U2 UR c2 PDF

UNIT 2
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 2: Why Do You Read?
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: For Fun

English Language Coach, Part 1 . . . . . . . . . . . . . . . . . . . . . 19
Charles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2032
Sarah Cynthia Sylvia Stout Would Not Take the
Garbage Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3342
After Twenty Years . . . . . . . . . . . . . . . . . . . . . . . . . 4355
Slam, Dunk, & Hook . . . . . . . . . . . . . . . . . . . . . . . . . 5666

Grammar Workshop: Sentence Fragments. . . . . . . . . . . . . . .67
Part 2: For Information

English Language Coach, Part 2 . . . . . . . . . . . . . . . . . . . . .69
What Is a Knight? . . . . . . . . . . . . . . . . . . . . . . . . . . 7081
Genre Focus: Informational Text. . . . . . . . . . . . . . . . . . 8283
from When Plague Strikes . . . . . . . . . . . . . . . . . . . . . 8496
TIME: Miracle Hands . . . . . . . . . . . . . . . . . . . . . . . . 97105
Functional Documents: Train Schedule, Stadium Map . . . . 106114
Media Workshop: Media Elements . . . . . . . . . . . . . . . . . . 115
The Story of an Eyewitness . . . . . . . . . . . . . . . . . . . 116128
Part 3: For Understanding

English Language Coach, Part 3 . . . . . . . . . . . . . . . . . . . . 130
An Hour with Abuelo . . . . . . . . . . . . . . . . . . . . . . . 131142
Unit Resources Course 2, Unit 2 iii
A Days Wait . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143153
The Monkey Who Asked for Misery. . . . . . . . . . . . . . . 154163
Do Animals Lie? . . . . . . . . . . . . . . . . . . . . . . . . . . 164176
Ones Name Is Mud . . . . . . . . . . . . . . . . . . . . . . . . 177188
Tending Sir Ernests Legacy . . . . . . . . . . . . . . . . . . . 189200
Shipwreck at the Bottom of the World . . . . . . . . . . . . . 201209
Comparing Literature Graphic Organizer . . . . . . . . . . . . . . . 210
Aunty Misery; Strawberries . . . . . . . . . . . . . . . . . . . 211220
Spelling Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Writing Workshop Graphic Organizer. . . . . . . . . . . . . . . . . 222
Writing Workshop Rubric. . . . . . . . . . . . . . . . . . . . . . . . 223
Writing Workshop Checklists . . . . . . . . . . . . . . . . . . . . . 224
Speaking, Listening, and Viewing Activities . . . . . . . . . . 225226
Speaking, Listening, and Viewing Workshop Rubric . . . . . . . . 227
Active Reading Graphic Organizers . . . . . . . . . . . . . . . 228237
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238246
iv Course 2, Unit 2 Unit Resources

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Why Do You Read? (page 170)

Introduction
How big a role does reading play in your life? Think about it. You
probably read many times throughout the day. Maybe you look at the
newspaper to find out how the game went. Maybe you check the TV
listings for the program you want to see. And sometimes you
probably surf the Internet and connect with friends online. The wide
variety of selections in this unit demonstrates the wide variety of
reasons to read. As you read this unit, think about reading for fun,
reading for information, and reading for understanding.
ACT I V I T Y
Directions Complete the first three steps in the space provided, and then work with a partner
to finish the activity.
1. Make a list of the things that you read for information only. Circle
the three most important sources of information on your list.
2. Make a list of the things that you read for understanding, or to

increase your knowledge. Circle the two resources you use most
often to increase your understanding.
3. Make a list of the things that you read for fun or entertainment.
Circle your favorite resource to read for fun or entertainment.
Unit Resources Course 2, Unit 2 1

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Directions Share your lists from questions 1, 2, and 3 with a partner. Discuss which items
you had in common and which items you circled on your lists. Answer the following questions
together.
4. Are there any items that you read for information, understanding,
and fun? List them here.
5. Complete the Venn diagram below by writing at least one item in

each section of the diagram.
For Fun

For Information For Understanding
2 Course 2, Unit 2 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 Place a sheet of paper in front of Step 3 Repeat the above directions for
you with the long side at the top. each remaining selection in the
Fold the right side of the paper unit.
over twice, making sure to leave at
At the end of the unit, you use the
least a half-inch uncovered margin
half-inch margin space at the left
at the left side.
to staple all of the fold-over pages
together.
Step 2 Unfold the paper. On the left side,

at the top, write The Big Question
for the unit. On the middle panel,

write the label My Purpose for
Reading. On the right side, write a
reading selection title.

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The Big Question Foldable

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The Big Question

School-to-Home Connection
Unit 2 focuses on the Big Question: Why Do You Read? Throughout
the unit, you will learn about various purposes for reading. 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: Create a Web Diagram

Ask a family member to answer the Big QuestionWhy Do You
Read? Create a web diagram on a separate sheet of paper. In the
center circle, write the persons name. Draw five outer circles. In these
outer circles, record his or her responses to the Big Question.
ACT I V I T Y: Interview
Directions Ask a parent or another adult in your home to respond to the following items.
Record the answers on a separate sheet of paper.
1. How did you feel about reading as a child?
2. What were some of your favorite books or other reading materials?
3. How do you feel about reading now?
4. What are your favorite books or other reading materials?
5. Name some different reasons why you read.
ACT I V I T Y: Survey
1. Ask a family member to help you survey the books and other
reading materials in your home. List the types of reading materials
that you find on a separate sheet of paper.
2. From your survey, what conclusions can you draw about the
relationship between reading and your family?

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La pregunta importante
Enlace entre la escuela y la casa
La unidad 2 se concentra en la Pregunta importante: Por qu lees? En
esta unidad aprenders varios propsitos de la lectura. Antes de
preparar tu respuesta a la Pregunta importante, averigua qu piensan
tus padres u otros adultos. Escoge una de las siguientes actividades
para hacer en la casa.
ACT I VI DAD : Haz un diagrama de red

Pdele a un miembro de tu familia que responda a la Pregunta
importante: Por qu lees? Haz un diagrama de red en una hoja
aparte. Escribe el nombre de la persona en el crculo del centro. Dibuja
cinco crculos concntricos hacia afuera. Anota una repuesta en cada
crculo.
ACT I VI DAD : Entrevista

Instrucciones Pide a uno de tus padres o a otro adulto en tu hogar que responda a las
siguientes preguntas. Anota las respuestas en una hoja de papel aparte.
1. Qu pensabas de la lectura cuando eras nio?
2. Cules eran algunos de tus libros o material de lectura preferidos?
Explica.

3. Qu piensas ahora de la lectura?
4. Cules son algunos de tus libros o material de lectura preferidos?
Explica.
5. Escribe algunas de las razones por las cuales lees.
ACT I VI DAD : Investigacin

1. Pdele a un miembro de tu familia que te ayude a investigar los
libros y material de lectura que hay en tu hogar. Anota en una hoja
aparte los tipos de material de lectura que encuentres.
2. Segn tu investigacin, qu conclusiones puedes sacar sobre tu
familia y la lectura?

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Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Chng 2 tap trung vao Cau Hoi Chnh sau: Tai sao ban oc? Trong ca
chng nay, cac em se tm hieu cac muc ch oc khac nhau. Trc
khi chuan b cac cau tra li cua chnh em oi vi 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 : T a o S o H n h M a n g N h e n
Yeu cau mot thanh vien trong gia nh tra li Cau Hoi Chnh sauTai sao
cha/me/bac oc? Tao mot s o hnh mang nhen tren mot t giay rieng.
Viet ten ngi o vao vong tron trung tam. Ve nam vong tron ve tinh roi ghi
cac cau tra li cua ngi o vao trong cac vong tron o.
H OA T O N G : P h o n g Va n
Hng Dan Hay yeu cau cha/me hoac mot ngi ln khac trong nha
tra li cac cau hoi sau. Ghi cac cau tra li vao mot t giay rieng.
1. Cha/me/bac cam thay the nao ve viec oc khi con nho?
2. Hoi o loai sach hay tai lieu oc khac ma cha/me/bac thch oc nhat
la g? Xin hay giai thch.
3. Bay gi cha/me/bac cam thay the nao ve viec oc?
4. Bay gi loai sach va cac tai lieu oc khac cha/me/bac thch oc nhat
la g? Xin hay giai thch.
5. a ra mot so ly do khac nhau tai sao cha/me/bac oc.
H OA T O N G : Kha o Sa t
1. Hay yeu cau mot thanh vien trong gia nh giup em kiem tra sach va
cac tai lieu oc khac co trong nha. Dung mot t giay rieng liet ke cac
loai tai lieu oc ma em tm thay.
2. T ket qua khao sat nay, em co the rut ra ket luan g ve moi lien he
gia viec oc va gia nh mnh?

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Ang Mahalagang Tanong

Kaugnayan ng Paaralan sa Tahanan
Binibigyan-diin ng Yunit 2 ang Mahalagang Tanong: Bakit ka nagbabasa?
Sa buong yunit, matututunan mo ang ibat-ibang mga layunin para sa
pagbabasa. Bago mo ihanda ang iyong mga sariling sagot sa Mahalagang
Tanong, alamin muna kung ano ang iniisip ng iyong mga magulang o
ibang mga nakatatanda. Pumili ng isa sa mga gawain sa ibab na gagawin
sa tahanan.
GAWAIN : Gumawa ng isang Web Diagram

Sabihin sa isang kapamilya na sagutin ang Mahalagang TanongBakit ka
nagbabasa? Gumawa ng isang web diagram sa isang hiwalay na papel. Sa
bilog sa gitna, isulat ang pangalan ng tao. Gumuhit ng limang panlabas na
bilog. Sa mga panlabas na bilog na ito, isulat ang kanyang mga sagot sa
Mahalagang Tanong.
GAWAIN : Interbyu:
Ang Gagawin Hilingin ang isang magulang o ibang nakatatanda na nasa iyong
tahanan na sagutin ang mga sumusunod. Isulat ang mga sagot sa isang hiwalay na
papel.
1. Ano ang damdamin mo tungkol sa pagbabasa noong ikaw ay bata pa?
2. Ano ang ilan sa iyong mga paboritong libro o ibang mga babasahin?
Ipaliwanag.
3. Ano ang damdamin mo ngayon tungkol sa pagbabasa?
4. Ano ang iyong mga paboritong libro o ibang mga babasahin?

Ipaliwanag.
5. Banggitin ang ilang mga dahilan kung bakit ka nagbabasa.
GAWAIN : Survey
1. Magpatulong sa isang kapamilya na gumawa ng survey ng mga aklat at
ibang mga babasahin sa iyong tahanan. Ilista sa isang hiwalay na piraso
ng papel ang mga uri ng babasahin na mahahanap mo.
2. Mula sa iyong survey, ano ang mga opinyon na makukuha mo tungkol
sa kaugnayan ng pagbabasa at ng iyong pamilya?

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Koneksyon ant lekl ak lakay ak yon Gwo

Kesyon
Modil 2 konsantre sou Gwo Kesyon sa a: Pou kisa moun li? Nan
modil sa a, ou pral aprann tout rezon ki genyen pou yon moun f
lekti. Anvan w prepare repons pa w 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 : Kreye yon dyagram web

Mande yon moun nan fanmi w pou l reponn Gwo Kesyon an pou
ouPou kisa w f lekti? Kreye yon dyagram web sou yon fy papye
apa. Nan sk ki nan mitan an, ekri non moun lan. F senk lt sk
ozalantou li. Nan sk sa yo, ekri repons li ba w pou Gwo Kesyon an.
AKT I VI T E : E N T V Y O U
Enstriksyon Mande yon paran ki granmoun oswa yon lt granmoun nan kay la pou li reponn
kesyon sa yo. Ekri repons yo sou yon fy papye apa.
1. ske w te renmen li l w te timoun?
2. Ki liv oswa lt kalite dokiman lekti ou te pi renmen? Eksplike m.
3. ske w renmen li kounye a?
4. Ki liv oswa lt kalite lekti ou pi renmen? Eksplike m.

5. Site diferan rezon ki f ou li.
AKT I VI T E : A N K T
1. Mande yon moun nan fanmi w pou yo ede w f yon envant liv ak
lt kalite dokiman lekti ki nan kay la. F yon lis diferan kalite
dokiman lekti ou jwenn nan yon fy papye apa.
2. Apre w fin f ankt ou an, ki konklizyon ou ka tire sou relasyon ki
genyen ant fanmi w ak lekti?

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Zaj Lus Nug Loj

Tsev Kawm Ntawv-rau-Tsev Kev Txuas Lus
Nqe 2 tsom kwm rau zaj Lus Nug Loj: Vim licas koj thiaj nyeem ntawv?
Thoob plaws nqe nov, koj ytuav kawm txog ntau lub homphiaj ntawm kev
nyeem ntawv. 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: Tsim ib Daim Ntxaij Duab Kos
Nug kom ib tus neeg hauv tsev los teb zaj Lus Nug LojVim licas koj thiaj
nyeem ntawv? Tsim ib daim ntxaij duab kos rau ib daim ntawv dawb. Hauv
lub plawv vojvoog, sau tus neeg lub npe. Kos tsib lub vojvoog sab nraud
ntxiv. Hauv cov vojvoog nraud, sau nws cov lus teb rau zaj Lus Nug Loj.
DEJN UM: Kev Nug
Kev Taw Qhia Nug ib tus niam txiv lossis lwm tus neeg loj tom tsev kom
teb cov nqe lus nram nov. Sau cov lus teb rau ib daim ntawv dawb:
1. Koj xav licas txog kev nyeem ntawv thaum tseem yau?
2. Tej cov phau ntawv koj nyiam nyeem yog cov twg lossis hom twg?
Piav saib.
3. Niaj hnub nov koj xav licas txog kev nyeem ntawv thiab?
4. Cov phau ntawv koj nyiam nyeem tshaj yog cov twg lossis hom twg?
Piav saib.
5. Muab cov tswvyim sib txawv txog tias vim licas koj thiaj nyeem ntawv.
DEJN UM: Kev Tshawb Nug

1. Hais kom ib tus neeg tom tsev nrog koj tshawb nug cov phau ntawv
thiab cov twj nyeem ntawv hauv koj tsev. Teev sau cov hom twj ntawv
nyeem uas koj nrhiav tau rau ib daimntawv dawb.
2. Raws cov lus tshawb nug tau, koj yuav xaus cov lus teev txog kev nyeem
ntawv thiab koj tsev neeg licas?

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Challenge Planner
The Unit 2 Challenge provides an opportunity to further explore the
Big Question: Why Do You Read? The topics listed below focus the
Big Question on three main ideas: Reading for Fun, Reading for
Information, and Reading for Understanding.
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 four 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. Choose two or more selections from Unit 2 in which characters
gain a new understanding of their world. Identify the original
misunderstanding and the way in which the characters gain a new
understanding. Comment on how you think this will change the
characters outlook in the future.
2. In An Hour With Abuelo, Arturo gains a new understanding of
his grandfather through reading. Compare Arturos new
understanding to a time when you have gained a new

understanding of something or someone through reading.
Compare the reasons for reading and the lessons learned.
3. Folktales are told to provide explanations or reasons for things that
exist in the world. The folktales in Unit 2 are The Monkey Who
Asked for Misery, Aunty Misery, and Strawberries. Select at
least two of these folktales and examine the explanations they give.
Think about how they might help people understand the world
around them.
4. Many of the selections in Unit 2 use especially interesting or
expressive language. For example, Slam, Dunk, & Hook and
What is a Knight? both explain things by using unusual
language. Choose at least one selection that uses interesting
language and explain why the author chose to write in this way.

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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. Each partner will take on the role of one author.
You each may use quotes from selections to support a point. Using
topic 1, for example, Shirley Jackson (who wrote Charles) and
Ernest Hemingway (who wrote A Days Wait) could talk about
the difference between a misunderstanding by a parent and a
misunderstanding by a child.
2. Artists Conception. Work alone, with a partner, or with a group to
use visual media to create either a written or an oral presentation.
Using a computer, for example, create an interactive presentation
with the full text and visuals on the screen; or outline the main
points on the screen to accompany an oral presentation. Other
possibilities include creating a book that includes illustrations or
photos or a videotaped presentation. For example, using topic 3,
you could create a computer presentation about the ways folktales
have helped people understand the world.
3. Letter Exchange. Work alone or with a partner to create a
correspondence between two characters from different Unit 2
selections or between you and one of the characters. The
correspondence should include original writing and quotations
from selections. You may write the exchange as a traditional letter
exchange or in short segments, as if it were taking place by e-mail.
Using topic 2, for example, you could exchange letters with Arturo
about a lesson you learned through reading.
4. 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 that it is visually
appealing. For an oral collage, work together to present a reading
of your written material, including excerpts from selections. Using
topic 4, for example, you could create a collage of interesting
phrases from the selections with brief explanations of why the
author chose to write in this way.
5. In Style. Address your topic by writing in the style of one of the
unit writers. Write an introductory paragraph describing the style
and which aspects of it you will be imitating as you write. Consider,
for example, the style of writing of the period, the genre, word
choice, sentence length, use of figurative language, and use of
conversation. For topic 3, for example, you could create a new
folktale that explains the existence of something.

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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 will
use this units words to talk about how authors create characters and
how characters change.
Unit 2 Academic Vocabulary

benefited v. was helpful or useful to
commitment n. a devotion or promise to something or someone
consequently adv. as a result
contributes v. does or gives to something in order to achieving a specific purpose
distributed v. handed out, delivered, or spread among a group
dramatically adv. in a way that grabs attention or notice
isolation n. a state of being remote or separated from things or people
transition n. a state of change; a progression
ACT I VI T Y
Directions Answer the following questions. In your answers, use the academic vocabulary

words that appear in bold.
1. Writers often create characters that change during the course of a
story, sometimes dramatically. Think about the stories An Hour
with Abuelo and A Days Wait. How had certain events
benefited the characters? In what ways did these events help the
characters to change?

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Academic Vocabulary, cont.

2. Think about the passages The Story of an Eyewitness and
Tending Sir Ernests Legacy. In each historical description, crucial
events change the lives of the people involved. Describe how
history consequently changes. Also explain how sharing these
events and their results contributes to other peoples lives.
3. Think about the passages and stories in this unit. Which of them
describe periods of isolation that cause characters to change
dramatically? Compare at least two stories that do so. Describe
how each of the characters undergoes a transition.
4. Compare two stories in this unit in which a character makes a

commitment. What is the commitment and how does it change the
character? How has the writer distributed information about the
characters commitment throughout the story?

PART
For Fun
1

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English Language Coach, Part 1

Adverbs
Stories are sometimes called narratives. This is because they narrate,
or tell a series of actions. To describe these actions, writers use words
called adverbs.
Adverbs are words that describe or modify verbs, adjectives, or other
adverbs, such as the following:
He sang passionately. (passionately modifies the verb sang)
We were extremely tired. (extremely modifies the adjective tired)
We stopped the game too soon. (too modifies the adverb soon)
When modifying verbs, adverbs may describe either how, when, or
where the action occurs. Here are some examples.
They came slowly. (describes how)
They came late. (describes when)
They came here. (describes where)
Adverbs are most often formed by adding the letters -ly to adjectives.
Not all words that end with -ly are adverbs, however. When an -ly
word describes what a person is like, such as friendly, it is an adjective
(I am friendly).
Note that adverbs do not always end with the letters -ly. The following
words may all be used as adverbs, but they do not have -ly endings:
afterward, hard, late, not, often, sometimes, soon, there, too.
ACT I V I T Y
Directions Underline each adverb in the sentences below.
1. They ran quickly.
2. I am constantly late.
3. She sobbed hysterically when she said goodbye.
4. They wove the blanket carefully.
5. I am too tired to help you.
6. We were basically convinced of the answer.
7. Dont be hard on yourself.
8. You are talking excessively today.
9. I was ignorantly thinking that he was wrong.
10. Do you often watch movies?

Name Class Date
Summary/Resumen (p. 178)

Charles SHIRLEY JACKSON
Lauries parents are shocked to hear their kindergartener describe the

terrible behavior of his classmate Charles. Charles fights with other
students and his teacher, says bad words in class, and gets his mouth
washed out with soap. Lauries parents seem to fail to notice that
Laurie is not a very well-behaved child at home. They are anxious to
go to a P.T.A. meeting so that they can meet Charless mother.
However, Lauries mother gets a big surprise when she finally meets
with Lauries teacher.
Charles
Los padres de Laurie quedan estupefactos al escuchar de labios de su
pequeo, que est en preescolar, la descripcin de la terrible conducta
de Charles, su compaero de clase. Charles se pelea con los dems
estudiantes y con su maestra, dice malas palabras en clase y tienen
que lavarle la boca con jabn. Los padres de Laurie no parecen notar

que el nio no se porta muy bien en casa. Ellos estn ansiosos por ir a
una reunin de padres y maestros para conocer a la madre de
Charles. Sin embargo, la madre de Laurie se lleva una gran sorpresa
cuando finalmente se rene con la maestra de Laurie.

Name Class Date
Tom Tat (p. 178)

Ba me cua Laurie rat ngac nhien khi be con hoc mau giao nha mnh mo
ta hanh vi khung khiep cua cau ban Charles cung lp. Charles anh
nhau vi cac hoc sinh khac va vi ca giao vien, vang tuc trong lp, va
b ra mieng bang xa bong. Ba me cua Laurie dng nh khong nhan
ra rang nha Laurie la mot a tre thieu le o. Ho rat sot ruot muon
en tham d cuoc hop cua Hoi Phu Huynh Giao Vien e co dp gap
me cua Charles. Tuy nhien, me cua Laurie vo cung ngac nhien khi gap
giao vien cua Laurie.

Name Class Date
Buod (p. 178)

Nabigl ang mga magulang ni Laurie nang narinig nila mula sa kanilang
anak na nasa kindergarten na grabe ang pag-uugali ng kanyang kaklaseng
si Charles. Si Charles ay nakikipag-away sa ibang mga mag-aaral at sa
kanyang guro, nagmumura sa klase, at pinaparusahan siya dahil dito.
Parang hindi yata napansin ng mga magulang ni Laurie na si Laurie ay
salbahe sa tahanan. Nais nilang magpunta sa isang P.T.A. meeting upang
makilala ang nanay ni Charles. Gayunman, lubs na nagulat ang nanay ni
Laurie nang sa waks ay nakilala niya ang guro ni Laurie.

Name Class Date
(p. 178)
SHIRLEY JACKSON
LaurieCharles
Charles
Laurie Laurie
Charles
Laurie


Name Class Date
Rezime Seleksyon (p. 178)

Paran Laurie choke l yo tande pitit yo a ki nan gadri dekri konptman

terib kamarad klas li, Charles. Charles batay avk lt elv ak pwofes, di
betiz nan klas, epi yo lave bouch li ak savon. Paran Laurie sanble yo pa
remake Laurie pa fin konpte l tw byen lakay li. Yo enpasyan ale nan yon
reyinyon paran ak pwofes pou yo kapab rankontre manman Charles. Men,
manman Laurie jwenn yon gwo sipriz l li finalman rankontre pwofes
Laurie.

Name Class Date
Zuag Tswvyim (p. 178)

Laurie niam thiab txiv ceeb thaum nkawd hnov cov menyuam kawm
ntawv piav txog kev coj phem ntawm Laurie tus phooj ywg Charles uas
kawm ntawv uake. Charles cav nrog lwm tus tub kawm thiab nws leej xib
fwb, siv lus phem hauv chav kawm, thiab raug muab tshuaj ntxuav qhov
ncauj. Laurie niam thiab txiv tsis paub tias Laurie tsis yog ib tug menyuam
tsis mloog lus tom tsev. Nkawd xav kom muaj kev sib tham P.T.A. es nkawd
yuav ntsib Charles niam. Tabsis, nws yog ib qhov ua rau Laurie niam ceeb
thaum nws ntsib Laurie leej xibfwb kiag.

Name Class Date
Literary Element (page 178)

Foreshadowing
Foreshadowing is used to give readers clues and prepare them for

events that will happen in a story. In Charles, Shirley Jackson uses
the characters actions and dialogue to give clues about the end of the
story. Foreshadowing is important because it gives an alert reader
hints about later events in the story. Writers use foreshadowing to
build suspense and involve readers in the story.
ACT I VI T Y
Directions Throughout Charles, Jackson includes details about Lauries behavior that
foreshadow the end of the story. In the first column of the table below, list details about what
Laurie does at home or says to Charless parents. In the second column, describe which of
Charless behaviors were foreshadowed by what Laurie did or said. The first example is given.
Details Foreshadowing
The first day of school, Laurie comes The first day of school, the teacher
home for lunch and speaks insolently spanks Charles for being fresh.
to his father.
1. 2.

3. 4.
5. 6.

