U4 UR c2 PDF

UNIT 4
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 4: What Inuences You?
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: Life Experiences

English Language Coach, Part 1 . . . . . . . . . . . . . . . . . . . . . 19
The Scholarship Jacket . . . . . . . . . . . . . . . . . . . . . . . 2032
A Mason-Dixon Memory . . . . . . . . . . . . . . . . . . . . . . 3345
Names/Nombres. . . . . . . . . . . . . . . . . . . . . . . . . . . 4658
In a Neighborhood in Los Angeles. . . . . . . . . . . . . . . . . 5968
The War of the Wall . . . . . . . . . . . . . . . . . . . . . . . . . 6981

Outdoor Art in America . . . . . . . . . . . . . . . . . . . . . . . 8290
TIME: Oprah Winfrey . . . . . . . . . . . . . . . . . . . . . . . . 9199
old age sticks. . . . . . . . . . . . . . . . . . . . . . . . . . . . 100109
Part 2: Persuasive Ideas

Genre Focus: Argument and Persuasion . . . . . . . . . . . . .111112
English Language Coach, Part 2 . . . . . . . . . . . . . . . . . . . . 113
Should Naturalized Citizens Be President?. . . . . . . . . . . 114126
Functional Documents: Voting Sign and
Technical Directions . . . . . . . . . . . . . . . . . . . . . . 127135
Without Commercials . . . . . . . . . . . . . . . . . . . . . . . 136145
Toward a Rainbow Nation . . . . . . . . . . . . . . . . . . . . 146157
Heroes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158170
Media Workshop: Propaganda. . . . . . . . . . . . . . . . . . . . . 171
Unit Resources Course 2, Unit 4 iii

Primer Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . 172181
Comparing Literature Graphic Organizer . . . . . . . . . . . . . . . 182
Langston Terrace; Home . . . . . . . . . . . . . . . . . . . . . 183192
Spelling Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Writing Workshop Graphic Organizer. . . . . . . . . . . . . . . . . 194
Writing Workshop Rubric. . . . . . . . . . . . . . . . . . . . . . . . 195
Writing Workshop Checklists . . . . . . . . . . . . . . . . . . . . . 196
Speaking, Listening, and Viewing Activities . . . . . . . . . . 197198
Speaking, Listening, and Viewing Workshop Rubric . . . . . . . . 199
Active Reading Graphic Organizers . . . . . . . . . . . . . . . 200209
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210218
iv Course 2, Unit 4 Unit Resources

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What Inuences You? (page 464)

Introduction
Look around you. You see magazines, newspapers, posters, books,
television shows, Web sites, and advertisements every day. Many of
the things you read, see, or hear try to persuade you to buy something
or take some action. As you begin this unit, think about two things
that influence you: Life Experiences and Persuasive Ideas.
ACT I V I T Y
Directions Below is a list of possible influences. Rank the list in order of what influences you
the most to the least. Write 1 on the line next to the thing or person that influences you most,
2 on the line next to the thing or person that influences you second most, and so on.
friends
parents
siblings
teachers
books
magazines
newspapers
television
radio
Web sites
advertising
personal experience
experiences of others
other
Unit Resources Course 2, Unit 4 1

Name Class Date
Directions In the space below, write about your top three influences. Describe a situation in
which the thing or person influenced you. Be sure to explain why the thing or person influenced
you in the situation.
Influence Number 1 is
Situation:
Situation:

Situation:
2 Course 2, Unit 4 Unit Resources

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The Big Question Foldable

Making a Study Organizer
Ask your teacher for a copy of the Foldable template.
Step 1 With the long side of the pages at Step 3 Place the folded sheets one on top
the top, fold several sheets of of the other. On the left side, staple
paper in half from top to bottom. the sections together.
Step 2 Separate the sheets. On each

folded sheet, make a cut through
only the top half, 1 inch from the Step 4 Label the front of each fold-over
left side of the flap. Cut to the page with the Big Question and the
fold line. reading selection title.
Step 5 Repeat these steps for each

reading selection in the unit.

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The Big Question Foldable

Name Class Date
The Big Question

School-to-Home Connection
Unit 4 focuses on the Big Question: What Influences You? Throughout
the unit, you will learn about the influences that people have on one
another. Before you prepare 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: How Influences Change Over Time

Directions Ask an adult family member to answer the following questions and record their
answers on a separate sheet of paper:
1. What things or people were influences on you as a young person?
Explain.
2. What things or people influence you as an adult? Explain.
3. How or why did these influences change over time? Explain.
Now respond to the answers above.

