligts ang aking buhay. Bilang isang taong may-edad at
isang manunult, madals bisitahin ni Sherman Alexie ang mga paaralan
sa mga Indian reservation. Sa wari niya, ang mga estudyante doon ay
binibigyan ngayon ng mas maraming pagkakatang maging ganado sa
pagbabasa. Nasisiyahan siya rito.
Ang Aking Unang Alaala NIKKI GIOVANNI

Ayon sa nagsasalaysay sa tul na ito, ang pinakamaagang alaala niya bilang

isang bata ay tungkol sa isang aklatan. Natatandaan niya na ang aklatan ay
isang nakagagalak na lugar kung saan niya naramdaman na tanggap-na-
tanggap siya roon. Hangang-hanga siya sa mga lampara na mayroong
berdeng takip na nakahanay sa gitna ng bawat lamesa. Nang siyay bata,
malaki at nakakailang ang mga muebles sa aklatan. Gayunman, ang
pagpunta roon ay parang pagtakas patungo sa isang makabagong mundo
at ito ang pinakamahalagang alaala niya sa kanyang unang aklatan.

Name Class Date
(p. 439)
SHERMAN ALEXIE
Sherman Alexie
Alexie
Alexie
Alexie
Alexie
Alexie
Sherman Alexie
NIKKI GIOVANNI

Name Class Date

Sipmann avk Mwen SHERMAN ALEXIE
Sherman Alexie, yon ot Endyen, ap dekri kijan li aprann li pandan li t ap

grandi nan yon rezv endyen. Alexie te eritye lanmou papa li pou lekti. L
ap dekri plezi li l li reyalize yon paragraf se te yon kloti ki te kenbe mo.
Alexie te aprann li nan f imaj ak mo koresponn nan yon liv ti komik
Sipmann. Alexie santi pandan anfans li, lekl nan rezv endyen yo pa t f
ase pou ankouraje elv li. Km rezilta, anpil nan kamarad klas Alexie yo pa
t f anpil ef pou aprann li, malgre yo te entlijan. Alexie, poukont, te li tout
bagay li te kapab met men sou li. Li di li te li anpil konsa paske Mwen t ap
eseye sove lavi mwen. Antan granmoun ak ekriven, Sherman Alexie
souvan ap vizite lekl ki nan rezv endyen yo. Li santi elv ki la yo resevwa
plis ankourajman pou lekti kounye a. Sa f li kontan.
Premye Souvni Mwen (Sou Bibliyotek) NIKKI GIOVANNI
Moun k ap rakonte istwa a nan powm sa a deklare premye souvni li km

timoun se yon bibliyotk. Li sonje bibliyotk se te yon kote agreyab kote li
te toujou santi l byen akeyi. Lanp ap abajou vt ki te nan sant chak tab yo te
enpresyone li. Km timoun, li te panse mb nan bibliyotk la te gran yon
jan enkyetan. Men, souvni pi enptan li sou premye bibliyotk li se ale la a
se te tankou chape al nan yon nouvo monn.

Name Class Date

Superman thiab Kuv SHERMAN ALEXIE
Tus neeg keeb txawm American-Indian kws sau Sherman Alexie tau piav
tias nws kawm ntawv licas loj hlob nyob tom lub yeej Indian. Alexie tau
nws leej txiv txoj kev nyiam twm ntawv. Nws piav nws txoj kev nyiam
thaum nws paub tias ib kab ntawv yog ib daim laj kab khaws lus. Alexie
kawm twm ntawv los ntawm kev muab cov duab thiab cov lus sib dhos
nyob rau phau ntawv Superman cuav. Alexie xav tias nyob rau lub sij hawm
nws yau, tsev kawm ntawv tom yeej tsis muaj kev txhawb nqa txaus kom
menyuam kawm twm ntawv. Thaum kawg, Alexie cov phooj ywg kawm
tsis siv zog twm ntawv, txawm lawv muaj tswvyim los, pab tsis tau. Alexie,
ho tsis zoo li, twm txhua yam nws muab tau ntawm tes. Nws twm ntau
heev li vim Kuv sim tseg kuv txoj sia. Thaum nws laus thiab ua ib tug
kws sau ntawv, Sherman Alexie nquag mus xyuas cov tsev kawm nyob tej
yeej Indian. Nws xav tias tej tub kawm tod tam sim nov muaj kev txhawb
nqa ntau kom twm ntawv lawm. Qhov nov ua rau nws zoo siab heev.
Kuv Thawj Qhov Hlwb Cim Tseg (ntawm tus Neeg Ceev
Ntawv) NIKKI GIOVANNI
Tus piav dabneeg ntawm zaj pajhuam hais tias nws thawj qhov hlwb nco
tau thaum yau yog lub chaw saib ntawv. Nws nco tias qhov chaw saib
ntawv yog ib qhov chaw zoo uas nws ib txwm sov siab rau. Nws nyiam lub