Name Class Date
Reading Strategy (page 178)

Draw Conclusions About Characters
When you draw conclusions, you combine information and evidence

that the author provides to come up with a statement about the story.
Drawing conclusions about characters is important because it helps
you understand what you are reading and why characters say and do
certain things. To draw conclusions, look for specific details in the
story and then put the details together in your mind to come up with
larger ideas and statements.
ACT I V I T Y
Directions In the first column, write down important details from the story. In the second
column, write a conclusion that you can draw from a detail. In the third column, write about
what actually happens. Use the first row of the chart as a model.
Story Detail Conclusion What Happens

Laurie doesnt want to Lauries attitude and Laurie starts to
wear his usual clothing. behavior will change misbehave at home and
when he starts talk back to his parents.
kindergarten.
1. 2. 3.
4. 5. 6.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Continue to keep track of details in the story, and what conclusions
you can draw from them. Use a Three-Column Grid Graphic
Organizer. (Ask your teacher for a copy).

Name Class Date
Selection Vocabulary Practice (page 178)

Vocabulary
deprived v. taken away; removed
passionately adv. enthusiastically; intensely
simultaneously adv. at the same time
maneuvered v. guided with skill and design
lapse n. interruption, pause
Exercise A Practice with Context Clues

Complete each sentence with the word from the vocabulary box that fits best.
1. Charles can pat his head and rub his belly !
2. The family the car along a very windy road in the

dark.
3. She her puppy of a treat because he did not listen to

the command.
4. There was a in the conversation as Laurie paused to

think.

5. He argued about what he believed.
Exercise B Applying Meanings

Write the word from the vocabulary box that best fits with each group of words.
1. break, gap,
2. cheated, robbed,
3. drove, steered,
Exercise C Responding to the Selection

On the back of this sheet, write a letter to Lauries parents from the imaginary boy Charles.
Explain from Charless point of view how Laurie behaves in school. Use at least THREE
vocabulary words in the letter.

Name Class Date
Vocabulary Strategy (page 178)

Word Parts: Analyzing Meaning
Friday Charles was deprived of blackboard privileges

because he threw chalk.
Shirley Jackson, Charles
Connecting to Literature When words are unfamiliar, we often use

context clues or a dictionary to help us understand them. Words may
also contain clues to their own meanings. These clues are found in a
words parts: base words, roots, prefixes, and suffixes. The words
deprived and privilege share the root priv. Analyzing word parts such
as roots can help you understand the meaning of a word.
Root Meaning of Root Sample Words
priv private deprived, privilege, privacy
sim same similar, simultaneous
man hand manual, maneuver

Word Base Word Meaning of Word
passionately passion with passion; enthusiastically
wisely wise with wisdom; cleverly
ACT I V I T Y
Directions Use what you know about word parts to analyze the words below. Then write a
definition for each word.
1. nursery:
2. awfully:
3. routine:
4. normal:

Name Class Date
Grammar Practice (page 178)

Verbs: Transitive and Intransitive
Depending on its use in a particular sentence, an action verb can be either transitive
or intransitive. A transitive verb is followed by a word or words called the direct
object that answers the question what? or whom? An intransitive verb is an action
verb that does not have a direct object.
TRANSITIVE: Shawn painted landscapes and portraits. (Landscapes and portraits
make up the compound direct object that answers the question What did Shawn
paint?)
INTRANSITIVE: Shawn painted beautifully. (There is no direct object that tells what
or whom Shawn painted.)
ACT I VI T Y
Directions In each blank, write T if the verb in the sentence is transitive or I if the verb is
intransitive.
1. Laurie started kindergarten recently.
2. At lunch, Laurie speaks insolently to his father.

3. Laurie shouted raucously.
4. Charles hit someone.
5. Charles had to stay late.
6. A man teaches the students exercises.
7. Lauries mother misses the first Parent-Teacher

meeting.
8. At school today, Charles swore.
9. Laurie tells his father the bad word.
10. Charles is not a real person.

Name Class Date
Selection Quick Check (page 178)

Read each of the following questions. Answer each question in a complete sentence.
1. Why did the teacher spank Charles on the first day of school?
2. According to Laurie, why did all the other children also stay the
first time that Charles had to stay after school?
3. What happened to Charles during the third and fourth week of

school?
4. What did Lauries father think was probably the reason for the
change in Charless behavior?
5. At the end of the story, who do we find out is the one Laurie has
been talking about all along?

Name Class Date
Prueba Rpida (pg. 178)

Lea cada pregunta y contstela con una oracin completa.
1. Por qu zurr a Charles la profesora el primer da de clases?
2. Segn Laurie, por qu se quedaron tambin todos los otros nios

la primera vez que Charles tuvo que quedarse despus de las
clases?
3. Qu le pas a Charles durante la tercera y la cuarta semana de

clases?

4. Qu crea el padre de Laurie que fue probablemente la razn por
el cambio en el comportamiento de Charles?
5. Al final del cuento, quin descubrimos es la persona de quien

Laurie ha hablado todo el da?

Name Class Date

Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out
SHEL SILVERSTEIN
The girl in this poem is willing to do any kind of housework except

taking the garbage out. Because she refuses to take the garbage out,
her whole house fills up with garbage. The garbage spills into her
yard and drives away her friends and neighbors. Eventually, the
garbage from Sarah Cynthia Sylvia Stouts house spreads all the way
across the country.
Sarah Cynthia Sylvia Stout se niega a sacar la basura

La nia de este poema est dispuesta a realizar cualquier tipo de
labor casera, excepto sacar la basura. Debido a que ella se niega a
sacar la basura, toda su casa se llena de basura. La basura se propaga
a su patio y acaba ahuyentando a sus vecinos y a sus amigos. Con el
tiempo, la basura de la casa de Sarah Cynthia Sylvia Scout termina
propagndose por todo el pas.

Name Class Date
Tom Tat (p. 190)

Sarah Cynthia Sylvia Stout Khong Chu em Bo Rac
SHEL SILVERSTEIN
Co gai trong bai th nay san long lam bat ke viec g trong nha ngoai tr
mang rac ra ngoai. Do co t choi em tui rac bo ngoai ma ca nha co
ngap trong rac. Rac tran ra san nha va khien cho be ban hang xom
khong muon en gan. Cuoi cung, rac t nha Sarah Cynthia Sylvia Stout
lan tran khap ca nc.

Name Class Date
Buod (p. 190)

Ayaw Ilabas ni Sarah Cynthia Sylvia Stout ang Basura
SHEL SILVERSTEIN
Handang gawin ng babae sa tul ang anumang uri ng gawain sa bahay

maliban sa magtapon ng basura. Dahil ayaw niyang itapon ang basura, ang
buong bahay niya ay napun ng basura. Ang basura ay umapaw na sa
kanyang hardin at lumay ang kanyang mga kaibigan. Sa kahulihan ay
kumalat na sa buong bansa ang basura mula sa bahay ni Sarah Cynthia
Sylvia Stout.

Name Class Date
(p. 190)
Sarah Cynthia Sylvia Stout! SHEL SILVERSTEIN
Sarah Cynthia Sylvia Stout

Name Class Date

Sarah Cynthia Sylvia Stout San Kondisyon P ap mete Fatra Dey
SHEL SILVERSTEIN
Ti fi ki nan powm sa a dispoze f nenpt ki travay nan kay la eksepte mete

fatra dey. Poutt li refize mete fatra a dey, tout kay li vin plen ak fatra.
Fatra a gaye nan lakou li epi sa f zanmi l ak vwazen l ret lwen. Finalman,
fatra ki kay Sarah Cynthia Sylvia Stout la vin gaye nan tout peyi a.

Name Class Date

Sarah Cynthia Sylvia Stout Yauv Tsis Nqa cov
Khib Nyawb Pov Tseg
SHEL SILVERSTEIN
Tus ntxhais nyob hauv zaj pajhuam nov txaus siab ua txhua yam num hauv
tsev tsuas yog tsis kam nqa sw txeej tawm xwb. Vim nws tsis kam nqa sw
txeej tawm, thoob plaws nws lub tsev muaj sw txeej. Tej sw txeej ntog mus
rau tej qab vag tsib taug thiab ua rau tej phooj ywg thiab neeg nyob ze
khiav deb. Thaum kawg, cov sw txeej nyob tom Sarah Cynthia Sylvia Stout
lub tsev ri mus thoob teb chaws.

Name Class Date

Alliteration
SHEL SILVERSTEIN
Alliteration is the repetition of consonant sounds, usually at the

beginning of words or syllables. Writers use alliteration to add to the
musical quality of their writing. Alliteration may also help authors to
emphasize certain points. In Sarah Cynthia Sylvia Stout Would Not
Take the Garbage Out, alliteration helps to emphasize the poems
humor.
ACT I V I T Y
Directions In the left-hand column of the table below, list examples of alliteration from the
poem. In the right-hand column, write your own examples of alliteration.
Examples of Alliteration from the Poem Other Examples of Alliteration

Prune pits, peach pits, orange peel The bees buzzed beside the beehive.
1. 2.
3. 4.
5. 6.

Name Class Date

Verbs with Indirect Objects
SHEL SILVERSTEIN
An indirect object answers the question to whom? or for whom? an action is done.
The doctor gives the patient some medicine. (To whom did the doctor give
medicine?)
Mario reserved us a seat. (For whom did Mario reserve a seat?)
The indirect object always comes between the verb and the direct object. To
determine if a word is an indirect object, put the preposition to or for in front of it,
and change its position in the sentence. If it is an indirect object, the sentence will
still make sense.
I gave Jo a game. (Jo is the indirect object before the direct object, game.)
I gave a game to Jo. (To determine whether it is an indirect object, Jo can be placed
behind the preposition to and the sentence still makes sense.)
ACT I VI T Y
Directions Write in the blank whether the word in italics is a DO (direct object) or an IO
(indirect object).

1. Sarah Cynthia would not take the garbage out.
2. Sarah Cynthias father showed everyone the piles of

garbage.
3. The garbage contained greasy napkins and

bubblegum.
4. Sarah Cynthia gave her friends an invitation.
5. The garbage pile reached the sky.
6. Sarah Cynthia washed the dishes.
7. The trash even filled the Golden Gate Bridge.
8. Sarah Cynthias father gave her some chores.
9. The poet tells his audience a story.
10. Someone threw some ice cream cones in the garbage.

Name Class Date

SHEL SILVERSTEIN
1. What would Sarahs father do when she would not take out the
garbage?
2. What is most of the garbage made of?
3. How far did the garbage reach?

4. Why did Sarah decide to finally take out the garbage?
5. What happened to Sarah in the garbage?

Name Class Date

Sarah Cynthia Sylvia Stout se niega a sacar la basura SHEL SILVERSTEIN
1. Qu haca el pap de Sarah cuando ella no sacaba la basura?
2. De qu haba ms basura?
3. Hasta donde llegaba la basura?
4. Por qu finalmente decidi Sarah sacar la basura?

5. Qu le pas a Sarah en el basurero?

Name Class Date

After Twenty Years O. HENRY
After living separate lives in separate cities for 20 years, two friends
agree to meet each other. An ironic twist highlights the importance as
well as the complications involved in being a loyal friend.
Despus de veinte aos

Luego de vivir en ciudades distantes por 20 aos, dos amigos se
ponen de acuerdo para encontrarse. Un irnico capricho de la suerte
subraya tanto la importancia de ser un amigo fiel como las
complicaciones que esto trae.

Name Class Date
Tom Tat (p. 194)

Sau Hai Mi Nam O. HENRY
Sau khi song xa nhau hai thanh pho khac nhau trong 20 nam, hai
ngi ban ong y gap nhau. Mot ieu bat ng nc ci xay ra, lam noi
bat tam quan trong cung nh nhng ieu phc tap trong viec la mot
ngi ban thuy chung.

Name Class Date
Buod (p. 194)

Makaraan ang Dalawampung Taon O. HENRY
Pagkatapos manirahan nang magkahiwalay nang 20 taon ang dalawang

magkaibigan sa magkaibang lungsod, nagkasundo silang magkita.
Binigyang-diin ng isang hindi inaakalang pangyayari ang kahalagahan at
pati na ang mga komplikasyon sa pagiging isang matapat na kaibigan.

Name Class Date
(p. 194)
O. HENRY

Name Class Date

Apre Ventan O. HENRY
Apre yo fin mennen lavi apa nan vil diferan pandan 20 lane, de zanmi dak
pou yo rankontre. Yon kout teyat iwonik souliye enptans ak konplikasyon
ki genyen nan rete yon zanmi fidl.

Name Class Date

Tom qab Nees Nkaum Xyoo O. HENRY
Tom qab sib ncaim nyias mus nyob nyias rau ib lub zos tau 20 xyoo, ob leej
phooj ywg txaus siab tuaj sib ntsib. Kev sib txawv tig ua qhov paub zoo
tseem ceeb ntawm txoj kev phooj ywg sib hwm.

Name Class Date

Mood
Mood is the emotional quality or atmosphere of a story or poem.

Authors choose details to create a mood to help bring a scene to life.
Descriptive words, setting, dialogue, and characters actions or
gestures can all contribute to mood. Mood is important because it
affects a readers feelings and expectations.
ACT I V I T Y
Directions Determine the mood of the story and write it in the center circle. Then fill in the
word web with words and details from the story that support this mood.

Name Class Date

Make Predictions About Plot
When reading stories, you make predictions, or guesses, about what

will happen next in the story. In making predictions, you think about
the events and details youve read so far, along with what you already
know from your own experiences. Making predictions helps you
become a more involved reader. Its okay if your predictions turn out
to be incorrect.
ACT I VI T Y
Directions Fill in the first column with details from the story that lead to predictions. In the
second column, predict what you think will happen as a result of each detail. Then, fill in the
third column with what actually happens in the story.
Story Detail Prediction What Happens

Bob notices that Jimmy is Bob is not really talking The prediction was
taller than he once was. to Jimmy. correctthe man is not
really Jimmy.
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Ask your teacher for a copy of the Three-Column Table Graphic
Organizer. Keep track of predictions you make about the story and
what leads you to each prediction.

Name Class Date

Vocabulary
habitual adj. regular; usual; done out of habit
intricate adj. complicated
vicinity n. the area around a certain place
majority n. the most of a group
moderately adv. to a limited degree

Use context clues to determine the meaning of each underlined word. Then write the word from
the vocabulary box above that means the same as the underlined word.
1. My life is very routine. I wake up, shower, get dressed, and eat
breakfast.
2. It was fairly warm on vacation, even though we went during
March.
3. His drawings are so detailed that it takes him hours to complete

each one.
4. The bulk of my homework tonight is easy!

If the vocabulary words could sing, each of them might sing one of the songs listed below.
Write the vocabulary word beside the song it would sing.
1. Just a Little Bit
2. Right By My Side
3. Look Closely
4. The Most of Everything

On the back of this sheet, describe what you think Bobs experiences out West were like. Use all
FIVE vocabulary words in your description.

Name Class Date

Dictionary Skills: Vowel Sounds
The vicinity was one that kept early hours.

O. Henry, After Twenty Years
Connecting to Literature When words are unfamiliar, we often read

each syllable individually to try to pronounce them. Every syllable in
a word contains a vowel sound. In the English language, vowels may
be short or long. Sometimes a vowel that is long in a root word
changes to a short vowel when the word is changed. For example, in
the word vice, the i is long, but in vicinity, the i in the first syllable
is short. Understanding pronunciation symbols and other symbols
like stress marks are important dictionary skills that can help you
figure out whether a vowel is short or long.
Vowel Sounds:
Short Example Words Long Example Words

a habit a (ay) major
e edge e (ee) between

i vicinity i ( i ) vice
o block o (o) closed
u lunch u (oo) habitual
ACT I VI T Y
Directions Use the vowel sound table above to decide if the bolded syllable contains a short
or long vowel sound. Write short or long on the line next to the word.
1. moderately
2. intricate
3. chum
4. simultaneously
5. arrival
6. patrolman

Name Class Date

Linking Verbs and Predicate Words
A linking verb connects the subject of a sentence with a word in the predicate that
identifies or describes the subject. To be in all its forms is the most common linking
verb.
George Washington was a general. (The linking verb was links general to the subject,
George Washington.)
The computer will be useful. (The linking verb will be links useful to the subject,
computer.)
COMMON LINKING VERBS

appear feel look seem sound taste
become grow remain smell stay turn
ACT I V I T Y
Directions Read all of the sentences below. If the sentence contains a linking verb, write that
verb in the blank. If the sentence does not contain a linking verb, write NLV in the blank.
1. The streets look empty.

2. The policeman is tired.
3. The man smokes a cigar.
4. The mans scarfpin was expensive.
5. Jimmy Wells never arrives.
6. The air smelled wet.
7. Someone ran up the street.
8. The man committed a crime in Chicago.
9. The undercover policeman wears a long overcoat.
10. Jimmy wrote Bob a letter.

Name Class Date

1. At the beginning of the selection, why had the streets emptied out?
2. Where were the two friends when they made the appointment
twenty years ago?
3. What are some clues that showed that Bob has made a lot of money
along the way?
4. How did Bob realize that the plainclothes policeman was not

Jimmy?
5. When did Jimmy first recognize Bob?

Name Class Date

Despus de veinte aos O. HENRY
1. A principios de la lectura, por qu estaban vacas las calles?
2. Dnde estuvieron los dos amigos cuando hicieron la cita hace

veinte aos?
3. Cules son algunas indicaciones de que Bob haba ganado mucho

dinero durante la vida?
4. Por qu se di cuenta Bob que el polica vestido de civil no era

Jimmy?
5. Cundo reconoci Jimmy a Bob por primera vez?

Name Class Date

Slam, Dunk, & Hook YUSEF KOMUNYAKAA
The narrator of this poem celebrates the game of basketball by

describing long shots and slam dunks. When the mother of one of the
players dies, basketball becomes a form of therapy. The players play
extra hard as a way of coping with loss.
Tiro, enceste y gancho

El narrador de este poema celebra el juego de baloncesto por medio de
describir tiros largos y mates. Cuando muere la madre de uno de los
jugadores, el baloncesto se convierte en una especie de terapia. Los
jugadores juegan con una fuerza especial como un modo de aliviar la
prdida.

Name Class Date
Tom Tat (p. 202)

ap Bong, Up Ro, va Nem Moc YUSEF KOMUNYAKAA
Ngi thuat truyen cua bai th nay nh ve mot tran au bong ro thong
qua viec mieu ta ve cac cu nem bong t c ly xa va ap up ro. Khi me
cua mot van ong vien qua i, bong ro tr thanh mot lieu phap tinh
than. Cac cau thu chi hang them e vt qua noi au mat mat.

Name Class Date
Buod (p. 202)

Ipinagdiriwang ng nagsasalita sa tul na ito ang laro ng basketball sa

pamamagitan ng paglalarawan sa mga pag-shoot mula sa malay at mga
slam dunk. Nang namatay ang nanay ng isa sa mga manlalar, ang
basketball ay naging isang any ng therapy. Naglaro nang mas masidhi ang
mga manlalar nang silay namatayan.

Name Class Date
(p. 202)
YUSEF KOMUNYAKAA


Name Class Date

Slam Dunk ak Kwoch YUSEF KOMUNYAKAA
Narat a nan powm sa a ap selebre jwt basktbl ak deskripsyon lansman

de lwen ak slam dunks. L manman youn nan jw yo mouri, basktbl vin
yon fm terapi. Jw yo jwe ak plis ef km yon manny pou f fas ak pt.

Name Class Date

Ntsawm, Dhia, & Khuam YUSEF KOMUNYAKAA
Tus hais zaj pajhuam nov ua kev zoo siab rau txoj kev pov pob thaum piav
txog kev pov pob deb thiab dhia cuam ntsaws pob. Thaum ib tus neeg pov
pob twg ib leej niam tuag, kev pov pob tig ua ib qho tshuaj kho. Cov pov
pob siv zog heev ntawd ua ib txoj kev nov qab txoj kev ploj.

Name Class Date

Metaphor and Simile
Both similes and metaphors compare seemingly unlike things.

A simile does this by using the words like or as. A metaphor implies
a comparison instead of stating it directly. Metaphors do not contain
the words like or as.
ACT I VI T Y
Directions Use the boxes on the left to identify the similes and metaphors in Slam, Dunk,
& Hook. In the corresponding boxes on the right, think of some things that the two compared
objects have in common. The first pair of boxes is done as an example.
We outmaneuvered the footwork The poet is comparing the opposing

of bad angels team to bad angels. These two
things are similar because they are
both something the speaker doesnt
like. Also, calling the opposing
team angels makes them seem
unbeatable.

Name Class Date

Visualize
When you visualize, you create pictures in your mind. For example,
while reading nonfiction, you may picture the steps in a certain
process or envision a place that the writer is describing. As you read
fiction and poetry, you may picture what a character or setting looks
like or imagine the actions that take place.
Visualizing can help you understand and remember Slam, Dunk, &
Hook. As you read it, try to create a picture in your mind of
everything that happens in the poem.
ACT I V I T Y
Directions Read the lines in the first column of the table below. In the second column, write a
description of what you visualize when you read the lines.
Line from poem What I visualize

with Mercurys Insignia on our 1.
sneakers
poised in midair like storybook sea 2.

monsters
tangled up in falling 3.
our bodies spun on swivels of bone & 4.

faith
Use a Two-Column Table Graphic Organizer to keep track of details
from the poem that would be helpful to visualize. (Ask your teacher
for a copy.)

Name Class Date

Linking Verbs and Predicate Words
A linking verb connects the subject of a sentence with a noun or an adjective in the
predicate. A predicate noun follows a linking verb and tells what the subject is.
A predicate adjective follows a linking verb and describes what the subject is like.
Predicate nouns or predicate adjectives may be compound.
Lance is my brother and my best friend. (compound predicate noun)
He is loyal and trustworthy. (compound predicate adjective)
ACT I VI T Y
Directions Read each of the sentences below. On the first line, write any predicate nouns
from the sentence. On the second line, write any predicate adjectives from the sentence. If a
predicate noun or predicate adjective is not in a sentence, leave the corresponding line blank.
1. The basketball game is exciting.
predicate nouns:
predicate adjectives:
2. The game is a playoff.

predicate nouns:

3. Sonny Boy looks sweaty and tired.

predicate nouns:
4. The basketball hoop seems bent.

predicate nouns:
5. The players are ready.

predicate nouns:

Name Class Date

1. What is this poem about?
2. What does Sonny Boy do when his mother dies?
3. How do the team members feel about themselves as they play?

4. What kind of insignia did the basketball players have on their

sneakers?

Name Class Date

Tiro, enceste y gancho YUSEF KOMUNYAKAA
1. De qu trata el poema?
2. Qu hace Sonny Boy cuando muere su madre?
3. Cules son los sentimientos de los jugadores del equipo al estar en

la cancha?

4. Qu tipo de insignia portan los jugadores de bsquetbol en sus
tenis?

Name Class Date
Grammar Workshop (page 208)

Sentence Fragments
A complete sentence has both a subject and a predicate. If a sentence is missing a
subject, a predicate, or both, then it is a sentence fragment and must have the
missing part added.
ACT I V I T Y
Directions For each sentence fragment, write if the subject or predicate is missing. Then
rewrite the fragments as complete sentences.
1. Dropped a book.
2. The sturdy blue table.
3. Talked about interesting things for several hours.

4. Around the corner.
5. The active children.
6. Through the park.
7. Swims from one end of the pool to the other.

PART
2
For Information

Name Class Date

Subject-Verb Agreement
When words in a sentence disagree, the sentence does not make
sense. If the subject of a sentence is singular (he, she, I, it), then the
verb must also be singular so that the subject and verb agree.
Likewise if the subject of a sentence is plural (they, we), the verb must
also be plural.
The woman works hard. (both singular)
The women work hard. (both plural)
ACT I V I T Y
Directions Circle the correct verb in parentheses to complete each sentence.
1. The predator (attacks/attack) quickly so that its victims have no

chance of survival.
2. They (deprives/deprive) their victims of food.
3. The vicinity (stay/stays) quiet at night.
4. Each day, garbage (scatters/scatter) all over the city.

5. Parasites (latch/latches) onto their hosts.
6. Fires (devastates/devastate) an area that is unprepared.
7. My diploma (hang/hangs) on the wall in my bedroom.
8. The knights (practice/practices) chivalry.
9. The conspirator (runs/run) from the police.
10. That movie (contain/contains) lapses in dialogue.

Name Class Date

What Is a Knight? JOHN FARMAN
This selection provides a humorous look at what it took to be a knight

in Medieval Europe. The author mentions the difficulty of wearing a
suit of armor in battle. Knights were part of the feudal system of land
management. They were expected to obey the code of chivalry, and
they were often called upon to fight wars for their respective kings.
Qu es un caballero?
Esta seleccin brinda una mirada humorstica sobre lo que significaba
ser un caballero en la Europa medieval. El autor menciona la
dificultad de llevar una armadura durante la batalla. Los caballeros
eran parte del sistema feudal de administracin de la tierra. Se
esperaba de ellos que obedecieran el cdigo de la caballera, y se les
convocaba a menudo a que se batieran en la guerra por sus
respectivos reyes.