4. What do the answers tell you about how influences change over
someones lifetime?
ACT I V I T Y: Media Influences

Look at a magazine or watch TV for a short while with a parent or

guardian. Draw a chart with three columns on a separate sheet of
paper. Label the left column Commercial or Advertisement. Label
the center column Are you influenced to buy this product? Why or
why not? Label the right column How does the commercial or
advertisement try to influence you to buy the product? In the left
column, describe two advertisements or commercials that you see.
Then use the center and right columns to talk about the advertisements
or commercials and write answers to the questions in the chart.
ACT I V I T Y: How People Influence Each Other

1. Ask a parent or guardian to describe the influence that he or she
hopes to have over you. Write this answer on the left side of a
separate sheet of paper.
2. On the right side of a separate sheet of paper, write how you feel
about this desired influence. How do you respond to the strategies
your parent or guardian has used to influence you?

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La Pregunta importante
Enlace entre la escuela y la casa
La unidad 4 se concentra en la Pregunta importante: Qu cosas
influyen en ti? En esta unidad aprenders cmo unas personas
influyen sobre otras. Antes de preparar tu respuesta, averigua qu
piensan tus padres u otros adultos. Escoge una de las siguientes
actividades para hacer tu hogar.
ACT I VI DAD : Cmo cambian las influencias con el tiempo

Instrucciones Pdele a un miembro adulto de tu familia que responda a las siguientes
preguntas. Anota las respuestas en una hoja aparte:
1. Qu personas o qu cosas te influenciaron en tu juventud? Explica.
2. Qu personas o qu cosas influyen en ti como adulto? Explica.
3. Cmo o por qu cambiaron esas influencias con el tiempo?
Explica.
Ahora responde a las preguntas anteriores.
4. Qu te ensean las respuestas sobre cmo cambian las influencias
en una persona con el paso del tiempo?
ACT I VI DAD : La influencia de los medios de comunicacin

Mira una revista o la televisin por un rato con uno de tus padres u
otro adulto. En una hoja aparte haz una tabla con tres columnas.
Rotula la columna izquierda Comerciales o Anuncios. Rotula la
columna del centro Te vez influenciado para comprar este producto?
Por qu s o por qu no? Rotula la columna derecha Cmo trata de
influir en ti el comercial o el anuncio para que compres el producto?
En la columna izquierda, describe dos comerciales que hayas visto.
Luego usa las columnas del centro y de la derecha para comentarlos y
escribir las respuestas a las preguntas de la tabla.
ACT I VI DAD : Cmo influyen las personas entre s

Pregntale a uno de tus padres o a otro adulto que describa cmo
le gustara influenciarte. Escrbelo en el lado izquierdo de una hoja
aparte.
En el lado derecho de una hoja aparte, escribe lo que piensas
sobre esa influencia. Cmo reaccionas frente a las estrategias
que tus padres y otros adultos usan para influenciarte?

