U6 UR c2 PDF

UNIT 6
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 6: Why Share Stories?
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 . . . . . . . . . . . . . . . .1617
Part 1: Entertainment
English Language Coach, Part 1 . . . . . . . . . . . . . . . . . . . . . 19
TIME: Ah, Wilderness! . . . . . . . . . . . . . . . . . . . . . . . 2028
The Miraculous Eclipse . . . . . . . . . . . . . . . . . . . . . . . 2941
Part 2: Messages and Lessons

Genre Focus: Drama. . . . . . . . . . . . . . . . . . . . . . . . . 4344

English Language Coach, Part 2 . . . . . . . . . . . . . . . . . . . . .45
The Monsters Are Due on Maple Street, Act 1 . . . . . . . . . 4658
The Monsters Are Due on Maple Street, Act 2 . . . . . . . . . 5971
The Bird Like No Other . . . . . . . . . . . . . . . . . . . . . . . 7284
There Will Come Soft Rains . . . . . . . . . . . . . . . . . . . . 8597
Missing; Birdfoots Grampa . . . . . . . . . . . . . . . . . . . . 98109
Comparing Literature Graphic Organizer . . . . . . . . . . . . . . . 110
Echo and Narcissus; Orpheus, the Great Musician . . . . . . 111120
Spelling Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Writing Workshop Graphic Organizer. . . . . . . . . . . . . . . . . 122
Writing Workshop Rubric. . . . . . . . . . . . . . . . . . . . . . . . 123
Writing Workshop Checklists . . . . . . . . . . . . . . . . . . . . . 124
Speaking, Listening, and Viewing Activities . . . . . . . . . . 125126
Unit Resources Course 2, Unit 6 iii

Speaking, Listening, and Viewing Workshop Rubric . . . . . . . . 127
Active Reading Graphic Organizers . . . . . . . . . . . . . . . 128137
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138143
iv Course 2, Unit 6 Unit Resources

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Why Share Stories? (page 756)

Introduction
We share stories for many reasons. Sometimes we share them just for
fun. We also share stories to keep the past alive and preserve our
memories. Through storytelling, we can even share words of wisdom
and comfort. As you read the selections in this unit, think about the
reasons that people share stories: to entertain, and to teach messages
and lessons.
ACT I V I T Y
Directions Complete the first two steps in the space provided, and then work with a partner to
finish the activity.
1. Write a brief story in the space below. It could be about something
that happened in the past or about a topic that you enjoy.
2. Why might you share this story with someone? List as many
reasons as you like.
Unit Resources Course 2, Unit 6 1

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Directions Share your story with a partner. After reading your partners story, answer the
questions below.
3. In the space below, write a summary of your partners story.
4. Use the Venn diagram below to compare your reasons for sharing
your story with your partners reasons for sharing his or her story.
My Reasons My Partners Reasons
2 Course 2, Unit 6 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 Stack three or four sheets of paper Step 3 Follow steps 1 and 2 again to make
with their top edges about a half- a second set of tabbed pages.
inch apart. These top edges will be Then place the two sets of tabbed
tabs, so be sure to keep them pages back-to-back and staple
straight. them together at the bottom.
Step 2 Fold up the bottom edges of the Step 4 On the top page of one side of the
papers to form six or seven tabs. tabbed pages, write the unit
Align the edges so that all of the number and the Big Question.
layers or tabs are the same Then, working your way up, label
distance apart. Crease the bottom the tabs in order with the titles of
tightly. the reading selections in the unit.
Use both tabbed sides.
Step 5 Below each title, write
My Purpose for Reading.
A third of the way down from that,
write the label The Big Question.

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The Big Question Foldable

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The Big Question

School-to-Home Connection
Unit 6 focuses on the Big Question: Why Share Stories? Throughout
the unit, you will learn about the power of storytelling. 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: Sharing Stories

Directions For each prompt below, ask a family member or another adult for his or her first
thoughts. Record the responses on a separate sheet of paper.
1. Favorite Memory
2. Most Important Accomplishment
3. Most Difficult Challenge
Do any of the responses surprise you? Why or why not?
ACT I V I T Y: Point of View

Directions Think of an important event that you or another family or community member
attended together, such as a neighborhood barbecue or a siblings graduation.
1. On a separate sheet of paper, draw a chart with two columns. Label
the left column Your Memory of Event and label the right
column Adults Memory of Event.
2. In the left column, write your memory of the event.
3. In the right column, ask a family member who attended this same
event to write his or her memories of the event. Do not allow this
person to read your entry before writing.
How do these two versions of the same story compare? Why might they differ?
ACT I V I T Y: Community Historian

1. Talk with a family or community member about different family
and neighborhood gatherings over the years. Is one story told over
and over again at every gathering?
2. Record the story on another sheet of paper. Remember to include
descriptive details and any quotations that are necessary parts of
the story.

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La pregunta importante
Enlace entre la escuela y la casa
La Unidad 6 se concentra en la Pregunta importante: Por qu
contamos historias? En esta unidad aprenders la importancia de
contar historias. Antes de preparar tu respuesta, averigua qu piensan
tus padres u otros adultos. Escoge una de las siguientes actividades
para hacer en tu hogar.
ACT I VI DAD : Compartamos historias

Instrucciones Pdele a un miembro de tu familia u otro adulto que te diga lo primero que se le
viene a la mente cuando escucha lo siguiente.
1. Tu recuerdo preferido
2. Tu logro ms importante
3. Tu reto ms difcil
Anota sus respuestas en una hoja aparte:
Te sorprenden algunas de sus respuestas? Por qu s o por qu no?
ACT I VI DAD : Punto de vista

Instrucciones Piensa en algn evento importante al que hayas asistido t con un miembro
de tu familia o de la comunidad. Por ejemplo: una fiesta en el vecindario o la ceremonia de
graduacin de algn hermano o hermana.

1. En una hoja aparte, haz una tabla con dos columnas. Rotula la
columna izquierda Mi recuerdo del evento y la derecha
Recuerdo del adulto.
2. Escribe tu recuerdo en la columna de la izquierda.
3. Pdele a la persona que estuvo en ese suceso que escriba su
recuerdo en la columna de la derecha. No dejes que la otra persona
lea lo que escribiste.
En qu se parecen las dos versiones de la misma historia? En qu se diferencian?
ACT I VI DAD : Historiador de la comunidad

1. Habla con algn miembro de la familia o de la comunidad sobre
diferentes reuniones de familia o del vecindario de aos pasados.
Hay alguna historia que repiten una y otra vez siempre que se
renen?
2. Anota la historia en otra hoja. Recuerda escribir detalles
descriptivos y las citas textuales que sean necesarias por que
forman parte de la historia.

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Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Chng 6 tap trung vao Cau Hoi Chnh sau: Tai sao lai chia se nhng
cau truyen? Trong ca bai nay, cac em se tm hieu sc manh cua viec ke
chuyen. Trc khi chuan b cac cau tra li cua mnh cho Cau Hoi Chnh,
hay tm hieu xem cha me em hoac nhng ngi ln khac ngh g. Chon
mot trong cac hoat ong sau ay e lam tai nha.
H OA T O N G : Chia Se Nh n g Ca u Truye n
Vi moi gi y di ay, hay hoi mot thanh vien trong gia nh hoac mot
ngi ln khac ve nhng suy ngh au tien cua ngi o.
Ghi cac cau tra li vao mot t giay rieng.
Ky c Yeu Thch Nhat
Thanh Cong Quan Trong Nhat
Thach Thc Kho Khan Nhat
Co cau tra li nao lam em ngac nhien khong? Tai sao co, tai sao khong?
H OA T O N G : Quan ie m
Hay ngh ve mot s kien quan trong ma em va mot thanh vien gia nh
hay mot thanh vien trong cong ong a cung tham gia, v du nh tiec
nng ngoai tri hay le tot nghiep cua mot anh ch em ruot.
Lap mot bang co hai cot tren mot t giay rieng. at ten cho cot ben
trai la Ky c Cua Em Ve S Kien va cot ben phai la Ky c Cua
Ngi Ln Ve S Kien.
cot ben trai, ghi lai ky c cua em ve s kien o.
cot ben phai, hay yeu cau mot thanh vien trong gia nh tng tham
gia cung s kien o viet ve cac ky c cua mnh ve s kien. Khong
cho phep ngi nay oc phan viet cua em trc khi ho viet ve ky c
cua chnh mnh.

Hai phan viet ve cung mot cau truyen nay giong khac nhau the nao? Tai
sao chung co the khac nhau?
H OA T O N G : Nha Lch S Ve Co n g o n g
Noi chuyen vi mot thanh vien trong gia nh hay cong ong ve cac
buoi tu hop khac nhau cua gia nh va khu xom trong nhng nam
qua. Co cau truyen nao c ke i ke lai moi lan tu hop khong?
Ghi lai cau truyen vao mot t giay rieng. Nh viet ca cac chi tiet mieu
ta va bat c li trch dan nao la phan can thiet cua cau truyen.

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Ang Mahalagang Tanong

Kaugnayan ng Paaralan sa Tahanan
Binibigyan-diin ng Yunit 6 ang Mahalagang Tanong: Para saan ang mga
kuwento? Sa buong yunit, matutunan mo ang kapangyarihan ng
pagkukuwento. Bago mo ihanda ang iyong mga sariling sagot sa
Mahalagang Kuru-kuro, 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 : Ang Pagkukuwento

Para sa bawat prompt sa ibab, hilingin ang isang kapamilya o ibang
nakatatanda na sabihin ang kanyang iniisip.
Isulat ang mga sagot sa isang hiwalay na papel.
Paboritong Alaala
Pinakamahalagang Natupad
Pinakamahirap na Paghamon
Nagulat ka ba sa alinman sa mga sagot? Bakit o bakit hindi?
GAWAIN : Paniwala
Pag-isipan ang isang importanteng pangyayari na sabay ninyong
pinuntahan ng isang kapamilya o miyembro ng komunidad, tulad ng
barbecue sa kapitbahayan o pagtataps sa paaralan ng isang kapatid.
Sa isang hiwalay na papel, gumawa ng chart na may dalawang hanay. Sa
kaliwang hanay, isulat ang Ang Naaalala Mo Tungkol sa Pangyayari at

sa kanang hanay, isulat ang Ang Naaalala ng Nakatatanda Tungkol sa
Pangyayari.
Sa kaliwang hanay, isulat ang naalala mo tungkol sa pangyayari.
Sa kanang hanay, tanungin ang isang kapamilya na nagpunta sa
parehong pangyayari na isulat ang naaalala niya tungkol sa pangyayari.
Huwag pahintulutan ang taong ito na mabasa ang iyong sinulat bago
siya magsulat.
Paano nagkakaiba ang dalawang bersiyon ng parehong kuwento? Bakit sila

maaaring mag-iba?
GAWAIN : Manunulat ng Kasaysayan ng Komunidad

Kausapin ang isang kapamilya o miyembro ng komunidad tungkol sa
ibat-ibang mga salu-salo sa pamilya at kapitbahayan sa mga nakaraang
taon. Mayroon bang isang kuwento na paulit-ulit na kinukuwento sa
bawat salu-salo?
Isulat ang kuwento sa isang hiwalay na papel. Tandaang isama ang mga
paglalarawan at anumang mga bahaging sinipi na mga kinakailangang
bahagi ng kuwento.

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Koneksyon ant lekl ak lakay ak yon Gwo

Kesyon
Modil 6 santre sou Gwo Kesyon sa a: Pou kisa ou dwe pataje istwa ak
lt moun? Nan modil sa a, ou pral aprann jan rakonte istwa gen fs
ladan. Anvan w prepare repons 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 : Pataje istwa ak moun

Pou chak pwen ki anba yo, mande yon moun nan fanmi w oswa
yon lt granmoun kisa ki premye vin nan lide l.
Ekri repons yo sou yon fy papye apa.
Pi bl souvni
Sa li reyalize ki pi enptan
Pi gwo defi
ske gen nan repons sa yo ki f w sezi? Pou kisa oubyen poukipa?
AKT I VI T E : Pwennvi
Eseye sonje yon evnman enptan oumenm oswa yon lt moun nan
fanmi w oubyen nan kominote pa w te asiste ansanm, tankou yon

babekyou ant vwazen oswa gradyasyon yon fr oubyen s.
Sou yon fy papye apa, f yon tablo ak de kolonn. Ekri Sa m sonje
nan evnman an nan koln agch lan epi ekri Sa granmoun lan
sonje nan evnman an nan kolonn adwat lan.
Nan kolonn agch la, ekri sa w sonje nan evnman an.
Nan kolonn adwat la, mande yon moun nan fanmi w ki te asiste
menm evnman sa a pou li ekri kisa limenm li sonje. Pa kite moun
sa a li sa w te ekri anvan an anvan li ekri pa l.
Konpare de vsyon nan menm evnman sa a? Pou kisa yo kapab pa menm?
AKT I VI T E : Istoryen kominote a

Pale ak yon moun nan fanmi w oswa nan kominote a sou diferan
rankont ki ft nan fanmi an oswa nan kominote a nan ane ki pase
yo. ske pa gen yon istwa an patikilye y ap rakonte toutan nan
chak rankont sa yo?
Ekri istwa a sou yon lt fy papye. Sonje pou w mete ladann tout
detay nan deskripsyon w f yo ak tout sitasyon ki oblije f pati istwa a.

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Zaj Lus Nug Loj

Tsev Kawm Ntawv-rau-Tsev Kev Txuas Lus
Nqe 6 tsom kwm rau zaj Lus Nug Loj: Vim licas thiaj piav dabneeg? Thoob
plaws nqe nov, koj yuav kawm txog lub zog ntawm kev hais dabneeg. 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: Piav Dabneeg
Rau txhua zaj lus nram nov, nug ib tus neeg hauv koj tsev neeg lossis ib
tus neeg loj txog lawv cov thawj tswvyim xav.
Sau cov lus teb rau ib daim ntawv dawb.
Zaj Tswvyim Zoo Tshaj

Homphiaj Tseemceeb Tshaj
Teebmeem Loj Tshaj
Puas muaj ib zaj ntawm cov lus teb ua rau koj ceeb tas? Vim licas ceeb lossis
tsis ceeb?
DEJN UM: Lub Zeem Muag
Xav txog ib yam txheejxwm tseemceeb uas koj lossis lwm tus hauv koj tsev
neeg lossis hauv zos tau mus koom uake, xws li koom ci nqaij noj lossis ua
koobtsheej kawm ntawv tiav.
Rau ib daim ntawv dawb, Tsim ib lub rooj kos nrog ob kem ntsug; tis
npe rau kem sab lauj ua Koj zaj tswvyim ntawm txheejxwm thiab tis
npe kem sab xis ua Neeg Loj zaj Tswvyim ntawm txheejxwm.
Hauv kem sab lauj, sau koj zaj tswvyim ntawm txheejxwm.
Hauv kem sab xis, hais kom ib tus neeg hauv koj tsev neeg uas tau nrog
koj koom hom txheejxwm ntawd sau nws zaj tswvyim ntawm txheejxwm.
Txhob cia nws nyeem koj cov tswvyim ua ntej nws sau nws li.
Muab ob zaj tswvyim ntawm ib hom txheejxwm nov sib piv tau licas? Vim
licas nkawd sib txawv tau?
DEJN UM: Kws Ceev Keebkwm
Tham nrog ib tus neeg hauv koj tsev lossis hauv zos txog lwm hom kev
sib sau hauv nruab zos cov xyoo dhau los. Puas muaj ib zaj dabneeg uas
keev raug hais tas zog txhua txhua zaus?
Sau zaj dabneeg rau ib daim ntawv dawb. Nco ntsoov xam cov txhim
teev thiab cov zaj lus ntawm lwm tus los txhawb koj zab dabneeg.

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Challenge Planner
The Unit 6 Challenge provides an opportunity to further explore the
Big Question: Why Share Stories? The topics listed below focus on
two main ideas: Entertainment, and Messages and Lessons.
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. There are several types of writing in this unit including drama,
poetry, short story, and nonfiction magazine article. Identify the
form of each selection and think about how the form affects the
story. Are certain forms better for sharing an entertaining story?
Are certain forms better for telling stories with a message?
2. Several selections in this unit contain lessons about human nature.
For example, The Monsters Are Due on Maple Street is about
how a group of people might react when they are afraid. Focus on
one selection that teaches a lesson on human nature. Think about
why the author wanted to teach that lesson in his or her writing.

3. Some of the authors in this unit use suspenseful writing to tell
their stories. Select two suspenseful selections from the unit and
examine what makes them compelling for the reader. Why do you
think the authors relied on suspense to entertain or send the
message of the story?
4. Several unit selections are set in time periods other than modern
times. Choose a selection that is set in the future or in the past.
Examine how the time period in which the story takes place is
used to make the story more effective.
5. Some authors in this unit write about the consequences of global
warming, pollution, or nuclear war. Choose a selection that has a
warning about the future. Think about the authors reasons for
telling his or her story. Do you agree with the author?