Name Class Date
Tom Tat (p. 210)

Hiep S La G? JOHN FARMAN
oan trch nay a ra mot cai nhn hai hc oi vi viec lam hiep s
Chau Au Thi Trung Co th nh the nao. Tac gia nhac en s kho khan
khi phai mang ao giap sat tren chien trng. Cac hiep s la mot phan
cua he thong quan ly at ai thi phong kien. Ho can hanh ong ung
theo phong cach hiep s va thng c ieu i chien au cho v vua
cua mnh.

Name Class Date
Buod (p. 210)

Ano ang Isang Knight JOHN FARMAN
Ang seleksyon na ito ay nagbibigay ng katawa-tawang pagtingin sa

pagiging isang knight sa Medieval Europe. Binanggit ng awtor kung gaano
kahirap magsuot ng isang suit ng armor sa digman. Ang mga knight ay
bahagi dati ng feudal system ng pamamahala ng lupa. Silay inaasahang
sumunod sa kodigo ng pagiging galante, at madalas silang tawagin upang
lumaban para sa kani-kanilang mga hari.

Name Class Date
(p. 210)
JOHN FARMAN


Name Class Date

Kisa yon Chevalye Ye? JOHN JARMAN
Mso chwazi sa a ofri yon rega amizan sou sa yon moun te bezwen pou li
vin yon chevalye nan Lewp Mwayennaj. Ot a mansyone difikilte gen yon
defans metalik konpl sou ou pandan batay. Chevalye te f pati sistm
feyodal la pou jere t. Yo te sipoze obeyo kd chevalri a, epi yo te rele yo
souvan pou f lag pou wa pa yo.

Name Class Date

Ib tus Knight Yog Dabtsi? JOHN FARMAN
Zaj lus nov muab ib lub zeem muag txaus luag heev txog kev ua licas thiaj
ua tau ib tug tub rog huabtais nyob Europe Thaum Ub. Tus kws kais ntawv
piav txog qhov nyuaj npaum licas ntawm kev hnav tsoos hlau mus tawm
tsam. Cov tub rog huiabtais yog ib feem ntawm kev tswj teb kav chaw.
Lawv yuav tsum fwm kev cai, thiab ib sij raug mus tawm tsam rau lawv
cov huabtias.

Name Class Date

Authors Purpose
The authors purpose is the intention the author had for writing a
work. For example, an author might write to explain, to tell a story, to
persuade, to amuse, or to inform. An author may also have more than
one purpose for writing.
After you have identified the authors purpose, you can better
understand a selection. You can also focus on what the author wants
you to get from the selection. Remember that the author may have
more than one reason for writing.
ACT I VI T Y
Directions As you read What Is a Knight? look for clues that tell you the authors purpose.
The first row is completed as an example.
Authors Purpose Clue

To inform Im going to try to tell you what
knights were really like...

Name Class Date

Activate Prior Knowledge
When you activate prior knowledge, you use information that you
already know to help you understand what you read. Activating prior
knowledge is important because it can help to deepen your
understanding of a piece. Remembering what you have learned, seen,
or experienced will help you to make sense of new information and
predict what might happen next.
ACT I V I T Y
Directions Think about what you already know about knights before you read What Is a
Knight? What did they look like? What did they do? How did they live? In the circles below, fill
in five details you know about knights.
Keep track of how your knowledge about knights helps you read the
selection. Ask your teacher for a copy of the Two-Column Table
Graphic Organizer. In the first column, write down an example of
your prior knowledge about knights. In the second column, explain
how your prior knowledge helped you understand the selection.

Name Class Date

Context Clues: Denition and Example
Everyone thinks they know about knights: rich guys in

flashy armor tearing around the countryside . . . and
knocking each other off of horses with long poles at
special tournaments!
John Farman, What Is a Knight?
Connecting to Literature The word tournaments may be unfamiliar to

you, but you can determine its meaning based on the words around it.
These other words provide context clues. Context is the sentence or
group of sentences in which a word appears. Writers use several types
of context clues to help readers.
Example: In tournaments, knights jousted by galloping at one another and
using long poles to try and knock the other down.
The writer gives an example of what happens at tournaments to
provide clues to what the word means.
Definition: Knights act with chivalry by following strict rules of behavior.
The writer provides a definition for what it means to act with chivalry:

following strict rules of behavior.
ACT I VI T Y
Directions Analyze the context clues in each sentence to figure out what the underlined word
means. Write a short definition for each word.
1. His squire took care of his horses, polished his sword, and did
other servant-like duties.
2. The proportion of dragons killed per village was dependent on the

number of knights who lived nearby.
3. When the king ran out of money, he could conveniently send tax
collectors out to take money from the villagers.
4. There was so much excess gold that the whole kingdom was rich.

Name Class Date

Verb Tenses: Present, Past, and Future
The tense of a verb tells when an action takes place.

The present tense of a verb names an action that is happening now or happens
regularly. It can also express a general truth.
In the present tense of a verb, the base form of the verb is used with all subjects
except singular nouns and he, she, or it. When the subject is a singular noun or
he, she, or it, -s or -es is added to the verb.
Lou hears the airplane overhead. (happening now)
I speak to my uncle once a week. (happens regularly)
The president serves a four-year term. (expresses a general truth)
The past tense of a verb names an action that already happened. The past tense
of many verbs is formed by adding -ed to the base form of the verb.
The teacher graded papers yesterday.
The future tense of a verb names an action that will take place in the future.
In the future tense the word will is used before the verb. Sometimes shall is used
when the pronoun I or we is the subject.
They will see the play tomorrow night. We shall be late.
ACT I V I T Y
Directions In each sentence below, one verb is in italics. Write the tense of that verb, either
present, past, or future, in each blank.
1. Most knights wear armor.
2. Knights rode horses.
3. There were many rules involved in being a knight.
4. Maybe I will learn to ride a horse like a knight.
5. Many people enjoy learning about knights.

Name Class Date

1. Who was allowed to be a knight?
2. How were knights usually paid by their lord or king?
3. What is chivalry?

4. What are three examples of knights rules?
5. How could a knight avoid having to fight?

Name Class Date

Qu es un caballero? JOHN FARMAN
1. Quin poda convertirse en caballero?
2. Cmo les pagaba el rey o el patrn a sus caballeros?
3. Qu es la caballerosidad?
4. Da tres ejemplos de reglas de los caballeros.

5. Cmo poda evitar un caballero entrar en combate?

Name Class Date
Genre Focus (page 220)

Informational Text
Informational text is nonfiction writing that presents facts and
information. Newspaper and magazine articles, signs, schedules,
how-to books, instruction manuals, and books on science and
technology are examples of informational text.
The pattern of organization that writers use to convey the information
is called text structure. Some text structures involve sequencethe
writer organizes ideas in chronological order, spatial order, or in order
of importance. Other kinds of text structures are cause-and-effect,
compare-and-contrast, and problem-and-solution.
Text features help you understand informational text more fully.
These features include graphics, titles, subheads, boldfaced terms, and
footnotes.
Read these lines from What Is a Knight? by John Farman, noticing
the text structure and text features he uses:
Career Knights
The first thing to remember is that knights were the very first
mercenaries (paid soldiers). They were paid, usually with large

plots of land, to fight for their lord or king.
The second thing to remember is that they were supposed to
conduct themselves according to a strict code of behavior. This
was called chivalry.
Last and most important, the knights were part of a way of life,
called the feudal system, that existed in Europe. Basically the
feudal system helped a king obtain thousands of men for the
wars he always fought. His barons and earls, in exchange for vast
areas of land, pledged to provide armies on request. These barons
and earls gave smaller parcels2 of their land to knights who, in
return, promised to supply men (peasants) to do the fighting.
ACT I VI T I ES
1. What is the text structure used in the paragraphs above? How do
you know?

Name Class Date
2. List the text features used in the paragraphs on the previous page.
3. Compare and contrast the text structure and features of What Is a

Knight? with another informational text selection from Unit 2.
Label the circle on the right with the title of that selection. Use the
Venn diagram below to record your observations.
What Is a Knight?

Name Class Date

from When Plague Strikes JAMES CROSS GIBLIN
In 1347 the bubonic, or black, plague struck southern Ukraine. It

killed hundreds of people within weeks of the first reported case. The
plague eventually spread to Italy, and began to kill thousands of
people. The plague killed as much as half the population of Italythe
worst loss of life in Italian history. It also spread to other parts of
Europe, such as Paris, where it again killed half of the population. No
one knew how the plague spread at the time or why it had begun, but
there were many theories. Medieval doctors, as well as surgeons,
barber-surgeons, apothecaries, and nonprofessionals, desperately
tried to treat people. People eventually lost faith in medical help and
turned to prayer. Today we know that fleas, which fed on the blood of
rats, spread the disease to humans.
de Cuando azot la peste

En 1347 la epidemia de la peste bubnica, o peste negra, azot la

regin sur de Ucrania, matando a cientos de personas a pocas
semanas del primer caso conocido. La epidemia con el tiempo se
propag por Italia, donde comenz a matar a miles de personas. La
plaga lleg a matar a la mitad de la poblacin de Italia, en la mayor
prdida de vidas que se conoce en la historia italiana. Asimismo, se
propag por otras partes de Europa, como por ejemplo Pars, donde
mat tambin a la mitad de la poblacin. En esa poca nadie saba
cmo se propagaba la epidemia, o por qu haba comenzado, pero
existan muchas teoras. Tanto los mdicos medievales como los
cirujanos, los barberos-cirujanos, los boticarios y los no profesionales
de la poca trataban desesperadamente de asistir a las personas. La
gente acab por perder la fe en la ayuda mdica y se refugiaron en la
oracin. Hoy sabemos que las pulgas, que se alimentaban de la sangre
de las ratas, fueron las que propagaron la enfermedad entre los
humanos.

Name Class Date
Tom Tat (p. 222)

Khi Co Dch Hoanh Hanh JAMES CROSS GIBLIN
Vao nam 1347 benh dch hach, hay con goi la ai dch en tan cong
mien nam nc Ukraine. Can benh nay a cp i sinh mang cua hang
tram ngi trong nhng tuan au tien khi co bao cao ve trng hp au
tien mac benh. Roi dch benh cung lan en Y, va bat au lam chet
hang nghn ngi. ai dch cp i mang song cua en mot na dan so
Y ton that khung khiep nhat trong lch s nc Y. Benh dch hach
cung lan en cac khu vc khac cua Chau Au nh Paris, va mot na
dan so tai ay cung b chet v can benh nay. Luc o, khong ai biet dch
benh xuat phat t au va lan nh the nao, nhng co nhieu gia thuyet.
Cac bac s thi trung co cung nh cac bac s chuyen phau thuat, nhng
ngi va phau thuat va lam cac cong viec khac nh th cat toc,
ngi bao che thuoc, va nhng ngi khong co chuyen mon trong
nganh y cung eu co gang het sc e cha tr cho moi ngi. Mot so
ngi s dung thuyet gio cua Hi-po-crat hay thuyet ieu tr bang cach
rut mau cua Galen, nhng khong phng phap ieu tr nao co hieu qua.
Cuoi cung, moi ngi mat niem tin vao s cu giup cua y hoc va
chuyen sang cau nguyen. Ngay nay, chung ta biet c rang bo chet,
loai sinh vat chuyen hut mau chuot cong, truyen benh sang cho con
ngi.

Name Class Date
Buod (p. 222)

Mula sa Kapag Nagkaroon ng Plague JAMES CROSS GIBLIN
Noong 1347, ang bubonic o black plague ay tumam sa Southern Ukraine.

Itoy pumatay ng daan-daang tao sa loob ng ilang linggo ng unang iniulat
na kaso. Ang plague ay kumalat sa Italy, at nagsimulang pumatay ng libu-
libong tao. Ang plague ay pumatay sa hanggang kalahati ng populasyon ng
Italyat dito namatay ang pinaka-maraming tao sa kasaysayan ng Italy.
Itoy kumalat din sa ibang mga bahagi ng Europa, tulad ng Paris, kung saan
ito pumatay ng kalahati ng populasyon. Walang nakakaalam kung paano
kumalat ang plague sa panahong iyon o kung bakit ito nagsimula, pero
maraming mga teoriya. Ginawa ng mga doktor sa panahong iyon, at pati na
mga siruhano, mga barberong-siruhano, mga parmaseutiko, at mga di-
propesyonal, na gamutin ang mga tao. Ginamit ng ilan ang teoriya ni
Hippocrates ukol sa katatawann o ng teoriya ni Galen tungkol sa
pagtanggal ng dugo, pero walang mga paggamot na gumana. Ang mga tao
ay nawalan tuloy ng paniniwala sa medikal na tulong at nagsimula silang
magdasal. Ngayon, alam natin na ang mga pulgs, na siyang nabubuhay sa
dugo ng daga, ang nagkalat ng sakit sa mga tao.

Name Class Date
(p. 222)
JAMES CROSS GIBLIN
1347

Hippocrates
Galen


Name Class Date

L Laps Frape JAMES CROSS GIBLIN
An 1347 laps bibonik, oswa nwa, te frape sid Ikrn. Li touye plizy
santn moun nan kk semenn pou pi plis apre yo te rapte premye ka a.
Laps la fini pa rive Itali, epi kmanse touye plizy milye moun. Laps la
touye mwatye popilasyon Italipt lavi ki pi grav nan istwa italyen an. Li
te rive nan lt pati Lewp tou, tankou Pari, kote la ank li touye mwatye
popilasyon an. Psn pa t konnen kijan laps la te simaye nan epk sa a ni
kijan li te kmanse, men te gen anpil istwa. Dokt, chirijyen, kwaf
chirijyen, famasyen, ak moun ki pat pwofesyonl, te seryezman eseye bay
moun swen. Kk nan yo te svi ak teyori im Ipokrat la oswa teyori senyen
Galyen an, men okenn tretman pat mache. Moun fini pa pdi lafwa nan d
medikal epi yo vire nan priy. Jodi a nou konnen pis, ki te bw san rat, te
simaye maladi an bay imen.

Name Class Date

los ntawm Thaum Kev Mob Nthuav Tuaj JAMES CROSS GIBLIN
Xyoo 1347 kev mob dub, tau txo neeg sab Ukraine qab teb. Nws tua ntau
pua leej hauv ib ob limpiam raws li cov xov tawm. Kev mob zaum nov xub
nthuav nyob Italy, thiab pib tua tsheej txhiab leej nrad. Tus mob dub tau tua
tshaj ib nrab pejxeem Italykev puas ntsoog loj tshaj plaws nyob Italy
keebkwm. Nws tseem tau nthuav tawm rau lwm thaj chaw hauv Europe,
xws li Paris, uas tau tua ib nrab pejxeem hauv. Tsis muaj leej twg paub tias
tus mob dub tawm licas lub sijhawm ntawd lossis vim licas thiaj pib tau,
tabsis muaj ntau zaj tswvyim. Cov kws kho mob thaud, tib yam li cov kws
phais neeg, kws chais neeg, neeg ntseeg vaj tswv, thiab cov pejxeem, lwj
siab tas thaum kho tsis tau. Tej cov ua yees siv txaus luag lossis Galen cov
tswvyim tso ntshav, tabsis pab tsis tau. Tibneeg tsis cia siab rau kev kho
mob lawm ces tig thov Vajtswv. Niaj hnub nov peb paub tias yog cov mub,
uas haus ntshav tsuag, yog cov nthuav tus mob dub rau tib neeg.

Name Class Date

Text Structure
Writers use text structure to organize their ideas in a variety of ways.

For example, a writer may use chronological order to present events
in time order. A writer may also use problem/solution structure in
some paragraphs to examine how conflicts or obstacles are overcome.
Cause-and-effect structure explores the reasons for something and
the results of events or actions. Comparison-and-contrast structure
determines similarities and differences.
Identifying text structure helps you better understand a writers
purpose and his or her main ideas. Look for signal words and phrases
containing clues to help you identify the structure the writer is using.
ACT I VI T Y
Directions Read each excerpt from When Plague Strikes in the first column. In the second
column, write the text structure that the author uses (chronological order, problem/solution,
cause-and-effect, or comparison-and-contrast). In the third column, explain the authors purpose
for using this text structure. The first row shows an example.
Excerpt Text Structure Purpose

Deciding the Italians were cause-and-effect The author uses cause-and-effect
to blame for the epidemic, to describe why the people in
the natives gathered an the Black Sea region attacked the
army and prepared to attack Italians.
their trading post.
Other physicians and 1. 2.
surgeons interpreted Galens
theories differently. Instead
of fighting fire with fire, so
to speak, they recommended
fleeing from it.
How did the people of 3. 4.
Florence react to this
mysterious and fatal
disease? Some isolated
themselves in their
homes . . .

Name Class Date

Question
When you question, you make sure that you understand what you
are reading by asking questions. By questioning, you can improve
your comprehension of a text and avoid confusion.
It is not easy to catch all the important information the first time you
read a sentence or paragraph. There may be times when youll need to
reread to get more information. By questioning, you can identify what
you might need to reread.
ACT I V I T Y
Directions In the first column of this chart, write questions that you have about the selection
as you are reading. When you find information that answers your questions, write it in the
second column. The first row shows an example.
Questions Details/Answers
What is the theory of The Greek physician Hippocrates believed that the
humors? body contained four basic liquids that he called
humors: blood, phlegm, yellow bile, and black bile.
1. 2.
3. 4.
5. 6.
Continue asking questions and taking notes throughout the story. Ask
your teacher for a copy of the Two-Column Table Graphic Organizer.

Name Class Date

Vocabulary
tolerate v. to endure; put up with
devastated v. caused great pain, damage, or destruction; overwhelmed
discredited v. rejected as untrue; caused to be doubted or disbelieved
implies v. suggests without directly stating
vulnerable adj. capable of being damaged or wounded; easily hurt

Read this paragraph about a person suffering from the bubonic plague. Complete each sentence
with the word from the vocabulary box that fits best, based on the context clues that are given.
Who of us was not (1) when the plague unleashed
itself? Although I myself survived the Black Death that caused bodies
to rot before they were corpses, none I loved did. My son was very
young, barely able to speak and not yet able to run, when the plague
pressed down upon us all. Young and indefensible, he was too
(2) to the disease. Those five long days, I could
hardly (3) watching him suffer. Finally, the
plague took him from me as it took half of those I knew.

Write the word from the vocabulary box that best answers each question.
1. What will you put up with for a long time?
2. If I wasnt believed, what was I?
3. When someone hints, what does he do?

Pretend you are a doctor. On the back of this sheet, write a letter to the people of a city struck by
the bubonic plague. Explain to them what the plague is and how they might protect themselves
from it. Use all FIVE vocabulary words in your letter.

Name Class Date

Word Parts: Analyzing Meaning
Most of Galens theories have been discredited in modern

times . . .
James Cross Giblin, When Plague Strikes

also contain clues to their own meanings. These clues are found in a
words parts: base words, roots, prefixes, and suffixes. The word
discredited contains the prefix dis- and the base word credit, and means
not credited. Analyzing word parts such as prefixes and base words
can help you understand the meaning of a word.
Word Part Example/Meaning Sample Words and Meanings
prefix dis: not discredit: not giving credit to
merchandise: something sold for

root merc: money
money
suffix able: able adaptable: able to adapt or change
base word power: power powerful: full of power
ACT I V I T Y
Directions Use what you know about word parts to analyze the words below. Then write a
definition for each word.
1. wilderness:
2. disease:
3. mischievously:
4. prescribing:

Name Class Date

Main Verbs and Helping Verbs
Verbs have four principal parts that are used to form all tenses.
PRINCIPAL PARTS OF THE VERB CALL

Base From Present Participle Past Form Past Participle
call calling called called
A helping verb helps the main verb tell about an action or make a statement. A
verb phrase consists of one or more helping verbs followed by a main verb.
The girl is calling her parents. (Is is the helping verb, and the present participle
calling is the main verb. Together they form a verb phrase.)
The most common helping verbs are be, have, and do. Forms of the helping verb be
include am, is, and are in the present and was and were in the past. They combine
with the present participle of the main verb. Forms of the helping verb have include
have and has in the present and had in the past. They combine with the past
participle form of a verb.
We have explored this cave. (Have is the helping verb and the past participle explored
is the main verb. Together they form a verb phrase.)

ACT I VI T Y
Directions Draw two lines under each participle. Write present or past in the blank to tell
whether it is a present participle or a past participle.
1. Early in 1347, the bubonic plague was afflicting

people living near the Black Sea.
2. The people of the Black Sea had decided that the

Italians were to blame for the epidemic, and they
attacked the Italians trading post.
3. The disease had taken hold of the Italian sailors.
4. Black rats and fleas were spreading the disease as

well.
5. The Black Death had swept on to France, entering

that country via Marseilles and other southern ports.

Name Class Date

1. Where did the bubonic plague originally begin?
2. What caused the disease to spread to Italy?
3. What did people in Florence do to try to protect themselves from

the disease?
4. What did Pope Clement VIs physician advise him to do to avoid

the plague?
5. What brought the bubonic plague to the Black Sea region?

Name Class Date

de Cuando azot la peste JAMES CROSS GIBLIN
1. Dnde se origin la peste bubnica?
2. Cul fue la causa por la que la enfermedad se transmiti a Italia?
3. Qu hicieron las personas en Florencia para tratar de protegerse

de la enfermedad?

4. Qu le aconsej su mdico al Papa Clemente VI que hiciera para
evitar la peste?
5. Qu trajo la peste bubnica a la regin del Mar Negro?

Name Class Date

TIME: Miracle Hands CHRISTINA CHEAKALOS AND MATT BIRKBECK
When he was three years old, both of Woosik Chungs hands were cut
off at the wrists. At the age of 28, he is studying to be a doctor. The
surgical skill of his father and the discipline and training of his
grandfather have helped Woosik Chung beat unbelievable odds and
become a success.
TIME: Manos milagrosas

Cuando Woosik Chung tena tres aos, perdi las dos manos a la
altura de las muecas. A los 28 aos de edad, estudia para se mdico.
La destreza como cirujano de su padre y la disciplina y el
entrenamiento de su abuelo han ayudado a Woosik Chung a vencer
obstculos increbles y a obtener el xito.

Name Class Date
Tom Tat (p. 240)

Bai viet t tap ch TIME: oi Tay Ky Dieu
CHRISTINA CHEAKALOS AND MATT BIRKBECK
Khi mi ch len ba, ca hai tay cua Wooksik Chung b chem t en het
phan co tay. Vao nam 28 tuoi, cau ang hoc e tr thanh bac s. Kha
nang phau thuat cua cha cau cung s ren luyen va ao tao cua ngi
ong a giup Woosik Chung vt qua muon van kho khan e tr thanh
mot ngi thanh cong.

Name Class Date
Buod (p. 240)

TIME: Mga Mahiwagang Kamay CHRISTINA CHEAKALOS AND MATT BIRKBECK
Nang siyay tatlong taong gulang, ang mga kamay ni Woosik Chung ay
pinutol sa plshan. Ang husay ng kanyang ama bilang siruhano at ang
disiplina at training ng kanyang lolo ay nakatulong kay Woosik Chung na
makamtan ang mga hindi inaakala at magtagumpay.

Name Class Date
(p. 240)
TIME CHRISTINA CHEAKALOS AND MATT BIRKBECK
Woosik Chung28
Woosik Chung

Name Class Date

TIME: Men Mirak CHRISTINA CHEAKALOS AND MATT BIRKBECK
L li te gen twazan, toulde men Woosik Chung te koupe nan ponyt. A

venntwitan, l ap etidye pou li vin dokt. Konpetans chirijyen papa li avk
disiplin ak fmasyon granp li ede Woosik Chung reyisi malgre tout bagay
te kont li, epi vin yon siks.

Name Class Date

TIME: Txhais Tes Muaj Dab CHRISTINA CHEAKALOS AND MATT BIRKBECK
Thaum nws muaj peb xyoos, Woosik Chung ob txhais tes raug txiav tu txij
dab teg lawm. Thaum muaj hnub nyoog 28 xyoo, nws kawm los ua ib tug
kws kho mob. Qhov txuj ci hlais neeg ntawm nws txiv thiab kev cob qhia
nrog kev kawm ntawm nws yawg tau pab Woosik Chung ua tau ntau yam
tsis txaus ntseeg thiab pab nws tau zoo neej.

Name Class Date
Reading Skill (page 240)

Identify Sequence
The sequence is the order in which the events in a narrative take

place. Events usually unfold in chronological, or time, order. Look for
clues that help you identify the order in which events actually
occurred.
The article begins when Chung is 28 and then goes back to a time
when he was 3 years old. Throughout the story, Chungs age helps
you identify the sequence of events.
ACT I V I T Y
Directions Use the graphic organizer below to record the chronological order of the main
events from the article. The first event has been completed for you.
At age 3, Chungs hands are cut off in an accident.
1.
2.
3.
Continue writing the events in chronological order. Ask your teacher
for a Sequence Graphic Organizer for this activity.