teeb ntsuab ci rau nruab nrab ntawm cov rooj. Thaum me, nws pom tias cov
rooj tom chaw saib ntawv loj dhau thiab tsis zoo nkauj. Tabsis, qhov nws
nco tau tseemceeb tshaj ntawm nws thawj zaug tom chaw saib ntawv zoo ib
yam li khiav mus dim rau ib lub ntuj tshiab.

Name Class Date

Setting
Youve learned that setting is the time and place in which the events
of a literary work take place. The setting often helps create the mood,
or general feeling, of a story. Setting can also help reveal a theme, or
main idea, of a story.
Superman and Me and My First Memory (of Librarians) both
include details that describe when and where they take place. In both
selections, the setting helps the reader understand the overall theme.
ACT I V I T Y
Directions In the first column, list details about setting from Superman and Me and My
First Memory (of Librarians). In the second column, describe how these details affect the mood.
Setting Details How Mood is Affected

My First Memory (of Librarians) This makes the library seem serious
heavy wooden tables and reliable.
1. 2.
3. 4.
5. 6.

Name Class Date

Prepositions and Prepositional Phrases
A preposition is a word that connects a noun or a pronoun to another word in a
sentence. A compound preposition consists of more than one word.
I can meet you at the library. Eat vegetables instead of junk food.
A prepositional phrase is a group of words that begins with a preposition and ends
with a noun or pronoun called the object of the preposition.
We walked along the beach. They stood beside us.
COMMONLY USED PREPOSITIONS

about before during off to
above behind for on toward
across below from onto under
after beneath in out until
against beside inside outside up
along between into over upon
among beyond like since with

around by near through within
at down of throughout without
COMMONLY USED COMPOUND PREPOSITIONS

according to aside from in front of instead of
across from because of in place of on account of
along with far from in spite of on top of
ACT I VI T Y
Directions Write in each blank the preposition or compound preposition from the sentence.
1. Superman and Me is about a boy who

loves books.
2. According to the narrator, his interest was odd.
3. Nikki Giovanni wrote about libraries.

Name Class Date

1. How does the author of Superman and Me describe a paragraph?
2. In Superman and Me, why was the author seen as an oddity

instead of a prodigy?
3. How does the author describe himself?
4. In My First Memory (of Librarians) why do the chairs in the

library seem too low to the author?
5. What does the author of My First Memory (of Librarians)

describe as another world?

Name Class Date

Supermn y yo SHERMAN ALEXIE
Mi primer recuerdo (de los bibliotecarios) NIKKI GIOVANNI
1. Cmo describe un prrafo el autor de Supermn y yo?
2. En Supermn y yo, por qu se ve el autor como una cosa rara

en lugar de verse como un prodigio?
3. Cmo se describe a s mismo el autor?
4. En Mi primer recuerdo (de los bibliotecarios) por qu le parecen

a la autora muy bajas las sillas de la biblioteca?
5. Qu describe la autora de Mi primer recuerdo (de los

bibliotecarios) como otro mundo?