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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 1, for example, two authors could discuss why they
chose to write a play instead of a poem, or a short story instead of a
magazine article to tell their story.
2. Word Collage. Working with a group of people who have chosen
the same topic, present your points of view on your topic as a
visual or oral collage. For a visual collage, work together to create a
poster or other display of your groups written material. Be creative
about ways to link the content and display it so it is visually
appealing. For an oral collage, work together to present a reading
of your written material, including excerpts from selections. Using
topic 5, for example, you could create an oral collage about the
consequences of global warming.
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. For topic 3, for example, you could include
music that sounds suspenseful and dramatic.
4. Person on the Street. Choose three people to interview about a

question raised by your topic. Choose 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 2, for example, you might ask, How do you
cope with anger?
5. What-If Drama. Work with a group to create a short play in which
at least three unit authors interact. Start by forming a what-if
question. What would happen if authors X, Y, and Z lived as
neighbors on Maple Street? . . . spent a weekend at Aunt Emilys
cottage? . . . took a ferry along the river Styx? . . . spent an
afternoon jousting at King Arthurs court? Using topic 4, for
example, three authors could go camping in a Costa Rican cloud
forest reserve.

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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 a
characters attitude, the meaning of plot events, or how a story can
affect how we see the world around us.
Unit 6 Academic Vocabulary

coincidence n. the occurrence of events that happen at the same time by accident
environmental adj. related to the natural world or the conditions that affect the lives of
plants, animals, and people
objective adj. undistorted by emotion or personal bias
perceived v. noticed
random adj. having no specific pattern or purpose
ACT I VI T Y
Directions Use the boldface vocabulary words in your answers to these questions.
1. Find a selection in the unit in which events occur by coincidence.

Explain how the coincidence is important to the plot and outcome
of the story.
2. Ah, Wilderness! describes one familys efforts to conserve energy

and reduce its impact on the environment. Describe two examples
of activities in your home, school, or community that have
environmental effects. Explain whether the effects are negative or
positive.

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Academic Vocabulary, cont.

3. In the following passage from There Will Come Soft Rains, why
is the poem selected at random? Do you think Ray Bradbury, the
author of the story, selected the poem at random? Why or why not?
The voice said at last, Since you express no preference, I shall
select a poem at random. Quiet music rose to back the voice.
Sara Teasdale. As I recall, your favorite. . .
4. In the following quote from The Monsters Are Due on Maple

Street, Goodman perceived something that suddenly made him
change his tone of voice. Explain what he perceived and how you
know.
GOODMAN: You know really. . . this is for laughs. You know
what Im guilty of? [He laughs.] Im guilty of insomnia. Now
whats the penalty for insomnia? [At this point the laugh, the humor,
leaves his voice.] Did you hear what I said? I said it was insomnia.
[A pause as he looks around, then shouts.] I said it was insomnia!
You fools. You scared, frightened rabbits, you. Youre sick people,
do you know that? Youre sick peopleall of you!
5. In these lines from The Bird Like No Other, do you think Aunt
Emily has an objective attitude toward Colby? Explain.
His mother told her what happened, and Aunt Emily listened
with uncommitted little clucks. She wasnt any Solomon to
decide if it was more important to punish the bad than to keep
a promise to the good.

PART
1
Entertainment

Name Class Date
English Language Coach, Part 1

Conjunctions
A coordinating conjunction connects words or phrases in a sentence.
Many compound subjects, predicates, objects of direct propositions,
and sentences use coordinating conjunctions. The words and, but, or,
for, and nor are coordinating conjunctions. Such conjunctions can be
used in several ways.
Rain or snow is expected tomorrow. (compound subject)
Floodwaters reached the levee and overflowed it. (compound
predicate)
Angel called to Carla and Olivia. (compound object of a preposition)
I cant run fast, but I can run long distances. (compound sentence)
Correlative conjunctions are pairs of conjunctions. They include
both/and, either/or, neither/nor, and not only/but also.
Madeline not only plays hockey but also teaches it to younger
students. (compound predicate)
ACT I V I T Y
Directions The conjunction in each sentence is in italics. In the blank, write whether it joins
a compound subject (subj.), a compound predicate (pred.), a compound object of a preposition

(obj.), or a compound sentence (sent.).
1. Max and Finn Bailis live off the grid.
2. The Bailis family neither lives on a main road nor

uses electricity from the areas power company.
3. They have solar panels on their roof, and they often

have to use snowmobiles to drive to their cars.
4. They can get electricity from either wind or a

propane generator.
5. Hank hits his head and ends up in King Arthurs

Court.
6. Hank ends up in jail, but he is able to get out because

of the eclipse.
7. Hank and Clarence are in jail together.

Name Class Date
Summary/Resumen (p. 764)

TIME: Ah, Wilderness AMANDA HINNANT
The Bailis family home is in the austere mountain environment

outside Telluride, Colorado. This article shows how the Bailis family
has learned to live comfortably, but differently. They use computers,
televisions, and appliances just like other people. However, the Bailis
family does not get their electricity from large power plants that burn
coal or oil. Instead, they generate their own power using solar panels
and wind energy. In spite of some inconveniences, the Bailis family
shows how the environment can shape a family community.
TIME: Ah, la vida salvaje

El hogar de la familia Bailis se encuentra en la austera regin
montaosa de las afueras de Telluride, Colorado. Este artculo muestra
cmo esta familia ha aprendido a vivir con comodidad, pero de un
modo diferente. Usan computadoras, televisores y equipos elctricos
lo mismo que muchas otras personas; sin embargo, no reciben su

electricidad de grandes plantas elctricas que queman carbn o
petrleo. En su lugar generan electricidad propia por medio de
paneles solares y energa elica. A pesar de algunas inconveniencias
la familia Bailis muestra cmo el medio ambiente puede conformar a
una comunidad familiar.

Name Class Date
Tom Tat (p. 764)

Bai viet t tap ch TIME: A, Vung Hoang Da
AMANDA HINNANT
Nha cua gia nh Bailis nam vung nui hoang s ngoai Telluride,
Colorado. Bai viet ay thong tin nay c trch t tap ch TIME va mieu
ta lam the nao gia nh Bailis a hoc cach song mot cach thoai mai
nhng khac biet ay. Ho dung may vi tnh, ti vi va nhng thiet b ien
nh nhng ngi khac. Tuy nhien, gia nh Bailis khong lay ien t
nhng nha may ien ln dung nhien lieu than hoac dau. Thay vao o,
ho t tao ra ien bang cach dung nhng tam thu nang lng mat tri va
thiet b thu nang lng gio. Cung co mot vai ieu bat tien. Nha cua ho
cach xa ng cai hn hai dam. V the, vao mua ong, cac thanh vien
gia nh Bailis phai lai xe trut tuyet gan ong c ti ni o xe o to. Ho
cung khong the dung nhieu thiet b cung mot luc. Tuy nhien, gia nh
ho rat vui. Mot trong so nhng a tre nha ho thch ve nhng ngon nui
ep quanh nha. Them vao o, ho khong bao gi phai nghe tieng on
cua cac phng tien giao thong. Gia nh Bailis cho thay moi trng co
the tao ra mot cong ong gia nh nh the nao.

Name Class Date
Buod (p. 764)

TIME: Ah, Ang Ligw na Kalikasan AMANDA HINNANT
Ang tahanan ng pamilyang Bailis ay nasa simpleng kabundukan sa labas

ng Telluride, Colorado. Ipinapakita ng mapagbigay-impormasyn na
artikulong ito mula sa TIME kung paano natutong mabuhay nang
maginhawa, pero naiiba, ang pamilyang Bailis. Gumagamit sila ng mga
computer, ng telebisyn, at mga appliance tulad ng mga ibang tao.
Gayunman, hindi kinukuha ng mga Bailis ang kanilang koryente mula sa
mga planta na nagsusunog ng karbon o langis. Sa halip nito ay ginagawa
nila ang kanilang sariling koryente sa pamamagitan ng mga solar panel at
enerhiya mula sa hangin. May mga kaugnay na kahirapan din ito. Ang
tahanan ng pamilya ay mahigit sa dalawang milya mula sa pangunahing
kalsada. Samakatwid, kapag winter, kinakailangang sumakay ng
snowmobile ang mga miyembro ng pamilya para makaabot sa paradahan
ng kanilang mga kotse. Hindi rin sila maaaring gumamit ng masyadong
maraming appliances nang sabay-sabay. Gayunman, maraming kasiyahan
ang pamilya. Ang isa sa mga bata ay mahilig gumuhit ng mga larawan ng
mga bundok na pumapaligid sa kanilang bahay. At hindi nila kailanman
kailangang makarinig ng mga ingay ng trapiko. Ipinapakita ng pamilyang
Bailis kung paano maaaring maapektohan ng kapaligiran ang pamumuhay
ng isang pamilya.

Name Class Date
(p. 764)
TIME AMANDA HINNANT
BailisTelluride
TIMEBailis

Bailis

Bailis

Bailis


Name Class Date
Rezime Seleksyon (p. 764)

TIME: Ah, Rejyon Sovaj AMANDA HINNANT
Kay familyal Bailis yo nan anviwnman montay difisil ki andey Telluride,

Kolorado. Atik enfmasyon sa a nan TIME ap montre kijan lafanmi Bailis
aprann viv ak konf, men yon manny diferan. Yo svi ak dinat,
televizyon ak apary menaje menm jan ak lt moun. Men, lafanmi Bailis pa
jwenn kouran elektrik nan gwo izin kouran ki boule chabon oswa petwl.
Olye de sa, yo jenere pwp kouran pa yo avk panno sol ak enji van. Gen
kk dezavantaj. Kay familyal la a yon distans plis pase de mil de yon wout
prensipal. Kidonk, pandan iv manm lafanmi Bailis oblije monte otonj pou
al kote machin yo pake. Epitou yo pa kapab svi ak twp apary menaje
alafwa. Men, fanmi an amize li anpil. Youn nan timoun yo renmen desine
bl montay ki antoure kay li yo. Epitou, yo pa janm gen pou tande bwi
sikilasyon. Lafanmi Bailis montre kijan anviwnman an kapab fme yon
kominote familyal.

Name Class Date
Zuag Tswvyim (p. 764)

TIME: Ab, Nroj Tsuag AMANDA HINNANT
Tsev neeg Bailis lub tsev nyob rau ib cheebtsam roob tsuas sab nraum
Telluride, hauv Colorado. Zaj xov qhia los ntawm TIME teev tau tias tsev
neeg Bailis tau kawm ua neej kaj siab lug licas, tabsis txawv heev. Lawv siv
tej computer, TV, thiab twj ua zaub mov tibyam li lwm tus. Tabsis, tsev neeg
Bailis tsis tau hluav taws xob los ntawm cov samthiaj loj uas siv thee lossis
roj. Lawv siv hluav taws los ntawm sab hnub thiab zog cua. Nov yog tej
yam tsis yooj yim. Lawv lub tsev nyob tshaj ob miles deb ntawm kev loj. Li
ntawd, lub caij no, tsev neeg thiaj caij tsheb dab daus tuaj rau qhov chaw
lawv nres tsheb. Lawv siv tsis tau ntau hom twj ua ke. Lawv tsis muaj ntau
yam kev uasi, thiab. Lawv ib tus menyuam nyiam kos duab txog cov roob
tsuas zoo nkauj ncig lawv tsev. Ntxiv ntawd, lawv tsis hnov tej suab kev
tsheb. Tsev neeg Bailis qhia tias ib cheebtsam hloov tau ib koog neeg licas.

Name Class Date
Reading Strategy (page 764)

Activate Prior Knowledge
TIME: Ah, Wilderness! AMANDA HINNANT
When you activate prior knowledge, you use what you already know
to understand new information. This article is about energy use in a
home. You already know how energy is used in your own home. Use
that knowledge to help you understand and appreciate how the Bailis
family lives.
ACT I VI T Y
Directions For each type of energy listed in the boxes on the left, write what you already know
in the boxes on the right.
Type of Energy What I Know

Electricity
Gas

Solar power
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Continue activating prior knowledge as you read the story.
Ask your teacher for a Two-Column Table Graphic Organizer.

Name Class Date
Selection Quick Check (page 764)

TIME: Ah, Wilderness! AMANDA HINNANT
Read each of the following questions. Answer each question in a complete sentence.
1. What is a mesa?
2. What does it mean that the Bailis family lives off the grid?
3. Between the months of November and May what do the Bailises

often have to do to get to their car in the morning?
4. What does Beth do to celebrate a sunny, windy day?
5. Why do the Bailises know the exact longitude and latitude of their
house?

Name Class Date
Prueba Rpida (pg. 764)

TIME: Ah, la vida salvaje AMANDA HINNANT
Lea cada pregunta y contstela con una oracin completa.
1. Qu es una mesa?
2. Qu quiere decir la frase que la familia Bailis vive afuera de la

red?
3. Entre los meses de noviembre y mayo, que tienen que hacer a

menudo los Bailis para poder acercarse a su coche durante la
maana?

4. Qu hace Beth para celebrar un da de sol y viento?
5. Por qu saben los Bailis la longitud y la latitud exactas de su casa?

Name Class Date

The Miraculous Eclipse JOELLEN BLAND
An old man named Hank tells a young boy how he managed to travel
through time. After being hit on the head in Connecticut in 1879,
Hank wakes up in the court of King Arthur in the year 528. Hank is
taken prisoner by a knight and is brought before King Arthur. Hank
finds out that he is going to be executed. Hank knows he will have to
use his wits to get out of this jam. Since he has come from the future,
Hank knows that he has arrived just before an eclipse of the sun
which occurred in 528. Hank tells King Arthur that he will make the
sun disappear forever unless he is released immediately. The clever
magician Merlin thinks that Hank is faking. However, when the sun
really does go dark, King Arthur is convinced. The King frees Hank
and makes Hank his assistant.
El eclipse milagroso
Un anciano llamado Hank cuenta a un joven cmo se las arregl para
viajar en el tiempo. Luego de recibir un golpe en la cabeza en

Connecticut en 1879, Hank se despierta en la corte del rey Arturo, en
el ao 528. Hank es tomado prisionero por un caballero y conducido
ante el rey Arturo y se entera de que lo van a ejecutar. Ya que l viene
del futuro, sabe que ha llegado justo antes de un eclipse de sol que
ocurri en 528. Hank dice al rey Arturo que l har desaparecer el sol
para siempre a menos que lo liberen de inmediato. El astuto mago
Merln cree que Hank los est engaando. No obstante, cuando el sol
se oscurece realmente, el rey Arturo queda convencido. El rey da la
libertad a Hank y lo nombra su asistente.

Name Class Date
Tom Tat (p. 768)

Hien Tng Nhat Thc Ky Dieu JOELLEN BLAND
Mot ngi an ong ln tuoi ten la Hank ke cho mot cau be nghe ve
chuyen du hanh xuyen thi gian cua ong. Sau khi b ap vao au
Connecticut nam 1879, Hank tnh day trieu ai cua Vua Arthur vao
nam 528. Hank b mot hiep s bat lam tu binh va a en trc Vua
Arthur. Hank phat hien ra rang mnh sap b hanh quyet. Hank biet mnh
phai dung tr thong minh e vt qua tnh huong rac roi nay. V en t
tng lai, Hank biet rang anh en ngay trc khi co hien tng nhat
thc xay ra vao nam 528. Hank noi vi Vua Arthur rang anh se lam mat
tri bien mat mai mai neu khong c tha ra ngay lap tc. Phap s tai
ba Merlin ngh rang Hank ang noi doi. Tuy nhien, khi mat tri ot
nhien toi sam lai, Vua Arthur b thuyet phuc. Nha Vua tha t do cho
Hank va phong Hank lam ngi hau can cua ong.

Name Class Date
Buod (p. 768)

Ang Mahiwagang Eclipse JOELLEN BLAND
Sinabi ng isang matandang lalaking nagngangalang Hank sa isang batang

lalaki kung paano niya nagawang magbiyahe sa panahon. Pagkatapos
mapukpok ang ulo ni Hank sa Connecticut noong 1879, nagising siya sa
korte ni Haring Arthur noon tang 528. Dinakip si Hank ng isang knight at
dinal ito sa korte ni Haring Arthur. Nalaman ni Hank na papatayn siya.
Alam ni Hank na kailangan niyang gamitin ang kanyang talino para
makawal sa maproblemang situwasyng ito. Dahil gling siya mula sa
panghinaharap, alam ni Hank na dumating siya nang ilang sandali bago
nagkaroon ng isang eclipse ng araw, na naganap noong 528. Sinabi ni Hank
kay Haring Arthur na gagawin niyang mawal ang araw magpakailanman
kung hindi siya papalayain sa lalong madaling panahon. Akala ng maalam
na salamangkerong si Merlin na nagloloko lamang si Hank. Gayunman,
nang talagang dumilim ang araw, naniwala si Haring Arthur. Ipinalaya ng
Hari si Hank at ginawa niya itong kanyang kanang-kamay.