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Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Chng 4 tap trung vao Cau Hoi Chnh sau: ieu g anh hng en ban?
Trong ca chng nay, cac em se tm hieu nhng anh hng cua moi
ngi vi nhau. Trc khi chuan b cac cau tra li cho Cau Hoi Chnh,
hay tm hieu xem cha me em hoac nhng ngi ln khac ngh g. Chon
mot trong so cac hoat ong sau ay e lam nha.
H OA T O N G : C a c A n h H n g T h a y o i T h e o T h i
Gi an N h T h e N a o
Hng Dan Hay yeu cau mot ngi ln trong gia nh tra li cac cau
hoi sau va ghi nhng cau tra li vao mot t giay rieng:
1. ieu g hay ngi nao co anh hng en cha/me/bac khi con nho?
Xin hay giai thch.
2. ieu g hay ngi nao co anh hng en cha/me/bac khi a trng
thanh? Xin hay giai thch.
3. Nhng anh hng nay a thay oi nh the nao theo thi gian va tai
sao nh vay? Xin hay giai thch.
Bay gi can c vao cac cau tra li tren e ap lai cau hoi nay.
4. Nhng cau tra li nay cho em biet ieu g ve viec nhng anh hng
thay oi nh the nao trong suot cuoc i mot con ngi?
H OA T O N G : Nh n g A n h H n g Cu a Ca c Phng Tie n
Truye n Tho n g
Hay cung cha/me hoac ngi giam ho xem mot t tap ch hoac xem
truyen hnh mot luc. Lap mot bang co ba cot tren mot t giay rieng. at
ten cho cot ben trai la Quang Cao, cot gia la Ban co c thuyet
phuc mua san pham nay khong? Tai sao co, tai sao khong? va cot ben
phai la Bang cach nao quang cao nay co gang thuyet phuc ban mua
san pham? cot ben trai, hay mieu ta hai quang cao ma em a nhn
thay. Sau o s dung cot gia va ben phai e noi ve cac quang cao
o va viet cau tra li cua mnh oi vi cac cau hoi trong bang.
H OA T O N G : Mo i Ng i A n h H n g e n Nhau Nh
The Na o
Hay yeu cau cha/me hoac ngi giam ho mieu ta anh hng ma
ngi o muon tao ra vi em. Viet cau tra li nay vao na ben trai
cua mot t giay.
Tren na ben phai cua t giay nay, viet cam xuc cua em ve anh
hng ma cha/me/ngi giam ho muon tao ra vi em. Em ap ng
nh the nao vi cac chien lc ma cha/me hoac ngi giam ho s
dung e gay anh hng vi em?

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Ang Mahalagang Tanong

Kaugnayan ng Paaralan sa Tahanan
Binibigyan-diin ng Yunit 4 ang Mahalagang Tanong: Ano ang nag-
iimpluwensiya sa iyo? Sa buong yunit na ito, matututunan mo ang mga
impluwensiya ng mga tao sa isat-isa. Bago ka maghanda ng mga 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 : Paano Nagbabago ang Mga Impluwensiya sa Katagalan ng Panahon
Ang Gagawin Hilingin ang isang kapamilya na sagutin ang mga sumusunod na
katanungan, at isulat ang kanilang mga sagot sa hiwalay na papel:
GAWAIN : Interbyu:
Ang Gagawin Sabihin sa isang magulang o ibang nakatatanda ang Mahalagang
Tanong. Hilingin siyang sagutin ang mga sumusunod na katanungan, at isulat ang
mga sagot sa hiwalay na papel:
1. Anong mga bagay o mga tao ang nag-impluwensiya sa iyo nang ikaw ay
bata pa? Ipaliwanag.
2. Anong mga bagay o mga tao ang nag-iiimpluwensiya sa iyo bilang
nakatatanda? Ipaliwanag.
3. Paano o bakit nagbago ang mga impluwensiya na ito sa katagalan ng
panahon? Ipaliwanag.
Ngayon ay sagutin ang mga katanungan sa itaas.

4. Ano ang sinasabi sa iyo ng mga sagot tungkol sa kung paano nagbabago

ang mga impluwensiya sa buhay ng isang tao?
GAWAIN : Mga Impluwensiya ng Media
Tingnan ang isang magazine o manood sandali ng TV kasama ng isang
magulang o isang guardian o tagapag-alaga. Gumawa ng
isang chart na may tatlong hanay sa isang hiwalay na papel. Isulat ang
Patalastas o Advertisement sa kaliwang hanay. Isulat ang
Naiimpluwensiyahan ka bang bilhin ang produktong ito? sa panggitnang
hanay. Bakit o bakit hindi? Isulat ang Paano sinubukan ng patalastas o
advertisement na impluwensiyahan kang bilhin ang produkto? Sa
kaliwang hanay, ilarawan ang dalawang advertisement o mga patalastas na
nakita mo. Pagkatapos ay gamitin ang panggitna at kanang hanay upang
pag-usapan ang mga advertisement o mga patalastas at isulat ang mga
sagot sa mga katanungan sa chart.
GAWAIN : Paano Naiimpluwensiyahan ng mga Tao ang Isat-isa
Hilingin ang isang magulang o guardian na ilarawan ang impluwensiya
na inaasahan niyang magkaroon sa iyo. Isulat ang sagot na ito sa
kaliwang bahagi ng isang hiwalay na papel.
Sa kanang bahagi ng isang hiwalay na papel, isulat ang iyong damdamin
sa ninanais na impluwensiya na ito. Ano ang sagot mo sa mga istratehiya
na ginamit ng iyong magulang o guardian upang impluwensiyahan ka?