Name Class Date
Spelling Practice
Spelling Unstressed Vowels
An unstressed vowel is a vowel sound that is not emphasized when
the word is spoken. For example, the second syllable (i) in sim-i-lar is
an unstressed vowel sound. If you are not sure which vowel to use
when spelling an unstressed syllable, think of a similar word. In the
word reltive, is the missing letter a, e, i, o, or u? Think of the word
relation, which uses the vowel a, to spell the word relative.
ACT I V I T Y
Directions Write each word, adding the missing vowel or vowels.
1. humr
2. soltude
3. poetc
4. reptition
5. crystl
6. evdence
7. mircle
8. motvation
9. improbble
10. illumnated
11. pencl
12. brokn
13. attendnce
14. drmatic

Name Class Date
Writing Workshop (page 448)

Response to Literature
Graphic Organizer
To prepare your response to a poem, use this graphic organizer to
record evidence from the poem that supports your thesis. Consider
the following questions:
How does this poem answer the big question: What Makes Life
Good?
What is the overall tone of this poem?
What words and phrases help me understand the main idea and
tone of the poem?
Create a web diagram of text evidence that supports your

interpretation of the poem.
Text Evidence Text Evidence

Thesis
Text Evidence Text Evidence

Writing Workshop Rubric
Response to Literature
Thesis/Main
Organization Evidence Language Conclusion
Idea
6 Presents the Organizes the Consistently Consistently Conclusion is
thesis, or main essay around includes text uses precise especially
idea, of the essay several clear, evidence from the and vivid effective at
in the insightful ideas. literary selection to language to linking back to
introduction and support each idea help the reader the thesis of
makes an honest and to show understand the the essay.
and insightful understanding of interpretation.
point about the the text.
piece.
5 Presents the Organizes the Frequently includes Uses several Conclusion is

thesis, or main essay around text evidence from examples of effective at
idea, of the essay several clear the literary selection precise and linking back to
in the ideas. to support ideas and vivid language the thesis of
introduction and to show to help the the essay.
makes a understanding of reader
thoughtful point the text. understand the
about the piece. interpretation.
4 Presents the Organizes the Includes text Uses some Conclusion

thesis, or main essay around evidence from the examples of links back to
idea, of the essay several ideas. literary selection to precise and the thesis of
in the support most ideas vivid language the essay.
introduction and and to show to help the
makes a point understanding of reader
about the piece. the text. understand the
interpretation.
3 Presents the Organizes the Includes text Uses a few Conclusion

thesis, or main essay around a evidence from the examples of does not
idea, of the essay few ideas. literary selection to precise and entirely link
in the support some ideas vivid language back to the

introduction. and to show to help the thesis of the
understanding of reader essay.
the text. understand the
interpretation.
2 Does not present Organizes the Rarely includes text Rarely uses Conclusion
the thesis, or essay around evidence from the precise and barely links
main idea, of the one or two literary selection to vivid language back to the
essay in the ideas. support ideas and to to help the thesis of the
introduction. show understanding reader essay.
of the text. understand the
interpretation.
1 Essay lacks a Does not Does not include Does not use Conclusion is
thesis. organize ideas. text evidence from precise and absent.
the literary selection vivid language
to support ideas or to help the
to show reader
understanding of understand the
the text. interpretation.

Writing Workshop Checklists
Writing Process Checklist
The student made a prewriting plan.
The student discussed the draft with a partner of a small group.
The student contributed questions and suggestions to other
writers.
The student revised the draft.
The student proofread the final draft.
Good Writing Traits Checklist

Word Choice
Expressive verbs are used to show action.
Vivid words are used to create word pictures in the readers mind.
Precise words are used to explain ideas simply and clearly.

Name Class Date
Speaking, Listening, and Viewing (page 454)

Oral Response to Literature
Holding a Panel Discussion
In a panel discussion, several panelists take turns giving their
opinions about the topic. Then they take questions from the audience.
Audience members may address their questions to one, more, or even
all of the panelists. The panelists who are addressed respond to the
audience. Sometimes other panelists comment on what is said.
ACT I V I T Y
Directions With a small group, develop a panel discussion about how the poems in Unit 3
answer the Big Question: What Makes Life Good? Panel members should discuss different
poems and be able to explain how they all relate to the Big Question.
1. Each panel member should be an expert on a certain poem. Work
with the members of your panel to decide who will focus on which
poem. List panel members and their chosen poems here.
2. Read through the poems you plan to discuss, taking notes on how
they answer the Big Question. Take this opportunity to ask one
another questions about anything in the poem that you do not
understand or that you want to hear another persons opinion on.
Record any new or interesting ideas here.