Name Class Date
(p. 768)
JOELLEN BLAND
Hank
Hank 1879
528 Hank
Hank Hank
Hank
528 Hank
MerlinHank
Hank
Hank

Name Class Date

Eklips Mirakile a JOELLEN BLAND
Yon vye granmoun ki rele Hank ap rakonte yon jenn gason kijan li rive
vwayaje atrav tan. Apre li fin pran yon kou sou tt nan Konektikt an 1879,
Hank leve nan kou Wa Arthur nan lane 528. Yo chevalye pran Hank km
prizonye epi mennen li devan Wa Arthur. Hank dekouvri yo pral egzekite
li. Hank konnen l ap oblije svi ak entlijans li pou sti nan petren sa a.
Km li sti nan fiti, Hank konnen li rive egzakteman anvan yon eklips
soly ki te rive an 528. Hank di Wa Arthur l ap f soly la dispart pou
toutan sof si yo lage li imedyatman. Majisyen entlijan Merlin panse Hank
ap pran pz. Men, l soly la vin tou nwa toutbon, sa konvenk Wa Arthur.
Wa a libere Hank epi f li tounen asistan li.

Name Class Date

Lub Hnub raug Dab Noj JOELLEN BLAND
Ib tus laus neeg hu ua Hank hais rau ib tus tub hluas tias nws peem ncig
dhau sijhawm licas. Tomqab raug ntaus saum tobhau rau xyoo 1879 nyob
Connecticut, Hank tsim los hauv Huab tais Arthur lub tsev hais plaub xyoo
528. Hank raug ib tus tub rog huabtais txhom kaw thiab coj los rau
huabtais Arthur txiav txim. Hank paub tau tias nws yuav raug tua. Nws
xav tias nws yuav tsum siv pojthawm los hais kom dim rooj plaub. Vim
nws tuaj lub neej pem suab tuaj, Hank paub tias nws tuaj txog thaum dab
tabtom yuav noj hnub rau xyoo 528. Hank hais rau Huabtais Arthur tias
nws yuav ua kom lub hnub ploj mus ib txhis yog nws raug tso tam sim. Tus
neeg yees siv Merlin xav tias Hank zais dag. Qhov tiag, thaum lub hnub
yuav ploj, Huabtais Arthur pom zoo tso. Huabtais tso nws thiab muab nws
ua Huabtais tus lwm thawj pwmtsav.

Name Class Date
Literary Element (page 768)

Stage Directions
The written form of a play is a script. The script includes dialogue, or

the words the actors speak, and stage directions. Stage directions are
instructions that describe the appearance and actions of characters, as
well as sets, costumes, and lighting. Stage directions are often in
italics and enclosed in brackets.
Stage directions are important because they also provide information
that helps readers better visualize and understand characters and
events. They also help readers understand the authors purpose and
attitude toward the subject of the play.
ACT I V I T Y
Directions Find two examples of stage directions from the selection and write them in
the column on the left. In the column on the right, explain the authors purpose for the stage
direction. Use the first example as a model.
Stage Direction Authors Purpose

BOY (Amazed): You knew King Arthur? Shows how the actor playing the boy
should react to the information that
Old Hank knew King Arthur. Tells the

reader that it is exciting information.
1. 2.
3. 4.

Name Class Date
Reading Skill (page 768)

Analyze Plot
Plot is the series of events that happen in a story or play. When you
analyze plot, you try to understand how one event leads to another
and advances the story. Plots are organized around a conflict, or
central problem, which is introduced in the exposition, or the
beginning of the plot. The conflict builds up with the rising action
and reaches a high point at the plots climax. The climax is followed
by falling action, and the problem is solved in the resolution.
ACT I VI T Y
Directions In the first column, list plot events in Scene 1 from the play. In the second column,
identify whether the plot event is part of the exposition, conflict, rising action, climax, falling
action, or resolution. Use the third column to explain how the plot event advances the story. One
example is given as a model.
Plot Event Part of Plot How Event Advances Story

A boy stops Old Hank on exposition Gives Old Hank a reason
a street in Hartford, to start telling his tale.
Connecticut.

1. 2. 3.
4. 5. 6.
Continue analyzing plot by examining the plot events of Scene 2. Ask
your teacher for a copy of the Three-Column Grid Graphic Organizer
for this activity.

Name Class Date
Selection Vocabulary Practice (page 768)

Vocabulary
eclipse n. the partial or complete hiding from view of the sun or moon by another object in
space
fanfare n. a short tune sounded by trumpets or other brass instruments
barbarians n. people from a culture that others see as uncivilized
revenue n. income; money taken in by a government or a business
Exercise A Practice with Context Clues

Write the vocabulary word that best fits the context of each sentence.
1. The marching band signaled the start of the pep rally by playing a
loud .
2. When there was an of the sun, people in

ancient times thought the gods were angry.
3. State politicians periodically raise taxes to increase

for public works.
4. Often when colonists settled in a new land, they thought of the
native inhabitants of that land as .
Exercise B Applying Meanings

Write the vocabulary word that is most related to each of the following items or actions.
1. people who have primitive customs
2. a planet moving between the sun and the earth
3. money that is earned by a bookstore
4. music played to announce the arrival of royalty
Exercise C Responding to the Selection

Pretend you are a member of King Arthurs court who keeps a diary. On the back of this sheet,
write a diary entry about Hanks visit to Camelot. Use at least FOUR vocabulary words in your
answer.

Name Class Date
Vocabulary Strategy (page 768)

Roots: Word Parts and Meaning
Sir King, whether or not I blot out the sun forever, or

restore it, is up to you. You shall remain King and receive all
the glories and honors that belong to you. But you must
appoint me your perpetual minister, and give me one percent
of all increases in revenue I may create for the state.
Joellen Bland, The Miraculous Eclipse
Connecting to Literature The word perpetual comes from the Latin

perpetuus, meaning continuous. A root is a word part that is the base
of many words. For example, perpetuus is the root of other words such
as perpetuate. Many roots come from Latin, Greek, or Anglo-Saxon
origins. A root that is a whole word is called a base word. New words
are formed when prefixes or suffixes are attached to a root.
Here are a few Latin, Greek, and Anglo-Saxon roots.
Root Meaning Origin
anthrop human being Greek
ban curse, prohibit Anglo-Saxon
calamit damage, disaster Latin

helio sun Greek
homin human being Latin
gen bring to life Greek
reverend to be respected Latin
ACT I VI T Y
Directions Use the list of roots above to match each word on the left with its definition.
1. homage A. great respect shown to a person
2. reverent B. study of human beings
3. anthropology C. to force to leave a place
4. calamity D. a great disaster
5. banish E. worthy of respect

Name Class Date
Grammar Practice (page 768)

Using Commas to Signal Pause or Separation
Use a comma to show a pause after an introductory word. Also use commas to
separate three or more items in a series.
No, I wont be attending the meeting. (introductory word)
The cat jumped off the counter, landed on a throw rug, and skidded across the floor.
(series)
Use a comma after two or more introductory prepositional phrases, an introductory
adverb clause, an introductory participle, or an introductory participial phrase.
In the middle of winter, a flower is an encouraging sight. (two prepositional
phrases)
Although we were cold, we still had a good time. (adverb clause)
Remembering the open window, Josh ran upstairs. (participial phrase)
Use commas to set off appositives that are not essential to the meaning of the
sentence or to set off words that interrupt the flow of thought in a sentence.
Uncle Doug, Dads youngest brother, works for an insurance company. (non-
essential appositive)
Ice hockey, to be sure, can be a violent sport. (interruption)
Use commas to set off names in direct address.

Charlene, you may begin.
ACT I V I T Y
Directions Add commas where necessary. If the sentence is correct, write C in the blank.
1. Yes Old Hank Morgan could tell a whale of a story.
2. Although he was born in Connecticut he knew all

the folks at Camelot.
3. Courtiers knights guards and servants walked

around the courtyard.
4. King Arthur the one who had the Round Table held
court at Camelot.
5. From modern to medieval times, Merlin was famous

as a magician.

Name Class Date

1. Who does Hank get in a fight with before he ends up in King
Arthurs Court?
2. Who is the first person Hank meets after he goes back in time?
3. What year is it when Hank finds himself at King Arthurs court?

4. What is Merlins solution to Hanks enchanted clothing?
5. Why does it suddenly become dark outside at noon?

Name Class Date

El eclipse milagroso JOELLEN BLANK
1. Con quin pelea Hank antes de entrar en la corte de rey Arturo?
2. Quin es la primera persona que Hank conoce, cuando va al

pasado?
3. Qu ao es cuando Hank llega a la corte del rey Arturo?

4. Qu solucin tiene Merln para la ropa encantada de Hank?
5. Por qu de repente en pleno medioda se oscurece afuera?

PART
Lessons
2
Messages and

Name Class Date
Genre Focus (page 792)

Drama
Drama is a story that is meant to be performed by actors on a stage or
before movie or TV cameras. The script of a drama includes the words
the actors speak and descriptions of the action and scenery.
Drama has elements that are common to other genres, such as setting,
theme, plot, and characters. In drama, the cast of characters is listed at
the beginning of a drama. In a script, the dialogue, or words that a
character speaks, follow the name of that character.
Most long dramas are divided into smaller sections called acts, which
can be divided into even smaller sections called scenes. Drama scripts
also have stage directions, which are words, often in italics and
enclosed within brackets. Stage directions can describe characters and
setting, or tell actors how to move or speak. For movies and television
shows, stage directions may also contain details about camera
placement and movement.
Like other forms of literature, drama also contains a plot, the series of
events in a story. The five stages in a plot include the exposition,
rising action, climax, falling action, and resolution.
ACT I V I T I E S
1. Look at the cast of characters for The Miraculous Eclipse. From
the list, is it possible to tell exactly how many actors are needed to
play all the characters? How do you know?
2. Is The Miraculous Eclipse divided into acts or scenes? Why do

you think the author chose to divide the drama this way?
3. List one example of stage directions. What is the purpose of the

stage directions in your example?

Name Class Date
4. Think about the plot of The Monsters Are Due on Maple Street,
Acts 1 and 2. Use the graphic organizer below to examine the five
stages in the dramas plot.
Stage of Plot Description

Exposition 1.
Rising Action 2.
Climax 3.

Falling Action 4.
Resolution 5.

Name Class Date
English Language Coach, Part 2

Word Roots
A root is the main part of a word, and it carries the main meaning of
the word. By knowing the meanings of common word roots, you can
usually figure out the meanings of unfamiliar words. Study the word
roots and their meanings below. When a word root is a complete
word, it is called a base word.
ROOT WORD MEANING
script means writing inscription something written
spec means see or look spectacles devices that improve
eyesight
aud means hear audible can be heard
duct or duce means lead conductor leader of an orchestra
pel or pul means push repellant substance that
pushes insects away
ject means throw reject throw back
port means carry portable can be carried
dict means tell or say dictator sole ruler
ACT I V I T Y
Directions The root of each word is in italics. Using a dictionary when needed, write a short
definition of each word.
1. abduct
2. propel
3. deport
4. dictate
5. audience
6. spectators
7. scripted
8. introduce
9. pulley
10. auditorium

Name Class Date

The Monsters Are Due on Maple Street, Act I ROD SERLING
Everything seems normal on a typical suburban street until a

mysterious flash of light seems to cause the power in all homes and
cars to go out. The tension increases as more strange activities occur.
Once friendly neighbors eventually turn against each other in panic
and fear. This classic story from The Twilight Zone TV series shows the
terrifying possibilities of a neighborhood falling apart.
Los monstruos van a llegar a la Calle del Arce, actos I

Todo parece normal en una tpica calle de los suburbios hasta que un
misterioso relampagueo de luz parece cortar la electricidad en todas
las casas y automviles. La tensin va en aumento a medida que
ocurren ms hechos extraos. Vecinos antes amistosos acaban por
volverse unos contra otros a causa del pnico. Este cuento clsico de la
serie de televisin The Twilight Zone (La zona del crepsculo)
muestra las terrorficas posibilidades de lo que puede ocurrir en un

vecindario que se descompone.

Name Class Date
Tom Tat (p. 794)

Quai Vat Sap en Pho Maple, Hoi I va Hoi II ROD SERLING
Moi th co ve van bnh thng mot pho ngoai o cho en khi mot tia
sang b an dng nh khien cho ien tat ca moi nha va xe o to tat
phut. S cang thang cang tang len khi cang luc cang co nhieu hien
tng ky quac xay ra. Nhng ngi tng la hang xom than thien vi
nhau bat au chong lai nhau trong noi hoang loan va s hai. Cau
chuyen co ien t chng trnh truyen hnh Vung Chang Vang (The
Twilight Zone) a cho thay nhng ieu kinh hoang co the xay ra khi mot
khu xom b chia re.

Name Class Date
Buod (p. 794)

Ang mga Halimaw ay Padating sa Maple Street,
Akto I at Akto II ROD SERLING
Mukhang norml lahat sa isang pangkaraniwang kalye sa labas ng siyudad
hanggang nagkaroon ng misteryosong sinag ng ilaw na tila naging sanhi
ng pagkawala ng koryente sa lahat ng mga bahay, at ng paghinto ng mga
kotse. Lumal ang tensiyn nang may mga karagdagan pang pangyayaring
kakaiba. Ang mga magkapitbahay na dati ay magkaibigan ay
nagkatunggalian dahil sa kanilang tarant at takot. Ipinakita nitong
kuwentong klasiko mula sa seryal sa telebisyn na The Twilight Zone ang
mga nakakatakot na posibilidad kapag nagkawatak-watak ang isang
kapitbahayan.

Name Class Date
(p. 794)
ROD SERLING

The Twilight Zone


Name Class Date

Mons yo Sipoze nan Ri Maple, Ak I ROD SERLING
Tout bagay part nmal nan yon ri fobou tipik jiskaske yon flach limy
misterye sanble lakz blakawout nan tout kay ak machin. Tansyon an
ogmante l plis aktivite etranj ap ft. Vwazen ki te byen amikal finalman
vire youn kont lt nan panik ak laperz. Istwa klasik sa a nan seri
televizyon The Twilight Zone [Zn Flou a] montre posiblite terifyan yon katye
k ap tonbe an mso.

Name Class Date

Cov Dab Yuav Tshwm tom Kev Maple ROD SERLING
Txhua yam nyob tau ntsiag to tom ib txoj kev ntug nroog txog thaum ib lub
teeb ci txaus ntshai tsawv ua rau cov teeb hauv tsev thiab tsheb tuag tas.
Kev nyuaj siab tshwm ntxiv thaum xwmtsheej tawm ntxiv. Zaum nov cov
neeg nruab zos pib sib ceg vim kev yoob thiab ntshai. Zaj dabneeg nov los
ntawm The Twilight Zone cov zaj piav hauv TV txog tej yam txaus ntshai
uas tshwmsim tau hauv ib lub nroog zos uas puas tsuaj.

Name Class Date

Teleplay
The Monsters Are Due on Maple Street, Act 1 ROD SERLING
A teleplay is a play written or adapted for television. Its format is

similar to that of a stage play. Like a stage play, the teleplay is divided
into scenes and acts. Stage directions, meant for the actors and the
studio crew, are in italics and are enclosed in brackets.
In stage directions, the writer can describe the characters, settings,
and atmosphere. The writer also expresses thoughts that help the cast
and crew understand what they need to know.
ACT I VI T Y
Directions Find three examples of stage directions from the selection and write them in the
boxes on the left. In the boxes on the right, explain the writers purpose for the stage direction.
Use the first example as a model.
There is a pause and the camera tells the camera where to move,
moves over to a shot of the Good describes the scene to be shot
Humor man and two small boys
who are standing alongside, just
buying ice cream.

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

Name Class Date

Monitor Comprehension
When you monitor comprehension, you are checking to make sure

you understand what you are reading. As a skillful reader, you
should always ask questions about what you are reading. You should
also evaluate the characters, actions, and events to make sure you
understand what is happening.
To monitor your comprehension, you can summarize what you have
read by answering who, what, where, when, and how.
ACT I V I T Y
Directions Choose an excerpt from the selection that you find difficult to understand. Write
it in the first box. In the second box, write the questions you have about the excerpt. Then
reread the excerpt and write answers to the questions in the third box. In the fourth box, write a
summary of the excerpt.
Excerpt:
Questions:
Answers:
Summary:
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Continue monitoring your comprehension of difficult excerpts.
Ask your teacher for a copy of the Sequence Graphic Organizer.

Name Class Date

Vocabulary
infinity n. an unlimited amount of time or space
reflective adj. showing serious and careful thinking; thoughtful
instill v. to put in gradually, little by little
revelation n. information that is newly disclosed, especially surprising or valuable
accusations n. statements that suggest someone has done wrong
Exercise A Practice with Context Clues

Choose the vocabulary word that best fits the context of each sentence.
1. Mrs. Wang tried to a sense of duty in her sons.
2. The judge read the list of to the alleged criminal.
3. The empty road seemed to continue for .
4. The scientist had a breakthrough and shared his

with others at the lab.
5. Jonathan had a nature and took time to consider

his next course of action.

If the vocabulary words were types of weather, each of them might produce one of the following
weather features. Write the word beside the weather it would produce.
1. a sudden thunderbolt indicating a coming storm
2. clear skies
3. snow flurries with slow accumulation

On the back of this sheet, write a short script for a radio commercial advertising the television
broadcast of The Monsters Are Due on Maple Street. Use at least FOUR vocabulary words in
your script.