Name Class Date

1. How did Woosik Chungs hands get cut off?
2. Why werent there any doctors available who specialized in

reattaching limbs the day that Chungs hands were cut off?
3. Who ended up doing the surgery on Chungs hands?
4. What did Chung say his grandfather taught him that helped him
regain the use of his hands?

5. What did Chung think was the best way to thank his dad?

Name Class Date

TIME: Manos milagrosas CHRISTINA CHEAKALOS AND MATT BIRKBECK
1. Cmo se le cortaron las manos de Woosik Chung?
2. Ese da cuando perdi Chung las manos, por qu no hubo

disponible un mdico con especialidad en implantar los miembros?
3. Quin tuvo que hacer la ciruga para implantar las manos?
4. Qu dijo Chung que su abuelo le haba enseado, lo que le ayud

a recobrar el uso de las manos?
5. Qu crea Chung el mejor modo de agradecer a su pap?

Name Class Date

Functional Documents: Train Schedule and Stadium Map
This selection includes both a train schedule and a Web page for an
event arena. Students will learn how to use these tools as a way to get
around a communityboth real and virtual. They will also get an
idea of special and everyday activities within a community.
Documentos prcticos: Itinerario de trenes y mapa del estadio

Esta seleccin incluye tanto un itinerario de trenes como una pgina
de Internet para el lugar donde se llevar a cabo un evento. Los
estudiantes aprendern a utilizar estas herramientas como una
manera tanto real como virtual de moverse dentro de una comunidad.
Asimismo, ellos se harn una idea de las actividades cotidianas y las
actividades especiales de una comunidad.

Name Class Date
Tom Tat (p. 243)

Tai Lieu S Dung Hang Ngay: Thi Bieu Xe La va Ban
o San Van ong CONSUMER MATERIAL CLUSTER
oan trch nay bao gom lch trnh tau hoa va mot trang Web ve mot a
iem to chc s kien. Hoc sinh se hoc cach s dung nhng cong cu
nay e biet cach i lai trong mot cong ongca that va ao. Ho cung se
hieu hn ve nhng hoat ong hang ngay va ac biet trong mot cong
ong.

Name Class Date
Buod (p. 243)

Mga Magagamit na Dokumento: Ang Iskedyul ng Tren at Mapa ng
Stadium CONSUMER MATERIAL CLUSTER
Ang seleksyon na ito ay may iskedyul ng tren at isang Web page para sa
isang event arena. Matututunan ng mga mag-aaral kung paano gamitin ang
tools na ito upang makapunta sa ibat-ibang lugar sa komunidadkapwa
mga tunay at malatotong lugar. Malalaman din nila ang mga katangi-
tangi at pang-araw-araw na gawain sa isang komunidad.

Name Class Date
(p. 243)


Name Class Date

Dokiman Fonksyonl: Or Antrnman ak Plan Estad la
Mso chwazi sa yo genyen ladan yon or tren ansanm ak yon paj Entnt
pou yon arn. Elv yo ap aprann kijan pou yo svi ak zouti sa yo km yon
manny pou ralye yon kominoteni reyl ni vityl. Epitou y ap gen yon
lide de aktivite espesyal ak toulejou nan yon kominote.

Name Class Date

Ntawv Teev Sijhawm rau Tsheb Nqaj Hlau thiab Daim Duab
Taw Kev Samthiaj CONSUMER MATERIAL CLUSTER
Zaj lus xaiv nov hais txog ob lub zog ntawm kev siv caij nyoog thiab cov
Web page rau lub caij nyoog sib tw nov. Tej tub ntxhais kawm txog kev siv
cuab yeej los ua kev ncig qhia zej zog--qhov tseeb thiab yees duab ntsia.
Lawv muab tau tswvyim zoo ntawm tej yam tshwjxeeb thiab tej xwmtxheej
txhua hnub hauv zej zog.

Name Class Date

Skim and Scan
When you skim a document, you quickly preview the document to
identify its general purpose. To skim effectively, look for text features,
such as headings, captions, bold print, italics, and key words, that will
help you identify what the document is about. Also, look for the
pattern of organization, or text structure. For example, if you can
identify the particular pattern a train schedule uses, it will be easier
to locate the information you need.
When you scan a document, you quickly review a document you
have already read to find specific information or details. To scan
effectively, have a clear idea of what information you are seeking.
Then look only for key words that will guide you to the information
you need.
ACT I VI T Y
Directions In the first column below, write what you learn from skimming and scanning the
Train Schedule. In the second column, write what you learn from skimming and scanning the
information about Greentown Arena.

Train Schedule Greentown Arena
Skimming: Skimming:
Scanning: Scanning:
Using a Two-Column Graphic Organizer list in one column when it
would be helpful to skim a train schedule and, in the other column,
when it would be helpful to scan a train schedule. (Ask your teacher
for a copy of the organizer.)

Name Class Date

1. The train schedule shows the schedule for which day of the week?
2. What time does the first train arrive at Fox Ridge?
3. Which stop is the end of the line?

4. Which link would you go to if you were interested in working at

The Greentown Arena?
5. What four types of events are held at The Greentown Arena?

Name Class Date

Documentos prcticos
1. Para qu da de la semana el itinerario de trenes muestra el horario?
2. A qu hora llega el primer tren a Fox Ridge?
3. Cul es la parada final?

4. Qu enlaces visitaras si estuvieras interesado en trabajar en The
Greentown Arena?
5. Cules son los cuatro tipos de eventos que se realizan en The

Greentown Arena?

Name Class Date
Media Workshop (page 247)

Media Elements
The chart below gives explanations of how media makers use
elements such as graphics and sound to affect viewers. Use this chart
to complete the activity below.
Element What it is Example

Text and Text is the words you see and hear. All Flood victim:
Content the text together makes up content, or Thankfully, we are able
the information the story gives. to stay with our
relatives.
Graphics Graphics are what you see in a story, Map of affected area
such as color photographs, maps, or Color photographs of
other images. flood damage
Motion Motion includes video footage. Video clip of citizens
evacuating by car
Video clip of a
firefighter
Sound Sound includes all audio, such as Audio clips of
interviews and sound recordings. interviews with flood
victims
Directions If Jack London were writing The Story of an Eyewitness to be posted on the
Internet, he would have the opportunity to include many elements to help viewers understand
the situation. Consider how this story would change if it were an Internet news story.
1. What graphics might be included with this selection if it were on
the Internet?
2. Describe a motion or video clip that might be included with this

selection.
3. Describe an audio recording that might be included with this

selection.

Name Class Date

The Story of an Eyewitness JACK LONDON
In describing the San Francisco earthquake of 1906, Jack London tells

of the total destruction of the city. The earthquake itself caused a
great deal of damage, but it was fire caused by the earthquake that
destroyed the city. The earthquake lasted only thirty seconds, but the
city burned for three days afterwards. Firefighters did not have
enough water and had to use dynamite to knock down buildings in
the hope of slowing the movement of the fires. Heavy winds helped
the fires to grow. London notes that despite the terrible destruction
and suffering, the survivors behaved very well and tried to help each
other.
La historia de un testigo ocular

Al hacer una descripcin del terremoto de San Francisco en 1906, Jack
London nos cuenta la destruccin total de la ciudad. El terremoto en s
caus enormes daos, pero el incendio que se desencaden a

consecuencia del terremoto fue lo que destruy la ciudad. El
terremoto dur solamente treinta segundos, pero la ciudad ardi
despus por tres das consecutivos. Los bomberos no contaban con
agua suficiente y tuvieron que usar dinamita para derribar edificios
con la esperanza de obstaculizar el avance de las llamas. Los fuertes
vientos ayudaron a alimentar el fuego. London hace notar que, a
pesar de la destruccin y el sufrimiento tremendos, los sobrevivientes
se comportaron muy bien y trataron de ayudarse los unos a los otros.

Name Class Date
Tom Tat (p. 248)

Cau Chuyen Cua Mot Nhan Chng JACK LONDON
Khi mo ta tran ong at tai San Francisco vao nam 1906, Jack London
ke lai canh tan pha hoan toan thanh pho nay. Ban than cn ong at
a gay ra nhieu thiet hai nang ne nhng chnh tran hoa hoan do cn
ong at gay ra mi la nguyen nhan khien thanh pho b pha huy. Tran
ong at ch keo dai ba mi giay nhng sau o ca thanh pho chm
trong bien la trong suot ba ngay. Lnh cu hoa khong con u nc va
phai dung chat no e pha sup nhng toa nha vi hy vong lam cham lai
s lan toa cua ngon la. Nhng cn gio ln cang lam cho ngon la
chay to hn. London cung ghi lai rang bat chap s tan pha va s chu
ng khung khiep, nhng ngi con song sot van c x rat tot va co
gang giup nhau.

Name Class Date
Buod (p. 248)

Ang Kuwento ng Isang Saksi JACK LONDON
Sa paglalarawan ng lindol sa San Francisco noong 1906, isinasalaysay ni

Jack London ang lubs na pagsira sa lungsod. Ang lindol mismo ay
nagdulot ng malaking sira, pero ang sunog na dulot ng lindol ang nakasira
sa lungsod. Ang lindol ay nagtagal lamang nang tatlumpung segundo, pero
ang lungsod ay nasunog nang tatlong araw pagkatapos noon. Kulang ang
tubig ng mga bombero at kinailangan nilang gumamit ng dinamita upang
pabagsakin ang mga gusali upang bagalan ang pagkalat ng mga sunog.
Nakatulong ang malalakas na hangin na palakihin ang mga sunog.
Napansin ni London na sa kabila ng grabeng paninira at pagdurusa, ang
mga taong nakaligtas ay kumilos nang wasto at nagtulungan.

Name Class Date
(p. 248)
JACK LONDON
1906 Jack London

London


Name Class Date

Istwa yon Temwen Vizyl JACK LONDON
L l ap dekri tranblemannt 1906 San Fransisko a, Jack London ap rakonte

destwiksyon total vil la. Tranblemannt a an li menm te lakz anpil domaj,
men se te dife tranblemannt a te koze ki te detwi vil la. Tranblemannt a te
dire slman trant segonn, men vil la te boule pandan twa jou apre sa.
Ponpye pa t gen ase dlo donk yo te oblije svi ak dinamit pou jete bilding
nan espwa ralanti mouvman ensandi yo. Gwo van te ede ensandi yo
grandi. London note malgre destriksyon ak soufrans terib, sivivan yo te
konpte yo tr byen epi yo te eseye ede youn lt.

Name Class Date

Zaj Dab Neeg ntawm Ib tug Povthawj Pom JACK LONDON
Piav txog kev av qeeg nyob rau San Francisco xyoo 1906, Jack London hais
txog kev puas tsuaj ntawm lub zos. Av qeeg xwb twb ua rau kev piam sim
loj heev, tabsis tiag hluav taws kub txais los ntawm kev av qeeg ua rau lub
zos puas ntau tshaj. Av qeeg li peb feeb xwb, tabsis hluav taws kub tau peb
hnub tom qab. Neeg tua hluav taws tsis muaj dej txaus thiab lawv yuav
tsum nyem nplaum kom tsev qaug es hluav taws txhob kub ceev. Cua
ntsawj ua rau hluav taws cig loj. London hais tias txawm yog muaj kev puas
tsuaj thiab nyuaj siab heev los xij, cov neeg tswj tus thiab sib pab heev.

Name Class Date

Diction
Diction refers to the authors choice and arrangement of words for

clarity and effectiveness. Writers choose words carefully to create
vivid images.
Diction is important because a writers diction helps pull a reader into
the writing by creating vivid and memorable images.
ACT I VI T Y
Directions Comment on the diction in the selection. Start with the examples listed below.
Record your observations about the exampleswhat effect they have on you and why. Add
more examples of effective diction you notice as you read.
Diction Observations
lurid, reddening (And for three days 1.
and nights this lurid tower swayed in
the sky, reddening the sun, darkening
the day)

dead calm (It was dead calm. Not a 2.
flicker of wind stirred.)
flanked ( and every time the flames 3.

flanked around on either side or came
up from the rear, and turned to defeat
the hard-won victory.)
4. 5.

Name Class Date

Monitor Comprehension
When you monitor comprehension, you check to see how well you
understand what you are reading. There are different techniques that
will help you understand what you read. You can reread a section that
you did not understand; look up a new word in a dictionary; pay
attention to graphic elements, such as photographs, illustrations, or
charts; and read and reread footnotes to help you clarify information
in the text.
ACT I V I T Y
Directions In the first column, list passages from the selection that you found difficult to
understand. In the second column, explain your understanding of the passage. The first row of
the chart shows an example.
Story Excerpt My Understanding

All the cunning adjustments of a The city had many modern features
twentieth century city had been that were destroyed by the earthquake.
smashed by the earthquake.
Continue keeping track of passages from the selection that you find
difficult to understand. Ask your teacher for a Two-Column Table
Graphic Organizer.

Name Class Date

Vocabulary
wrought v. worked; made; created
residential adj. related to homes
debris n. remains of something destroyed
disrupted v. interrupted
hysteria n. overwhelming fear or emotion
Exercise A Practice with Word Usage

Complete each sentence with the word from the vocabulary box that fits best.
1. Fires destroyed both the industrial and areas of the

city.
2. Mass swept through the city as quickly as the fires

spread.
3. Metal objects are using fire.
4. The was scattered everywhere.
5. Everything in the city was by the earthquake.

Write the word from the vocabulary box that is most closely related to each of the following
items or actions.
1. cut off
2. shaped
3. trash
4. madness

On the back of this sheet, write a paragraph describing what you think San Francisco looked like
during the fire. Use at least THREE vocabulary words in your description.

Name Class Date

Idioms: Deciphering Idioms
And for three days and nights this lurid tower swayed in
the sky, reddening the sun, darkening the day, and filling
the land with smoke.
Jack London, The Story of an Eyewitness
Connecting to Literature You may have heard the expression, Im all

tied up. From experience you know that when a person says this, he
or she is not literally tied up with rope or another item, but is simply
busy. This phrase is an example of an idioma word or phrase that
has special meaning different from the ordinary or literal meaning of
the word or words. In the above excerpt, London did not see an
actual tower, but a fire that looked similar to a tower.
Below are some common examples of idioms and their meanings.
Idiom Meaning
raining cats and dogs raining hard
jumped the gun went too soon

put my foot down said No
ACT I V I T Y
Directions Based on your knowledge of the following idioms, circle the letter of the meaning
that best describes what the underlined phrase means in each sentence.
1. As the new boss, he was too big for his britches.

A. heavy B. overconfident
2. I tore my hair out trying to find the documents.

A. ripped my hair out B. was frantic
3. The citys heart was destroyed.

A. the citys center B. the citys blood
4. The dead calm of the ocean was frightening.

A. dead water B. stillness

Name Class Date

Progressive Forms: Present and Past
The present progressive form of a verb names an action or condition that is

continuing in the present. The present progressive form of a verb consists of the
present form of the helping verb be and the present participle of the main verb.
PRESENT PROGRESSIVE FORM
SINGULAR PLURAL
I am watching. We are watching.
You are watching. You are watching.
He, she, or it is watching. They are watching.
The past progressive form of a verb names an action or condition that was
continuing for some time in the past. The past progressive form of a verb consists
of the past form of the helping verb be and the present participle of the main verb.
PAST PROGRESSIVE FORM
SINGULAR PLURAL
I was hoping. We were hoping.
You were hoping. You were hoping.
He, she, or it was hoping. They were hoping.

ACT I VI T Y
Directions Write the present progressive (pres. prog.) form or past progressive (past prog.)
form of the verb given in parentheses.
1. During the earthquake, all of San Francisco .

(shake, past prog.)
2. As the narrator walks through the city, fires

everywhere. (burn, pres. prog.)
3. Throughout the city, people to escape.

(try, past prog.)
4. In the distance, one man his trunk up a hill.

(drag, pres. prog.)
5. As time passed, the narrator worried.

(get, past prog.)

Name Class Date

1. What caused more damage to San Franciscothe earthquake or
the fires?
2. How long did the earthquake and the fires last?
3. On the first night of the fires, how did the people of San Francisco
behave?
4. What did the trunk-pullers do when they could no longer carry

their loads?
5. According to the narrator, who will rebuild San Francisco?

Name Class Date

La historia de un testigo ocular JACK LONDON
1. Qu produjo ms daos en San Francisco: el terremoto o los
incendios?
2. Cunto tiempo duraron el terremoto y los incendios?
3. Cmo se comportaron los habitantes de San Francisco durante la

primera noche de incendios?
4. Qu hicieron las personas que jalaban los troncos cuando ya no

podan mover ms su carga?
5. Segn el narrador, quin reconstruir a San Francisco?

PART
3
For Understanding
Name Class Date

Simple and Compound Sentences
Writers often vary the length and structure of their sentences to make
a story more interesting. To do this, they may use both simple and
compound sentences.
Simple sentences are usually shorter sentences that contain one
subject and one predicate. Compound sentences are usually longer
sentences that contain more than one subject and predicate. You can
also think of compound sentences as sentences that contain two or
more simple sentences connected by a comma and a conjunction
(and, but, or or ).
Simple Sentences
Subject Predicate Sentence
We ran down the street We ran down the street.
We bought juice and a snack We bought juice and a snack.
Compound Sentences
Simple Sentence Simple Sentence

We ran down the street. We bought juice and a snack.
Compound Sentence
We ran down the street, and we bought juice and a snack.
ACT I VI T Y
Directions Write simple or compound to identify each sentence type.
1. They fell in love, and then they were married.
2. The red strawberry was ripe.
3. I deprived myself of ice cream, but I did give some to my friend.
4. The hysteria was everywhere, but it ended when the plague did.
5. Survival is the most important thing.

6. The monkey asked for a banana, and he got it.
7. This medicine is different from the last one.

Name Class Date

An Hour with Abuelo JUDITH ORTIZ COFER
After his mother pleads with him, young Arturo reluctantly agrees to
spend one hour with his Abuelo, or grandfather, who is in a nursing
home. Arturo enters the nursing home convinced that he is in for a
very boring hour. Instead, Arturos grandfather shares some of the
challenges he faced in becoming a teacher, and how World War II
radically changed his life. The grandfather lost two brothers in the
war, and he was unable to go back to teaching after the war. He spent
most of his life as a farmer. Arturo doesnt agree with all the choices
his grandfather has made in life. However, he realizes that his
grandfather is a much more interesting person that he had realized.
Also, the hour passes very quickly, much to Arturos surprise!
Una hora con abuelo

Luego de que su madre se lo suplica, el pequeo Arturo accede de
mala gana a pasar una hora con su abuelo, que est recluido en un
hogar de ancianos. Arturo entra en el hogar de ancianos convencido

de que lo espera una hora terriblemente aburrida. No obstante, el
abuelo de Arturo le cuenta algunas de las dificultades que tuvo que
enfrentar para hacerse maestro, y cmo la Segunda Guerra Mundial
cambi su vida completamente. El abuelo perdi a dos hermanos en
la guerra, y no pudo seguir trabajando como maestro despus de la
guerra. l tuvo que pasar la mayor parte de su vida trabajando en el
campo. Arturo no est de acuerdo con todas las decisiones que su
abuelo tom durante su vida. Sin embargo, se da cuenta de que su
abuelo es una persona mucho ms interesante de lo que l esperaba.
Asimismo, la hora pasa con mucha rapidez, para sorpresa de Arturo.

Name Class Date
Tom Tat (p. 264)

Mot Gi Cung Abuelo JUDITH ORTIZ COFER
Sau khi nghe me nai n, cau thieu nien Arturo mien cng ong y ngoi
chi mot tieng vi ong mnh la Abuelo nha dng lao. Arturo bc
vao nha dng lao vi tam trang mnh sap phai chu ng mot gi ong
ho buon te. Trai ngc vi suy ngh o, ong cua Arturo ke cho anh
nghe mot so nhng thach thc ma ong phai ng au khi muon tr
thanh mot thay giao, va lam the nao The Chien Th Nhat a thay oi
hoan toan cuoc i cua ong. Ong a mat hai em trai trong cuoc chien,
va khong the quay ve nghe day hoc sau khi chien tranh ket thuc. Chnh
v the ong mat gan het cuoc i mnh lam ruong. Arturo khong ong
tnh vi tat ca nhng s la chon ma ong mnh a ra trong cuoc i.
Tuy nhien, anh nhan ra rang ong la mot ngi thu v hn nhieu so vi
nhng g anh a tng ngh. Them vao o, mot tieng ong ho a troi qua
rat nhanh chong trc s ngac nhien khon ta cua Arturo!

Name Class Date
Buod (p. 264)

Isang Oras Kasama ng Abuelo JUDITH ORTIZ COFER
Pagkatapos mangatwiran sa kanya ang kanyang ina, ang batang Arturo ay

nag-atubiling pumayag gumugol ng isang oras kasama ng kanyang Abuelo,
o lolo, na nasa isang nursing home. Si Arturo ay pumasok sa nursing home
at kumbinsado siya na siyay maiinip nang husto sa oras na iyon. Sa halip
nito, ikinuwento ng lolo ni Arturo ang ilan sa mga paghahmon na hinarap
niya sa pagiging guro, at kung paano nagbago nang husto ang kanyang
buhay dahil sa ika-II Digmaang Pandaigdig. Namatay sa digmaan ang
dalawang kapatid na lalaki ng lolo, at hindi siya nakabalik sa pagtuturo
pagkatapos ng digmaan. Siyay isang magsasaka halos buong buhay niya.
Hindi sumasang-ayon si Arturo sa lahat ng mga pinili ng kanyang lolo sa
buhay nito. Gayunman, nalaman niya na mas masarap pala kausap ang
kanyang lolo kaysa sa inakala niya. At nagulat si Arturo dahil mabilis na
lumipas ang isang oras!

Name Class Date
(p. 264)
JUDITH ORTIZ COFER
Arturo
Abuelo Arturo
Arturo
Arturo
Arturo

Name Class Date

Indtan ak Abuelo JUDITH ORTIZ COFER
Apre manman li fin plede avk li, jenn Arturo aksepte a kont volonte li pou
pase indtan ak Abuelo li, oswa granpapa, ki nan yon mezon pou swen
enfimy. Arturo antre nan mezon pou swen enfimy a ak konviksyon li la
pou yon indtan raz anpil. Olye sa, granpapa Arturo pataje kk nan defi li
te konfwonte l li te vin yon pwofes, epi kijan Dezym G Mondyal chanje
vi li yon manny sev. Granpapa a pdi de fr nan g a, epi li pa t kapab
retounen f pwofes apre g a. Li pase pif vi li km fmye. Arturo pa dak
ak tout chwa granpapa li f nan lavi. Sepandan, li reyalize granpapa li se
yon moun ki pi enteresan pase sa li te panse. Epitou, indtan an pase byen
vit, sa ki siprann Arturo anpil!

Name Class Date

Ib Teev nrog Abuelo JUDITH ORTIZ COFER
Tom qab nws niam thov nws heev, tus hluas Arturo tsis xav kam mus siv ib
teev nrog Abuelo li, los yog nws yawg, tus nyob tom tsev mob. Arturo nkag
mus rau chav kho mob tias ntshe yuav siv ib teev meem txom heev. Qhov
tiag, Arturo yawg piav txog kev ntxeem los ua ib tug xibfwb, thiab npluav
Rog Ntiajteb II ua rau nws lub neej hloov ntau. Nws yawg muaj ob tug kwv
tij tuag hauv tsov rog, thiab nws tsis tau rov mus qhia ntawv tom qab tsov
rog tas. Nws siv nws lub neej los ua ib tus neeg liaj teb xwb. Arturo tsis
pom zoo nrog txhua yam uas nws yawg tau xaiv hauv lub neej. Tabsis, nws
pom tias nws yawg muaj ntau yam zoo dua qhov nws xav. Tsis tas li, lub caij
nyoog dhau lawm sai heev, muaj ntau yam ua rau Arturo ceeb txog!

Name Class Date

Style
Style is an authors personal way of using language through word

choice, sentence length, sentence patterns, and much more. Style
includes the narration of a story and the dialogue spoken by
characters. The author of this story uses one style for Arturos
thoughts and another style for the grandfathers story.
Understanding an authors style is important because style helps
reveal an authors purpose in writing. Style can also show how the
author feels about his or her subject and audience.
ACT I V I T Y
Directions Use the table below to understand the differences between the two styles in
the story. In the first column, write examples of Cofers style when she is describing Arturos
thoughts. In the second column, write examples of Cofers style when she is describing the
grandfathers story.
First-person narration Dialogue

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

Name Class Date

Recognize Authors Purpose
An authors purpose is his or her reason for writing. An author may

write to tell a story, to explain, to persuade, to amuse, or to inform. In
fact, an author may write one text for more than one purpose.
Authors who write to explain or inform usually include facts and
details. Authors who write to persuade include reasons that influence
readers to agree with their arguments. Authors who write to entertain
may describe funny or exciting situations. Authors who write to
convey a message often explore a theme within a story.
ACT I VI T Y
Directions In the top box of the graphic organizer below, write what you think the authors
purpose is in writing this story. In the other three boxes, write details from the story that you
think support this purpose.
Authors Purpose
Think of another purpose the author had in this story and record
details that support this purpose. Use a Supporting Details Graphic
Organizer. (Ask your teacher for a copy.)