Name Class Date
Holding a Panel Discussion, cont.

3. Plan what you will say about your chosen poem when it is your
turn to talk on the panel. Work with your fellow panelists as
necessary to prepare parts of your presentation.
Opening Remarks
How the Poem Answers the Big Question
Support: Details and Quotations From the Poem
4. Rehearse your presentation with your fellow panel members in the

same order youll appear in when you have an audience. Write any

questions or suggestions for your fellow panelists here. Consider
how these questions and suggestions apply to your own
presentation.
5. Discuss questions that the audience may ask the panel as a group or
individually. Find phrases from the poem that reflect the tone and
support your main idea so that you can refer to them during your
presentation. Write questions and answers here.

Speaking, Listening, and Viewing Rubric
Oral Response to Literature
Speaking Pace and

Speaking Gestures Eye Contact
Style Volume
6 Consistently Effectively Effectively Consistently Makes eye
speaks clearly adjusts speaking changes the tone, uses gestures to contact with
and precisely. style to help pace, and direct and audience
audience volume of maintain the throughout
distinguish speaking to audiences entire
between ideas emphasize attention to presentation.
and quoted important ideas specific points.
material from in the
5 Frequently Frequently Frequently Frequently uses Makes eye

speaks clearly adjusts speaking adapts the tone, gestures to direct contact with
and precisely. style to help pace, and and maintain the audience
audience volume of audiences through most of
distinguish speaking to attention to presentation.
between ideas emphasize specific points.
and quoted important ideas
material from in the
4 Speaks clearly Sometimes Sometimes Adequately uses Makes eye

and precisely. adjusts speaking changes the tone, gestures to contact with
style to help pace, or volume maintain the audience
audience of speaking to audiences through some of
distinguish emphasize attention. presentation.
between ideas certain ideas in
and quoted the
material from interpretation.
the text.
3 Sometimes Adjusts speaking Changes the Uses some Makes eye

speaks clearly style at times, tone, pace, or gestures but not contact with
and precisely. but may not help volume of effectively audience a few
audience speaking at enough to times during
distinguish times but may consistently presentation.
between ideas not emphasize maintain the
and quoted ideas in the audiences
material from interpretation. attention.
the text.
2 Rarely speaks Rarely adjusts Rarely changes Uses few Makes eye
clearly and speaking style the tone, pace, or gestures and is contact with
precisely. and does not volume of unable to audience only
help audience speaking and maintain the once or twice
distinguish has difficulty audiences during
between ideas emphasizing attention. presentation.
and quoted ideas in the
material from interpretation.
the text.
1 Does not speak Does not adjust Does not change Does not use Does not make
clearly and speaking style. the tone, pace, or gestures. eye contact with
precisely. volume of audience.
speaking.

Name Class Date
Two-Column Table Graphic Organizer

Name Class Date
Three-Column Table Graphic Organizer


Name Class Date
Three-Column Grid Graphic Organizer

Name Class Date
Sequence Graphic Organizer


Name Class Date
Supporting Details Graphic Organizer

Name Class Date
Cluster Graphic Organizer


Name Class Date
If-Then Graphic Organizer


Name Class Date
Compare-and-Contrast Graphic Organizer

How Alike?
How Different?


Name Class Date
Venn Diagram

Name Class Date
Triple Venn Diagram


Answers
Unit 3 Answers 7. Even if death is always part of life, we can live
some days as if it is not.
Unit Introduction In column three, students should select a line
Answers will vary. The story or poem should from each stanza and explain how it
incorporate each item from the table on the contributes to the meaning of the stanza.
previous page.
Grammar Practice
The Big Question School-to-Home 1. herself or himself
2. himself
Connection 3. themselves
Answers will vary. Answers should show that 4. itself
students interviewed and took notes while 5. ourselves
discussing the questions with one or two people 6. himself
at home or that they completed an appropriate 7. herself
poem or free-writing activity. 8. themselves
Challenge Planner Selection Quick Check
Answers will vary. Students planners should
1. A brown paper bag of peaches is bought from
show that they have chosen a topic and a project
the boy at the bend in the road.
and have taken the steps necessary to complete
2. It is summertime in the poem.
the project.
3. The dusty skin of the peach is eaten because it
Academic Vocabulary Development is the familiar dust of summer.
Answers will vary. Students should demonstrate 4. The author wants to carry within what is
their understanding of each of the academic loved, such as the memory of eating the peach.
vocabulary words as well as of the concepts in the 5. Death is always in the background.
selections.
Three Haiku
Literary Element
Part 1: Appreciating Nature
Students should choose two examples of imagery
English Language Coach from the haiku and accurately state which sense
Answers may vary. Sample answers: or senses the imagery appeals to. Emotions and