Name Class Date

Idioms: Words with Special Meanings
Sure. Thats the kind of thinglike sunspots. They raise

Cain with radio reception all over the world.
Rod Serling, The Monsters Are Due on Maple Street, Act 1
Connecting to Literature The phrase raise Cain is an idiomit has an

ordinary, literal meaning but it also has a special meaning, to cause
trouble. An idiom is a word or phrase that has a special meaning
different from the ordinary meaning of the word or words. You can
figure out the meaning of an unfamiliar idiom by thinking about what
the ordinary meanings of the words suggest and using context clues.
Idiom Meaning
a dime a dozen cheap and easy to obtain
a shot in the dark a guess
all thumbs clumsy
ACT I V I T Y
Directions Write a short definition of each underlined idiom.

1. Goodman seemed to have a chip on his shoulder.
2. All the phones and radios on Maple Street had gone dead.
3. Neighbors who were once friendly now just wanted to
point the finger at each other.
4. Little did the residents know, they were all in the same boat.
5. Just a few moments without electricity was enough to make people
lose their heads.

Name Class Date

Using Commas in Clauses and Compound Sentences
Use a comma before a coordinating conjunction, such as and, or, or but, when it joins
main clauses in a compound sentence.
My grandparents came to visit, and they brought me a present.
Ali may choose football, or he may prefer to play soccer.
Use a comma to set off an adverb clause that comes at the beginning of a sentence.
Adverb clauses begin with subordinating conjunctions, such as after, although, as,
because, before, considering (that), if, since, so that, though, unless, until, when, where,
whether, and while.
Unless a miracle happens, the Raiders will lose the game.
Do not use a comma with an adverb clause that comes at the end of a sentence.
Peter was late because he stopped to help Kurt.
ACT I VI T Y
Directions Add commas where necessary. Write C in the blank if the sentence is correct.
1. As vast as space there is a dimension of imagination
called The Twilight Zone.

2. It is the middle ground between light and shadow
and it is as timeless as infinity.
3. Maple Street is similar to many streets in America
but there is something very different today.
4. The electricity wouldnt work and radios all down
the street went dead.
5. Before Tommy spoke up no one knew why strange
things were happening.
6. When a ship arrives from outer space things like this
always happen.
7. Some people might look human but they are actually
from outer space.
8. The neighbors became paranoid and no one was
above suspicion.
9. People blamed those who seemed different or out of
place.

Name Class Date

The Monsters Are Due on Maple Street, Act I ROD SERLING
1. What does the narrator call the fifth dimension, the dimension of
the imagination?
2. What does the narrator say will happen at 6:43 p.m. on Maple
Street?
3. According to Tommy, who does not want anyone to go downtown?
4. What did Don point out about how Mr. Goodman reacted when
the noise and flash of light came overhead?
5. What does the woman say she has seen Mr. Goodman doing that
makes the crowd even more suspicious?

Name Class Date

Los monstruos van a llegar a la Calle del Arce, actos 1 ROD SERLING
1. Qu nombre da el narrador a la quinta dimensin, la dimensin
de la imaginacin?
2. Segn el narrador, qu va a pasar a las 6:43 de la noche en la calle

Maple?
3. Segn Tommy, quin no quiere que nadie vaya al centro?
4. Qu hizo notar Don acerca de la reaccin del seor Goodman

cuando el ruido y el destello de luz aparecieron por encima?
5. Qu actividad dice la mujer que ella ha observado hacer el seor

Goodman, lo que hace aun ms sospechosa la multitud?

Name Class Date

The Monsters Are Due on Maple Street, Act II ROD SERLING
Everything seems normal on a typical suburban street until a

mysterious flash of light seems to cause the power in all homes and
cars to go out. The tension increases as more strange activities occur.
Once friendly neighbors eventually turn against each other in panic
and fear. This classic story from The Twilight Zone TV series shows the
terrifying possibilities of a neighborhood falling apart.
Los monstruos van a llegar a la Calle del Arce, actos II

Todo parece normal en una tpica calle de los suburbios hasta que un
misterioso relampagueo de luz parece cortar la electricidad en todas
las casas y automviles. La tensin va en aumento a medida que
ocurren ms hechos extraos. Vecinos antes amistosos acaban por
volverse unos contra otros a causa del pnico. Este cuento clsico de la
serie de televisin The Twilight Zone (La zona del crepsculo)
muestra las terrorficas posibilidades de lo que puede ocurrir en un
vecindario que se descompone.

Name Class Date
Tom Tat (p. 794)

Quai Vat Sap en Pho Maple, Hoi I va Hoi II ROD SERLING
Moi th co ve van bnh thng mot pho ngoai o cho en khi mot tia
sang b an dng nh khien cho ien tat ca moi nha va xe o to tat
phut. S cang thang cang tang len khi cang luc cang co nhieu hien
tng ky quac xay ra. Nhng ngi tng la hang xom than thien vi
nhau bat au chong lai nhau trong noi hoang loan va s hai. Cau
chuyen co ien t chng trnh truyen hnh Vung Chang Vang (The
Twilight Zone) a cho thay nhng ieu kinh hoang co the xay ra khi mot
khu xom b chia re.

Name Class Date
Buod (p. 794)

Ang mga Halimaw ay Padating sa Maple Street,
Akto I at Akto II ROD SERLING
Mukhang norml lahat sa isang pangkaraniwang kalye sa labas ng siyudad
hanggang nagkaroon ng misteryosong sinag ng ilaw na tila naging sanhi
ng pagkawala ng koryente sa lahat ng mga bahay, at ng paghinto ng mga
kotse. Lumal ang tensiyn nang may mga karagdagan pang pangyayaring
kakaiba. Ang mga magkapitbahay na dati ay magkaibigan ay
nagkatunggalian dahil sa kanilang tarant at takot. Ipinakita nitong
kuwentong klasiko mula sa seryal sa telebisyn na The Twilight Zone ang
mga nakakatakot na posibilidad kapag nagkawatak-watak ang isang
kapitbahayan.

Name Class Date
(p. 812)
ROD SERLING
The Twilight Zone

Name Class Date

Mons yo Sipoze nan Ri Maple, Ak II ROD SERLING
Tout bagay part nmal nan yon ri fobou tipik jiskaske yon flach limy
misterye sanble lakz blakawout nan tout kay ak machin. Tansyon an
ogmante l plis aktivite etranj ap ft. Vwazen ki te byen amikal finalman
vire youn kont lt nan panik ak laperz. Istwa klasik sa a nan seri
televizyon The Twilight Zone [Zn Flou a] montre posiblite terifyan yon katye
k ap tonbe an mso.

Name Class Date

Cov Dab Yuav Tshwm tom Kev Maple ROD SERLING
Txhua yam nyob tau ntsiag to tom ib txoj kev ntug nroog txog thaum ib lub
teeb ci txaus ntshai tsawv ua rau cov teeb hauv tsev thiab tsheb tuag tas.
Kev nyuaj siab tshwm ntxiv thaum xwmtsheej tawm ntxiv. Zaum nov cov
neeg nruab zos pib sib ceg vim kev yoob thiab ntshai. Zaj dabneeg nov los
ntawm The Twilight Zone cov zaj piav hauv TV txog tej yam txaus ntshai
uas tshwmsim tau hauv ib lub nroog zos uas puas tsuaj.

Name Class Date

Suspense
Suspense is the feeling of curiosity and uncertainty about what is

going to happen next in a story or play. Writers can build suspense by
raising questions in the readers mind about the motivations of
characters, by describing a mood that is threatening or mysterious, and
by foreshadowing, or providing clues to events that will happen later.
ACT I V I T Y
Directions In the first column, list passages from the selection that build suspense. In the
second column, record your feelings as you read the passage, including any questions that are
raised and whether the passage foreshadows future events. The first row gives an example.
Feelings/Questions/
Passage
Foreshadowing
STEVE: Charlie, dont tell me what I can afford! And Steves panic makes me
stop telling me whos dangerous and who isnt and feel anxious. Is anyone
whos safe and whos a menace. [He turns to the going to really eat each
group and shouts.] And youre with him, tooall of other up alive? When
you! ... Well now look, friends, the only thing thats Charlie says Thats not
gonna happen is that well eat each other up alive the only thing that can
[He stops abruptly as Charlie suddenly grabs his arm.] happen, it makes me
want to know what will
CHARLIE: [In a hushed voice.] Thats not the only happen!
thing that can happen to us.
1. 2.
3. 4.

Name Class Date

Analyze Historical Context
When you analyze historical context, you look at how the ideas and
themes of a literary work reflect the historical period in which it was
written. You identify different aspects of the historical period, such as
the political and cultural atmosphere. Then you consider how these
aspects might have influenced the author.
ACT I VI T Y
Directions In the top box, research and describe one aspect of the historical period in which
the teleplay was written. In the boxes below, give examples of how the setting, mood, and
events of the teleplay relate to that aspect of the historical period.
1. Aspect of Historical Period:

2. Setting: 4. Event:
3. Mood:
Analyze another aspect of the historical context in which the teleplay
was written. Ask your teacher for a copy of the Supporting Details
Graphic Organizer for this task.

Name Class Date

Vocabulary
legitimate adj. authentic or genuine
warrant n. a written document giving permission to search or seize a person or property
converging v. coming together at a place or point
explicit adj. clearly expressed or revealed
Exercise A Practice with Word Usage

The underlined word in each sentence below is related to a vocabulary word above. Use the
sentence and what you already know to determine the meaning of the underlined word. Write
the letter of the definition in the space.
1. The streams converged at the north end of A. expressed clearly
the river.
2. Several warrant had been issued for the B. came together
suspects arrest.
3. The instructions explicitly stated proper use C. permission to seize a
of the product. person


Write the vocabulary word that best completes each group of words or terms.
1. true, valid, authorized,
2. distinct, exact, clear-cut,
3. combining, merging, meeting,

Imagine that you are the space alien Figure One at the end of the teleplay. On the back of this
sheet, write a report on what happened on Maple Street to hand in to your alien leader on the
space craft. Use at least THREE vocabulary words in your report.

Name Class Date

Context Clues: Restatement and Contrast
Theres something that aint legitimate. Maybe under

normal circumstances we could let it go by, but these arent
normal circumstances.
Rod Serling, The Monsters Are Due on Maple Street, Act 2
Connecting to Literature The word legitimate may be unfamiliar to you,

but you can determine the word's meaning based on the other words
around it. These other words provide context clues. Context is the
sentence or group of sentences in which a word appears. The context
often provides clues as to what an unfamiliar word means. Writers use
several types of context clues to help readers, including the following.
Restatement: The neighbors tried to make a scapegoat out of Goodman.
They tried to pin the blame on the first person they could find.
The writer has used another sentence to restate the idea.
Contrast: He whispered his protest timorouslyhe didnt act at all
self-confidently.
The reader can tell that timorously must be the opposite of
self-confidently.

ACT I VI T Y
Directions Use context clues to figure out what the underlined words mean. Write a short
definition for each.
1. Goodmans behavior was full of idiosyncrasies. He had odd ways
of doing things.
2. Eventually, the neighbors got caught up in the morass. What was

once a peaceful street was now a confused chaos.
3. It seemed like the perfect opportunity to express personal

prejudices, before they even had all the information to judge.
4. Mothers were apprehensive that their children would be hurt. They

were anything but calm.

Name Class Date

Using Commas with Titles, Addresses, and Dates
Use commas before and after the year when it is used with both the month and the
day. Do not use a comma if only the month and the year are given.
Beethoven was born on December 4, 1770, and died in March 1827.
Use commas before and after the name of a state or country when it is used with the
name of a city. Do not use a comma after the state if it is used with a ZIP code.
The Jacksons moved here from Tupelo, Mississippi, last fall.
Write to me at 12 Sarandon Circle, Bainbridge Island, WA 98110.
Use a comma or a pair of commas to set off an abbreviated title or degree following
a persons name.
The letter was signed Hilda Greenberg, Ph.D., and dated last week.
ACT I V I T Y
Directions Add commas if necessary. Place a C in the blank beside each sentence that is
punctuated correctly.
1. The space ship landed near Maple Street on August
3, 1951.
2. Perhaps Chicago Illinois has a Maple Street.
3. When Pete Van Horn was shot, someone could have

called Don Martin M.D. to help save him.
4. Tommy would never forget that day in August 1951.
5. Don lived at 1203 Maple Street, Kansas City, MO

64116.
6. Every year, Charlie Hanson, Ph.D., looked back
with regret at what he had done.
7. Ethel Goodman, R.N. worked as a nurse at the local
hospital.
8. Steve Brand and his wife moved to Maple Street
from Laurel Indiana.
9. The nearest dentist, Ray Hernandez D.O., was
located in Chesterton.
10. The people from outer space moved from city to city.

Name Class Date

1. What does Mrs. Brand say Steve has been working on in the
basement of their house?
2. What does Steve do when Don holds up the shotgun?
3. What does Steve say will happen if they all keep pointing fingers
at one another?
4. Who ends up killing Pete Van Horn?

5. According to the narrator, what kinds of weapons are found only
in the minds of men?

Name Class Date

Los monstruos van a llegar a la Calle del Arce, actos II ROD SERLING
1. Segn lo que dice la seora Brand, en qu est trabajando Esteban
en el stano de su casa?
2. Qu hace Esteban cuando Don levanta la escopeta?
3. Qu dice Esteban que va a pasar si todos siguen sealando con el

dedo los unos a los otros?
4. Quin mata a Pete Van Horn al final del cuento?

5. Segn el narrador, qu tipos de armas que se encuentran slo en

la mente de los hombres?

Name Class Date

The Bird Like No Other DOROTHY WEST
The first time Colby visited Aunt Emily, he was four and screaming
angrily over a family matter. She told him he must be quiet so that the
multicolored bird she saw earlier would return, which was a lie to
calm Colby down, and it worked. For several years, Aunt Emily used
this gentle fiction whenever Colby needed cooling, and would not
allow him to speak until he had calmed down. Now, four years later,
Colby comes running angrily to Aunt Emilys. When he arrives, he
sees a colorful bird sitting on a branch and shows it to her. At first she
too sees a multicolored bird, but then she realizes it is a blue jay. She
confesses to Colby she had created the story of the multicolored bird.
Colby understands she was just trying to keep him from say[ing] bad
things about my family when I was mad. Aunt Emily begins to cry
gently because she is thrilled at his understanding.
Un pjaro como no hay ningn otro

La primera vez que Colby visit a su ta Emily, l tena cuatro aos y
gritaba furioso debido a un problema familiar. Ella le dijo que hablara
en voz baja para que el pjaro multicolor que l haba visto antes
pudiera regresar, lo cual era una mentira para calmarlo, pero tuvo
efecto. Por muchos aos, la ta Emily utiliz este tierno engao cada
vez que Colby necesitaba calmarse, y no le permita hablar hasta
lograrlo. Ahora, cuatro aos despus, Colby viene a toda prisa y
furioso a ver a la ta Emily. A su llegada, l ve un pjaro de muchos
colores posado en una rama y se lo muestra. Al principio ella tambin
ve un pjaro multicolor, pero luego se da cuenta de que se trata de un
azulejo. Ella le confiesa que haba inventado el cuento del pjaro
multicolor. Colby comprende que ella estaba tratando simplemente de
que no dijera cosas malas sobre mi familia cuando estaba furioso.
La ta Emily se echa a llorar de emocin conmovida por el hecho de
que l lo ha comprendido.

Name Class Date
Tom Tat (p. 830)

Con Chim Khong Giong ong Loai DOROTHY WEST
Lan au tien Colby en tham D Emily, cau mi c bon tuoi va ang

gao thet gian d trc mot van e trong gia nh. D bao cau be phai
yen lang e con chim nhieu mau ma d mi nhn thay luc nay se quay
tr lai. o ch la li noi doi e khien Colby tran tnh, nhng hoa ra cung
hieu nghiem. Trong nhieu nam, D Emily s dung cau chuyen ba nay
bat c luc nao Colby can c vo ve, va d khong cho phep cau noi cho
en khi cau bnh tnh tr lai. Gi ay, tc la bon nam sau, Colby chay
en nha D Emily vi ve gian d. Khi en, cau nhn thay mot con chim
nhieu mau ang au tren mot canh cay va ch no cho d xem. Thoat
tien, d cung tng con chim nhieu mau nhng sau o nhan ra o ch la
mot con chim gie cui. D thu nhan vi Colby rang d a ba ra cau
truyen ve con chim nhieu mau. Colby hieu rang luc o d ch v muon co
gang gi khong e cau noi xau gia nh mnh khi b tc ien len. D
Emily bat au khoc bi v d xuc ong khi cau hieu ra moi chuyen.