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Koneksyon ant lekl ak lakay ak yon Gwo

Kesyon
Modil 4 santre sou Gwo Kesyon sa a: Kisa ki enfliyanse w? Nan modil
sa a, ou pral aprann fason yon moun kapab enfliyanse yon lt. Anvan
w prepare repons pou Gwo Kesyon an, chche konnen kisa paran w
oswa lt granmoun panse. Chwazi youn nan aktivite sa yo pou w f
lakay ou.
AKT I VI T E : Kijan sa ki enfliyanse w pou chanje l w ap grandi

Enstwiksyon 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. Kisa oswa kimoun ki te enfliyanse w l w te jn? Eksplike m.
2. Kisa oswa kimoun ki enfliyanse w antan granmoun? Eksplike m.
3. Kijan oubyen pou kisa enfiliyans sa yo chanje pandan w ap
grandi? Eksplike m.
Kounye a, bay lide pa w sou repons yo bay anl a.

4. Kisa repons sa yo f w konprann sou jan enfliyans yo chanje
pandan yon moun ap grandi?
AKT I VI T E : Enfliyans medya yo

Gade yon magazin oubyen gade televizyon yon ti moman ak yon
paran oswa yon gadyen legal. F yon tablo ak twa kolonn sou yon fy
papye apa. Ekri Reklam oswa piblisite nan kolonn agch lan. Ekri
ske m santi yo enfliyanse m pou m achte pwodwi sa a? Pouki
oubyen poukipa? nan kolonn mitan an. Ekri Kijan reklam oswa
piblisite sa a eseye enfliyanse m pou m achte pwodwi an? nan
kolonn adwat la. Nan kolonn agch la, dekri reklam oubyen piblisite
ou w. Apre sa, svi ak kolonn mitan an ak kolonn adwat lan pou
pale osij reklam oswa piblisite yo epi make repons pou kesyon yo
nan tablo a.
AKT I VI T E : Kijan moun enfliyanse youn lt

Mande yon paran oswa yon gadyen legal pou li dekri enfliyans li ta
espere l ap genyen sou ou. Ekri repons sa a nan b gch yon fy
papye apa.
Sou b dwat yon lt fy papye, ekri sa w panse sou enfliyans sa a
yo ta renmen genyen sou ou an. Kouman ou reyaji parap ak
estrateji paran w oswa gadyen legal ou svi pou li enfliyanse w?

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Zaj Lus Nug Loj

Tsev Kawm Ntawv-rau-Tsev Kev Txuas Lus
Nqe 4 tsom kwm rau zaj Lus Nug Loj: Yam dabtsi rub tau koj? Thoob plaws
nqe nov, koj yuav kawm txog kev rub hauj uas tib neeg muaj rau txhua tus.
Ua ntej koj npaj koj cov lus teb rau zaj Lus Nug Loj, nrhiav saib koj niam
thiab txiv lossis lwm cov neeg loj xav licas. Xaiv ib hom ntawm cov dejnum
nram nov coj mus ua kom tiav tom tsev.
DEJN UM: Kev Rub Hauj Hloov tau raws Sijhawm Licas
Kev Taw Qhia Nug ib tus neeg loj tom tsev kom teb cov lus nug nram nov
thiab sau cov lus teb rau ib daim ntawv dawb:
1. Raws li koj yog tus hluas, yam dabtsi lossis leej tug rub hauj tau koj?
Piav saib.
2. Raws li koj yog tus neeg loj, yam dabtsi lossis leej tug rub hauj tau koj?
Piav saib.
3. Vim licas lossis ua licas tej kev rub hauj nov thiaj hloov raws sijhawm?
Piav saib.
Zaum nov los teb cov lus nug saum nov.
4. Cov lus teb qhia koj dabtsi txog cov kev rub hauj uas hloov tau hauv ib
tus neeg lub neej.
DEJN UM: Media Kev Rub Hauj
Saib TV lossis nyeem ib tsab xovxwm tib pliag nrog ib tus neeg loj tom tsev.
Teev ib lub rooj kos ua peb kem ntsug rau ib daimntawv dawb. Tis npe rau
kem sab lauj lagluam lossis tshaj xov. Tis npe rau kem nrab Yam khoom
nov rub hauj puas tau koj los yuav? Vim licas tau lossis tsis tau? Tis npe rau
kem sab xis lagluam lossis tshaj xov rub hauj koj licas kom yuav khoom?
Hauv kem sab lauj, teev ob hom lagluam lossis tshaj xov uas koj pom. Ces siv
kem nruab nrab thiab kem sab xis los hais txog xov lagluam lossis tshaj xov
thiab sau cov lus teb rau lub rooj kos.
DEJN UM: Tibneeg Sib Rub Hauj Tau Licas
Nug ib tus niam txiv lossis neeg loj los teev kev rub hauj uas nws xav siv
rau koj. Sau zaj lus teb rau sab lauj ntawm ib daim ntawv dawb.
Saum sab xis ntawm ib daimntawv dawb tshiab, sau saib koj xav licas
txog txoj kev rub hauj tshiab nov, Koj teb licas rau cov tswvyim uas koj
niam txiv siv los rub hauj koj?