1. in; inside moods should show an understanding of how
2. of imagery affects the reader.
3. across; on; on top of; over; upon
4. (1) of (2) beneath; under Grammar Practice
5. (1) far from 1. Which
6. (1) across; over (2) against 2. Who
3. Whose
From Blossoms 4. What
Literary Element 5. Whose
Sample answers: 6. What
1. The peaches we bought at the roadside fruit 7. Whom
stand came from the blossoms of the peach 8. What
tree. 9. Which
3. The hands that pick the peaches from the tree 10. Who
and the fellowship of the peaches in the bins
makes the peaches succulent, and we even eat Selection Quick Check
the dust on the peach skin because it reminds 1. The yellow quilt is laid across Grandmothers
us of summer. knees.
5. If only we could carry sweet memories within 2. The author describes the sun as kindly.
us and hold them and taste them like a peach. 3. The author is going on a journey.
4. It is nighttime.
5. The song of the cuckoo is heard.

Answers
Where Mountain Lion Lay Down 4. The ocean has whitecaps when Mrs. Wind
with Deer passes over the ocean and calls her lost
Literary Element children.
Answers will vary. Students answers should cite 5. When there is a storm on the water,
specific examples of repetition, strong images, Mrs. Wind and Mrs. Water are fighting over
and line arrangement from the poem. Feelings the children.
and observations should reflect in detail how the
examples bring forth meaning and emotion in the Part 2: Finding Humor and Delight
reader. English Language Coach
Reading Strategy 1. They; subject
Answers will vary. 2. him; object
3. It; subject
Grammar Practice 4. them; object
1. strong 5. We; subject
2. hopeful 6. You; subject
3. legendary 7. it; object
4. yellow 8. us; object
5. old
6. distant from An American Childhood
Literary Element
Selection Quick Check Sample answers for the first row:
1. The sense of smell is used to describe the 1. The author describes her iceball as the perfect
wind. iceball, from perfectly white snow, perfectly
2. The speaker is returning up the mountain spherical, and squeezed perfectly translucent
from which the speaker descended. so no snow remained all the way through.
3. The speaker can see the wind moving the tall 2. The authors tone is humorous and proud.
yellow flowers.
4. The story of the speakers birth is described. Reading Strategy
Answers will vary, but they should convey how
Why the Waves Have Whitecaps the authors style is descriptive, conversational,
Literary Element rich with humor, and suspenseful. Sample

Answers will vary. Student should give examples answers for the first row:
from the text of the specified element of style and 1. The author uses sentence structure to convey
explain the authors purpose for using the her feelings.
element of style. 2. I was seven; the boys were eight, nine, and
ten.
Grammar Practice
3. This sentence structure shows that the
1. The author Zora Neale Hurston is American.
authors age difference makes her stand out.
2. This is a legend that tells an African tale.
3. Northern winds came across the water. Selection Vocabulary Practice
4. Which of the Chinese stories do you like best? EXERCISE A
Selection Quick Check 1. wholeheartedly
1. Mrs. Wind and Mrs. Water like to talk about 2. prolong
their children. 3. obscure
2. Mrs. Water hates Mrs. Winds children 4. solitude
because Mrs. Wind talks about them too 5. embarked
much.
3. Mrs. Water drowned Mrs. Winds children.