Name Class Date
Buod (p. 830)

Ibon na Walang-Katulad DOROTHY WEST
Noong unang beses na bumisita si Colby kay Tiya Emily, siyay apat na
taong gulang at humihiyaw sa galit dahil sa isang bagay ukol sa pamilya.
Sinabi ni Tiya Emily sa kanya na dapat siyang tumahimik upang ang
makulay na ibon na nakita niya ay bumalik muli. Itoy isang
kasinungalingan upang gawing kalmado si Colby, at pinaniwalaan naman
ito ni Colby. Ilang taon ginamit ni Tiya Emily ang di-katotohanang ito
tuwing kinakailangang gawing kalmado si Colby, at hindi niya hinayaang
magsalita ang bata hanggang itoy kalmado na. Ngayon, makaraan ang apat
na taon, tumakbo nang galit si Colby kay Tiya Emily. Nang dumating siya,
nakakita siya ng isang makulay na ibon na nakaupo sa isang sanga at
ipinakita niya ito sa kanyang Tiya. Noong una, nakita rin ng Tiya ang isang
makulay na ibon, pero naunawaan niya na itoy isang blue jay. Inamin niya
kay Colby na gawa-gawa lamang niya ang istorya ng makulay na ibon.
Naunawaan ni Colby na sinusubukan lamang niyang pigilan itong
magsalita nang masam tungkol sa aking pamilya kapag akoy galit.
Umiyak nang marahan si Tiya Emily dahil natuwa siya sa kanyang
pagkaunawa.

Name Class Date
(p. 830)
DOROTHY WEST
ColbyEmily

Colby
Colby Emily
Colby Emily

Colby
Colby
Emily

Name Class Date

Zwazo Ki Pa Tankou Okenn Lt La DOROTHY WEST
Premye fwa Colby al w Matant Emily, li te gen katran epi li t ap rele byen
fache poutt yon zaf familyal. Matant la di li pou li p pou zwazo miltikol
li te w pi bon an ka tounen, yon manti pou kalme Colby, epi sa mache.
Pandan plizy ane, Matant Emily svi ak ti envansyon sa a depi Colby te
bezwen kalme, epi li pa kite li pale toutotan li pa kalme. Kounye a, katran
pi ta, Colby ap kouri byen fache vin kote Matant Emily. L li rive, li jwenn
yon zwazo plen koul ki chita sou yon branch epi li montre Matant Emily l.
Nan kmansman Matant Emily tou w yon zwazo miltokol, men apre sa
li reyalize se yon j ble. Li avwe Colby li te kreye istwa zwazo miltikol a.
Colby konprann li te slman ap eseye anpeche li di move bagay sou fanmi
mwen l mwen fache. Tant Emily kmanse kriye dousman tlman li
kontan dske Colby konprann.

Name Class Date

Tus Noog tsis Zoo li Lwm Tus DOROTHY WEST
Thawj zaus Colby mus xyuas Phauj Emily, nws muaj plaub xyoos thiab qw
npau taws nrov nrov thaum muaj ib yam hauv tsev neeg. Tus phauj qhia
kom nws majmam tsam tus noog txaij nws pom ua ntej ntawd tsis rov los,
uas yog dag Colby kom ntsiag, tabsis siv tau. Tau ntau xyoo uas Phauj
Emily siv lub tswvyim muag nov ua kom Colby txias, thiab tsis pub nws
hais lus yog nws tsis txias ua ntej. Plaub xyoos dhau los, Colby khiav chim
heev rau Phauj Emily. Thaum nws los txog, nws pom ib tus noog txaij zaum
saum tus ceg ntoo thiab qhia tus noog rau Phauj. Thawj zaug phauj kuj pom
tus noog txaij, tabsis tomqab phauj pom tias yog ib tus noog xiav. Phauj lees
rau Colby tias nws lam tsim zaj dabneeg noog txaij xwb. Colby totaub tias
Phauj cheem kom nws txhob siv tej lus phem los hais rau tsev neeg thaum
nws npau taws. Phauj pib quaj yau yau thaum nws zoo siab txog Colby kev
totaub.

Name Class Date

Flashback
A flashback is an interruption in the sequence of a story to describe a

scene that happened at an earlier time. Flashbacks provide
background information so that readers can better understand what
is happening at the present time.
Authors use flashbacks to fill in details in a story. A flashback can
show another side to a character or help explain the characters
actions.
ACT I VI T Y
Directions A flashback is listed in the first column. In the second column, explain what you
learned from the flashback. Then find one more example of a flashback from the story.
Flashback What I Learned

When Colbys mother was a little 1.
girl. . .
2. 3. Copyright by The McGraw-Hill Companies, Inc.

Name Class Date

Synthesize
When you synthesize, you combine parts or pieces into something

new. When you were younger, you probably played with toys that you
could snap together or arrange in different ways. You could make a
new creation every time depending on how you fit the pieces
together. When you read, you synthesize by combining ideas to create
something new.
ACT I V I T Y
Directions Choose an idea or topic that you read about in the story. Write it in the first box
below. Then answer the questions in the remaining boxes.
Idea or topic from the story:
What did I already know about this idea or topic?

How can I combine these ideas?
What is my new understanding?
Continue synthesizing ideas from the story. Ask your teacher for a
copy of the Sequence Graphic Organizer for this activity.

Name Class Date

Vocabulary
uncommitted adj. not bound to a particular opinion, view, or course of action
woe n. great sadness or suffering; great trouble or misfortune
initiative n. taking the first step or the lead in an activity or process
soberly adv. very seriously
Exercise A Practice with Word Usage

Write the vocabulary word that best completes each sentence.
1. Martha had many choices but remained to any
of them.
2. After missing a recital, Javier considered

whether to stop playing piano.
3. When she heard my tale of , she nodded in

sympathy.
4. Taking is a sign of good leadership.

Write the vocabulary word that is most related to each of the following words or phrases.
1. bad things happening
2. remained undecided
3. made the first move
4. solemnly

Imagine that you are Colby as a grown-up. On the back of this sheet, write a letter to Aunt Emily
thanking her for teaching you about family loyalty. Use at least THREE vocabulary words in your
letter.

Name Class Date

Dictionary Skills: Pronunciation
She could hear him banging back and forth on the glider,
waiting in hot impatience to tell his tale of woe.
Dorothy West, The Bird Like No Other
Connecting to Literature As you read the word woe, you may be

unfamiliar with its pronunciation, but you can find out how to say the
word by understanding pronunciation symbols in a dictionary. The
pronunciation of woe (wo) has a straight line above the vowel to show
that it is long. In dictionary pronunciation, a vowel without any
symbol has a normal short sound, like the vowels in pat, pet, pit, hot,
and hut. An accent mark () follows the syllable you should stress.
a an ay sound, as in pay
i the vowel sound in pit
k the sound at the beginning of cat
o the vowel sound in toe
e the unaccented vowel sound at the end of pencil, lemon, taken
u the vowel sound in cut
ACT I V I T Y
Directions Use the pronunciation given for each word to answer the question.
e
1. Does dapple (dap l) rhyme with apple, maple, or topple?
2. Does the first syllable of cadence (kad ns) rhyme with coy, key, or
e
say?
3. Does the second syllable of decamp (di kamp) rhyme with pomp,
damp, or wimp?
4. Does the first syllable of credence (kred ns) rhyme with way, why,
e
or wee?
5. Do the last two syllables of uncanny (un kan e) rhyme with any,
nanny, or many?

Name Class Date

Using Commas with Direct Quotations, in Letters, and for
Clarity
Use a comma or pair of commas to set off a direct quotation.

My cousin, Marla said, will be thirteen next week.
Use a comma after the salutation of a friendly letter and after the closing of both a
friendly letter and a business letter.
Dear Melanie, Your friend, Sincerely yours,
Use a comma to prevent misreading.
Compared to Maine, Maryland is a southern state.
ACT I VI T Y
Directions For each item, add commas where necessary.
1. Dear Aunt Emily
2. Colby ran up and said I have to talk to you.
3. Colby wasnt lost just decamped.

4. Before you arrived said Aunt Emily a beautiful bird was sitting
in the hydrangea bush.
5. Yours truly
6. Compared to this bird a blue jay was common.
7. While visiting Colby sits on the old porch glider.
8. Instead of talking waiting for the bird is the thing to do.
9. Your loving nephew
10. Its as beautiful to look at as that bird said Aunt Emily.

Name Class Date

1. What happened to Aunt Emilys little boy?
2. What does Colby not like about his family?
3. What does Aunt Emily say she and Colby must do to attract the
beautiful bird?
4. When does Aunt Emily tell Colby the truth about the bird?
5. Where does Colby go when he learns the truth?

Name Class Date

Un pjaro como ningn otro DOROTHY WEST
1. Qu le sucedi al hijito de la ta Emily?
2. Qu es lo que no le gusta a Colby de su familia?
3. Qu dice la ta Emily que ella y Colby deben hacer para atraer al

hermoso pjaro?

4. Cundo le dice la ta Emily a Colby la verdad acerca del pjaro?
5. A dnde va Colby cuando se entera de la verdad?

Name Class Date

There Will Come Soft Rains RAY BRADBURY
In this science fiction story, a house run by machines continues to

function on its own after its occupants have died in a nuclear bomb
attack. All the jobs in the house, such as cooking, cleaning, and
running water for a bath, are done by machines. The story is a
warning about too much reliance on machines in daily life. The
author feels that giving machines power over our lives weakens us.
He also believes depending on machines could lead to the use of the
most destructive of all machinesnuclear weapons.
Vendrn lluvias suaves

En este cuento de ciencia ficcin, una casa controlada por las
mquinas contina funcionando despus de que sus ocupantes han
muerto en la explosin de una bomba nuclear. Todas las tareas
domsticas de la casa, tales como cocinar, limpiar y preparar el agna
para la baera son realizadas por las mquinas. El cuento es una
advertencia acerca del exceso de dependencia en las mquinas en la

vida cotidiana. El autor piensa que dar demasiado poder a las
mquinas nos debilita. Al igual que depender de las mquinas podra
llevar al uso de las ms destructivas de todas: Las armas nucleares.

Name Class Date
Tom Tat (p. 840)

Se en Ngay Ma Nhe RAY BRADBURY
Trong cau truyen khoa hoc vien tng nay, mot ngoi nha do may moc
ieu khien van t hoat ong sau khi nhng ngi chu nha a chet trong
mot t tan cong bang bom hat nhan. Tat ca cac cong viec trong can
nha, nh nau nng, don dep va m nc cho bon tam eu do may
moc am trach. Cau chuyen la li canh bao ve viec con ngi phu
thuoc qua nhieu vao may moc trong cuoc song hang ngay. Tac gia
cam thay rang cho may moc quyen kiem soat cuoc song cua chung ta
se khien chung ta yeu i. Ong cung tin rang viec phu thuoc vao may
moc co the dan en ket cuc la s dung loai may moc huy diet kinh
khung nhatvu kh hat nhan.

Name Class Date
Buod (p. 840)

May Darating na mga Mahinang Uln RAY BRADBURY
Su kuwentong science fiction na ito, patuloy ang pagpapatakb ng mga

makina sa isang bahay pagkatapos mamaty lahat ng nakatir rito gawa ng
atake ng isang bombang nukliyar. Lahat ng mga gawain sa bahay, tulad ng
pagluluto, paglilinis, at pagpapatulo ng tubig-panligo, ay ginagawa ng mga
makina. Ang kuwento ay isang babal tungkol sa sobrang pag-aasa natin sa
mga makina sa pangaraw-araw na buhay. Sa palagay ng awtor, tayo ay
humihina kapag binibigyan natin ng masyadong malaking kapangyarihan
ang mga makina sa ating buhay. Naniniwala rin siya na ang pag-aasa sa
mga makina ay maaaring magresulta sa paggamit ng makina na pinaka-
nakakasia sa lahatang mga arms na nukliyar.

Name Class Date
(p. 840)
RAY BRADBURY

Name Class Date

Ap gen Ti Lapli RAY BRADBURY
Nan istwa syans fiksyon sa a, yon kay apary ap dirije kontinye fonksyone
poukont li apre okipan li fin mouri nan yon atak bonm nikley. Tout travay
nan kay la, tankou f manje, netwaye, epi f dlo koule pou benyen, se
apary ki f yo. Istwa a se yon avtisman kont konte twp sou apary nan
lavi toulejou. Ot a panse bay apary pouvwa sou vi nou f nou vin fb.
Li panse tou depann de apary ta kapab mennen nou svi ak apary ki pi
destwikt lazam nikley.

Name Class Date

Cov Nag Tshauv Yuav Los RAY BRADBURY
Hauv zaj dabneeg kwvyees nov, ib lub tsev nrog tshuab nyob taus zoo
tomqab cov neeg hauv tuag lawm thaum raug ib lub foobpob. Txhua yam
haujlwm hauv tsev, xws li ua zaub mov, cheb tsev, thiab dej da, yog tshuab
tswj. Zaj dabneeg hais txog ib lub neej uas siv tshuab los tswj txhua yam.
Tus kws sau ntawv xav tias muab zog ntau dhau cov tshuab tswj peb txoj
sia ua rau peb muag dhau. Nws xav tias ua lub neej zwm rau tshuab yuav
coj peb mus rau kev rhuav lwm hom tshuabriam phom sab hnub.

Name Class Date

Diction
Diction is an authors choice and arrangement of words, including the

use of simile, metaphor, personification, and other forms of figurative
language. Diction includes the literal, or actual, meanings of words,
too. Denotation refers to a words dictionary meaning. Connotation
refers to a words implied or suggested meaning.
Paying attention to words literal and implied meanings will help you
understand an authors attitude, beliefs, and message.
ACT I V I T Y
Directions Find three examples of the authors use of figurative language in the selection.
Write the word or phrase, its denotation, and its connotation in the chart below. Use the first
row as a model.
Word or Phrase Denotation Connotation

voice-clock a clock that has a voice a clock that can speak like
a person
1. 2. 3.
4. 5. 6.
7. 7. 8.

Name Class Date

Interpret Authors Meaning
Authors write for different purposes. Some stories entertain readers,

while others both entertain and express a lesson or message. When
you interpret an authors meaning, you use information from the
selection and your own understanding of the world to figure out the
authors lesson or message. Examining plot, characterization, and
diction are some ways to interpret an authors meaning.
ACT I VI T Y
Directions In the large center oval, write your interpretation of the authors lesson or message.
In the surrounding circles, record details from the storycharacter and setting descriptions, plot
events, dictionthat support your interpretation.
Continue recording details from the story that help you interpret the
authors meaning. Ask your teacher for a Cluster Graphic Organizer.

Name Class Date

Vocabulay
shriveled adj. shrunken and wrinkled
charred adj. burned
frenzy n. a state of wild, intense emotion or excitement
inconvenience n. something that causes difficulty, discomfort, or bother
whims n. sudden or unexpected ideas
Exercise A Practice with Synonyms

Write the letter of the synonym, or word with nearly the same meaning, on the line next to each
vocabulary word. Use a dictionary or thesaurus if necessary.
1. charred A. withered
2. whims B. nuisance
3. shriveled C. hysteria
4. inconvenience D. scorched
5. frenzy E. notions

Write the vocabulary word below the question it answers.

1. What word would describe meat left on a grill?
2. What word describes a grape that turned into a raisin?
3. What word could be used to describe sharks attacking their prey?
4. What word might describe running out of soap while taking a

shower?

The house described in There Will Come Soft Rains is filled with robots and mechanical
devices that were meant to serve the people who once lived there. Imagine that you lived in
such a house. On the back of this sheet, describe it. Use at least THREE vocabulary words in
your description.

Name Class Date

Context Clues: Denition and Example
The water pelted windowpanes, running down the charred

west side where the house had been burned evenly free of
its white paint. The entire west face of the house was black,
save for five places.
Ray Bradbury, There Will Come Soft Rains
Connecting to Literature The word charred may be unfamiliar to you,

but you can determine the words meaning based on the other words
around it. These other words provide context clues. Context is the
sentence or group of sentences in which a word appears. The context
often provides clues as to what an unfamiliar word means. Writers use
several types of context clues to help readers, including the following.
Definition: The turkey had been left in the oven too long and was
charredburnedand completely ruined.
The writer provides a definition: burned.
Example: All of the household items recovered from the fire were charred;
even the oven mitts were covered in black burn marks.
In this sentence we can see what charred means by reading an

example of something being charred.
ACT I VI T Y
Directions Use context clues to determine the meaning of each underlined word. Write a
synonym or short definition for each.
1. The tiger cubs cavorted in their pen, playfully chasing each other
around.
2. The mechanical mice filed out in groups, regiments of tiny

soldiers.
3. The dog acted hysterically, jumping and yelping in a panic.
4. Glowing with fire, the incinerator flared up as the garbage was

swept in.

Name Class Date

Using Semicolons and Colons
Use a semicolon to join parts of a compound sentence when a conjunction such as

and, but, or or is not used. Use a semicolon to join parts of a compound sentence
when the main clauses are long and subdivided by commas.
The thunder sounded louder; the downpour was only minutes away.
Moms bird feeders, all fourteen of them, constantly needed to be refilled; but our
yard had more sparrows, chickadees, and robins than any place in town.
Use a colon to introduce a list of items that ends a sentence. Use a phrase such as
these, the following, or as follows before the list. Do not use a colon immediately after a
verb or preposition.
The jerseys are available in the following colors: red, blue, green, and purple.
Claire bought fabric, thread, and buttons.
Use a colon to separate the hour and the minutes when writing the time of day. Use
a colon after the salutation of a business letter.
The mail carrier usually arrives at 3:15 P.M.
Dear Ms. Carley: To whom this may concern:
ACT I V I T Y
Directions Add colons or semicolons where necessary. Place a C in the blank beside each
sentence that is punctuated correctly.
1. The clock alarm rang promptly at seven oclock no

one was there to hear it.
2. The breakfast stove ejected the following eight pieces

of toast, eight eggs, sixteen bacon slices, two coffees,
and two glasses of milk.
3. Dear Mr. Featherstone
4. My friend called at 9:05 P.M.
5. The students, all dressed in festive clothing, were

anxiously waiting for the holiday performance to
begin but their music teacher, who was always
punctual, had not arrived at the school yet.