Name Class Date

Context Clues: Example and Contrast
We all make it quick and spend the rest of the time in the
recreation area, where they play checkers and stuff with
some of the old peoples games, and I catch up on back
issues of Modern Maturity.
Judith Ortiz Cofer, An Hour with Abuelo
Connecting to Literature The word recreation may be unfamiliar to you,

but you can determine its meaning based on the words around it.
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.
Example: In the recreation room, we play games like chess and backgammon
and do arts and crafts activities.
The writer gives an example of what happens in a recreation room to
provide clues to what the word recreation means.
Contrast: If I can teach them to read and write, the students will not be
ignorant.
The writer provides a contrast for what it means to be ignorant.

Knowing how to read and write must therefore be the opposite of
ignorant.
ACT I V I T Y
Directions Analyze the context clues in each sentence to figure out what the underlined words
mean. Write a short definition for each word.
1. I received my diploma on the very last day of school!
2. The ammunition boxes were full of dynamite and bullets.
3. After she started sleeping better, she was more perky in the
mornings.
4. The orderlies in the nursing home helped take care of my
abuelo.
Name Class Date

Perfect Tenses: Present and Past
The present perfect tense of a verb names an action that happened some time in the
past. It also names an action that happened in the past and is still happening now.
The present perfect tense consists of the helping verb have or has and the past
participle of the main verb.
PRESENT PERFECT TENSE
SINGULAR PLURAL
I have traveled. We have traveled.
You have traveled. You have traveled.
He, she, or it has traveled. They have traveled.
The past perfect tense of a verb names an action that happened before another
event or action in the past. The past perfect tense of a verb consists of the helping
verb had and the past participle of the main verb.
I had traveled. You had traveled. They had traveled.
ACT I VI T Y
Directions Write the present perfect (pres. perf.) form or past perfect (past perf.) form of the
verb given in parentheses.

1. Arturo his grandfather several times.
(visit, pres. perf.)
2. Arturos mother to Puerto Rico before her

father came to America. (travel, past perf.)
3. The other people in the nursing home Arturos

grandfather to read his poems to them. (ask, pres. perf.)
4. You some poems as well. (write, pres. perf.)
5. Arturos grandfather teaching before he joined

the army. (enjoy, past perf.)

Name Class Date

1. At the beginning of the selection, why does Arturos mother want
him to spend some time with his grandfather?
2. What excuses does Arturo give for not wanting to visit his
grandfather?
3. Why did Arturos grandfather end up in the nursing home?
4. When Abuelo starts to read the story of his life, what is it that he
says he loved from the beginning?
5. What is the meaning of the phrase Asi es la vida?

Name Class Date

Una hora con Abuelo JUDITH ORTIZ COFER
1. A principios de la seleccin, por qu quiere la madre de Arturo
que l pase ms tiempo con su abuelo?
2. Cules son las disculpas ofrecidas por Arturo por no tener ganas
de hacer visita a su abuelo?
3. Al final, por qu fue el abuelo de Arturo para vivir en una clnica

de reposo?

4. Cuando Abuelo empieza a leer la historia de su vida, cul es la
cosa que dice l que siempre ha adorado desde principios de la
vida?
5. Qu quiere decir la locucin Asi es la vida?

Name Class Date

A Days Wait ERNEST HEMINGWAY
A young American boy has influenza and his temperature has gone
up to 102 degrees. His father gives him some medicine and then steps
outside to walk the dog and hunt birds. The father is not very worried
because he knows his son will recover. The boy has lived in France,
where the Celsius temperature scale is used. He doesnt realize that
his temperature of 102 has been measured using the Fahrenheit scale.
Thus, the boy mistakenly thinks he is going to die because on the
Celsius scale people can die if their temperature reaches 44 degrees.
Un da en espera
Un nio estadounidense contrae la gripe y la temperatura le sube a
102 grados. Su padre le da una medicina y luego sale a pasear al perro
y a cazar aves. El padre no est muy preocupado porque sabe que el
nio se recuperar. El nio ha vivido en Francia, donde se usa la
escala Celsius para medir la temperatura. l no se da cuenta de que su
temperatura de 102 grados se ha medido usando la escala Fahrenheit.

Por lo tanto, el nio cree errneamente que va a morir porque las
personas pueden morirse si su temperatura llega a los 44 grados en la
escala de Celsius.

Name Class Date
Tom Tat (p. 276)

Mot Ngay Ch i ERNEST HEMINGWAY
Mot cau be ngi My b cum va nhiet o cua cau len en tan 102 o.
Cha cau cho cau uong thuoc roi sau o ra ngoai dan cho i dao va san
chim. Ngi cha khong lo lang lam v ong biet cau con trai se hoi phuc.
Nhng cau be a tng song Phap, ni thng dung thang nhiet o C,
va khong nhan ra rang nhiet o cua mnh len ti 102 la do c o
bang thang nhiet o F. V the, cau be hieu nham rang cau sap chet v
theo thang o C, mot ngi co the chet neu nhiet o trong ngi ho len
ti 44 o.

Name Class Date
Buod (p. 276)

Paghihintay ng Isang Araw ERNEST HEMINGWAY
Ang isang batang Amerikanong lalaki ay may trangkaso at ang kanyang

temperatura ay umakyat ng 102 degrees. Binigyan siya ng kanyang ama ng
gamot at pagkatapos ay lumabas ito upang ilakad ang aso at manghuli ng
mga ibon. Ang ama ay hindi gaanong nag-aalala dahil alam niya na ang
kanyang anak na lalaki ay gagaling. Ang lalaki ay tumira sa Pransiya, kung
saan ginagamit ang Celsius na iskala ng temperatura. Hindi niya
naunawaan na ang kanyang temperaturang 102 ay sinukat gamit ang
Fahrenheit na iskala. Kaya malng inakala ng bata na mamatay siya, dahil
sa iskalang Celsius, ang mga tao ay maaaring mamatay kung ang kanilang
temperatura ay umabot ng 44 degrees.

Name Class Date
(p. 276)
ERNEST HEMINGWAY
102

102 44

Name Class Date

Yon Jounen Atant ERNEST HEMINGWAY
Yon jn ti gason ameriken gen gwo grip epi tanperati li monte 102 degre.
Papa li ba li medikaman epi sti al f chyen an mache epi chase zwazo.
Papa a pa tw enky poutt li konnen pitit li pwal ref. Ti gason an te rete
nan peyi Lafrans, kote se echl tanperati Slsiyis yo itilize. Li pa reyalize yo
mezire tanperati 102 li a nan echl Farennayt. Alske, ti gason an konprann
li pwal mouri poutt nan echl Slsiyis la moun kapab mouri si tanperati yo
rive 44 degre.

Name Class Date

Ib Hnub Tos ERNEST HEMINGWAY
Ib tug menyuam tub Amelika ua daus no thiab nws kub txog 102 degree
siab. Nws txiv muab mentsis tshuaj rau nws thiab tawm mus nraum zoov
coj tus dev thiab mus yos tua noog lawm. Nws txiv tsis txhawj xeeb heev
vim nws paub tias nws tus tub yuav txawj zoo. Tus menyuam tub tau nyob
Fabkis teb, qhov uas siv tus Celsius ntsuas kev kub. Nws tsis paub tias qhov
nws kub txog 102 siab yog siv tus Fahrenheit. Qhov nov, tus menyuam tub
xav tias nws yuav tuag vim neeg tuag taus thaum lawv kub txog 44 siab
Celsius.

Name Class Date

Dialogue
Dialogue is conversation between characters in a literary work. It

shows the exact words, inside quotation marks, spoken by characters.
Dialogue is important because it helps bring characters to life.
Characters personalities are revealed through their conversations.
Dialogue helps readers understand what characters are thinking and
feeling and also moves the plot forward.
ACT I V I T Y
Directions Read each example of dialogue in the first column. In the next two columns, tell
who is speaking and what the dialogue reveals about the plot or the characters thoughts and
feelings.
Dialogue Speaker(s) What the Dialogue Reveals

What is it? I asked him. 1. 2.
One hundred and two.
You cant come in, he 3. 4.

said. You mustnt get
what I have.
About how long will it 5. 6.

be before I die?
You arent going to die.
Whats the matter with
you?

Name Class Date

Evaluate Characterization
Characterization refers to the methods that an author uses to

develop the personality of characters. When authors tell you exactly
what a character is like, it is called direct characterization. When
authors show a characters personality through his or her words and
actions and through what other characters think and say about him
or her, it is called indirect characterization. When you evaluate
characterization, you think critically about the details the author
used to reveal a character.
ACT I VI T Y
Directions Choose a character to evaluate. Write the characters name in the top box. In the
boxes below, write examples of the characters actions, thoughts, and feelings. Then explain
what the example tells you about the character.
Character Name:

Actions: Feelings:
My Evaluation: My Evaluation:
Thoughts:
My Evaluation:
Choose another character to evaluate as you read. Ask your teacher for
a copy of the Supporting Details Graphic Organizer for this activity.

Name Class Date

Irregular Verbs
The irregular verbs below are grouped according to the way their past form and
past participle are formed.
IRREGULAR VERBS
PATTERN BASE FORM PAST FORM PAST PARTICIPLE
One vowel begin began begun
changes to sing sang sung
form the past spring sprang or sprung sprung
and the past swim swam swum
participle.
The past form bring brought brought
and the past catch caught caught
participle are feel felt felt
the same. get got got or gotten
keep kept kept
lead led led
leave left left
lose lost lost
make made made
pay paid paid

say said said
seek sought sought
sit sat sat
think thought thought
win won won
ACT I V I T Y
Directions Write in the blank the past form or the past participle of the verb in parentheses.
1. The boy in A Days Wait the flu. (catch)
2. The father he should stop worrying. (say)
3. After he finds out about the difference between the thermometers,
the boy to relax. (begin)

Name Class Date

1. How old is the boy in the story?
2. Why is he sick?
3. Why is the boys father happy that he kills two birds but misses
five others?

4. Why does the boy think he is going to die?
5. What does the boys father explain to his son about thermometers?

Name Class Date

Un da de espera ERNEST HEMINGWAY
1. Cuntos aos tiene el muchacho de la historia?
2. Por qu est enfermo?
3. Por qu est contento el pap del muchacho de haber matado dos

pjaros pero de haber fallado con los otros cinco?
4. Por qu cree el muchacho que va a morir?

5. Qu le explica el pap al muchacho sobre los termmetros?

Name Class Date

The Monkey Who Asked For Misery RETOLD BY DIANE WOLKSTEIN
A woman trips and drops a jar of sweet syrup, which shatters. She
then says Good Lord, Papa God, why did you give me such Misery?
A nearby monkey eats the syrup, thinking it is called misery and
comes from Papa God. The monkey goes to see Papa God and asks
for as much misery as he can get. Papa God gives the monkey a sack
and tells him to carry it to where there are no trees before opening it.
The monkey does this and finds that the sack contains five dogs that
immediately start chasing the monkey, who has to run a long way to
find a tree to climb. The moral of the story is be careful what you ask
for!
El mono que pidi que le dieran desgracia

Una mujer tropieza y se le cae un frasco de jarabe dulce, el cual se
rompe. Ella exclama entonces: Dios bendito, Pap Dios, por qu me
has concedido esta desgracia?. Un mono que anda cerca se come el

jarabe y cree que eso se llama desgracia y que lo concede Pap
Dios. El mono va a ver a Pap Dios y le pide que le conceda tanta
desgracia como pueda. Pap Dios da un saco al mono y le dice que lo
lleve a un lugar donde no haya rboles antes de abrirlo. El mono hace
esto, y descubre que el saco contiene cinco perros, los que
inmediatamente comienzan a perseguir al mono, el cual tiene que
correr un buen trecho hasta encontrar un rbol adonde treparse. La
moraleja de este cuento es: ten mucho cuidado con lo que pides.

Name Class Date
Tom Tat (p. 284)

Con Kh Cau Xin S Kho S DIANE WOLKSTEIN
Mot ngi phu n b vap va anh ri mot bnh xi-ro ngot khien chiec
bnh v tan. Khi o, co than th Chua Tri, Cha i, sao con Kho S
the? Mot con kh gan o ti an cho xi-ro, va ngh rang o chnh la th
co ten kho s do Cha Chua Tri ban tang. Con kh lien en gap Cha
Chua Tri va hoi xin s kho s o, cang nhieu cang tot. Cha Chua Tri
a cho con kh mot cai tui va bao no mang chiec tui ti ni khong co
mot cai cay nao hay m ra. Con kh lam theo ung li dan va phat hien
trong tui co nam con cho chay ra rt no ngay khi m tui. Con kh phai
chay ca mot quang ng dai mi tm c mot cai cay e treo len. Bai
hoc ao c t cau chuyen la hay can than vi nhng th ban cau
xin!

Name Class Date
Buod (p. 284)

Ang Unggoy na Humingi ng Karalitaan DIANE WOLKSTEIN
Ang isang babae ay nadapa at nabitawan niya ang isang garapon ng

matamis na syrup at itoy nabasag. Pagkatapos ay sinabi niya Mabait na
Diyos, Amang Diyos, bakit ninyo ako binigyan ng Karalitaan? Kinain ng
isang unggoy sa tabi ang syrup, at inakala nito na ang tawag dito ay
karalitaan at na itoy galing sa Amang Diyos. Ang unggoy ay nagpunta
sa Amang Diyos at humingi ng pinakamaraming karalitaan na makukuha
niya. Binigyan ng Amang Diyos ang unggoy ng isang sako at sinabi sa
kanyang dalhin ito kung saan walang mga pun bago ito buksan. Ginawa
ito ng unggoy at nakita niya na ang sako ay naglalaman ng limang aso na
agad nagsimulang humabol sa unggoy, na siyang kinailangang tumakbo
nang malay upang humanap ng isang punong maaakyatan. Ang liksiyon
ng kuwento ay mag-ingat sa hihilingin mo!

Name Class Date
(p. 284)
DIANE WOLKSTEIN


Name Class Date

Makak Ki te Mande pou Miz a DIANE WOLKSTEIN
Yon madanm glise epi lage yon po siwo dous, ki kraze. Apre sa li di Bon
Seny, Papa Bondye, poukisa ou ban m Miz konsa a? Yon makak ki te
toupre a manje siwo a, panse sa rele miz epi se Papa Bondye ki bay li.
Makak la al w Papa Bondye epi mande pou otan miz li kapab jwenn.
Papa Bondye bay makak la yon sak epi di li pou li pote li yon kote ki pa gen
pyebwa anvan li ouvri li. Makak la f sa epi li jwenn sak la gen twa chyen
ki kmanse chase makak la imedyatman; makak la oblije kouri byen lwen
pou jwenn yon pyebwa pou li grenpe. Moral istwa a se f atansyon ak sa
ou mande!

Name Class Date

Tus Liab Uas Nrhiav kev Txomnyem DIANE WOLKSTEIN
Ib tus poj niam dawm ntog ces lub fwj suab thaj poob tawg. Nws cem tias
Yawm Saub Zoo, Yawg Vaj Tswv, ua cas koj yuav muab Kev Phem rau
kuv? Ib tug liab nyob ze muab cov suab thaj noj, xav tias nws yog tus ua
kev phem thiab nws los ntawm Yawg Vaj Tswv. Liab mus ntsib Vaj
Tswv thiab thov kom muab kev phem ntau li ntau rau liab. Vaj Tswv muab
ib hnab puv nkaus thiab hais kom liab coj mus rau qhov tsis muaj ntoo
lawm mam qhib. Liab ua li hais thiab qhib lub hnab ces tsib tug dev nyob
hauv pib caum liab khiav deb heev li thiaj mus txog ntoo nce. Lub tswv yim
ntawm zaj dab neeg yog ua tib zoo xyuas qhov yus xav thov!

Name Class Date
Literary Elements (page 284)

Conict
The Monkey Who Asked for Misery RETOLD BY DIANE WOLKSTEIN
Conflict is the struggle between two forces. A conflict can be between

two characters, between a character and another force, such as nature,
or between two ideas or courses of action in a characters mind. An
external conflict occurs between two characters or forces. An
internal conflict occurs within one character. Some stories have a
variety of different conflicts.
ACT I VI T Y
Directions In the first column of the chart below, write the names of characters from The
Monkey Who Asked for Misery. Then, in the second column, write conflicts that affect those
characters. In the last column, explain whether those conflicts are internal or external.
Character(s) Conflict Internal or External?

Name Class Date

Pronouns: Personal
A pronoun is a word that takes the place of a noun or a group of nouns.

A personal pronoun replaces the subject or object in a sentence. It refers to a
specific person or thing that can be singular or plural. A subject pronoun is
used as the subject of a sentence. An object pronoun is used as the object of a
verb or of a preposition.
He enjoys the movie. They enjoy the movie. (used as the subject)
Tara opened the book and read it. (used as the object of a verb)
David gave the tickets to us. (used as the object of a preposition)
SINGULAR PLURAL SINGULAR PLURAL

SUBJECT SUBJECT SUBJECT SUBJECT
I we me us
you you you you
he, she, it they him, her, it them
ACT I V I T Y
Directions Write in the blank the personal pronoun that replaces the italicized word or phrase.
Also, write subj. (subject) or obj. (object) to identify its usage.
1. The woman tripped while she was walking to the

market.
2. After he thought he tasted misery, the Monkey asked

Papa God for misery.
3. Papa God gives the Monkey a bag.
4. The dogs were chasing the Monkey.
5. The Monkey tried to run away from the dogs.
6. Everyone said the Monkey was crazy for asking for

misery.
7. When the woman dropped her sugar-cane syrup, he

thought the syrup was misery.

Name Class Date

1. What did the monkey mistake for misery?
2. Who does the monkey visit to ask for more misery?
3. What is the monkey told to do with the sack?

4. What happens when the monkey opens the sack?
5. How is the monkey saved from the dogs?

Name Class Date

El mono que pidi que le dieran desgracia RELATADO POR DIANE WOLKSTEIN
1. Qu confundi el mono con el sufrimiento?
2. A quin visit el mono para pedirle ms sufrimiento?
3. Qu le dijeron al mono que hiciera con el saco?
4. Qu sucede cuando el mono abre el saco?

5. Cmo se salva el mono de los perros?

Name Class Date

Do Animals Lie? MARY BATTEN
Animals use deception to increase their chances of survival. The

anglerfish has a fake fishing lure attached to its head, which it uses
to attract prey. One type of female firefly flashes a signal that imitates
the flashes used by the female fireflies of another species to attract
males. Instead of mating, the imposter female firefly eats any males of
the other species of firefly that come near her. Cowbirds place their
eggs in the nests of birds of a different species in order to avoid the
work of feeding and raising young birds. These deceptions are similar
to when humans tell lies.
Mienten los animales?

Los animales utilizan el engao para aumentar sus posibilidades de
supervivencia. El pejesapo tiene una caa de pescar falsa pegada a
la cabeza, la cual usa para atraer a su presa. Un tipo de lucirnaga
hembra lanza una seal intermitente que imita las seales

intermitentes que lanzan las lucirnagas hembras de otra especie para
atraer a los machos. En lugar de aparearse con ellos, la lucirnaga
impostora se come a todos los machos de la otra especie de
lucirnagas que se le acercan. El tordo pone sus huevos en los nidos
de pjaros de otras especies para ahorrarse el trabajo de alimentar y
criar a sus polluelos. Estos engaos son parecidos a las mentiras que
dicen los humanos.

Name Class Date
Tom Tat (p. 289)

Loai Vat Co Biet Noi Doi Khong? MARY BATTEN
Loai vat thng dung manh khoe e nang cao c hoi c ton tai. Con
ca vay chan co mot mieng moi ca gia gan vao au e du con moi.
Mot loai om om cai tao ra nhng om sang bat chc nhng om
sang tn hieu ma nhng con om om cai thuoc loai khac dung e hap
dan con c cung loai. Thay v ket ban tnh, con om om cai gia mao
an tht bat c con om om c thuoc loai khac nao en gan no. Chim
bo e trng cua chung vao to cua nhng loai chim khac e khoi phai
vat va cho an va nuoi ln chim con. Nhng manh khoe nay tng t vi
thoi quen noi doi cua con ngi.

Name Class Date
Buod (p. 289)

Nagsisinungaling Ba ang mga Hayop MARY BATTEN
Ang mga hayop ay gumagamit ng panlilinlang upang dagdagan ang

kanilang pagkakataong mabuhay. Ang anglerfish ay may hindi tunay na
panghuli ng isda na nakakabit sa ulo nito, na ginagamit nito upang
maakit ang biktima. Ang isang uri ng babaeng alitaptap ay nagkukurap ng
senyales na gumagaya sa pagkurap na ginagamit ng mga babaeng alitaptap
na ibang uri upang maakit ang mga lalaki. Sa halip na makipagtalik,
kinakain ng mapagpanggap na babae ang anumang mga lalaki ng ibang
uri ng alitaptap na lumalapit sa kanya. Inilalagay ng cowbirds ang kanilang
mga itlog sa pugad ng mga ibon na iba ang species upang iwasan ang
pakainin at palakihin ang mga batang ibon. Ang mga panlilinlang na ito ay
katulad ng kapag nagsisinungaling ang mga tao.

Name Class Date
(p. 289)
MARY BATTEN


Name Class Date

ske Bt Bay Manti? MARY BATTEN
Bt svi ak twonpri pou ogmante chans yo pou siviv. Bodwa a gen yon
fo ams pch tache sou tt li, li itilize pou atire viktim. Yon kalite lisyl
feml flache yon siyal ki imite flach lisyl feml yon lt esps itilize pou
atire mal. Olye li kwaze, lisyl feml blof a manje tout mal lt esps la
ki vin b kote li. Ml mete ze yo nan ni zwazo lt esps pou evite travay
bay manje ak leve jn zwazo. Twonpri sa yo se menm bagay ak l imen ap
bay manti.

Name Class Date

Tsiaj Puas Dag? MARY BATTEN
Tsiaj siv kev dag ua kom dim txoj sia. Cov ntses tuaj plaub muaj kab txwv
dag kab nuv dag nyob rau ntawm lawv lub taub hau, qhov nov siv ntxias
kom lwm yam tom. Muaj ib yam maum kab taws teeb laim teeb qog ua
kom pom kev rau cov txiv kab taws teeb nyiam. Tsis yog siv los sib deev,
tabsis tus maum kab taws teeb siv kom tau tom lwm yam txiv kab taws
teeb uas los ze nws. Noog nyuj nteg qe rau lwm yam noog li zes kom lawv
txhob tau ua num thiab txhob tau tu lawv cov menyuam. Cov kev ntxias
nov zoo li thaum neeg txoj kev hais ntxias dag.

Name Class Date

Text Structure
Text structure is the way a piece of writing is organized. Several

commonly used text structures in informational writing are problem
and solution, compare and contrast, and cause and effect. The text
structure of Do Animals Lie? is classification. In classification, the
writer creates groups on the basis of shared characteristics.
Recognizing text structure is important because it will help you
understand what you read. Understanding text structure also makes
it easier to locate important ideas and recall them later.
ACT I VI T Y
Directions The first column lists the first four subheads of the selection. In the second column,
list the deceptive behaviors described under each subhead.
Type of Animal Deceptive Behaviors

Phony Fish 1.

Insect Imposters 2.
Bluffing Birds 3.
Cheating Chimps 4.

Name Class Date

Analyze Evidence
When you analyze, you look at separate parts of something in order to

understand the entire thing. In analyzing nonfiction, you look at the
writers evidencethe reasons, facts, examples, and detailsto see if
they support the main point of the argument. Then you decide if the
writers evidence is strong enough to accept her claims.
ACT I V I T Y
Directions Using the chart below, analyze the authors argument and evidence in Do Animals
Lie? Each box asks for specific information or the answer to a question.
Authors main argument:
Evidence:
Does the evidence support the argument?
Is the evidence strong enough to persuade the reader?
Continue analyzing evidence as you read the selection. Ask your
teacher for a copy of the Sequence Graphic Organizer for this activity.