Answers
EXERCISE B Selection Quick Check
1. solitude 1. The passage is about the positive health
2. wholeheartedly benefits of laughter and how laughter can help
3. obscure prevent some medical problems.
4. prolong 2. Laughter increases heart activity and
5. embarked stimulates circulation. It can also be good for
the lungs, muscles, and digestive system.
EXERCISE C
3. Laughter can prevent hormones that hurt the
Answers will vary. Students should write in
immune system from being released, and it
paragraph format what they think the man who
also helps the body make what it needs to
caught the speaker and her friend said. Students
fight disease.
should correctly use at least three vocabulary
4. Laughter programs are used because
words in their paragraphs.
laughing helps the body handle pain.
Vocabulary Strategy Genre Focus
1. definition: to follow with something more 1. The structure is two stanzas, six lines each.
significant; another meaning: a head covering 2. Answers will vary. Sample answer: Birds
2. definition: marked off an area; another peeping appeals to the readers sense of
meaning: to fasten up with stakes sound.
3. definition: skip a turn or chance; another 3. Yes, the poem uses rhyme and sound devices.
meaning: to go away For example, dripping and ripping is an
Grammar Practice example of rhyme. Bugs buzzin is an
1. fastest example of onomatopoeia.
2. harder 4. The structure of From Blossoms is four
3. deeper stanzas, with five lines each in the first two
4. coldest stanzas and six lines each in the last two
5. slower stanzas. The structure of Birds Circling at
6. better Dusk is haiku, with three lines (five syllables
7. toughest in the first and third lines, seven syllables in
the second line). Answers for the remaining

Selection Quick Check poetry elements will vary. Students
1. If you hesitated in fear, you would get hurt. observations should reflect accurate analysis of
2. The boys let the author play baseball with the poems.
them because she had a boys arm.
3. In the winter, the author would throw Summer
snowballs at passing cars with the boys in her Literary Element
neighborhood. Sample answers for the first column:
4. When the kids hit the Buick with snowballs, 1. u sound in buzzin and cousin 3. days
the driver got out and chased them. following an adjective like love or lazy 5. r
5. The author was impressed because the man sound in running and ripping
who chased them didnt give up until he Students entries in the second column should
caught them. clearly relate to the example in the first.
Observations should relate to the overall feeling
TIME: The Giggle Prescription and meaning of the poem.
Reading Strategy
Answers will vary. Students should list main ideas Grammar Practice
from the text, such as laughing for a few seconds 1. more lazy
might have the same effect on the body as one 2. most careful
minute of aerobic exercise, or laughing can reduce 3. least juicy
stress and protect people against heart attacks. 4. less cold
Students should list facts from the text that clearly 5. most fun
relate to the main ideas. Students evaluation of the 6. least likeable
evidence should be logical and show an 7. more helpful
understanding of the main idea and the facts.

Answers
Selection Quick Check Selection Quick Check
1. The speaker likes hot days. 1. The speaker believes that everything is a
2. Sweat is what you got days is repeated in miracle.
the poem. 2. The poet sees the honeybees busy around the
3. The daisies are beaming and dreaming as hive as one of the miracles.
they lie. 3. He refers to spring.
4. The speaker also refers to hot days as catch 4. To the speaker, the sea is a continual miracle.
the one you love days.
The Tale of Kiko-Wiko
Dreams Literary Element
Literary Element Students responses will vary. Examples in the
Students responses will vary. A response for the first column should be concrete details from the
second box could discuss the contrast between story. Responses in the second column should
the words die and fly. A response for the include an explanation of why something is
fourth box should mention what the rhyme funny, and should not just state that something is
scheme isthe second and fourth lines of each funny. Responses in the third column should
stanza have end rhyme. relate to the entire story.
Grammar Practice Reading Skill
1. Those Sample responses for the first four frames follow:
2. this First frame: The narrator starts to tell the story,
3. That and Kiko-Wiko realizes that the story is about
4. These herself.
Second frame: The narrator and Kiko-Wiko start
Selection Quick Check to talk, and Kiko-Wiko points out that she
1. Hughes tells the reader to hold fast to doesnt have to play herself in the story.
dreams. Third frame: The narrator and Kiko-Wiko argue.
2. If dreams die, life would be like a broken- Fourth frame: The narrator announces the
winged bird, according to Hughes. entrance of an ogre, but the ogre does not scare
3. Hughes describes the field as barren, and Kiko-Wiko.
Frozen with snow.
4. The line that is repeated in the poem is Hold Vocabulary Strategy

fast to dreams. 1. to be in charge
5. Hughes compares life to a broken-winged 2. to pretend to be against something
bird and a barren field. 3. to make a situation worse
4. to get very angry, lose control
Miracles
Literary Element Grammar Practice
Sample answers for the first row: 1. excited
1. Why, who makes much of a miracle? 2. confused
2. The m sound is repeated in this line. 3. always
4. insulted
Grammar Practice 5. happy
1. very 6. annoyed
2. there 7. frustrated
3. later 8. ruins
4. enthusiastically 9. funny
5. busily 10. silly
6. very
7. softly