Name Class Date

1. By 8:30 what had happened to the breakfast that had automatically
been made earlier in the morning?
2. How did the dog look when he came to the door at noon?
3. What did the dog realize as he ran from room to room?

4. What was left standing by the end of the fire?
5. What does the last voice say at the end of the story?

Name Class Date

Vendrn lluvias suaves RAY BRADBURY
1. Para las 8:30 de la maana, qu haba pasado con el desayuno que
se haba preparado automticamente ms temprano?
2. Cmo se pareca el perro cuarido lleg a la puerta al medioda?
3. De qu se di cuenta el perro mientras corra de cuarto en cuarto?

4. Qu cosa todava se qued a fines del fuego?
5. Qu dice la ltima voz al final del cuento?

Name Class Date

Missing CLAIRE MILLER
The frog population in the Monteverde Cloud Forest Reserve in Costa

Rica is declining. Frogs cannot live in areas that are hot and dry, so
they may be dying off due to global warming. The author suggests
ways that people can reduce global warming.
Birdfoots Grampa JOSEPH BRUCHAC (p. 859)
This poem describes the efforts of one old man to try to save the
lives of a few small toads trying to cross a busy road. He takes time
out of his own busy schedule to help creatures that are victims of
human progress.
Desaparecidos
La poblacin de ranas en la Reserva del Bosque Nuboso de
Monteverde en Costa Rica est declinando. Las ranas no pueden vivir
en zonas clidas y secas; por lo que las ranas se estn extinguiendo

all debido al calentamiento global. El autor sugiere maneras en que
las personas pueden reducirlo.
El abuelo de Pata de Pjaro

Este poema describe los esfuerzos de un anciano para tratar de salvar
la vida de algunos sapos pequeos que tratan de cruzar una carretera
concurrida. l roba tiempo a su propio horario lleno de tareas para
ayudar a criaturas que son vctimas del progreso humano.

Name Class Date
Tom Tat (p. 854)

Mat Tch CLAIRE MILLER
So lng ech nhai trong Khu Bao Ton Rng Cloud Monteverde Costa
Rica ang giam. Tac gia cho rang nguyen nhan la s nong len toan cau
do qua nhieu cacbon ioxit trong khong kh gay ra. Khu Bao Ton Rng
Cloud Monteverde nam cao tren nui va tng c may mu che phu.
Tuy nhien, ngay nay nhng am may hnh thanh tren cao hn nhieu,
cach xa ngon nui. ieu nay co ngha la mat at, cay co va suoi khu
rng nay khong am t nh trc ay. Ech nhai hap thu nc qua da.
Chung khong the song nhng ni nong va kho. Nhiet o khong kh
Rng Cloud nong hn so vi trc ay. ieu nay co the co ngha la
nhng con ech nhai ang chet dan chet mon v hien tng nong len
toan cau. Tac gia e xuat mot so cach con ngi co the lam e giam
hien tng nong len toan cau, bao gom dung xe o to t i va dung t
ien hn e cat giam lng cacbon dioxide thai ra bau kh quyen.
Tom Tat (p. 859)

Ong cua Birdfoot JOSEPH BRUCHAC
Bai th nay mo ta nhng no lc cua mot ngi an ong gia co gang cu

song vai con coc nho ang co gang i ngang qua mot con ng ong
uc. Ong danh thi gian trong lch lam viec ban ron cua mnh e giup
nhng sinh vat la nan nhan cua nhng tien bo cua con ngi.

Name Class Date
Buod
Nawawala CLAIRE MILLER (p. 854)
Kumakaunti ang dami ng mga palak sa Monteverde Cloud Forest Reserve

sa Costa Rica. Sa palagay ng awtor, ito ay dahil sa pag-init ng mundo sanhi
ng sobrang carbon dioxide sa hangin. Ang Monteverde Cloud Forest
Reserve ay nasa kataasan ng mga bundok, at madals ito napaliligiran ng
mga ulap. Pero ngayon, ang mga ulap ay nabubuo lampas n sa tuktuk ng
mga bundok. Ang ibig sabihin nito ay hindi na kasing-bas ang lupa, ang
mga halaman, at ang mga ilog sa gubat tulad ng noon. Sumisipsip ng tubig
ang balat ng mga palak. Hindi sila maaaring mabuhay sa mga lugar na
mainit at tuy. Ang temperatura sa Cloud Forest ay mas mainit kaysa dati.
Maaring ibig sabihin nito na ang mga palak rito ay unti-unting
nagsisimatayan dahil sa pag-init ng mundo. Iminungkahi ng awtor ang
mga paraan upang mabawasan ng mga tao ang pag-init ng mundo. Kasama
rito ang pagbawas sa pagmamaneho at ang pagbawas sa paggamit ng
koryente upang mabawasan ang carbon dioxide na sumisingaw sa hangin.
Ang Lolo ni Birdfoot JOSEPH BRUCHAC (p. 859)
Inilalarawan ng tul na ito ang pagsisikap ng isang matandang lalaki na

iligts ang mga buhay ng iilang maliliit na palakng tumatawid ng isang
kalsadang maraming sasakyan. Kahit siya ay maraming gawain, naglalaan
siya ng panahon para tulungan ang mga hayop na naging biktima ng pag-

unlad ng mga tao.

Name Class Date

CLAIRE MILLER (p. 854)
Monteverde Cloud
Monteverde
Cloud

Cloud

Birdfoot! JOSEPH BRUCHAC


Name Class Date

Dispart CLAIRE MILLER
Popilasyon grenouy la nan Monteverde Cloud Forest Reserve [Rezv For

Nyaj Monteverde a] nan Kostarika ap diminye. Ot a santi se poutt
rechofman plant la twp dyoksid kabn nan l a koze. Monteverde Cloud
Forest Reserve wo nan montay yo epi li te souvan antoure ak nyaj. Men
kounye a, nyaj yo fme wo sou tt montay yo. Sa vle di sl la, plant yo ak
kouran dlo nan for sa a pa imid menm jan ak anvan ank. Grenouy absbe
dlo atrav po yo. Yo pa kapab rete nan zn ki cho ak sch. Tanperati l a
nan Cloud Forest pi cho jan li te ye anvan an. Sa ta ka vle di grenouy yo ap
mouri poutt rechofman plant la. Ot a sijere jan pou moun diminye
rechofman plant la. Jan sa yo genyen ladan kondui mwens epi svi ak
mwens kouran elektrik pou koupe nan kantite diyoksid kabn ki libere nan
atmosf a.
Granpapa Pye zwazo JOSEPH BRUCHAC
Powm sa a ap dekri ef yon vye granmoun pou eseye sove lavi kk ti

krapo k ap eseye travse yon wout ki gen anpil aktivite. Li pran tan nan
pwp or ranpli pa li pou ede kreyati ki viktim pwogr imen.

Name Class Date

Tu Tsis Muaj CLAIRE MILLER
Cov qav nyob Thaj Hav Zoov Tshwj Cia Monteverde Cloud nram Costa
Rica tsawg zuj zus. Tus kws sau ntawv xav tias tej nov los ntawm huab cua
ntiajteb uas tshwmsim thaum cov cua pa ncaig carbon dioxide ntau dhau
saum huab cua. Thaj Hav Zoov Tshwj Cia Monteverde Cloud nyob saum
hau roob thiab pos huab saum hau. Niaj hnub nov, cov huab yuj saum hau
roob. Nov txhais tau tias cov av, cov nroj, thiab cov dej tsis ntub npaum li ib
txwm ntub los. Qav nqus dej ntawm lawv daim tawv rau lub cev. Lawv
nyob tsis tau rau cov chaw qhuav thiab kub. Cov cua hauv thaj Hav Zoov
Monteverde Cloud kub tshaj qub lawm. Nov txhais tau tias cov qav tuag
vim huabcua ntiajteb. Tus kws sau ntawv tham txog cov kev tibneeg yuav
fwm tau tej huab cua. Yog txhob caij tsheb ntau thiab siv tshuab hluav taws
xob kom txo cov cua carbon dioxide rau nruab ntug.
Noog Hneev Taw Grampa JOSEPH BRUCHAC
Zaj pajhuam nov teev txog lub dag zog ntawm ib tus neeg laus uas sim
cawm txhua hom qav dhia hla kev. Nws siv sijhawm tawm ntawm nws lub
caij uas tsis xyeej li los pab tej tsiaj uas raug tibneeg tej txujci rhuav.

Name Class Date

Description
Missing! CLAIRE MILLER
Birdfoots Grampa JOSEPH BRUCHAC
Description is writing that creates an impression of a setting, a
person, an animal, an object, or an event. Details in a description
appeal to the senses by helping you see, hear, smell, taste, and feel
what the author writes about.
Description is important because it makes the people, places, and
actions you read about seem real.
ACT I VI T Y
Directions Find vivid descriptions from each selection and explain how they help you imagine
the details of the story. A sample description is given as a model.
Descriptions from Missing! Descriptions from Birdfoots Grampa

The frogs absorb water through a seat
patch on their bottoms. This helps me
visualize the frogs sitting on moist
ground.

Name Class Date

Identify Problems and Solutions
Writers often use problems and solutions as a way to organize
informational articles. The writer introduces a problem and then
gives solutions to the problem. When you identify problems and
solutions, you examine a text to understand a conflict, or problem,
and how to solve it.
Identifying problems and solutions helps you understand whats
happening in a text. To identify problems, ask What is the author
concerned about? Look for words such as need, attempt, help, can and
will to help you find the authors solution.
ACT I V I T Y
Directions Identify one problem from each of the selections and write it in a box on the left. In
the boxes on the right, list the authors solutions.
Problem from Missing! Authors Solution:

Problem from Birdfoots Grampa Authors Solution:
Continue identifying problems and solutions from the selections. Ask
your teacher for an If-Then Graphic Organizer.

Name Class Date

Multiple-Meaning Words: Distinguishing Denitions
The old man must have stopped our car two dozen times
to climb out and gather into his hands the small toads
blinded by our lights and leaping, live drops of rain.
Joseph Bruchac, Birdfoots Grampa
Connecting to Literature Most words have more than one meaning.

The word live, which can refer to having existence, to residing in a
place, or to being energetic, is a multiple-meaning word. Multiple-
meaning words are words that have several definitions listed within
a single dictionary entry.
Word Meaning Examples

cope to struggle or deal with The frogs of Costa Rica must cope
with the changing environment.
to cut wood or metal pieces A carpenter could use a saw to
to form a joint cope the mitered joint.

ACT I VI T Y
Directions Look at the definition for each word. Circle the letter of the sentence that uses a
different meaning for the word.
1. drops: particles of rain

A. Cold air condenses into drops of rain.
B. Cloud cover can cause drops in temperature.
2. saves: rescues
A. The old man saves the toads from being run over.
B. Turning off lights when not in use saves energy.
3. patch: small piece of material

A. The frogs absorb water through a patch of skin.
B. The scientist tried to patch together pieces of information.
4. appliances: pieces of equipment for use in the home

A. She had to wear dental appliances to fix her teeth.
B. Unplugging appliances when not in use helps the environment.

Name Class Date

Using Quotation Marks I
Use quotation marks before and after a direct quotation. Also use quotation marks
with a divided quotation.
Step right up and try your luck, shouted the carnival worker.
Pasta, remarked Mr. Cortez, actually originated in China.
Use a comma or commas to separate a phrase such as he said from the quotation
itself. Place the comma outside opening quotation marks, but inside closing
quotation marks.
Troy asked, Where are the baseball bats?
Someday, said Gwen, I hope to live in Hawaii.
ACT I V I T Y
Directions Add quotation marks and commas where necessary.
1. In the early 1980s, there were hundreds of golden toads, explained

the scientist, but by 1989, people found only a few of them.
2. The tourist asked How do the forests frogs absorb water?

3. They soak it in through a patch of skin on their bottoms replied

the guide.
4. Whats causing the high cloud formation? asked the student.
5. As a result said the conservationist the forest floor is drier than it

once was.
6. Global warming is a problem we must face now insisted the

politician.
7. The old man held up a hand and said Stop your car, please.
8. What are you doing? I asked. You cant save them all.
9. I added We dont have time. We have places to go.
10. He smiled and said They have places to go too.

Name Class Date

1. In what country is the Monteverde Cloud Forest Reserve located?
2. What happens when Earths water evaporates from oceans, rivers,

and puddles?
3. How does having too much carbon dioxide in the air affect the
temperature of Earth?

4. According to the selection, how can you and your family help to
keep the world from getting warmer?
5. In Birdfoots Grampa, who is the old man referring to when he

says they have places to go too

Name Class Date

Desaparecidos CLAIRE MILLER
El abuelo de Pata de Pjaro JOSEPH BRUCHAC
1. En qu pas est situada la Monteverde Cloud Forest Reserve?
2. Qu ocurre cuando el agua de la Tierra evapora de los ocanos,

los lagos, los ros, y los charcos?
3. Qu efectos hay sobre las temperaturas de la Tierra cuando hay

demasiado bixido de carbono en el aire?
4. Segn la lectura, qu pueden hacer t y tu familia para evitar que

la Tierra llegara a estar ms y ms caliente?
5. En Birdfoots Grampa, a quin refiere el viejo cuando dice que

ellos tienen lugares donde pueden ir tambin?

Name Class Date
Comparing Literature (page 862)

Graphic Organizer
Echo and Narcissus ROGER LANCELYN GREEN
Orpheus, the Great Musician OLIVIA COOLIDGE
Echo and Narcissus and Orpheus, the Great Musician are two
myths that explore themes of life and love. Comparing and
contrasting these selections can help you understand important life
lessons.
ACT I VI T Y
Directions In the first column below, list similarities that exist in the themes of Echo and
Narcissus and Orpheus, the Great Musician. In the second column, list differences.
Similarities Differences

Name Class Date

Hera, the wife of Zeus, becomes jealous of a beautiful fairy named

Echo and places a curse on her. From then on, Echo can only speak
words that have first been spoken by others. Echo falls in love with
Narcissus, a handsome, arrogant young man, but she has trouble
expressing her love because she can only repeat what he said.
Orpheus loves a nymph named Eurydice. On their wedding day,

Eurydice is bitten by a snake and dies. Orpheus travels to the
underworld of Hades to find Eurydice. Once there, he plays his music
for the Hades board of directors. They, and Hades, are so charmed
that Hades offers Orpheus a deal. If Orpheus leaves without looking
behind him, Hades will send Eurydice back with him. If Orpheus
looks behind, Eurydice will have to stay forever.
Eco y Narciso
Hera, la esposa de Zeus, est celosa de hermosa ninfa llamada Eco y
la maldice. A partir de entonces, Eco solamente puede decir palabras
que han sido primero dichas por otros. Eco se enamora de Narciso, un
joven apuesto y arrogante pero le es difcil expresar su amor porque
solamente puede repetir las palabras de el.
Orfeo, el gran msico

Orfeo, ste est enamorado de una ninfa llamada Eurdice. En el da
de su boda, una vbora muerde a Eurdice matndo la Orfeo viaja al
mundo subterrneo de Hades para encontrar a Eurdice. Una vez all,
toca su msica para la junta directiva de Hades. Tanto ellos como
Hades quedan tan encantados que le ofrecen un trato. Si Orfeo se va
sin mirar atrs, Hades enviar a Eurdice de regreso con l. Si Orfeo
mira hacia atrs antes, Eurdice tendr que quedarse para siempre.