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Challenge Planner
The Unit 4 Challenge provides an opportunity to further explore the
Big Question: What Influences You? The topics listed below focus the
Big Question on two main ideas: Life Experiences and Persuasive Ideas.
From the topics listed in Section A, choose one that interests you.
Once you have chosen a topic, choose a project in Section B that will
help you present your ideas on the topic. Any of the five topics can
work with any of the five project types. Projects may be done alone,
with a partner, or with a small group. Follow the steps in Section C
to plan and complete your challenge project.
Section A. Choose a Topic

1. Several of the selections in Unit 4 show the influence of a family
member on a characters actions. For example, the narrators in In a
Neighborhood in Los Angeles and The Scholarship Jacket are
both influenced by a grandparent. Identify three selections in which
a character is influenced by a family member. Are these influences
positive or negative?
2. Heroes and Should Naturalized Citizens Be President? are
selections that contain persuasive writing. Compare and contrast
the ways the authors express their arguments. Think about how the
authors use of information, examples, and anecdotes influenced

whether you were persuaded by their opinions on the topics. Could
these same techniques be used to persuade someone on any topic?
3. In several selections in this unit, an author narrates an experience
facing discrimination. Choose two or more selections from the unit
in which a character faces prejudice or unfair treatment. Examine
the ways the characters cope with the experience and how their
actions influence others.
4. Several authors write about experiences living among people from
different cultures and backgrounds. Focus on two selections in
which the authors face challenges adjusting to a different culture.
Think about how the authors culture or background influences how
they overcome these challenges. Does it help them or hurt them?
5. In this unit, several selections feature situations involving the
influence of peers or friends. Choose two selections in which
characters influence or are influenced by someone in their own age
group. What makes peers or friends such an important influence to
most people? What would have happened if the characters had
chosen not to be influenced by their peer or friend?

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Section B. Choose a Project

1. The Vote. With a group or on your own, plan a political campaign
that enables you to address your topic through slogans, sound
bites, answers to reporters questions, posters, campaign promises,
and so on. This project will work best with a controversial topic.
Using topic 2, for example, your political campaign could focus on
whether naturalized citizens should be able to become President.
Your campaign could use the same techniques the authors use in
their persuasive arguments.
2. Authors Lunch. Working with a partner who has chosen the same
topic, plan a conversation between two unit authors that might take
place if they met for lunch. Each partner will take on the role of
one author. The author may use quotes from selections to support a
point. The authors may or may not have known each other in real
life. Using topic 3, for example, two authors could discuss how
writing about their experiences overcoming discrimination and
unfair treatment has influenced the lives of others.
3. Person on the Street. Choose three people to interview about a
question raised by your topic. Choose one adult, one classmate, and
a third person of your choice. Give each person a brief summary of
the topic you will be writing about. Ask each persons opinion on a
general question that will help you write a newspaper article on
your topic. Using topic 1, for example, you might ask, Which
member of your family influences you the most? Take notes on
their answers and weave their responses into your article.

4. 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; a poster or three-dimensional representation with
explanatory text; or a videotaped presentation. Using topic 4,
for example, depict the experiences of authors from different
backgrounds and cultures.
5. Sound Track. Burn a CD or make a tape of a sound track that
expresses your point of view on your chosen topic. Choose at least
four pieces of music that represent the main points you are
making. Write a few paragraphs about each song to explain how it
relates to your topic. Using topic 5, for example, you could include
songs with lyrics about peers and friendship.