Answers
Selection Quick Check A Crush
1. He says the second one is not any scarier than Literary Element
he is. Answers will vary. Students should list symbols
2. She says she knew she should have insisted on from the story and provide a logical explanation
more creative control. of the symbols meaning and the importance of
3. She decides it is not worth hanging around each symbol to the story. Students might list the
after the narrator quits. following symbols: Delores tattoo; the Avon lady;
4. He is wondering if he is going to be paid or the Burpee seeds; the flowers; the black soil in the
not. garden; the moment when Jack handed the empty
seed packages over to Ernie; the moment when
Part 3: Love and Friendship Delores began wearing bracelets; the lavender
English Language Coach light; etc.
1. V, A, homophones Reading Strategy
2. N, N, homophones Answers will vary. Students should list characters
3. N, V, homographs from the story and write details about those
4. N, V, homographs characters. Students conclusions should be
5. N, N, homographs logical and clearly relate to the details they
6. A, V, homophones identified from the story and any knowledge that
Annabel Lee they might have.
Literary Element Selection Vocabulary Practice
1. The ngels not hlf so hppy in haven/Went EXERCISE A
nvying hr and m 1. synonyms
2. Answers will vary, but students responses 2. synonyms
might be that the choppy rhythm represents 3. antonyms
the separation of Annabel Lee and the 4. antonyms
speaker. 5. synonyms
3. Of my drling, my drling, my lfe and
my brde EXERCISE B
4. Answers will vary, but students responses 1. speculation

might be that the rhythm reinforces the pain 2. discreetly
and loss that the speaker feels for his love, but 3. illuminated
it also represents the idea that their love will 4. excess
go on and on. 5. improbable
Reading Strategy EXERCISE C
Answers will vary. Students responses should Answers will vary. In paragraph format, students
clearly and logically reflect the images used in the should describe from Doloress perspective what
poem and show an understanding of the they think of the flowers and how seeing them
speakers thoughts. every morning makes them feel. They also should
discuss whether they think someone is giving them
Grammar Practice the flowers and if so, who that person might be.
1. farther away Students should use all five vocabulary words
2. look more closely correctly in their paragraphs.
3. think most favorably
Vocabulary Strategy
Selection Quick Check 1. not
1. Her only thought was to love and be loved by 2. a thing or object used for something
him. 3. thoroughly
2. She lived in a kingdom by the see.
3. He thinks that the angels envied the love
between the two of them.
4. The beaming moon brings him dreams of
Annabel Lee.
5. He sees her bright eyes when the stars rise.