Name Class Date

Vocabulary
survival n. the continuation of life
predator n. an animal that kills and eats other animals
courtship n. the act, process, and time period that lead up to mating between animals
parasites n. plants or animals that live in or on other plants or animals and that get all they
need from their hosts and provide nothing in return
Exercise A Practice with Synonyms and Antonyms

On each line, write whether the pairs of words are synonyms (words with nearly the same
meaning) or antonyms (words with nearly opposite meanings).
1. predatorassassin
2. survivaldemise
3. parasiteshost
4. courtshipbetrayal

Awards are often given for special talents or accomplishments. Write the word from the
vocabulary box that best describes a trait or behavior necessary to win each award.
1. Ideal Mates
2. Oldest Creature on Earth
3. Laziest Loungers
4. Famished Fiend

Pretend you are an animal that tricks other animals. On the back of this sheet, describe yourself
and explain how you deceive or fool others. Use at least THREE vocabulary words in your
description.

Name Class Date

Root Words: Analyze Meaning
During courtship, a male scorpionfly must hunt and catch a

tasty insect to present as a gift to a female.
Mary Batten, Do Animals Lie?

also contain clues to their own meanings. The word courtship contains
the root word court. A root word is a word part that is the base of
many words. It can be a whole word (also called a base word) or
just a combination of letters. Analyzing the root of a word can help
you understand its meaning.
Root Meaning of Root Sample Words

court try to win influence courtship, courtesy, courthouse
chem related to substances chemistry, chemical, chemist
calc to figure calcify, calculated, calendar
sig represent signal, signify
ACT I V I T Y
Directions Use the list of roots above to figure out the meaning of the underlined words. Write
the definition on the line.
1. The chemical smelled so strong I had to pinch my nose.
2. There was a bad accident at the intersection because the traffic

signal was not working correctly.
3. The courtship pattern of scorpionflies does not always work to

attract a mate.
4. I calculated the amount of times the hyena tricked the other

animals.

Name Class Date

Pronouns and Antecedents
The noun or group of words to which a pronoun refers is called its antecedent.
A pronoun must agree in number and gender with its antecedent.
Sue went to the store. She bought some fruits and vegetables. (Sue is the antecedent
of she.)
The pronoun and its antecedent must be clear.
Todd looks like his father. He is an optometrist. (unclear)
Todd looks like his father. His father is an optometrist. (clear)
ACT I VI T Y
Directions Write the correct pronoun in each blank. On the line below the sentence, write the
antecedent that the pronoun refers to. Be sure the pronoun agrees in number and gender with
the antecedent.
1. Insects, birds, and apes all know how to trick each other.
do this for a variety of reasons.
2. A male scorpionfly attracts females after he has caught an insect.

does this by hanging from a twig or leaf and releasing a
chemical.
3. A birds nest can be the sight of trickery as well. can be a

hiding place for other species eggs.
4. Some scientists believe that cheating contributes to evolution. I

agree with .
5. A female chimpanzee plays many tricks. will often trick

an opponent into coming close enough for another fight to begin.

Name Class Date

1. Why do all kinds of animals deceive each other?
2. How does the comet fish deceive its enemies?
3. How does the female Photuris firefly fool other insects?

4. What do some scrub jays do to outsmart thieving scrub jays?
5. What is similar about the deceptive behavior of chimps and

humans?

Name Class Date

Mienten los animales? MARY BATTEN
1. Por qu los animales se engaan entre s?
2. Cmo engaa el pez cometa a sus enemigos?
3. Cmo engaa la lucirnaga hembra Photuris a los dems insectos?
4. Qu hacen algunas urracas azules para burlar a las otras ullacas

ladronas?

5. En qu se parecen los comportamientos engaosos de los
chimpancs y los humanos?

Name Class Date

Ones Name Is Mud LEONARD MANN
The author explains why we often use the expression my name will
be mud when we feel we are going to get into trouble. Dr. Samuel
Mudd was the physician who treated the broken leg of John Wilkes
Booth in April 1865, just after Booth had murdered President
Abraham Lincoln. Dr. Mudd was arrested and put on trial for
involvement in Lincolns murder. He was found guilty and sentenced
to prison. There, he helped to treat patients suffering from yellow
fever. Dr. Mudd eventually received a pardon and was released from
prison. However, his name remains associated with bad things.
El nombre de uno es barro

El autor explica por qu se usa en ingls la expresin my name will be
mud (mi nombre ser barro) cuando uno siente que se va a meter
en problemas. El doctor Samuel Mudd (que suena igual que mud,
barro) fue el mdico que cur la pierna rota de John Wilkes Booth en
abril de 1865, justo despus de que Booth asesinara al presidente

Abraham Lincoln. El doctor Mudd fue arrestado y llevado a juicio por
haber estado implicado en el asesinato de Lincoln. Fue hallado
culpable y sentenciado a la crcel. All, l ayud a tratar a pacientes
que sufran de la fiebre amarilla. Con el tiempo, el doctor Mudd fue
perdonado y liberado de la crcel. No obstante, su nombre permanece
asociado hasta nuestros das con cosas malas.

Name Class Date
Tom Tat (p. 297)

Ten Ngi B Vay Ban trch t Quai Vat Mat Xanh Va
Nhng Ngi Xa-ma-ri-a Tot Bung LEONARD MANN
Tac gia giai thch tai sao chung ta hay dung thanh ng ten cua toi se b
vay ban (my name will be mud) khi cam thay mnh sap gap rac roi.
Bac s Samuel Mudd la ngi a ieu tr chan gay cua John Wilkes
Booth vao thang T nam 1865, ngay sau khi Booth am sat Tong Thong
Abraham Lincoln. Bac s Mudd b bat va a ra toa v co lien quan en
vu am sat Lincoln. Ong b ket an la co toi va b x tu. Tai ay, ong a
giup cha cho nhng benh nhan mac benh sot vang da. Bac s Mudd
cuoi cung cung nhan c s an xa va c phong thch. Tuy nhien,
cho en nay ten cua ong van b gan vi nhng ieu toi te.

Name Class Date
Buod (p. 297)

Ang Pangalan ng Isa ay Mud mula sa Mga Halimaw na Berde ang
Mata at mga Mababait na Samaritano LEONARD MANN
Ipinapaliwanag ng awtor kung bakit natin madalas ginagamit ang
pagpapahayag na ang pangalan ko ay magiging mud kapag sa palagay
natin ay tayo ay magkakaproblema. Si Dr. Samuel Mudd ay isang doktor na
gumamot sa nabaling binti ni John Wilkes Booth noong April 1865,
pagkatapos lamang patayin ni Booth ang Pangulong Abraham Lincoln.
Inaresto si Dr. Mudd at siyay dinala sa korte dahil may kinalaman siya sa
pagpatay kay Lincoln. Siyay nahatulang nagkasala at nabilanggo. Doon,
tinulungan niyang gamutin ang mga pasyenteng may yellow fever. Si Dr.
Mudd ay pinagbigyan din at pinalaya mula sa bilangguan. Gayunman, ang
kanyang pangalan ay patuloy pa ring may kinalaman sa mga masasamang
pangyayari.

Name Class Date
(p. 297)
LEONARD MANN

my name will be mudJohn Wilkes Booth
Abraham Lincoln Samuel Mudd
18654Booth Mudd
Mudd

Name Class Date

Non Yon Moun se Labou
Mons Je Vt ak Bon Samariten LEONARD MANN
Ot a ap eksplike pou kisa nou souvan itilize espresyon my name will be

mud [non mwen ap vin labou ] l nou santi nou pwal nan pwoblm. Dokt
Samuel Mudd se te dokt ki te trete janm kase John Wilkes Booth nan mwa
avril 1865, touswit apre Booth te fin ansasinen Prezidan Abraham Lincoln.
Yo te arete Dokt Mudd epi yo te jije li pou patisipasyon nan asasina
Lincoln. Yo te jwenn li koupab epi kondane li pou al nan prizon. La, li te
ede trete pasyan ki te soufri lafyv jn. Finalman yo padone Dokt Mudd
epi li sti nan prizon. Men, non li ret asosye ak move bagay.

Name Class Date

Ib tug lub Npe Yog Av Nkos los ntawm Cov Dab-Qhov Muag
Ntsuab thiab cov Neeg Ntseeg Siab Zoo LEONARD MANN
Tus neeg hais tau piav tias vim licas peb thiaj nquag siv lo lus kuv lub npe
yuav yog av thaum peb xav tias muaj teeb meem. Dr. Samuel Mudd yog
tus kws kho mob uas tau kho John Wilkes Booth txhais taw lov thaum lub
Plaub hlis 1865, tom qab Booth tau tua Thawj Coj Abraham Lincoln tuag.
Dr. Mudd raug ntes thiab coj mus hais plaub txog kev feemcuam nrog
Lincoln kev raug tua. Nws tau raug txim txhaum thiab coj mus kaw. Nyob
rau tod, nws pab kho cov neeg mob daus no daj zoo. Thaum kawg Dr.
Mudd kuj raug zam txim thiab tso tawm hauv nkuaj los. Tabsis, nws lub
npe nyob ua ib qho tsis zoo tseg.

Name Class Date

Diction
Youve learned that diction refers to the authors choice and

arrangement of words. The exact meaning of a word is its denotation.
The meanings people associate with a word are its connotations.
Diction, including denotation and connotation, is an important part of
writing. Diction creates feelings and images for the reader and helps
draw him or her into a selection.
ACT I V I T Y
Directions Comment on the writers diction in the selection. Start with the examples listed
below. Record your observations about the exampleshow the words make you feel and why.
Add additional examples of effective diction you notice during reading.
Diction Observations
Why not some other disagreeable thing? 1.
John Wilkes Booth sneaked in and 2.

shot him.
3. 4.
5. 6.

Name Class Date

Analyze Text Structure
In cause-and-effect text structure, the text is arranged to show the

relationship between outcomes and their causes. A cause is a
condition or event that makes something happen. What happens as
the result of a cause is an effect. Cause-effect structures are used often
in science, social science, and history books.
Cause and effect is important because it helps you understand the
reasons for and the results of events or actions.
ACT I VI T Y
Directions In the chart below, the first two boxes show a cause-and-effect text structure from
the selection. The effect from the second box caused the story to move forward, so it is repeated
as the cause in the third box. Complete the chart, beginning with the fourth box.
Cause: John Wilkes Booth shot Effect: John Wilkes Booth leaped
President Lincoln in the balcony of from the balcony and broke his leg
Fords Theater. while escaping.

Cause: John Wilkes Booth leaped 1. Effect:
from the balcony and broke his leg
while escaping.
2. Cause: 3. Effect:
Continue analyzing the cause-and-effect text structure in the passage.
Ask your teacher for a copy of the If-Then Graphic Organizer.

Name Class Date

Context Clues: Restatement and Example
During an epidemic of yellow fever, the prisoner exhibited

exceptional heroism. Because of this and other evidences of
the mans innocence and integrity, he was granted a pardon
by President Andrew Johnson in 1869.
Leonard Mann, Ones Name Is Mud
Connecting to Literature The word integrity may be unfamiliar to you,

but you can determine its meaning based on the words around it.
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.
Restatement: They freed the prisoner due to his integrity. They freed him
because he was exceptionally moral and heroic.
The writer uses other words to restate the meaning or idea.
Examples: During the epidemic, people had extremely high fevers and died
quickly.
The writer gives an example of what happens to people in an epidemic

to provide clues to what the word means.
ACT I V I T Y
Directions Analyze the context clues in each sentence to figure out what the underlined words
mean. Write a short definition for each word.
1. The epithet, your name is mud, is insulting to anyone to whom it
is spoken.
2. The conspirator worked hard. For a person who aided a crime, he

had a very good work ethic.
3. The physician helped the people feel better by giving them hot
liquids and medicine.

Name Class Date

Using Pronouns Correctly
Subject pronouns (I, you, he, she, it, we, you, they) are used in compound subjects.
She and Larry planned to sing a duet.
In formal writing and speech, use a subject pronoun after a linking verb.
The owner of that jacket is she.
Object pronouns (me, you, him, her, it, us, you, them) are used in compound objects.
Mother told Carmen and me to wear our jackets.
An object pronoun should also be used as the object of a preposition.
Eric asked someone to ride with him.
ACT I VI T Y
Directions In each blank, write the pronoun from the parentheses that best completes each
sentence. Also, write S (subject) or O (object) to identify the correct form.
1. Johnny and (I, me) are going home right after school.
2. Marianne and (her, she) are at the playground.

3. Dr. Mudd confided in (he, him) that he was not part
of the plot.
4. (Us, We) enjoyed Ones Name Is Mud.
5. (They, Them) all thought that Dr. Mudd was part of

the plot to assassinate Abraham Lincoln.
6. Everyone called (he, him) and me mud.

Name Class Date

1. What does it mean if ones name is mud?
2. When did the story of the expressions origin begin?
3. Who was Dr. Samuel Mudd?

4. After people discovered what Mudds patient had done, what

happened to Mudd?
5. What did President Andrew Johnson do for Mudd?

Name Class Date

El nombre de uno es barro LEONARD MANN
1. Qu significa llamarse Mud?
2. Cundo empez la historia sobre el origen de esa expresin?
3. Quin era el Dr. Samuel Mudd?
4. Cuando la gente descubri lo que haba hecho el paciente de Mudd

qu le pas a Mudd?

5. Qu hizo el presidente Andrew Johnson por Mudd?

Name Class Date

Tending Sir Ernests Legacy KELLY TYLER
Alexandra Shackleton talks about her grandfather, the famous

Antarctic explorer Sir Ernest Shackleton. She concentrates on
Shackletons failed effort to cross the Antarctic continent. Alexandra
mentions that her grandfather was very practical. The moment his
ship, the Endurance, was crushed by ice, Ernest Shackleton
concentrated only on saving his men. Sir Ernest took very good care
of his men during their ordeal. Whenever one man seemed to be
suffering from the cold, Shackleton had the whole team stop to
prepare hot drinks. World War I had just begun when Shackleton set
out on his expedition in 1914. He and his crew were shocked to find
out that the war was not over when they returned to England two
years later.
Cuidar el legado de Sir Ernest

Alexandra Shackleton habla acerca de su abuelo, el famoso explorador
de la Antrtica Sir Ernest Shackleton. Ella se concentra en el esfuerzo

fallido de Shackleton de cruzar el continente antrtico. Alexandra
menciona que su abuelo era un hombre muy prctico. En el mismo
instante en que su barco, el Endurance, fue aplastado por los hielos,
Ernest Shackleton se concentr nicamente en salvar a sus hombres.
Sir Ernest cuid muy bien de sus hombres durante sus vicisitudes. En
cada ocasin que alguno de ellos pareca estar sufriendo a causa del
fro, Shackleton haca que todo el equipo se dutuviera para preparar
bebidas calientes. La Primera Guerra Mundial acababa de empezar
cuando Shackleton parti con su expedicin en 1914. Tanto l como su
tripulacin quedaron estupefactos al encontrar que la guerra no haba
terminado a su regreso a Inglaterra, dos aos despus.

Name Class Date
Tom Tat (p. 302)

Gn Gi Di San Cua Ngai Ernest KELLY TYLER
Alexandra Shackleton noi ve ong cua co, nha tham hiem Nam Cc noi
tieng Ngai Ernest Shackleton. Co tap trung noi ve nhng no lc bat
thanh cua Shackleton khi muon vt Chau Nam Cc. Alexandra nhac
lai rang ong co la ngi rat thc te. Ngay khi con tau cua ong co ten la
Endurance b am vao bang, Ernest Shackleton ch tap trung vao cu
thuy thu cua ong ma thoi. Ngai Ernest a cham soc cac thuy thu rat tot
trong cuoc th thach o. Bat c khi nao mot thuy thu co ve nh b cam
lanh, Shackleton yeu cau ca oi dng lai e chuan b o uong nong.
Shackleton bat au chuyen tham hiem cua mnh vao nam 1914 khi The
Chien Th Nhat ch va mi bat au. Ong cung thuy thu oan cua ong
a rat kinh ngac khi phat hien ra rang cuoc chien van cha ket thuc khi
ho tr ve Anh hai nam sau o.

Name Class Date
Buod (p. 302)

Ang Pag-asikaso sa Pamana ni Sir Ernest: Isang Interbyu kay
Alexandra Shackleton KELLY TYLER
Pinag-uusapan ni Alexandra Shackleton ang kanyang lolo, ang kilalng
Antarctic explorer na si Sir Ernest Shackleton. Binibigyan-diin niya ang
hindi nagwaging pagsisikap ni Shackleton na tumawid sa kontinente ng
Antartika. Binanggit ni Alexandra na ang kanyang lolo ay lubs na
praktikal. Pagkatapos madurog ng yelo ang kanyang bapor na
nagngangalang Endurance, ang inisip lamang ni Ernest Shackleton gawin
ay ang iligtas ang kanyang mga tauhan. Inalagaan ni Sir Ernest nang maigi
ang kanyang mga tao nang nangyari ito. Tuwing parang may isang
nagdurusa sa lamig, pinahihinto ni Shackleton ang buong pangkat upang
maghanda ng mainit na maiinom. Kakasimula lamang ng ika-I Digmaang
Pandaigdig nang sinimulan ni Shackleton ang kanyang ekspedisyon noong
1914. Nagulat siya at ang kanyang crew nang nalaman nila na hindi pa rin
taps ang digmaan pagbalik nila sa Ingglatera makalipas ang dalawang
taon.

Name Class Date
(p. 302)
!Ernest! KELLY TYLER
Alexandra ShackletonErnest Shackleton

Shackleton
Alexandra Endurance
Ernest Shackleton
Ernest
Shackleton
Shackleton1914

Name Class Date

Antreteni Eritaj Sir Ernest la KELLY TYLER
Alexandra Shackleton ap pale de granpapa li, selb eksplorat Antaktik la

Sir Ernest Shackleton. Li konsantre sou ef san siks Shackleton pou travse
kontinan Antaktik la. Alexandra endike granpapa li te pratik anpil. Nan
moman glas t ap kraze bato li a, Endurance, Ernest Shackleton te konsantre
slman sou sove ekipaj li. Sir Ernest pran bon jan swen ekipaj li a pandan
eprv yo. Depi yon moun te soufri grip, Shackleton te f tout ekip la sispann
pou prepare bwason cho. Premye G Mondyal te fk kmanse l Shackleton
f espedisyon li a an 1914. Li menm ak ekipaj li a te choke dekouvri g a pa t
fini l yo retounen Anglet dezan apre.

Name Class Date

Muab Sir Ernest kev Ntxhov Siab KELLY TYLER
Alexandra Shackleton hais txog nws yawg, tus muaj suab nto npe Sir Ernest
Shackleton kev ncig xyuas Antarctic. Nws tsom kwm rau Shackleton kev
hla tsis dhau av Antarctic. Alexandra piav tias nws yawg nquag heev.
Thaum nws lub nkoj, Lub Endurance, raug tsoo daus xib, Ernest Shackleton
tsuas saib ntsoov kev cawm nws cov neeg xwb. Sir Ernest tu nws cov neeg
zoo heev thaum lawv muaj kev txom nyem. Thaum twg yog ib tug txiv neej
raug mob, nws hais kom tag nrho nws pab neeg nres es npaj dej kub haus.
Npluav Rog Ntiajteb I nyuav pib thaum Shackleton mus xyoo 1914. Nws
thiab nws pab neeg ceeb tas thaum lawv rov los txog rau Aakiv es rog
tseem tsis tau tas ob xyoos tom qab ntxiv.

Name Class Date

Text Features
Like books, magazine articles, and other forms of writing, Web sites
have text features to help you find information quickly and easily.
These text features include subheads, pictures, photographs, maps,
illustrations, captions, charts, tables, and diagrams. Web sites often
include a menu bar at the top of the page to help you navigate, or find
your way around, the Web site and links that take you to other parts
of the site or to other sites.
Understanding text features will help you find information quickly.
Make sure you look carefully at a Web site for links and other text
features that can provide additional information.
ACT I V I T Y
Directions In the first column of the table, list text features you notice on the Web site. In the
second column, explain how they help you find information. The first row gives an example.
Text Feature How It Helps You Find Information

menu bar The menu bar helps you navigate to
different sections of the Web site.
1. 2.
3. 4.
5. 6.

Name Class Date

Distinguish Fact and Opinion
A fact is a statement that can be proved to be true. An opinion is what

a writer believes, based on his or her personal viewpoint. It cannot be
proven. You, as a reader, can agree or disagree with an opinion.
When you read, youll come across writers who try to convince you of
their beliefs. When you distinguish fact and opinion, you tell when
the writer is presenting a fact and when he or she is offering an
opinion. Knowing the difference between facts and opinions will help
you make up your own mind about the subject.
ACT I VI T Y
Directions List examples of facts and opinions in the first column of the table below. In the
second column, explain how you know whether the statement is a fact or an opinion. The first
row provides an example.
Fact or Opinion How I Know

Fact: On August 1, 1914, the Endurance The statement appears in the timeline
departed London. of Shackletons voyage.

1. 2.
3. 4.
Continue distinguishing between fact and opinion as you read the
selection. Ask your teacher for a copy of the Two-Column Table
Graphic Organizer for this activity.

Name Class Date

Multiple-Meaning Words: Distinguishing Denitions
Leonard Hussey, who had a banjo, thought that he would

have to leave it behind because it was too heavy, but my
grandfather described it as a vital mental tonic.
Kelly Tyler, Tending Sir Ernests Legacy
Connecting to Literature The word tonic can refer to a medicine for

boosting energy or something that lifts peoples spirits. It is a
multiple-meaning word. Multiple-meaning words are words that
have several related definitions listed within a single dictionary entry.
Word Meaning Examples

mark the starting point in a race The runner left his mark quickly.
a trace or stain on a surface She made a mark on the table.
make a mark Can you mark that down, please?
ACT I V I T Y
Directions Use context clues to determine the meaning of each underlined word. Write down
this meaning. Then use a dictionary to write down at least one more meaning.
1. He was instrumental in helping to lift the mens spirits.
2. They would station themselves at the Patience Camp for 110 days.
3. The survey of the island told them it could be crossed.

Name Class Date

Pronouns: Possessive and Indenite
A possessive pronoun shows who or what has something. Possessive pronouns

replace possessive nouns. They may come before a noun or may be used alone.
USED BEFORE NOUNS USED ALONE
Singular my, your, his, her, its mine, yours, his, hers, its
Plural our, your, their ours, yours, theirs
Taras teacher was Mrs. Rodriguez. Her teacher was Mrs. Rodriguez.
The book was Saras. The book was hers.
ACT I VI T Y
Directions In each blank, write the possessive pronoun(s) from the sentence.
1. This is my copy of Tending Sir Ernests Legacy.
2. Ernest Shackleton and his men were very brave.

Their story is still remembered today.
3. Our class is learning all about the Antarctic.

4. Is your brother still interested in ships?
5. His interest is very similar to mine.
6. Have you heard about their arrival at South Georgia

Island?
7. Maybe yours is on the ship.
8. An interview with Ernest Shackleton shows his

bravery and the bravery of his men.
9. My mother remembers reading about Ernest

Shackleton in her middle school.

Name Class Date

1. What is Alexandra Shackletons relationship to Sir Ernest?
2. What expedition did Sir Ernest plan to do?
3. Why didnt Sir Ernest have to fight in the First World War?
4. After the Endurance was abandoned, what was Sir Ernests plan?
5. Why does Alexandra Shackleton think Sir Ernests Endurance

expedition was the greatest achievement of his life?

Name Class Date

Cuidar el legado de Sir Ernest KELLY TYLER
1. Qu parentesco tiene Alexandra Shackleton con Sir Ernest?
2. Qu expedicin plane Sir Ernest?
3. Por qu no tuvo que luchar Sir Ernest en la Primera Guerra

Mundial?
4. Despus de abandonar el Endurance, qu plan tena Sir Ernest?

5. Por qu piensa Alexandra Shackleton que la expedicin de Sir
Ernest en el Endurance fue el mayor logro de su vida?

Name Class Date

Shipwreck at the Bottom of the World JENNIFER ARMSTRONG
In 1914, British explorer Ernest Shackleton and his crew set out for the
Antarctic. After reaching it, their ship the Endurance got caught in
pack ice; it was eventually crushed by the ice and sank. The men were
stranded on the ice with three lifeboats until April 1916 when the ice
broke up so that the men could sail for land. Six days and a great deal
of danger later, they reached Elephant Island. Shackleton and five
men left and set off for South Georgia Island in one of the lifeboats,
the James Caird. It was a long, treacherous journey, but Shackleton kept
his men together until they reached South Georgia Island safely. It
took Shackleton another four months to rescue the crew waiting at
Elephant Island. Upon seeing him, one of the crew told Shackleton,
We knew youd come back. Shackleton said that was the highest
compliment anyone ever paid him. No one on this incredible voyage
died.
Naufragio en el n del mundo

En 1914, el explorador britnico Ernest Shackleton y su tripulacin

partieron hacia la Antrtica. Despus de llegar ami, su barco, el
Endurance, qued atrapado entre los hielos marinos; acab siendo
aplastado por los hielos y se hundi. Los hombres quedaron a la
deriva entre los hielos en tres botes salvavidas. En abril de 1916,
wando el hielo se rompi los hombres pudieron navegar hasta tierra
firme. Luego de una peligrosa travesa de seis das, llegaron a la isla
Elefante. Shackleton y cinco de sus hombres y zarparon hacia la isla
de Georgia del Sur o San Pedro en uno de los botes salvavidas, el
James Caird. Fue un viaje largo y arriesgado, pero Shackleton mantuvo
unidos a sus tripulantes hasta que llegaron a salvo a la isla. Cuatro
meses tom a Shackleton rescatar al resto de su tripulacin varada en
la isla Elefante. Al verlo, uno de sus tripulantes dijo: Sabamos que
iba a regresar. Shackleton afirmaba que ese fue el mejor elogio que
alguien jams le haya hecho. Nadie muri en este viaje increble.