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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.

Name Class Date
Academic Vocabulary Development

Introduction
Discussing and writing about literature is easier if you have the right
words at hand. This units Academic Vocabulary words can help you
analyze and comment on the selections, going beyond such responses
as, I liked it or That was boring. In the following activity, you can
see examples of how you can use this units words to talk about life
experiences and what you have learned from them.
Unit 4 Academic Vocabulary

clarify v. to clear up confusion; to remove solid materials from a liquid
restricted adj. specifically excluded
distinctive adj. different from others
creativity n. the ability to make something from skills and imagination
access n. the ability to obtain
variations n. the extent to which something differs slightly from another thing
identity n. the personality of an individual
ACT I VI T Y
Directions Use the boldface vocabulary words in your answers to these questions.
1. Discuss two different selections in which someone has to clarify

his or her identity, because he or she is feeling insecure, is
questioned by someone else, or for any other reason.
2. Should Naturalized Citizens Be President? deals with who can or

cannot have access to the American Presidency. What are some
other rights that you believe all people should have access to?

Name Class Date
Academic Vocabulary, cont.

3. In the following quote from Lavendhri Pillays story, Toward a
Rainbow Nation, why does the speaker feel that her background
is distinctive? How have the variations in her experiences affected
her?
Ive grown up different from a lot of other teenagers in South
Africa because Ive been subjected to all different races and
different kinds of people. Im a really lucky person.
4. How is creativity portrayed in The War of the Wall and

Outdoor Art in America? Have you had any experiences with
public art or performance?
5. Several of the selections in this unit deal with a situation when

someone is restricted from doing or receiving something. Pick one
of these situations and write about what you would have done if it
had happened to you.

PART
Life
1
Experiences
Name Class Date
English Language Coach, Part 1

Compound Subjects and Predicates
In the selections for Part 1, the writers often include more than one subject or more
than one action in the same sentence. To do this, writers must compose sentences
with compound subjects and compound predicates.
Compound Subject Example: David or Jasmine can help you study.
Two or more simple subjects that have the same predicate form a compound
subject. The subjects are joined by and, or, or but.
Compound Predicate Example: David ran and jumped in gym class.
A compound predicate has two or more simple predicates, or verbs, that have the
same subject. The simple predicates are connected by and, or, or but.
ACT I V I T Y
Directions Draw one line under each part of a compound subject. Draw two lines under each
part of a compound predicate.
1. Martha and Rosie both earned the scholarship jacket.
2. In gym class Martha ran and played basketball.

3. Dondr played golf and faced prejudice.
4. Clifton and his friends went to a baseball game.
5. Lou and I carved on the wall but never painted it.
6. The stranger primed and painted the wall.
7. Mama always made me cook food or wash dishes.
8. The whole community loved and appreciated the mural.
9. Oprah read books and gave speeches.
10. The audience and the crew enjoyed the show.

Name Class Date
Summary/Resumen (p. 472)

The Scholarship Jacket MARTA SALINAS
This story deals with racial prejudice in a small Texas town. The
narrator recalls an ugly incident that occured when she finished
eighth grade. The narrators family is Mexican-American and poor.
She has the best grades in her school and is due to receive a special
jacket called the scholarship jacket. At the end of the school year, she
is shocked when she overhears two of her teachers arguing about her.
One teacher wants to give the scholarship jacket to the second place
candidate, a girl named Joann. Joanns father is wealthy and a member
of the school board. The other teacher refuses to falsify the records
and insists that the narrator get the jacket. The school principal also
tries to give the jacket to Joann by trying to charge the narrators
family money for the jacket. The narrator asks her grandfather for the
money, but he says that if it costs money its not a scholarship jacket.
La chaqueta de la beca

Este cuento trata de los prejuicios raciales en un pequeo pueblo de
Texas. La narradora recuerda un incidente desagradable que ocurri
cuando ella termin el octavo grado. La familia de la narradora es
mexico-norteamericana y pobre. Ella tiene las mejores calificaciones
de la escuela, y est por recibir una chaqueta especial llamada la
chaqueta de la beca. Al final del ao escolar, ella se queda
impresionada cuando escucha la discusin que dos maestros
sostienen acerca de ella. Un maestro quiere dar la chaqueta de la beca
a la candidata que est en segundo lugar, una muchacha llamada
Joann. El padre de Joann es adinerado y adems miembro de la junta
escolar. El otro maestro se niega a falsificar el expediente e insiste en
que la narradora reciba la chaqueta. El director de la escuela tambin
trata de entregar la chaqueta a Joann al intentar que la familia de
la narradora pague por la chaqueta. La narradora pide el dinero a
su abuelo, pero l le dice que si cuesta dinero no es una chaqueta
de beca.