Answers
Grammar Practice Superman and Me and My First
1. peacefully Memory (of Librarians)
2. diligent Literary Element
3. colorful Sample responses for the first column for
4. possibly Superman and Me are eastern Washington
5. slowly state, piles of books, school classroom with a non-
6. beautiful Indian teacher, or books about the Kennedy
7. well Assassination, Watergate, and the Vietnam War.
Selection Quick Check Sample responses for the first column for My
1. Everyone wonders who is sending the flowers First Memory (of Librarians) are a big room,
to Stans Hardware. heavy oak chairs, bankers lights, semicircle desk,
2. They think she should fix herself up. or a magazine rack. Answers in the second
3. He is developmentally disabled, and his column will vary.
mother has died. Grammar Practice
4. His first friend is Jack, a college student who 1. about
works at the group home. 2. According to
5. They plan to grow violets under artificial light 3. about
in the basement.
Selection Quick Check
The Luckiest Time of All 1. The author describes a paragraph as a fence
Literary Element that held words.
Students responses will vary but should be based 2. The author was seen as an oddity because he
on concrete examples from the text. was a smart Indian boy living on a
Grammar Practice reservation.
1. anything 3. The author describes himself as smart,
2. were arrogant, and lucky.
3. wasnt 4. The chairs seemed too low because the author
4. ever was short.
5. will 5. The author describes all those books as
another world.
Selection Quick Check
1. Elzie and Ovella wanted to join the circus so
Spelling Practice
1. humor
that they could travel and see the world.
2. solitude
2. When Elzie hit the dog with her lucky stone,
3. poetic
the dog chased her.
4. repetition
3. Elzie met Amos Pickens when he stopped the
5. crystal
dog from chasing her.
6. evidence
4. Amos followed Elzie and Ovella home to
7. miracle
make sure they were safe.
8. motivation
5. Tee thinks her grandmothers stone is unlucky
9. improbable
because it almost got her bitten by a dog.
10. illuminated
Comparing Literature Graphic 11. pencil
Organizer 12. broken
Students diagrams should show an 13. attendance
understanding of both the similarities and the 14. dramatic
differences in the settings of the two selections.
Students should also tell how the settings
contribute to the themes.

Answers
Writing Workshop Graphic Organizer
Students responses should provide a thesis
statement and examples from the poem that
support the thesis statement.
Speaking, Listening, and Viewing
Answers will vary. Students should address each
of the questions with thoughtful, detailed
responses as they prepare their panel discussion.

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UNIT 3

Copyright by The McGraw-Hill Companies, Inc.

Send all inquiries to:

Printed in the United States of America.

Part 1: Appreciating Nature

Why the Waves Have Whitecaps . . . . . . . . . . . . . . . . . 5261

Part 2: Finding Humor and Delight

Part 3: Love and Friendship

Unit Resources Course 2, Unit 3 iii

Copyright by The McGraw-Hill Companies, Inc.

iv Course 2, Unit 3 Unit Resources

What Makes Life Good? (page 348)

Unit Resources Course 2, Unit 3 1

Copyright by The McGraw-Hill Companies, Inc.

2 Course 2, Unit 3 Unit Resources

The Big Question Foldable

you will take on index cards.

Step 4 On the front of the Foldable, list all

Unit Resources Course 2, Unit 3 3

The Big Question Foldable

Copyright by The McGraw-Hill Companies, Inc.

4 Course 2, Unit 3 Unit Resources

The Big Question

ACT I V I T Y: Narrative Poem

2. Work together to write a short narrative poem about the memory.

ACT I V I T Y: Free Writing

Unit Resources Course 2, Unit 3 5

ACT I VI DAD : Encuesta

ACT I VI DAD : Poema narrativo

Copyright by The McGraw-Hill Companies, Inc.

ACT I VI DAD : Redaccin libre

6 Course 2, Unit 3 Unit Resources

Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Unit Resources Course 2, Unit 3 7

Ang Mahalagang Tanong

GAWAIN : Nagkukuwentong Tul

Copyright by The McGraw-Hill Companies, Inc.

GAWAIN : Malayang Pagsusulat

8 Course 2, Unit 3 Unit Resources

Unit Resources Course 2, Unit 3 9

Koneksyon ant lekl ak lakay ak yon Gwo

AKT I VI T E : Powm naratif

Copyright by The McGraw-Hill Companies, Inc.

AKT I VI T E : Ekriti lib

10 Course 2, Unit 3 Unit Resources

Zaj Lus Nug Loj

DEJN UM: Sau Ywjsiab

Unit Resources Course 2, Unit 3 11

Section A. Choose a Topic

Copyright by The McGraw-Hill Companies, Inc.

12 Course 2, Unit 3 Unit Resources

Section B. Choose a Project

include music that reminds you of the intensity and excitement of

Unit Resources Course 2, Unit 3 13

Section C. Make a Plan

Project due date

Copyright by The McGraw-Hill Companies, Inc.

6. At this meeting or for your own project, determine whether there

14 Course 2, Unit 3 Unit Resources

8. Do your research. Take notes, and jot down ideas.

Details and examples complete.

Unit Resources Course 2, Unit 3 15

Academic Vocabulary Development