Name Class Date
Tom Tat (p. 862)

Echo va Narcissus ROGER LANCELYN GREEN
Cau truyen than thoai Hy Lap nay lan theo nguon goc cua nhng t
echo (tieng vang) va narcissism (tnh t yeu mnh). Than Zt thnh
thoang cung i khoi nh Olympus va xuong tham cac tien n song tren
nhng qua oi. Nang tien xinh ep nhat trong so ho ten la Echo. Hera,
phu nhan cua Than Zt, rat ghen vi nhng nang tien xinh ep ay nen
at mot li nguyen cho Echo. Ke t o tr i, Echo ch co the noi nhng
t a c ngi khac noi trc. Narcissus la mot chang thanh nien
tuan tu thng lang thang tren nhng vat oi ni nhng nang tien ang
song. Narcissus rat kieu ngao va ch yeu moi ban than mnh. Echo
em long yeu Narcissus nhng nang rat kho the hien c tnh yeu cua
mnh v nang ch co the nhac lai nhng t ma Narcussus noi. Cuoi
cung, Echo co gang om Narcussus. Chang t choi nang, va ieu nay
khien v than tnh yeu Aphrodite noi gian. Aphrodite ngh ra cach kheo
e trng phat Narcissus v ch biet quan tam en mnh.
Orpheus, Nhac Cong V ai OLIVIA COOLIDGE
Nhac cong huyen thoai Orpheus yeu mot nang tien co ten la Eurydice.
Vao ngay ci cua ho, Eurydice b mot con ran can chet. V qua au
kho, Orpheus i xuong the gii am phu Hades e tm Eurydice. Chang
dung am nhac tuyet vi cua mnh e me hoac bat ke ai co the giup

mnh. Khi a en ni, Orpheus chi nhac cho nhng v than cai quan
am phu. Nhng v nay, va ca chnh than Hades, b am nhac cua chang
me hoac en mc Hades ngo y a ra mot thoa thuan. Neu Orpheus
ri am phu ma khong nhn lai ang sau, Hades se tra Eurydice ve vi
chang. Neu Orpheus nhn lai ang sau trc khi chang ra khoi Hades,
Eurydice se phai lai o mai mai. Orpheus bat au quay tr lai, nhng
cht ngh rang Hades la mnh. Chang khong the nao kiem che mnh
va quay lai nhn ang sau. Chang nhn thay Eurydice, nhng nang bien
mat ngay khi chang om lay nang. Sau o, Orpheus chi nhac au
thng nhng ep hn bao gi het.

Name Class Date
Buod (p. 862)

Si Echo at si Narcissus ROGER LANCELYN GREEN
Sinusundan ng alamat na Greko na ito ang pinagmulan ng mga salitang

echo at narcissism. Noon, paminsan-minsang bumabab si Zeus mula
sa Mt. Olympus para bisitahin ang mga diwata na nakatir sa mga maliliit
na bundok. Ang pinakamaganda rito ay nagngangalang Echo. Nagselos sa
mga diwata si Hera, ang asawa ni Zeus, at naglagay siya ng sump kay
Echo. Mula noon ay nasasabi lamang ni Echo ang mga salitang unang
nabigkas n ng mga iba. Si Narcissus ay isang talagang guwapong lalaki na
madals lumigid sa mga maliliit na bundok kung saan nakatir ang mga
diwata. Mapagmataas si Narcissus, at ang mahal lamang niya ay ang
kanyang sarili. Umibig si Echo kay Narcissus, pero nahirapan siyang
ipahayag ito dahil ang tangi lamang na mga salita na maaari niyang
sabihin ay ang mga salitang binigkas n ni Narcissus. Sa kahulihan ay
sinubukang yakapin ni Echo si Narcissus. Tinaggihan siya ng lalaki, at
ikinagalit ito ni Aphrodite, ang diyosa ng pag-ibig. Naka-isip si Aphrodite
ng mahusay na paraan para parusahan si Narcissus sa kanyang pagiging
masyadong makasarili.
Si Orpheus, ang Dakilang Musikero OLIVIA COOLIDGE
Ang mitikong musikerong si Orpheus ay umiibig sa isang diwatang

nagngangalang Eurydice. Sa araw ng kanilang kasal, nakagt si Eurydice
ng isang ahas at siyay namaty. Sa kanyang dalamhati ay nagbiyahe si

Orpheus sa mundong-ibab ni Hades para hanapin si Eurydice. Ginamit
niya ang kanyang magandang musika para akitin ang sinumang
makakatulong sa kanyang makapunta kay Hades. Nang naroon na siya,
tumugtog siya ng musika para sa lupon ng mga direktor ni Hades. Lubs
na naakit ang mga ito, at pat na rin si Hades, sa musika ni Orpheus, at
dahil ditoy inalok ni Hades si Orpheus ng isang kasunduan. Kung umalis
si Orpheus mula sa mundong-ibab nang hindi lumilingon sa likod niya,
pababalikin niya si Eurydice kasama ni Orpheus. Pero kung lumingon si
Orpheus bago siya makatakas mula kay Hades, kinakailangang manatili si
Eurydice doon magpakailanman. Nagsimulang umalis si Orpheus, pero
naisip niya na nilinlang siya ni Hades. Hindi niya mapigilan ang sarili niya
at lumingon siya. Nakita niya si Eurydice, pero nawal ito nang yakapin
niya ito. Pagkatapos noon, ang musikang tinutugtog ni Orpheus ay
nakahahabag, pero mas maganda pa kaysa sa dati.

Name Class Date
(p. 862)
ROGER LANCELYN GREEN
echonarcissism
Zeus
EchoZeus Hera
Echo Echo
Narcissus
Narcissus EchoNarcissus
Narcissus Echo
NarcissusAphroditeAphrodite
Narcissus
OLIVIA COOLIDGE
Orpheus Eurydice
E ur y d i c e O rp h eus
HadesEurydice
Hades Orpheus
H a d e s O r p h e u s

HadesOrpheusOrpheus
HadesEurydiceOrpheus
Eurydice Orpheus
Hades
Eurydice Orpheus

Name Class Date

Eko ak Nasis ROGER LANCELYN GREEN
Mit grk sa a ap trase orijin mo eko ak nasisis. Zes te abitye kite Mn

Olenp pafwa, epi desann vin vizite fe ki te rete nan mn yo. Pi bl la nan
yo te rele Eko. Era, madanm Zes, vin jalou bl fe yo epi jete yon move s
sou Eko. Depi l sa a, Eko te kapab slman repete mo lt moun te di anvan.
Nasis se te yon bl jn gason ki te souvan ap pwomennen nan kolin kote
fe yo te rete yo. Nasis te awogan epi li te renmen tt pa li slman. Eko
tonbe damou pou Nasis, men li te gen pwoblm esprime lanmou li poutt
li te kapab slman repete mo Nasis te di. Finalman, Eko eseye antoure
Nasis ak bra li. Nasis rejte li, sa ki f Afwodit, deys lanmou a, fache.
Afwodit reflechi sou yon manny entelijan pou pini Nasis poutt li te
tw santre sou tt pa li.
fe, Gran Mizisyen an OLIVIA COOLIDGE
Mizisyen imajin fe renmen yon nenf ki rele Eridis. Jou maryaj yo, yon
span mde Eridis, ki mouri. Nan chagren li, fe vwayaje al nan lanf Ads
la pou jwenn Eridis. Li svi ak bl mizik li pou chame nenpt ki moun ki
kapab ede li jwenn Ads. Le li rive la, fe jwe mizik li pou komite direkt
Ads la. Yo, ansanm ak Ads, tlman chame ak mizik fe a Ads ofri fe
yon aranjman. Si fe kite lanf yo san li pa gade dy, Ads ap voye Eridis
tounen avk li. Si fe gade dy li anvan li chape nan men Ads, Eridis ap
oblije rete la pou toutan. fe kmanse ale, men li kmanse panse Ads
twonpe li. Li pa kapab reziste gade dy li. Li w Eridis, men li dispart nan
moman fe antoure li ak bra li. Apre sa, fe jwe mizik ki touchan men ki
pi bl toujou.

Name Class Date

Zaj dabneeg Greek nov chiv los ntawm cov lo lus ntxhe thiab muaj
plhus. Zeus tawm zaum puav saum Roob Tsuas Olympus los xyuas cov
ntxhais qaum ntuj uas nyob hauv roob. Tus zoo nkauj tshaj ntawm lawv hu
ua Ntxhe. Hera, Zeus pojniam, khib txog cov ntxhais qaum ntuj zoo nkauj
ces nws tso ib zaj lus foom rau Ntxhe. Txij thaum ntawd los, Ntxhe tsuas
hais tau cov lus uas luag tej twb xub hais lawm xwb. Muaj Plhus yog ib tus
hluas zoo nraug heev uas keev ncig mus saum roob uas cov ntxhais qaum
ntuj nyob. Muaj Plhus muab hlob thiab tsuas nyiam nws tus kheej xwb.
Ntxhe nyiam Muaj Plhus, tabsis nws muaj teebmeem txog qhia kev hlub rau
Muaj Plhus vim nws tsuas qog tau Muaj Plhus cov lus xwb. Thaum kawg,
Ntxhe sim puag Muaj Plhus. Muaj Plhus thawb Ntxhe tawm, ua rau
Aphodite chim heev vim nws yog tus niam vajtswv rau kev hluab.
Aphodite xav ib txoj kev ntse los rau txim rau Muaj Plhus txoj me kev siab
twm zeej.
Orpheus, tus Kws Paj Nkauj Nto Npe OLIVIA COOLIDGE
Tus kws paj nkauj Orpheus hauv dabneeg nyiam ib tus ntxhais qaum ntuj
hu ua Eurydice. Txog nkawd hnub sib yuav, Eurydice raug ib tus nab tom
ces tuag. Tu siab heev, Orpheus ncig mus nrhiav Eurydice rau Hades lub
ntiaj teb sab hauv. Nws siv nws cov paj nkauj rub txhua leej lub siab kom

pab nws mus rau Hades. Thaum txog tod, Orpheus siv nws cov paj nkauj
rau Hades cov thawj coj. Lawv, thiab Hades tus kheej, nyiam cov paj nkauj
heev ces Hades muab ib zaj lus rau Orpheus coj. Yog Orpheus tawm lub qab
ntuj mus tsis ntsia rov qab hlo li, Hades mam xa Eurydice rau nws. Tsis li,
Eurydice yuav tau nyob mus ib txhis. Orpheus pib rov qab, thiab xav tias
Hades caws ntxiab rau nws. Nws thev tsis tau qhov ntsia rov qab. Nws pom
Eurydice, tabsis ploj kiag thaum nws tabtom yuav puag Eurydice. Tomqab
ntawd, Orpheus ntaus nws cov paj nkauj uas ntxim hlub tshaj plaws thiab
zoo nkauj mus tas tiam.

Name Class Date

Theme
Youve learned that the theme of a literary work is its message about
life. Sometimes themes are only implied, or hinted at. Therefore, you
must think about the details and the events in the stories to figure out
the themes.
Myths are traditional stories that often involve gods, goddesses, and
heroes. Many myths attempt to explain a natural or historic event or
the origin of a belief or custom.
ACT I V I T Y
Directions In the second column below, state the theme of each selection. In the third column,
discuss what their themes mean.
Story Theme What this explains

Echo and Narcissus
Orpheus, the Great

Musician

Name Class Date

Using Quotation Marks II
A period is always placed inside closing quotation marks.
Ed said, Let me help you with that heavy carton.
Place a question mark or exclamation point inside the closing quotation marks
when it is part of the quotation. Place a question mark or exclamation point outside
the marks when it is part of the entire sentence.
Sam asked, Is there any more chocolate? (part of the quotation)
Did I hear you say, Buy it now, pay for it later? (part of the entire sentence)
Use quotation marks for the title of a short story, essay, poem, song, magazine or
newspaper article, or book chapter.
The Ransom of Red Chief (short story) Invictus (poem)
Love Me Tender (song)
ACT I VI T Y
Directions Add quotation marks as needed.
1. So nothing can stop you talking, Echo? exclaimed Hera.

2. Did you say, Never speak unless someone else speaks first?
3. Narcissus shouted, Is there anybody here?
4. Let us meet! cried Echo.
5. Away with these embraces! he said angrily.
6. Orpheus wrote songs such as Eurydice Is the Only One for Me.
7. I thought you said, Eurydice was bitten in the foot by a snake.
8. The ferryman of the Styx asked, Can you pay the price of crossing
into the underworld?
9. The king commanded, Go back to the light of day!
10. Eurydice whispered, Farewell, before she scattered into mist.

Name Class Date

1. In Echo and Narcissus, who puts the spell on Echo?
2. Who does Narcissus fall in love with?
3. In Orpheus, the Great Musician, how does Eurydice die?

4. Where does Orpheus go to try and find Eurydice?
5. When does Orpheus finally find Eurydice again?

Name Class Date

Eco y Narciso ROGER LANCELYN GREEN
Orfeo, el gran msico OLIVIA COOLIDGE
1. En Eco y Narciso, quin embruja a Eco?
2. De quin se enamora Narciso?
3. Cmo muere Eurdice en Orfeo, el gran msico?

4. A dnde va Orfeo en busca de Eurdice?
5. Cundo encuentra finalmente Orfeo a Euridice?

Name Class Date
Spelling Practice
Doubling the Final Consonant
Double the final consonant when a word ends with a single
consonant following one vowel and the word is one syllable or the last
syllable is accented both before and after adding the suffix.
jog + -er = jogger omit + -ed = omitted
Do not double the final consonant if the accent is not on the last
syllable or if the accent moves when a suffix is added.
enter + -ed = entered refer + -ence = reference
Also do not double the final consonant if the word already ends in
two consonants or if the suffix begins with a consonant.
sing + -er = singer equip + -ment = equipment
When adding the suffix -ly to a word ending in -ll, drop one l.
hill + -ly = hilly bull + -ly = bully
ACT I V I T Y
Directions Use the information above to spell the words indicated.
1. char + -ed =
2. instill + -ed =
3. log + -er =
4. sober + -ly =
5. perpetual + -ly =
6. open + -ed =
7. commit + -ment =
8. gain + -ful =
9. drop + -ing =
10. bring + -ing =
11. commit + -ed =
12. pull + -ing =

Name Class Date
Writing Workshop (page 874)

Expository Essay
Graphic Organizer
Your expository essay must include examples that support your thesis
or main idea. Use the graphic organizer below to organize your
thoughts and represent the ways in which your examples support
your main idea. Think about the following questions as you record
your ideas.
What have I experienced that supports my thesis?
How do my details show that storytelling is important?
What makes storytelling an important part of all cultures?
Thesis Statement

Writing Workshop Rubric
Expository Essay
Thesis/ Supporting
Organization Language Conclusion
Main Idea Examples
6 Clearly presents Organizes the Consistently Uses exceptional Conclusion is
an especially essay in an includes strong and effective especially
strong thesis, or exceptionally examples to language effective at
main idea, of effective and support and techniques to linking back to
the essay in the appropriate clarify ideas. maintain reader the thesis of the
introduction. pattern. interest. essay.
5 Clearly presents Organizes the Frequently Uses effective Conclusion is

a strong thesis, essay in an includes strong language effective at
or main idea, of effective and examples to techniques to linking back to
the essay in the appropriate support and maintain reader the thesis of the
introduction. pattern. clarify ideas. interest. essay.
4 Clearly presents Organizes the Includes some Uses language Conclusion links
a thesis, or main essay in a mostly strong examples techniques to back to the thesis
idea, of the effective and to support and maintain reader of the essay.
essay in the appropriate clarify ideas. interest.
introduction. pattern.
3 Clearly presents Essays Includes Uses minimal Conclusion does

a thesis, or main organization is examples to language not entirely link
idea, of the appropriate but support and techniques to back to the thesis
essay in the only sporadically clarify ideas, but maintain reader of the essay.
introduction, effective. examples could interest.
but the thesis is be stronger.
weak.
2 Presents a Essays pattern Rarely includes Uses language Conclusion

thesis, or main of organization is examples to techniques, but barely links back
idea, of the inconsistent support and techniques do to the thesis of
essay, but the throughout the clarify ideas. not maintain the essay.
thesis is weak essay. reader interest.
and does not

appear in the
introduction.
1 Does not Essay has no Does not include Does not use Conclusion is
present a thesis, organization. examples to any language absent.
or main idea, of support and techniques to
the essay. clarify ideas. maintain reader
interest.

Writing Workshop Checklists
Writing Process Checklist
The student made a prewriting plan.
The student discussed the draft with a partner or 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

Ideas
The title suggests the theme of the composition.
The composition focuses on a single narrow topic.
The thesisthe main point or central ideais clearly stated.
Well-chosen details elaborate on the main point.

Name Class Date
Speaking, Listening, and Viewing (page 880)

Active Listening and Note Taking
Retelling a Story
There are many factors that contribute to the impact and the meaning
of a story. The order of information, the emphasis the storyteller uses,
and the details the storyteller selects all aid the audience's
understanding.
ACT I V I T Y
Directions Choose a story of something that has happened in your life, or something that has
happened to someone you know. Think about which stories will appeal to your audience.
1. Make a list of stories you could tell to your class. As you make
your list, think about the special appeal of each story. Is the story
funny or serious? Does the story teach a lesson? What does the
story say about the people involved? Make a list of possible stories
here. After you have made your list, circle the one story that you
will tell your class.
2. Record the most important details from the story. These are the
details you will emphasize during the story. This list of details will
serve as a general outline for your story.

Name Class Date
Retelling a Story, cont.

3. Consider what background information your audience will need to
understand your story. Sometimes, background information can
add to the impact of the story. Also consider the specific visual and
sound details of the story. Think about how the characters and
setting look and sound.
Background Information
Visual and Sound Details
4. Rehearse your story in front of a mirror. Think about the facial

expressions you make and the speed and volume you use when
speaking. How are you letting your audience know which parts of
the story are most important?

5. Write down any questions you think your audience might have
about your story. Can you answer these questions by adding
details to the story? Write a list of questions and answers below.
Also record any changes you are making to your story.
6. If possible, practice by telling your story to a friend or family

member. Ask if your friend or family member has any suggestions
that will improve your storytelling. Write any suggestions here.