Name Class Date
Tom Tat (p. 472)

Ao Phan Thng MARTA SALINAS
Cau truyen nay noi ve thanh kien chung toc mot th tran nho thuoc
bang Texas. Ngi thuat truyen nh lai mot chuyen toi te xay ra nam
co hoc xong lp tam. Gia nh co la mot gia nh ngheo ngi My goc
Me-hi-co. Co at iem cao nhat trng hoc va theo le se c nhan
mot chiec ao ac biet goi la ao phan thng. Cuoi nam hoc co b bat
ng khi tnh c nghe lom hai giao vien tranh cai ve mnh. Mot giao vien
muon tang phan thng o cho mot hoc sinh n ten la Joann co so
iem cao th nh. Cha Joann giau co va la thanh vien trong ban giam
hieu cua trng hoc. Giao vien kia t choi lam sai iem so va khang
khang rang ngi thuat truyen phai c nhan chiec ao o. Hieu trng
cung co gang a chiec ao cho Joann bang cach yeu cau gia nh
ngi thuat truyen tra tien cho chiec ao. Co be hoi xin ong tien e tra
cho chiec ao nhng ong noi neu phai tra tien mi co ao th o khong
phai la phan thng.

Name Class Date
Buod (p. 472)

Ang Jacket ng Pagiging Iskolar MARTA SALINAS
Tinatalakay ng kuwentong ito ang tema ng racial prejudice, o pagtatangi

ng mga tao batay sa kanilang lahi, sa isang maliit na bayan sa Texas.
Naaalala ng nagsasalaysay ang isang di-kanais-nais na pangyayari na
naganap noong siya ay nasa ika-walong baitang. Ang pamilya ng
nagsasalaysay ay Mehikano-Amerikano at mahirap. Ang kanyang mga
marka ay ang pinakamatataas sa kanyang paaralan, at nakatakda siyang
tumanggap ng isang natatanging jacket na tinatawag na jacket ng pagiging
isang iskolar. Sa katapusan ng tan, nagulat siya nang marinig niyang
nagtatalo tungkol sa kanya ang dalawa sa kanyang mga gur. Nais ng
isang gur ibigay ang jacket sa estudyanteng may pangalawang
pinakamahusay na mga marka, isang batang babaeng nagngangalang
Joann. Ang ama ni Joann ay mayaman at miyembro ng lupon ng paaralan.
Ayaw naman noong isang gur na dayain ang mga rekord at namimilit
itong ibigay ang jacket sa nagsasalaysay. Sinubukan din ng punong-gur
ibigay ang jacket kay Joann sa pamamagitan ng pagbenta ng jacket sa
pamilya nito. Humingi ang nagsasalaysay ng pera sa kanyang lolo para
mabili niya ang jacket, pero sabi ng kanyang lolo na kung maaring bilhin
ito, hindi ito isang jacket ng pagiging isang iskolar.

Name Class Date
(p. 472)
MARTA SALINAS

Joann Joann

Joann


Name Class Date
Rezime Seleksyon (p. 472)

Vs Savwa a MARTA SALINAS
Istwa sa a ap pale de prejije rasyal nan yon ti vil Tegzas. Moun k ap rakonte
istwa a sonje yon ensidan ld ki te rive l li te fini uitym ane. Fanmi moun
k ap rakonte istwa a meksiken ameriken ak pv. Se li ki gen pi bon nt nan
lekl li a kidonk li sipoze resevwa yon vs espesyal ki rele vs savwa a.
Nan fen ane akademik lan, li choke l li tande de nan pwofes li yo k ap f
diskisyon sou li. Youn nan pwofes yo vle bay kandida ki gen dezym plas
la, yon ti fi ki rele Joann, vs la. Papa Joann rich epi li se yon manm konsy
lekl la. Lt pwofes a refize falsifye dosye yo epi li ensiste pou moun k ap
rakonte istwa a jwenn vs la. Direkt lekl la tou eseye f fanmi moun k ap
rakonte istwa a peye pou vs la pou li kapab bay Joann vs la. Moun k ap
rakonte istwa a mande granpapa li lajan an, men granpapa a di si li koute
lajan se pa yon vs savwa.