Name Class Date
Tom Tat (p. 318)

trch t am Tau Ni Xa Xoi Nhat Tren The Gii
JENNIFER ARMSTRONG
Vao nam 1914, nha tham hiem ngi Anh Ernest Shackleton va thuy
thu oan len ng en Nam Cc. Sau khi en Nam Cc, con tau
mang ten Ben B (Endurance) cua ho b ket mot am cac tang bang
noi; cuoi cung b nghien nat va am. Cac thuy thu cung ba chiec
thuyen cu am mac can tren bang. Cuoi cung, vao Thang T nam
1916, tang bang v ra va nh o cac thuy thu co the bi thuyen vao at
lien. Sau sau ngay het sc nguy hiem, ho a ti c ao Voi.
Shackleton va nam thuy thu e lai nhng ngi khac va len ng ti
ao Nam Georgia tren mot trong ba chiec thuyen cu am co ten la
James Caird. o la mot hanh trnh dai va nguy hiem, nhng Shackleton
bao toan tnh mang moi ngi cho en khi ho en c ao Nam
Georgia mot cach an toan. Shackleton phai mat them bon thang na
mi co the cu c nhng thuy thu con ang i ao Voi. Khi gap
ong, mot trong so cac thuy thu noi vi Shackleton rang Chung toi biet
Ngai se quay tr lai. Shackleton noi rang o chnh la li khen tuyet vi
nhat ma ong tng nhan c. Khong ai thiet mang trong chuyen i
bien khong the tin c nay.

Name Class Date
Buod (p. 318)

Mula sa Shipwreck sa Lapg ng Mundo JENNIFER ARMSTRONG
Noong 1914, ang British explorer na si Ernest Shackleton at ang kanyang

crew ay umalis papuntang Antarctic. Pagkarating sa Antarctic, ang
kanilang bapor na nagngangalang Endurance ay naipit sa pack ice, o yelo sa
dagat na hindi nakakabit sa lupa; ang bapor ay nawasak ng yelo at
lumubog. Ang mga lalaki ay naiwan sa yelo nang may tatlong lifeboat. Sa
kahulihan, noong Abril 1916, ang yelo ay nabiyak kaya ang mga lalaki ay
nakalayag papunta sa lupa gamit ang mga bapor. Makaraan ang anim na
araw at malaking panganib, nakarating sila sa Elephant Island. Iniwanan ni
Shackleton at ng limang lalaki ang iba at nagpunta sila sa South Georgia
Island sa isa sa mga lifeboat, ang James Caird. Itoy isang matagal at
mapanganib na biyahe, pero pinanatili ni Shackleton nang sama-sama ang
kanyang crew hanggang nakarating sila sa South Georgia Island nang
ligtas. Inabot si Shackleton ng apat pa na buwan bago niya nailigtas ang
crew na naghihintay pa sa Elephant Island. Nang nakita siya, sinabi kay
Shackleton ng isa sa crew, Alam namin na babalik ka. Sinabi ni
Shackleton na iyon ang pinaka-malaking puri na naibigay ng sinuman sa
kanya kailanman. Walang namatay sa hindi kapani-paniwalang biyaheng
ito.

Name Class Date
(p. 318)
JENNIFER ARMSTRONG
1914Ernest Shackleton
Endurance
1916
4
Elephant Shackleton
James CairdSouth Georgia
Shackleton
South Georgia Shackleton
ElephantShackleton
Shackleton

Name Class Date

Nofraj nan Fon Monn nan JENNIFER ARMSTRONG
An 1914, eksplorat angle Ernest Shackleton ak ekipaj li te pati al nan

Antaktik. L yo fin rive Antaktik, bato yo Endurance vin kole nan lanm
konjle a; finalman glas la kraze bato a epi li koule. Mesye yo te bloke sou
glas la ak twa bato sovtaj. Finalman, nan avril 1916, glas la kase epi mesye
yo te kapab navige pou chche t nan bato yo. Sis jou ak anpil danje apre,
yo rive sou Zil Elefan. Shackleton ak senk mesye kite lt yo dy epi pati
pou al sou Zil Jji di Sid nan youn nan bato sovtaj yo, ki te rele James Caird.
Se te yon vwayaj long, danjere, men Shackleton kenbe ekipaj li a ini jiskaske
yo byen rive sou Zile Jji di Sid. Li pran Shackleton yon lt kat mwa ank
anvan li te kapab sove ekipaj la ki te toujou ap tann sou Zile Elefan. L li
w l , yon manm ekipaj la di Shackleton, Nou te konnen ou t ap tounen.
Shackleton di se te pi gwo konpliman yon moun janm f li. Psn nan
vwayaj enkwayab sa a pa mouri.

Name Class Date

los ntawm Nkoj Tog rau Qab Thu Ntiajteb
JENNIFER ARMSTRONG
Xyoo 1914, Aakiv kws tshawb Ernest Shackleton thiab nws pab neeg nquam
nkoj tawm rau Antarctic. Thaum txog ped, lawv lub nkoj Endurance daig
rau ib kem dej khov; dej khov tsoo nws tawg ces tog. Cov neeg khuam
saum cov dej khov nrog peb lub menyuam phuaj. Thaum kawg, txog lub
plaub hlis 1916, dej khov yaj ces lawv mam nquam tau phuaj rau av. Ntsib
ntau yam xwm thiab siv rau hnub, lawv txog tim lub Pobtxwv Ntxhw.
Shackleton thiab nws tsib tus neeg tso lwm cov tseg ces lawv tau nquam ib
lub phuaj hu ua James Caird rau lub pobtxwv Georgia Qab teb. Yog ib txoj
kev deb, phem heev, tabsis Shackleton ceev tau nws cov neeg uake txog
thaum lawv los ncav lub Pobtxwv Georgia cobphum li hais. Nws rov qab
siv plaub lub hli mus cawm nws pab neeg tim lub Pobtxwv Ntxhw. Thaum
pom nws, ib tug ntawm nws pab neeg hais tias, Peb paub tias koj yuav rov
tuaj xwb. Shackleton hais tias yog yam pajtshab zoo tshaj uas tsis tau
muaj leej twg muab rau nws. Tsis muaj leej twg ntawm nws pab neeg tuag
li.

Name Class Date

Identify Cause-and-Effect Relationships
To identify cause-and-effect relationships, look at how events are

related to one another. A cause is an event or a condition that makes
something happen. What happens as a result of a cause is an effect.
Signal words, such as because, since, as a result, and so, help you identify
cause-and-effect relationships. However, the causes of events are not
always directly stated.
ACT I V I T Y
Directions The first box below contains an event that is a cause for other events in the
selection. Fill in the next three boxes with events that are causes and effects of each other.
The Endurance gets stuck in the ice near the Antarctic.
1.
2.
3.
Continue to list events that are causes and effects of each other. Use a
Sequence Graphic Organizer. (Ask your teacher for a copy.)

Name Class Date

1. Why was the Endurance stranded off the coast of South Georgia
Island?
2. About how long was it after the ship became stranded before the
crew were able to row their lifeboats into the open sea?
3. How many men did Shackleton pick to join him in the relief party
aboard the James Caird?

4. Why did Shackleton reduce the water ration on the Caird?
5. Why does the author describe where the Caird landed as the
wrong side of the island?

Name Class Date

Naufragio en el fondo del mundo JENNIFER ARMSTRONG
1. Por qu encall el Endurance en la costa de la isla del Sur de
Georgia?
2. Aproximadamente cunto tiempo pas desde que el barco encall

hasta que la tripulacin logr remar en los botes salvavidas hacia
mar abierto?
3. A cuntos hombres escogi Shackleton para que lo acompaaran

en el grupo de salvamento a bordo del James Caird que parti de la
isla Elefante?
4. Por qu disminuy Shackleton las raciones de agua a bordo del

Caird?
5. Por qu dice la autora que el Caird lleg a tierra en el lado

equivocado de la isla?

Name Class Date
Comparing Literature (page 324)

Graphic Organizer
Aunty Misery JUDITH ORTIZ COFER
Strawberries GAYLE ROSS
The two selections both use conflict to teach an important message
about life. You can compare the conflicts of the selections and
determine how they affect the themes.
ACT I VI T Y
Directions Use the chart below to compare the conflicts in the two selections. For each
selection, record the conflicts, their solutions, and how they affect the theme.
Conflicts Solutions Effect on Theme

Aunty Misery 1. 2. 3.

Strawberries 4. 5. 6.
7. Would any of the selections themes help you deal with a problem
in your own life? Explain.

Name Class Date

Aunty Misery JUDITH ORTIZ LOFER
Neighborhood children harass Aunty Misery and steal fruit from her
pear tree until a sorcerer grants her a wish. Her wish is that anyone
who climbs her pear tree to steal fruit should get stuck there until she
lets them down. One day, when Death comes for a visit, Aunty Misery
uses her wits to outsmart him by getting Death to climb the tree.
This legend states that one day the first man and woman on earth had
a big argument and the woman left. A spirit decided to help the
lonely man get his wife back by inventing a new fruit shaped like a
heart that grew low to the ground. The lovely aroma made the
woman stop to pick some of the berries. Her husband caught up to
her and they were very happy together once again.
La ta miseria
Los nios del vecindario molestan a la Ta Miseria y le roban las

frutas de su peral hasta que un hechicero le concede un deseo. Su
deseo es que cualquiera que se trepe a su peral para robarse la fruta
no pueda bajar hasta que ella se lo permita. Un buen da, cuando la
Muerte viene a visitarla, la Ta Miseria usa su ingenio para conseguir
que la Muerte se trepe al rbol.
Fresas
Esta leyenda afirma que un da el primer hombre y la primera mujer
sobre la tierra tuvieron una gran discusin, y la mujer se fue. Un
espritu decidi ayudar al hombre lleno de nostalgia a recuperar a su
esposa. Entonces invent una nueva fruta en forma de corazn que
crecio pegada al suelo. El delicioso aroma hizo que la mujer se
detuviera a recoger algunas, y su esposo la alcanz. Y volvieron a ser
muy felices juntos otra vez.

Name Class Date
Tom Tat (p. 324)

D Kho JUDITH ORTIZ COFER
Trong cau truyen dan gian nay, nhng a tre trong khu xom thng
gay phien nhieu cho D Kho va an trom qua tren cay le cua ba cho en
khi mot thay phu thuy ban cho ba mot ieu c. ieu c cua ba la bat
c ai treo len cay le cua ba e trom qua se b dnh chat vao cay cho
en khi ba cho phep ho c xuong. D Kho buoc nhng a tre b dnh
vao cay ha se khong an trom trai na th mi cho xuong. Mot ngay, khi
Than Chet ghe tham, D Kho dung mu la Than Chet treo len cay.
Ham y cua cau truyen la ch co hai ieu chac chan trong cuoc i con
ngi, o la s kho au va cai chet.
Nhng Qua Dau GAYLE ROSS
Truyen thuyet nay a ra mot cach giai thch nguon goc cua qua dau.
Theo truyen thuyet nay, ngi an ong va an ba au tien tren trai at
yeu nhau rat say am. Tuy nhien, mot ngay kia, ho a cai nhau kch liet
va ngi an ba bo i. Mot v than quyet nh giup ngi an ong co
n a v tr ve. Ngi an ba i rat nhanh va ngi an ong khong
the theo kp co. V than lien hoa phep cho nhng qua doc ben ng
ot nhien chn cung mot luc vi hy vong rang ngi phu n se i cham
lai e hai mot t qua. Tuy nhien, ngi phu n van khong e y ti nhng
qua chn va tiep tuc i rat nhanh. V than lien tao ra mot loai qua mi co

hnh giong trai tim va moc sat mat at. Ngi phu n dam phai va lam
nat nhng qua chn o. Hng thm quyen ru cua trai cay a khien co
dng lai va hai lay may trai dau. Chong co gi a uoi kp co. Ho tha
th cho nhau va song hanh phuc ben nhau.

Name Class Date
Buod (p. 324)

Tiya Karalitaan JUDITH ORTIZ COFER
Sa kuwentong bayan na ito, ginugulo ng mga bata sa kapitbahayan si Tiya

Karalitaan at ninanakaw nila ang prutas mula sa kanyang pun ng peras
hanggang ibinigay sa kanya ng isang mangkukulam ang kanyang
kagustuhan. Gusto niya na ang sinumang aakyat ng kanyang pun ng
peras upang magnakaw ng prutas ay hindi makakaalis doon hanggang
pinabab niya sila. Hinayaan ni Tiya Karalitaan ang mga bata na hindi
makabab ng pun na mangakong hindi na sila magnanakaw kailanman
bago niya sila hayaang makabab muli. Isang araw, bumisita ang
Kamatayan at ginamit ni Tiya Karalitaan ang kanyang katalinuhan upang
linlangin ito hinayaan niyang makaakyat sa pun ang Kamatayan. Ayon
sa napapailalim na paks ng kuwento, mayroong dalawang bagay sa buhay
na maaasahang mangyari: ang karalitaan at kamatayan.
Mga Strawberry GAYLE ROSS
Ang alamat na ito ay nagbibigay ng isang bersiyn kung paano nilikh ang
mga strawberry. Ayon sa alamat, lubs na nagmamahalan ang unang lalaki
at unang babae sa mundo. Gayunman, isang araw, nagkasagutan silang
dalawa, at lumayas ang babae. Nagpasiya ang isang espirito na tulungan
ang lalaki para mapabalik muli ang kanyang asawa. Mabilis maglakad ang
babae, at hindi siya nahabol ng lalaki. Pinahing ng espirito ang lahat ng
mga prutas sa dinaraanan ng babae nang biglan at saby-saby, at umasa

ito na babagal ang paglakad ng babae para mamits ito ng mga prutas. Pero
hindi nito napansin ang mga prutas, at patuloy pa rin siyang maglakad
nang mabilis. Naglikh ang espirito ng bagong uri ng prutas na hugis-pus
na tumutubong mabab at malapit sa lupa. Naapakan ng babae ang mga
prutas at nadurog-durog ang mga ito. Dahil masarap ang amoy ng prutas,
tumigil siya sa paglalakad, at nagsimula siyang mamitas ng mga berry.
Nakahabol sa kanya ang kanyang asawa. Nagkaayos sila, at muli silang
nabuhay nang masaya.

Name Class Date
(p. 324)
JUDITH ORTIZ COFER
GAYLE ROSS

Name Class Date

Matant Miz JUDITH ORTIZ COFER
Nan kont flklorik sa a, timoun vwazinaj asele Matant Miz epi vl fwi
nan pye pwa li a jiskaske yon ssy vin egzose yon ve li. Ve li se pou nenpt
ki moun ki grenpe pye pwa li a pou vl fwi dwe ret kole la jiskaske li kite
yo desann. Matant Miz f timoun ki ret kole nan pyebwa li a pwomt li pa
janm vl li ank anvan li kite li desann pyebwa a. Yon jou l Lanm vin
w li, Matant Miz svi ak entlijans li pou pase sou li epi f Lanm grenpe
pyebwa a. Tm kache istwa a se gen de bagay ou kapab konte sou yo nan
lavi: miz ak lanm.
Frz GAYLE ROSS
Lejann sa a bay yon vsyon sou kijan frz te kreye. Lejann nan deklare
premye gason ak fi ki te sou lat te renmen anpil. Men, yon jou yon f yon
gwo kont epi fi a ale. Yon lespri deside ede gason solit a f madanm li
tounen. Fi a te mache vit anpil kidonk mari a pa t kapab ratrape li. Lespri a
kmanse f fwi ki sou chemen an vin mi yon sl kou nan espwa fi a ta
ralanti pou keyi kk fwi. Men, fi a pa remake fwi yo epi kontinye ak mache
vit. Lespri a envante yon nouvo fwi ki gen fm k epi ki pouse ba at a. Fi a
kmanse mache sou fwi a epi kraze li. Bon awm lan f li rete pou keyi kk
nan frz yo. L sa a mari a vin kapab ratrape li. Yo padone youn lt epi yo
vin kontan anpil ansanm.

Name Class Date

Phauj Liamtxwv JUDITH ORTIZ COFER
Hauv zaj dab neeg nov, cov menyuam ib cheebtsam saib tsis taus Aunty
Misery thiab nyiag nws tej txiv pear saum ntoo txog thaum ib tug saub
muab ib lub hwjhuam xav rau nws. Nws xav kom leej twg nce tsob txiv
pear mus nyiag txiv yuav tsum daig rau saud txog thaum nws cia nqis.
Aunty Misery ua rau cov menyuam yaus daig saum tsob txiv yuav tsum
cog lus tsis nyiag ntxiv lawm ua ntej nws cia nqis los. Muaj ib hnub thaum
Kev Tuag ncig los xyuas, Aunty Misery siv nws qhov hwjhuam xav yuam
Kev Tuag mus nce tsob txiv. Lub ntsiab ntawm zaj dabneeg nov yog hais
tias nws muaj ob yam suav tau nyob rau lub neej: kev liam txwv thiab kev
tuag.
Phauj Liamtxwv GAYLE ROSS
Zaj dabneeg nov hais txog txiv pos tshwm sim licas los. Lub hauv paus tias
thawj tug txiv neej thiab pojniam tshwm sim nyob hauv ntiaj teb muaj kev
sib hlub heev li. Tabsis, muaj ib hnub nkawd tau sib ceg loj heev thiab ua
rau tus poj niam khiav lawm. Muaj ib tug ntsuj tau txiav txim pab tus txiv
neej kom tau nws tus poj niam rov. Tus poj niam mus kev ceev heev ua rau
tus txiv caum tsis cuag. Tus ntsuj pib ua rau tej txiv ntawm kev siav tib txhij
kom tus poj niam ho de txiv noj es qeeb zog. Tabsis, tus poj niam tsis pom
tej txiv thiab siv zog ntsos mus lawm xwb. Tus ntsuj thiaj tsim tau ib cov

txiv tshiab uas lub txiv zoo li lub plawv thiab nyob qis hauv av. Tus poj
niam pib tsuj cov txiv thiab ua rau paim. Tus ntxhiab sib hlub thiaj tsw ua
rau nws nres thiab de txiv. Nws tus txiv thiaj caum cuag nws. Nkawd sib
zam txim thiab ob leeg zoo siab heev rov ua ke.

Name Class Date

Conict
Conflict is the central struggle between opposing forces in a story. An
external conflict exists when a character struggles against some
outside force, such as nature, fate, or another person. An internal
conflict exists within the mind of a character who is torn between
opposing feelings or goals. A recurring theme, or message, is
repeated in different types of literature across cultures. In folktales,
conflicts are often meant to teach the reader a lesson.
ACT I V I T Y
Directions In the chart below, identify at least one conflict in Aunty Misery and at least one
conflict in Strawberries. Describe both conflicts and identify the characters experiencing the
conflicts. Then, note whether the conflicts are internal or external.
Character Conflict Type of Conflict

1. 2. 3.
4. 5. 6.
7. 8. 9.

Name Class Date

Indenite Pronouns
An indefinite pronoun does not refer to a particular person, place, or thing. Some
indefinite pronouns are singular. Some are plural, and some can be either singular or
plural. Some indefinite pronouns can be singular or plural, depending on the sentence.
Is anyone coming to the party?
All of the sheet music is here. All are attending the show.
SINGULAR PLURAL
another everybody no one both
anybody everyone nothing few
anyone everything one many
anything much somebody others
each neither someone several
either nobody something
ACT I VI T Y
Directions Each indefinite pronoun is in italics. In the blank, write the correct form of the verb

in parentheses.
1. Many people (call, calls) the woman Aunty Misery.
2. Most of the children (climb, climbs) her tree and steal

her fruit.
3. All of the undertakers (are, is) angry that death is

stuck in the pear tree.
4. Everyone (know, knows) that Misery and Death are

the two sure things in this world.
5. Nothing (prove, proves) that this is true.
6. Both of the people in Strawberries (is, are) sad after

the fight.
7. Several people (know, knows) this story.
8. Each of the characters (deal, deals) with sadness

differently.

Name Class Date

1. What do the neighborhood children steal from the old woman who
lives alone?
2. When the first traveler grants her a wish, what does Aunty Misery
request?
3. On what condition does Aunty Misery let Death go free?

4. In Strawberries, what does the man decide to do after his wife

leaves?
5. What effect do the strawberries have?

Name Class Date

La ta miseria JUDITH ORTIZ COFER
Fresas GAYLE ROSS
1. Qu le roban los nios del barrio a la anciana que vive sola?
2. Qu pide ta Miseria cuando el primer viajero le concede un

deseo?
3. Qu condicin le pone ta Miseria a la muerte para dejarla ir?
4. En Fresas qu decide hacer el hombre cuando su esposa se va?

5. Qu efecto tienen las fresas?

Name Class Date
Spelling Practice
Sufxes and Silent E
For most words that end with silent e, keep the e when adding a
suffix (safe + -ly = safely). When you add the suffix -ly to a word that
ends in l plus silent e, drop the -le (drizzle + -ly = drizzly). Also drop
the silent e when you add a suffix beginning with a vowel or a -y
(bubble + -ing = bubbling).
ACT I V I T Y
Directions Use the spelling rules above to spell the words indicated.
1. moderate + -ly =
2. date + -ed =
3. sprinkle + -ing =
4. advertise + -ment =
5. intricate + -ly =
6. trouble + -ing =
7. vibrate + -ion =
8. waste + -ful =
9. passionate + -ly =
10. hate + -ful =
11. devastate + -ing =
12. wrinkle + -ed =
13. take + ing =
14. excessive + -ly =
15. ice + -ing =
16. tune + -ed =

Name Class Date
Writing Workshop (page 332)

Functional Document
Graphic Organizer
It is important to organize your thoughts before you begin making
your brochure and map. Carefully consider the most important
details about the historic site you have chosen. Think about names,
dates, and events associated with the site. Consider the following
questions as you decide which details to include:
Where can I find detailed information about my historical site?
Which details are necessary for my audiences understanding?
What people, events, and artifacts are associated with my
historical site?
ACT I VI T Y
Directions Create a 5Ws-and-H chart about the historic site and its significance.
5Ws-and-H Chart
Who

What
Where
When
Why
How

Writing Workshop Rubric
Functional Document
Purpose Organization Details Visual Aids Text Features

6 Makes the Consistently Consistently Uses exceptional Consistently
purpose of the presents includes visual aids, uses text features
document clear information in summaries of including to highlight and
to the audience logical and main ideas and images, to clarify organize
by referencing or effective supporting and add to the information.
implying the organizational details to clarify information.
purpose more patterns. information.
than once in
various ways.
5 Makes the Usually presents In most Uses effective Frequently uses

purpose of the information in instances, visual aids, text features to
document very logical and includes including highlight and
clear to the effective summaries of images, to clarify organize
audience by organizational main ideas and and add to the information.
referencing or patterns. supporting information.
implying the details to clarify
purpose. information.
4 Makes the Presents Sometimes Uses visual aids, Uses some text
purpose of the information in includes including features to
document clear logical summaries of images, to clarify highlight and
to the audience organizational main ideas and and add to the organize
by adequately patterns, but supporting information. information.
referencing the could be more details to clarify
purpose. effective. information.
3 Only Presents Includes some Uses some visual Occasionally

occasionally information in summaries of aids, including uses text features
makes the somewhat main ideas and images, to clarify to highlight and
purpose of the logical and supporting and add to the organize
document clear occasionally details, but they information, but information, but
to the audience. effective could be more could use more, these are
organizational effective. and those used sometimes more
patterns. are somewhat confusing.
ineffective.
2 Rarely makes the Presents Includes few Uses some visual Rarely uses text
purpose of the information in supporting aids, but they do features to
document clear loosely details, and not clarify or highlight and
to the audience organized those used are add to the organize
and vaguely patterns. ineffective. information. information, and
implies the when they are
purpose. used, they are
confusing.
1 Does not make Does not use Does not include Does not use any Does not use text
the purpose of consistent supporting visual aids. features to
the document patterns of details. highlight and
clear to the organization to organize
audience and present information.
does not information.
reference or
imply the
purpose.