Speaking, Listening, and Viewing Rubric
Active Listening and Note Taking
Active Asking Nonverbal

Main Idea Note Taking
Listening Questions Cues
6 Consistently Consistently Consistently asks Consistently Consistently
pays attention determines the several insightful takes notes determines the
to the speaker correct main questions to while listening. speakers attitude
and has idea. clarify and learn by paying
insightful from the attention to
comments discussion. nonverbal cues
about what is such as posture,
said. gestures, eye
contact and facial
expressions.
5 Frequently pays Frequently Frequently asks Frequently takes Frequently

attention to the determines the several notes while determines the
speaker and has correct main thoughtful listening. speakers attitude
thoughtful idea. questions to by paying
comments clarify and learn attention to
about what is from the nonverbal cues
said. discussion. such as posture,
gestures, eye
contact and facial
expressions.
4 Pays attention Sometimes Asks a few Sometimes takes Determines the

to the speaker determines the questions to notes while speakers attitude
most of the time correct main clarify and learn listening. most of the time
and has idea. from the by paying
comments discussion. attention to
about what is nonverbal cues
said. such as posture,
gestures, eye
contact and facial
expressions.
3 Pays attention Attempts to Asks a question Takes few notes Attempts to

to the speaker determine the but it may not be while listening. determine the
some of the main idea, but it to clarify and speakers attitude
time but may may be incorrect. learn from the by paying
not have any discussion. attention to
comments nonverbal cues
about what is but it may be
said. incorrect.
2 Appears to pay Determines the Asks a question Takes notes but Determines the
attention to the main idea but it does not may not be speakers attitude
speaker but incorrectly. clarify the listening. incorrectly.
does not have discussion.
comments
about what is
said.
1 Does not pay Does not attempt Doesnt ask a Does not take Does not attempt
attention to the to determine the question or asks notes. to determine the
speaker. main idea. questions that are speakers
disruptive. attitude.

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 6 Answers The Miraculous Eclipse
Literary Element
Unit Introduction Answers will vary. Students should select two
Answers will vary. examples of stage directions from the play and
The Big Question School-to-Home explain the authors purpose for them.
Connection Reading Skill
Answers will vary. Answers should show that Answers will vary. Students should list plot
students interviewed and took notes while events as they appear in Scene 1 and correctly
discussing the questions with one or two people label them as part of the exposition, conflict,
at home. rising action, climax, falling action, or resolution.
Challenge Planner They should accurately explain how the plot
Answers will vary. Students planners should events advance the story.
show that they have chosen a topic and a project
Selection Vocabulary Practice
and have taken the steps necessary to complete
EXERCISE A
the project.
1. fanfare
Academic Vocabulary Development 2. eclipse
Answers will vary. Students should demonstrate 3. revenue
their understanding of the vocabulary words. 4. barbarians
Part 1: Entertainment EXERCISE B

1. barbarians
English Language Coach 2. eclipse
1. subj. 3. revenue
2. pred. 4. fanfare
3. sent.
4. obj. EXERCISE C
5. pred. Answers will vary. Students diary entries should
6. sent. describe Hanks visit to Camelot and include at
7. subj. least FOUR vocabulary words.

Ah, Wilderness! Vocabulary Strategy
Reading Strategy 1. A
Answers will vary. Students should express what 2. E
they already know about each type of energy. 3. B
4. D
Selection Quick Check 5. C
1. A mesa is a raised area of land with a flat top
and steep cliffs on all sides. Grammar Practice
2. It means that they generate their own energy 1. Yes, Old Hank Morgan could tell a whale of a
instead of relying on the areas power story.
company. 2. Although he was born in Connecticut, he
3. They have to ride on snowmobiles to get to knew all the folks at Camelot.
their car, which is parked two and a half miles 3. Courtiers, knights, guards, and servants
away. walked around the courtyard.
4. She uses the vacuum and the dishwasher at 4. King Arthur, the one who had the Round
the same time. Table, held court at Camelot.
5. They know the exact latitude and longitude in 5. C
case they have to be rescued by a helicopter.

Answers
Selection Quick Check The Answers box should contain answers to those
1. Hank gets in a fight with Hercules. questions. The Summary box should accurately
2. The first person Hank meets is Sir Kay. reflect the students understanding of the
3. The year is 528. sentence or excerpt.
4. Merlin suggests that they should take Hanks
clothing off of him. Selection Vocabulary Practice
5. It suddenly becomes dark outside because EXERCISE A
there is an eclipse. 1. instill
2. accusations
Part 2: Messages and Lessons 3. infinity
4. revelation
Genre Focus 5. reflective
1. No. Some characters, such as Knights and
Servants are listed as plural without saying EXERCISE B
exactly how many are needed. 1. revelation
2. The Miraculous Eclipse is divided into two 2. infinity
scenes. The drama is short enough to divide 3. instill
into scenes instead of acts. EXERCISE C
3. Answers will vary. Students should select an Answers will vary. Students radio commercial
example of stage directions from the selection scripts should include at least four vocabulary
and accurately identify its purpose. words.
4. Answers will vary. Students descriptions
should reflect each of the five stages of the Vocabulary Strategy
drama as a whole. Answers will vary. Sample answers:
1. felt resentment
English Language Coach 2. stopped working
Sample responses follow: 3. put blame on
1. to lead away 4. in the same situation
2. to push or move forward 5. become very upset
3. to carry off
4. to say or read aloud Grammar Practice
5. listeners or viewers at an event 1. As vast as space, there is a dimension of

6. people who watch an event imagination called the Twilight Zone.
7. written for a movie or play 2. It is the middle ground between light and
8. to suggest or do something for the first time shadow, and it is as timeless as infinity.
9. a combination of wheels used for pushing 3. Maple Street is similar to many streets in
and carrying America, but there is something very different
10. space built for lectures or performances today.
4. The electricity wouldnt work, and radios all
The Monsters Are Due on Main Street, down the street went dead.
Act 1 5. Before Tommy spoke up, no one knew why
Literary Element strange things were happening.
Answers will vary. Students should select 6. When a ship arrives from outer space, things
examples of stage directions and accurately like this always happen.
explain the writers purpose in including them. 7. Some people might look human, but they are
Reading Strategy actually from outer space.
Students entries in the Excerpt box should 8. The neighbors became paranoid, and no one
include an excerpt from the selection that most was above suspicion.
students might find difficult to understand on 9. C
first reading. The Questions box should record
questions such as who, what, where, and when.

Answers
Selection Quick Check 3. When Pete Van Horn was shot, someone
1. The narrator calls it the Twilight Zone. could have called Don Martin, M.D., to help
2. There will be the sound of a roar and a flash save him.
of light. 4. C
3. Tommy says that whoever was in the thing 5. C
that went overhead would not want them to 6. C
go downtown. 7. Ethel Goodman, R.N., worked as a nurse at
4. He pointed out that Mr. Goodman didnt even the local hospital.
come out to look and he wasnt even 8. Steve Brand and his wife moved to Maple
interested. Street from Laurel, Indiana.
5. She says she has seen him on the porch 9. The nearest dentist, Ray Hernandez, D.O.,
looking up at the sky as if he were waiting for was located in Chesterton.
something. 10. C
The Monsters Are Due on Main Street, Selection Quick Check
Act 2 1. She says he has been working on a ham radio
Literary Element set.
Answers will vary. Students should select 2. Steve pulls the gun out of Dons hand.
suspenseful passages and record feelings, 3. He says they are going to end up eating each
questions, and foreshadowing related to them. other alive.
4. Charlie kills Pete Van Horn.
Reading Strategy
5. The narrator says that there are weapons that
Answers will vary. Students should choose one
are simply thoughts, attitudes, and prejudices.
aspect of the historical context, such as political or
cultural atmosphere, and provide examples of how The Bird Like No Other
the setting, mood, and events relate to that aspect Literary Element
of the historical period. Answers will vary. Sample answers:
1. I learn that Aunt Emily is a family friend, and
she had a son who died in an accident
EXERCISE A
2. Aunt Emily had been Colbys sounding board
1. B
ever since the summer he was four. One day

2. C
that summer . . .
3. A
3. I learn how and why Aunt Emily made up the
EXERCISE B story about the bird like no other
1. legitimate
Reading Strategy
2. explicit
Answers will vary. Students should choose an
3. converging
idea or topic from the story, record what they
EXERCISE C already knew about that idea, and explain how
Answers will vary. Students should write a the information can be combined into a new
summary of the teleplay from the perspective of understanding.
the space alien Figure One and use at least
three vocabulary words.
EXERCISE A
Vocabulary Strategy 1. uncommitted
Answers will vary. Sample answers follow. 2. soberly
1. odd habits 3. woe
2. confused situation 4. initiative
3. prejudgments
EXERCISE B
4. afraid
1. woe
Grammar Practice 2. uncommitted
1. C 3. initiative
2. Perhaps Chicago, Illinois, has a Maple Street. 4. soberly

Answers
EXERCISE C Selection Vocabulary Practice
Answers will vary. Students letters to Aunt EXERCISE A
Emily should be written from the perspective of a 1. D
grown-up Colby and include at least three 2. E
vocabulary words. 3. A
4. B
Vocabulary Strategy
5. C
1. apple
2. say EXERCISE B
3. damp 1. charred
4. wee 2. shriveled
5. nanny 3. frenzy
4. inconvenience
Grammar Practice
1. Dear Aunt Emily, EXERCISE C
2. Colby ran up and said, I have to talk to you. Answers will vary. Students descriptions of their
3. Colby wasnt lost, just decamped. imaginary houses should include at least three
4. Before you arrived, said Aunt Emily, a vocabulary words.
beautiful bird was sitting in the hydrangea
bush. Vocabulary Strategy
5. Yours truly, Answers will vary. Sample answers:
6. Compared to this bird, a blue jay was 1. played, frolicked
common. 2. troops
7. While visiting, Colby sits on the old porch 3. frantically
glider. 4. trash furnace
8. Instead of talking, waiting for the bird is the Grammar Practice
thing to do. 1. The clock alarm rang promptly at seven
9. Your loving nephew, oclock; no one was there to hear it.
10. Its as beautiful to look at as that bird, said 2. The breakfast stove ejected the following:
Aunt Emily. eight pieces of toast, eight eggs, sixteen bacon
Selection Quick Check slices, two coffees, and two glasses of milk.
1. He died in a winter accident on an icy street. 3. Dear Mr. Featherstone:
2. He feels that he never comes first. 4. C
3. She says they must be absolutely quiet. 5. The students, all dressed in festive clothing,
4. She tells the truth when Colby is eight. were anxiously waiting for the holiday
5. He runs home. performance to begin; but their music teacher,
who was always punctual, had not arrived at
There Will Come Soft Rains the school yet.
Literary Element
Selection Quick Check
Answers will vary. Students should select
1. The eggs were shriveled and the toast was
examples of figurative language from the
like stone. Everything was automatically
selection and provide denotations and
cleaned up.
connotations.
2. He was very skinny and covered with sores.
Reading Strategy 3. He realized that there was no one there and
Answers will vary. Students should express a that the house was completely silent.
reasonable lesson or message that can be taken 4. One wall was left standing.
from the story and provide at least three details 5. The voice keeps repeating, Today is August 5,
from the story to support it. 2026.

Answers
Missing and Birdfoots Grampa 4. You can use the family car less and turn off
Literary Element lights and appliances that you arent using.
Answers will vary. Students should select vivid 5. He is referring to the small toads that he is
descriptions and explain how they help them see, gathering up.
feel, hear, and smell the details in the selections.
Comparing Literature Graphic
Reading Skill Organizer
Answers will vary. A problem from Missing Answers will vary. Students should list
might be frog extinction, global warming, or similarities and differences in the themes.
pollution. A solution from Missing might be
using the car less or turning off lights and Echo and Narcissus and Orpheus, the
appliances. A problem from Birdfoots Grampa Great Musician
might be human impact on nature or frog Literary Element
endangerment. A solution from Birdfoots Answers will vary. Students should demonstrate
Grampa might be stopping for frogs crossing in their understanding of the themes of the stories.
the road or rescuing frogs from getting hit by
Grammar Practice
cars.
1. So nothing can stop you talking, Echo?
Vocabulary Strategy exclaimed Hera.
1. B 2. Did you say, Never speak unless someone
2. B else speaks first?
3. B 3. Narcissus shouted, Is there anybody here?
4. A 4. Let us meet! cried Echo.
5. Away with these embraces! he said angrily.
Grammar Practice 6. Orpheus wrote songs such as Eurydice Is
1. In the early 1980s, there were hundreds of the Only One for Me.
golden toads, explained the scientist, but by 7. I thought you said, Eurydice was bitten in
1989, people found only a few of them. the foot by a snake.
2. The tourist asked, How do the forests frogs 8. The ferryman of the Styx asked, Can you
absorb water? pay the price of crossing into the
3. They soak it in through a patch of skin on

underworld?
their bottoms, replied the guide. 9. The king commanded, Go back to the light
4. Whats causing the high cloud formation? of day!
asked the student. 10. Eurydice whispered, Farewell, before she
5. As a result, said the conservationist, the scattered into mist.
forest floor is drier than it once was.
6. Global warming is a problem we must face Selection Quick Check
now, insisted the politician. 1. Hera puts the spell on Echo.
7. The old man held up a hand and said, Stop 2. Narcissus falls in love with his own reflection
your car, please. in the water, but he doesnt know that it is his
8. What are you doing? I asked. You cant own reflection because Aphrodite hides that
save them all. knowledge from him.
9. I added, We dont have time. We have places 3. Eurydice dies from a snakebite.
to go. 4. Orpheus goes into the underworld to try and
10. He smiled and said, They have places to go find Eurydice.
too. 5. Orpheus finally finds Eurydice again after he
dies.
Selection Quick Check
1. The Monteverde Cloud Forest Reserve is
located in Costa Rica.
2. The water changes from liquid to water vapor.
3. It is like a heavy blanket; it keeps in too much
of the suns heat causing the world to get
warmer.

Answers
Spelling Practice Writing Workshop Graphic Organizer
1. charred Students responses should include details that
2. instilled support their main ideas.
3. logger
Speaking, Listening, and Viewing
4. soberly
Answers will vary. Students should address each
5. perpetually
of the questions with thoughtful, detailed
6. opened
responses as they prepare to tell their stories.
7. commitment
8. gainful
9. dropping
10. bringing
11. committed
12. pulling

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UNIT 6

Copyright by The McGraw-Hill Companies, Inc.

Send all inquiries to:

Printed in the United States of America.

Part 2: Messages and Lessons

Genre Focus: Drama. . . . . . . . . . . . . . . . . . . . . . . . . 4344

Unit Resources Course 2, Unit 6 iii

Copyright by The McGraw-Hill Companies, Inc.

iv Course 2, Unit 6 Unit Resources

Why Share Stories? (page 756)

Unit Resources Course 2, Unit 6 1

My Reasons My Partners Reasons

Copyright by The McGraw-Hill Companies, Inc.

2 Course 2, Unit 6 Unit Resources

The Big Question Foldable

Unit Resources Course 2, Unit 6 3

The Big Question Foldable

Copyright by The McGraw-Hill Companies, Inc.

4 Course 2, Unit 6 Unit Resources

The Big Question

ACT I V I T Y: Sharing Stories

Do any of the responses surprise you? Why or why not?

ACT I V I T Y: Point of View

ACT I V I T Y: Community Historian

Unit Resources Course 2, Unit 6 5

ACT I VI DAD : Compartamos historias

ACT I VI DAD : Punto de vista

Copyright by The McGraw-Hill Companies, Inc.

ACT I VI DAD : Historiador de la comunidad

6 Course 2, Unit 6 Unit Resources

Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

cua chnh mnh.

Unit Resources Course 2, Unit 6 7

Ang Mahalagang Tanong

GAWAIN : Ang Pagkukuwento

Nagulat ka ba sa alinman sa mga sagot? Bakit o bakit hindi?

Copyright by The McGraw-Hill Companies, Inc.

Paano nagkakaiba ang dalawang bersiyon ng parehong kuwento? Bakit sila

GAWAIN : Manunulat ng Kasaysayan ng Komunidad

8 Course 2, Unit 6 Unit Resources

Unit Resources Course 2, Unit 6 9

Koneksyon ant lekl ak lakay ak yon Gwo

AKT I VI T E : Pataje istwa ak moun

ske gen nan repons sa yo ki f w sezi? Pou kisa oubyen poukipa?

Copyright by The McGraw-Hill Companies, Inc.

Konpare de vsyon nan menm evnman sa a? Pou kisa yo kapab pa menm?

AKT I VI T E : Istoryen kominote a

10 Course 2, Unit 6 Unit Resources

Zaj Lus Nug Loj

Zaj Tswvyim Zoo Tshaj

Unit Resources Course 2, Unit 6 11

Section A. Choose a Topic

Copyright by The McGraw-Hill Companies, Inc.

12 Course 2, Unit 6 Unit Resources

Section B. Choose a Project

4. Person on the Street. Choose three people to interview about a

Unit Resources Course 2, Unit 6 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 6 Unit Resources

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