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

Conventions
All words are spelled correctly.
All proper nouns, as well as the first word of every sentence, are
capitalized.
The composition is free of sentence fragments.
The composition is free of run-on sentences.
Punctuation marks, such as apostrophes, commas, and end marks,
are inserted in the right places.

Name Class Date
Speaking, Listening, and Viewing (page 338)

Informative Presentation
Creating an Audio Presentation
You have already created a brochure and prepared an informative
presentation for your class. In order to increase your own
understanding and help your class learn more about your topic, create
an audio portion of your presentation. Think about the sounds and
voices associated with the historical site you chose and recreate those
sounds for your class.
ACT I V I T Y
Directions Select the audio materials that will help your class better understand the historical
site you have chosen. You can choose a variety of ways to share this audio presentation with
your class.
1. Select the format for your audio performance. Choose one of the
following methods: recording on a computer, recording on an
audiotape, or performing live. Write the format you have chosen
here:
2. Consider what sounds and speeches you will include in your audio
presentation. For example, if you have chosen a historic battle site,

you may want to create the sounds of battle and the reading of an
excerpt from a famous speech given at that site. If you have chosen
the birthplace of a famous writer, you may want to include some
music from the time period and an excerpt of a story or poem from
the writer. Write the elements you will include in your audio
performance here:

Name Class Date
Creating an Audio Presentation, cont.

3. Do research to find the music, sound effects, and spoken elements
you have selected for your audio performance. After gathering
these materials, consider the organization of your audio
performance. Which element should come first? Second? Write the
organization of your audio performance here:
4. Rehearse your performance, making sure you have everything you

need. After rehearsing, think carefully about any questions your
audience might have. Answer these questions so that you are
prepared to give detailed explanations for anything that might be
unclear to your audience. Record questions and answers here:

5. Record your audio performance if you are using a computer or an
audiotape and be sure that you have the correct equipment to play
the performance. After preparing your audio performance, write a
brief introduction that you will give to your class to explain the
audio elements they will hear. Compose your introduction here:

Speaking, Listening, and Viewing Rubric
Informative Presentation
Speaking Visual Aids Volume Pace Eye Contact

6 Consistently Consistently Consistently Consistently Makes eye
speaks clearly uses visual aids changes the tone changes the pace contact with
and precisely. at appropriate or volume to of speaking, audience
moments in effectively slowing down to throughout
presentation to communicate clarify entire
clarify emotions and potentially presentation.
information. add emphasis. confusing parts
of the historic
site information.
5 Frequently Frequently uses Frequently Frequently Makes eye

speaks clearly visual aids changes tone or changes the pace contact with
and precisely. effectively to volume to of speaking, audience
clarify communicate slowing down to through most of
information. emotions and clarify presentation.
add emphasis. potentially
confusing parts
of the historic
site information.
4 Speaks clearly Adequately uses Adequately Changes the Makes eye

and precisely. visual aids to changes tone or pace of speaking, contact with
clarify volume to but may not audience
information. communicate slow down to through some of
emotions or add clarify presentation.
emphasis. potentially
confusing parts
of the historic
site information.
3 Sometimes Uses some visual Changes tone or Sometimes Makes eye

speaks clearly aids, but may volume at times changes the pace contact with
and precisely. not clarify but may not of speaking, but audience a few
information. communicate does not slow times during

emotions or add down to clarify presentation.
emphasis. potentially
confusing parts
of the historic
site information.
2 Rarely speaks Rarely uses Rarely changes Changes the Makes eye
clearly and visual aids tone or volume pace of speaking, contact with
precisely. effectively to to communicate but changes do audience only
clarify emotions or add not serve a once or twice
information. emphasis. purpose in the during
overall presentation.
presentation.
1 Does not speak Does not use Does not change Does not change Does not make
clearly and visual aids. tone or volume. pace of speaking. eye contact with
precisely. audience.

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 2 Answers Selection Vocabulary Practice
EXERCISE A
Unit Introduction 1. simultaneously
Answers will vary. 2. maneuvered
The Big Question School-to-Home 3. deprived
Connection 4. lapse
Answers will vary. Answers should show that 5. passionately
students interviewed and took notes while EXERCISE B
discussing the questions with one or two people 1. lapse
at home. 2. deprived
Challenge Planner 3. maneuvered
Answers will vary. Students planners should EXERCISE C
show that they have chosen a topic and a project Answers will vary. Students should write a
and have taken the steps necessary to complete friendly letter that explains Lauries behavior
the project. from the point of view of the imaginary boy
Academic Vocabulary Development Charles. Students should correctly use at least
Answers will vary. Students should demonstrate three vocabulary words in the letter.
their understanding of each of the academic Vocabulary Strategy
vocabulary words as well as of the concepts in the Answers will vary. Sample answers:
stories. 1. place where nursing or care occurs
2. full of awe or terror
Part 1: For Fun 3. route or path normally followed
English Language Coach 4. regular; of the norm
1. quickly
Grammar Practice
2. constantly
1. T
3. hysterically
2. I
4. carefully
3. I
5. too

4. T
6. basically
5. I
7. hard
6. T
8. excessively
7. T
9. ignorantly
8. I
10. often
9. T
Charles 10. T
Literary Element
Selection Quick Check
Students responses will vary. The second
1. She spanked him for being fresh.
column should list Charless behaviors that are
2. Laurie said the children stayed to watch
foreshadowed by Lauries actions in the first
Charles.
column.
3. His behavior began to improve and he began
Reading Strategy to be good in school.
Students responses in the first column should be 4. He thought that he was probably plotting.
concrete details from the story. In the second 5. Laurie had been talking about himself.
column, students should draw conclusions based
on their details from the first column. In the third
column, students should include details that
prove if their conclusions are correct or incorrect.

Answers
Sarah Cynthia Sylvia Stout... EXERCISE C
Literary Element Answers will vary. Students should describe in
Answers will vary. In the left-hand column paragraph format what they think Bobs
students should identify examples of alliteration experiences were like out West. Students should
from the poem. In the right-hand column, use all five vocabulary words correctly in their
students should provide their own examples of descriptions.
alliteration. Vocabulary Strategy
Grammar Practice 1. short
1. DO 2. short
2. IO 3. short
3. DO 4. long
4. IO 5. long
5. DO 6. long
6. DO Grammar Practice
7. DO 1. look
8. DO 2. is
9. IO 3. NLV
10. DO 4. was
Selection Quick Check 5. NLV
1. Sarahs father would scream and shout. 6. smelled
2. Most of the garbage is made of spoiled food. 7. NLV
3. The garbage reached across the country. 8. NLV
4. Sarah decided to take out the garbage after her 9. NLV
friends stopped coming over to play. 10. NLV
5. Sarah met an awful fate in the garbage. Selection Quick Check
After Twenty Years 1. There was a chilly wind and a little bit of rain.
Literary Element 2. They were at Big Joe Bradys restaurant.
Sample answers: 3. He was wearing a large diamond scarf pin,
1. chilly gusts of wind with a taste of rain and he had a handsome watch set with small
2. policeman suddenly slowed his walk diamonds.
3. doorway of a darkened hardware store 4. He noticed that the man had a pug nose and
not the Roman nose that Jimmy had.
Reading Strategy 5. Jimmy recognized Bob when Bob struck a
Students entries in the first column should match to light his cigar.
contain details from the story. Students
predictions should be based upon these story Slam, Dunk, & Hook
details. The third column should state what Literary Element
actually happened, such as the surprise ending Students examples of similes and metaphors
when Bob realizes that hes not talking to Jimmy listed on the left side could include like
Wells. storybook sea monsters, wed corkscrew up,
muscles were a bright motor, glide like a
Selection Vocabulary Practice sparrow hawk, or through a lyric slipknot.
EXERCISE A Students responses listed on the right side should
1. habitual discuss the two things being compared and
2. moderately suggest an explanation for or reaction to this
3. intricate comparison.
4. majority
Reading Strategy
EXERCISE B Students responses about what they visualize
1. moderately will vary.
2. vicinity
3. intricate
4. majority

Answers
Grammar Practice Vocabulary Strategy
1. predicate adjectives: exciting Answers will vary. Sample answers:
2. predicate nouns: playoff 1. servant
3. predicate adjectives: sweaty and tired 2. relative number; percentage; amount
4. predicate adjectives: bent 3. easily
5. predicate adjectives: ready 4. extra
Selection Quick Check Grammar Practice
1. It describes the basketball game. 1. present
2. He plays hard, nonstop all day. 2. past
3. They feel joyous, beautiful, and powerful. 3. past
4. They had an insignia of Mercury. 4. future
5. present
Grammar Workshop
Sample answers: Selection Quick Check
1. Subject; The excited teacher dropped a book. 1. Only sons of knights could become knights.
2. Predicate; The sturdy blue table supported 2. Knights were usually paid with large plots of
four computers. land given by their lord or king.
3. Subject; My family talked about interesting 3. Chivalry is the strict code of behavior
things for hours. according to which knights conducted
4. Subject and Predicate; Sheila and her brother themselves.
walked around the corner. 4. A knight never tells lies. A knight defends the
5. Predicate; The active children played two weak, suppresses the wicked, and honors God
games of soccer. with noble acts. A knight never has an affair
6. Subject and Predicate; My uncle Vernon loves with another knights girl.
to stroll through the park. 5. To get out of fighting, knights could pay a tax
7. Subject; Tina swims from one end of the pool called scutage.
to the other.
Genre Focus
1. The paragraphs use an order-of-importance
Part 2: For Information
text structure, going from least important to

English Language Coach most important. The writer uses signal words
1. attacks such as first thing and second thing. The
2. deprive signal words last, and most important is a
3. stays clue that the ideas are listed from least
4. scatters important to most important.
5. latch 2. subhead, footnote
6. devastate 3. Answers will vary. Students should complete
7. hangs the Venn diagram with words that accurately
8. practice reflect the text structure and text features of
9. runs What Is a Knight? and one of the other
10. contains informational text selections from the unit.
What Is a Knight? When Plague Strikes
Literary Element Literary Element
Students entries in the first column should 1. comparison-and-contrast
include intentions such as to explain, to tell a 2. Sample answer: Comparison-and-contrast is
story, to persuade, or to amuse. The second used to show different solutions that
column should include quotes or descriptions physicians had for preventing or treating
from the text that support the authors purpose. those infected by the plague.
3. problem/solution
Reading Strategy
4. Sample answer: Problem/solution is used to
Students responses should include statements of
describe what people did in an attempt to
their prior knowledge about knights in the
fight the plague.
Middle Ages.

Answers
Reading Strategy TIME: Miracle Hands
Answers will vary. Students should include Reading Strategy
questions based on their reading. Answers or Sample answers:
details should reflect an understanding of 1. Chungs father performs surgery to reattach
the text. Chungs hands.
Selection Vocabulary Practice 2. With the help of martial arts, Chung is able to
move his hands a couple of years after the
EXERCISE A
accident.
1. devastated
3. When Chung is 14, his family moves to the
2. vulnerable
United States.
3. tolerate
EXERCISE B
1. When he was a little boy, he was behind a
1. tolerate
tractor and he touched the moving fan of the
2. discredited
tractors engine.
3. implies
2. It was a national holiday.
EXERCISE C 3. Chungs father did the surgery.
Answers will vary. Using proper letter format, 4. He said his grandfather taught him the
students should describe to the people of a city discipline he needed to practice several hours
struck by the bubonic plague what the plague is a day.
and how they might protect themselves. Students 5. He thought the best way to thank him was to
should use all five vocabulary words correctly in be a hand surgeon and to help others in
their letters. similar situation.
Vocabulary Strategy Functional Documents
Answers will vary. Sample answers: Reading Strategy
1. wild area Students entries in the first column might
2. unease include the name of the line, the day of the
3. acting with mischief schedule, and the times of the first and last trains.
4. writing down in advance of doing Students entries in the second column might
include the different events the stadium can hold,

Grammar Practice and which link to go to for purchasing tickets.
1. present; afflicting
2. past; decided Selection Quick Check
3. past; taken 1. It shows the Sunday train schedule.
4. present; spreading 2. The first train arrives at Fox Ridge at 7:39 in
5. past; swept the morning.
3. Greentown is the end of the line.
Selection Quick Check 4. You would go to the Job Opportunities link.
1. The bubonic plague began in the Black Sea 5. The four types of events are basketball games,
region in what is now called the Ukraine. circuses, ice shows, and concerts.
2. Italian sailors, black rats, and fleas carrying
the disease from the Black Sea region brought Media Workshop
the disease to Italy. Answers will vary. Students should demonstrate
3. Some people stayed in their homes, some an understanding of how multimedia elements
roamed the streets, and some abandoned their add to the meaning of a printed text.
homes and fled to the countryside.
4. His physician told him to stay in his room, see
nobody, and spend day and night between
two fires that burned around his bedchamber.
5. Fleas brought the bubonic plague to the Black
Sea Region.

Answers
The Story of an Eyewitness Selection Quick Check
Literary Element 1. The fires that followed the earthquake caused
Students entries in the first column should more damage to the city.
include words, phrases, or sentences from the 2. The earthquake lasted for thirty seconds, and
selection. The second column should include the fires lasted for three days and nights.
explanations of how the words in the first column 3. They behaved courteously, without shouting,
help to create vivid images. yelling, disorder, or panic.
4. Some trunk-pullers had to abandon their
Reading Strategy trunks, and some dug holes in vacant lots and
Students additional entries in the first column backyards and buried their trunks.
should include sentences or excerpts from the 5. The bankers and businessmen will rebuild
selection that most students would find difficult San Francisco.
to understand at first. The second column should
reflect the students understanding of the Part 3: For Understanding
sentence or excerpt.
English Language Coach
Selection Vocabulary Practice 1. compound
EXERCISE A 2. simple
1. residential 3. compound
2. hysteria 4. compound
3. wrought 5. simple
4. debris 6. compound
5. disrupted 7. simple
EXERCISE B An Hour with Abuelo
1. disrupted Literary Element
2. wrought Students responses will vary but should show an
3. debris awareness of the difference between the two
4. hysteria styles the author uses in the story.
EXERCISE C Reading Skill

Answers will vary. Students should describe in Sample answer for the top box: to tell a story. The
paragraph format what they think San Francisco details in the other three boxes will vary.
looked like during the fire. Students should
correctly use at least three vocabulary words in Vocabulary Strategy
their descriptions. Answers will vary. Sample answers:
1. certificate of completion
Vocabulary Strategy 2. firing equipment or explosives
1. B 3. lively; awake
2. B 4. people who take care of patients in a nursing
3. A facility
4. B
Grammar Practice
Grammar Practice 1. has visited
1. was shaking 2. had traveled
2. are burning 3. have asked
3. were trying 4. have written
4. is dragging 5. had enjoyed
5. was getting

Answers
Selection Quick Check Grammar Practice
1. She wants him to spend time with his 1. she, subj.
grandfather because the doctors were saying 2. it, obj.
he did not have much time left to live. 3. he or she, obj.
2. He has a lot of reading left to do for school 4. they, subj,
before summer ends so he can get into the AP 5. them, obj.
English class. He hates the nursing home, 6. they, subj.
especially because of the smells. 7. it, obj.
3. After Arturos grandmother died, he got sick
and none of his children could leave their jobs Selection Quick Check
to take care of him. 1. The monkey thought misery was the syrup
4. He says that from the beginning, he loved spilled by the woman walking to the market.
words. 2. The monkey visits Papa God to ask for more
5. It means thats the way life is. misery.
3. He is told to carry the sack on his back, walk
A Days Wait to a place where there are no trees, and then
Literary Element open the sack.
1. the boys father and the doctor 4. Five huge dogs jump out of the sack and chase
2. The boy has a temperature of 102 degrees. the monkey.
3. the boy 5. A tree appears and the monkey climbs it so
4. The boy thinks he has a contagious illness. the dogs cannot reach him.
5. the boy and his father
6. The boy believes he is going to die. His father
Do Animals Lie?
thinks that is a silly thought. Literary Element
1. Anglerfish use the dangling tip of their snouts
Reading Strategy as a fishing lure. The comet fish uses its body
Students should write the name of one character to imitate the head of the moray eel to scare
to evaluate in the top box. The other boxes should predators.
include specific examples of the characters 2. Male scorpionflies pretend to be females to
actions, thoughts, and feelings and reflect an steal the insect gifts of other males. Female
understanding of how the example reveals an fireflies mimic the mating signal of another
aspect of the character. kind of firefly to attract the males and eat
them.
Grammar Practice
3. Brood parasites sneak their eggs into other
1. caught
birds nests and let them hatch the eggs. Scrub
2. said
jays steal other scrub jays food by watching
3. began
where they hide it.
Selection Quick Check 4. Chimps bluff warning calls, pretend to be
1. The boy is nine years old. injured, or fake friendship to outsmart each
2. He has the flu. other.
3. He is happy that there were so many birds left
Reading Strategy
to find on another day.
In the first box, students should indicate that the
4. He has a fever of a hundred and two, but the
authors main argument is that animals do lie.
boys at school in France told him he couldnt
The second box should contain specific examples
live with a temperature of forty-four degrees.
of animals deceptive behavior described in the
5. He explains that there are different kinds of
selection. In the third box, students should
thermometers, and whats normal on one kind
explain whether the evidence supports the
of thermometer is not the same on another.
argument, including whether there is enough
The Monkey Who Asked for Misery evidence and if its sources are reliable. The fourth
Literary Element box should explain why the evidence is strong
Students answers should supply character names enough to be persuasive or not.
and a description of conflicts from the story.
Students should also list whether the conflict is
internal or external.

Answers
Selection Vocabulary Practice Ones Name Is Mud
EXERCISE A Literary Element
1. synonyms Students entries in the first column should
2. antonyms include words, phrases, or sentences from the
3. antonyms selection. The second column should include an
4. antonyms explanation of how the words in the first column
helped to create vivid images.
EXERCISE B
1. courtship Reading Strategy
2. survival 4. Booth needed a doctor to set his broken leg.
3. parasites 5. Booth needed a doctor to set his broken leg.
4. predator 6. Booth showed up at the door of Dr. Samuel
Mudd.
EXERCISE C
Answers will vary. In paragraph format, students Vocabulary Strategy
should describe themselves as an animal that Answers will vary. Sample answers:
deceives or fools other animals. Students should 1. an insulting phrase or saying
use at least three vocabulary words correctly in 2. person who helps with a crime
their descriptions. 3. person who helps others heal from illness
Vocabulary Strategy Grammar Practice
Answers will vary. Sample answers: 1. I; S
1. substance 2. she; S
2. sign 3. him; O
3. mating 4. We; S
4. figured out; added up 5. They; S
6. him; O
Grammar Practice
1. pronoun: They; antecedent: insects, birds, and Selection Quick Check
apes 1. It means one has done something unfavorable.
2. pronoun: He; antecedent: a male scorpionfly 2. The story began on April 14, 1865, five days

3. pronoun: It; antecedent: a birds nest after the end of the Civil War.
4. pronoun: them; antecedent: scientists 3. He was the doctor who treated the broken leg
5. pronoun: She; antecedent: a female of John Wilkes Booth, just after Booth had
chimpanzee assassinated President Lincoln.
4. He was arrested, found guilty of involvement
in Lincolns assassination, and sentenced to
1. Animals deceive each other to escape enemies,
life in prison.
catch prey, attract mates, and survive.
5. President Andrew Johnson granted Mudd a
2. The comet fish deceives its enemies by
pardon in 1869.
transforming its six-inch-long body into a
copy of the six-inch-long head of a moray eel, a Tending Sir Ernests Legacy
predator that other reef animals fear. Literary Element
3. The female Photuris firefly imitates the In the first column, students should list examples
flashing signal of female Photinus fireflies. of text features on the Web site, such as subheads,
When a male Photinus firefly is attracted by pictures, photographs, maps, illustrations,
the signal, the female Photuris firefly eats captions, charts, tables, and diagrams. The second
him. column should contain descriptions of how the
4. After burying a cache of food, a scrub jay will text features help in finding information.
return in secret and rebury the cache in a
different place.
5. Like humans who deceive, chimps deceptions
seem calculated, as if they are fooling their
foes on purpose.

Answers
Reading Strategy Shipwreck at the Bottom of the World
The first column should provide statements of Reading Skill
fact or opinion taken from the selection. These Students responses will vary, but should be
may include quotes from the timeline, from based on concrete details from the story. Sample
Alexandra Shackleton, or from the NOVA entries in the second, third, and fourth boxes
interviewer. The second column should include follow:
students reasons for deciding whether a 1. The men try to row to Elephant Island, but
statement is fact or opinion. find it barren.
Vocabulary Strategy 2. Shackleton and five other men set off to try
Answers will vary. Sample answers: and reach South Georgia Island.
1. meaning: serving as a crucial means; 3. The mens supplies are ruined, and the boat is
additional meaning: done on an instrument covered in ice.
2. meaning: to place or position; additional Selection Quick Check
meaning: a depot 1. Shortly after leaving the whaling station, the
3. meaning: inspection; additional meaning: a ship got caught in pack ice in the Weddell Sea.
poll 2. The ship was stranded for more than a year
Grammar Practice before the crew was able to row lifeboats into
1. my the open sea.
2. Their 3. Shackleton chose five men for the relief party
3. Our from Elephant Island.
4. your 4. Shackleton reduced the water ration because
5. his, mine salt water had gotten into one of the two kegs
6. their of drinking water.
7. yours 5. It was the wrong side because it was the
8. his, his side of South Georgia Island opposite the
9. My, her whaling station where they meant to land.

Comparing Literature Graphic
1. Alexandra Shackleton is the only
Organizer
Sample answers:
granddaughter of Sir Ernest Shackleton.
1. Death comes for Aunty Misery
2. He planned to cross the Antarctic from the
2. a sorceror helps Aunty Misery trap Death in a
Weddell Sea to the Ross Sea, a distance 1,800
tree
miles.
3. The consequences of trying to stop death
3. He was 40 years old at the time and too old to
explain why death and misery will always
fight.
exist on earth.
4. Sir Ernest planned to sail the James Caird for
4. a man and his wife have an argument and
800 miles from Camp Wild to South Georgia.
part ways
5. Sir Ernests Endurance expedition was his
5. a spirit creates strawberries to entice the woman
greatest achievement because even though the
to stop walking away from her husband
ship sank, he was able to bring 27 men home
6. Shows how something small like a sweet fruit
safely against impossible odds.
can help love overcome hate.
7. Answers will vary.

Answers
Aunty Misery and Strawberries Spelling Practice
Literary Element 1. moderately
Sample answers for the first row: 2. dated
1. The character is the old woman in Aunty 3. sprinkling
Misery. 4. advertisement
2. Her conflict is that the neighborhood children 5. intricately
keep stealing the fruit from her tree. 6. troubling
3. The conflict is external. 7. vibration
8. wasteful
Grammar Practice 9. passionately
1. call 10. hateful
2. climb 11. devastating
3. are 12. wrinkled
4. knows 13. taking
5. proves 14. excessively
6. are 15. icing
7. know 16. tuned
8. deals
Writing Workshop Graphic Organizer
Selection Quick Check Students responses should provide detailed and
1. They steal fruit from a pear tree that grows at important information about their chosen
her door. historical sites.
2. She asks that anyone who climbs her tree will
not be able to come down until she permits it. Speaking, Listening, and Viewing
3. She lets him go free on the condition that he Answers will vary. Students should address each
will never come for her again. of the questions with thoughtful, detailed
4. He decides to catch up to her to convince her responses as they prepare their audio
to come back. presentations.
5. When the woman smells them, she stops,
looks down, eats some, and stops being angry.

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Part 1: For Fun

Slam, Dunk, & Hook . . . . . . . . . . . . . . . . . . . . . . . . . 5666

Part 2: For Information

Part 3: For Understanding

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iv Course 2, Unit 2 Unit Resources

Why Do You Read? (page 170)

2. Make a list of the things that you read for understanding, or to

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5. Complete the Venn diagram below by writing at least one item in

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The Big Question Foldable

Step 2 Unfold the paper. On the left side,

for the unit. On the middle panel,

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The Big Question Foldable

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The Big Question

ACT I V I T Y: Create a Web Diagram

5. Name some different reasons why you read.

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ACT I VI DAD : Haz un diagrama de red

ACT I VI DAD : Entrevista

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ACT I VI DAD : Investigacin

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Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

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Ang Mahalagang Tanong

GAWAIN : Gumawa ng isang Web Diagram

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8 Course 2, Unit 2 Unit Resources

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Koneksyon ant lekl ak lakay ak yon Gwo

AKT I VI T E : Kreye yon dyagram web

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10 Course 2, Unit 2 Unit Resources

Zaj Lus Nug Loj

DEJN UM: Kev Tshawb Nug

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Section A. Choose a Topic

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Section B. Choose a Project

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Section C. Make a Plan

Project due date

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

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

Details and examples complete.

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Academic Vocabulary Development

Unit 2 Academic Vocabulary

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