Name Class Date
Zuag Tswvyim (p. 472)

Lub Tsho Nyiaj Kawm MARTA SALINAS
Zaj dab neeg nov dig txog kev ntxub neeg cev nqaij daim tawv sib txawv
ntawm ib lub menyuam zos nyob Texas. Tus piav nco txog ib qhov xwm
txheej phem tshwm sim thaum nws kawm tas qib yim. Tus piav yim neeg
yog Mexican-American thiab pluag heev. Nws kawm tau ntawv zoo nyob
rau nws lub tsev kawm ntawv thiab tau txais ib lub tsho hu ua tsho nyiaj
kawm. Thaum kawg xyoo, ua rau nws ceeb thaum nws hnov dheev ob leej
xibfwb sib cav txog nws. Ib tug xibfwb xav muab lub tsho rau tus tau thij
ob, ib tug ntxhais hu ua Joann. Joann txiv nplua nuj thiab yog ib tug mej
zeej rau tsev kawm ntawv. Ib tug xibfwb ho tsis kam dag thiab cam tias tus
hais yuav tsum yog tus tau lub tsho. Tus tswj tsev kawm ntawv xav muab
lub tsho rau Joann ces tsub nqi rau lub tsho kom tus piav yim neeg txhob
yuav taus. Tus piav tau hais kom nws yawg muab nyiaj mus them, tabsis
nws yawg tias yog lub tsho raug them nyiaj thiab nws tsis yog lub tsho
nyiaj kawm.

Name Class Date
Literary Element (page 472)

Conict and Resolution
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 a person, nature, society, or fate. An internal
conflict exists within the mind of a character who is torn between
opposing feelings or goals. The resolution is the part of the plot that
presents the final outcome of the story. At that time, the plots
conflicts are resolved and the story ends.
ACT I VI T Y
Directions Examples of conflict can be found in Marta Salinass The Scholarship Jacket. Fill
in the chart below with conflicts from the story. Then, state how each conflict is resolved.
Conflict Resolution
Marthas grandfather wont pay the Martha tells her principal, and he
fifteen dollars for the scholarship jacket. makes an exception.
1. 2.

3. 4.

Name Class Date
Reading Strategy (page 472)

Make Predictions About Plot
When you make predictions, you guess what will happen next in the
story. To predict, think about the events and details youve read so far.
Consider, too, what you know about the subject of the story or about
real life. Then, make a guess about what may happen next in the plot,
or sequence of events. After youve made a prediction, read on to see
whether you guessed correctly. Making predictions is important
because it helps you closely follow the events in a story. Predicting
helps you stay involved in a story and makes reading more
interesting.
ACT I V I T Y
Directions After coming across an event in the story, predict what will happen next. In the left-
hand column of the chart below, record events that cause you to make predictions. In the middle
column, predict what will happen as a result of this event. When you finish reading the story,
check your prediction against what actually happened and record it in the right-hand column.
Event Prediction What actually happens

It was close to Martha is not going to Prediction is incorrect
graduation, and no one win the scholarship Martha did, in fact, win
was paying attention in jacket. the scholarship jacket.
class.
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
Use a Three-Column Grid Graphic Organizer to keep track of events
in the story and your predictions. (Ask your teacher for a copy.)

Name Class Date
Selection Vocabulary Practice (page 472)

Vocabulary
eavesdrop v. to listen secretly to a private conversation
coincidence n. a situation in which two or more events that seem related accidentally
occur at the same time
policy n. a guideline for actions or decisions
withdrawn adj. shy, quiet, or unsociable
vile adj. very bad; unpleasant; foul
Exercise A Practice with Context Clues

Choose the vocabulary word that best fits the context of each sentence.
1. The spoiled food had a odor.

2. Henry pressed his ear to the door so he could
on his parents conversation.
3. The school has a strict on students with
excessive absences.
4. It was a that Jill and her best friend both wore
the same dress to the party.

5. The family pet is normally a friendly dog, but it can act
when it is sick.
Exercise B Applying Meanings

Write the vocabulary word beside the question it answers.
1. Which word can you use to describe a set of rules?
2. Which word can you use to describe the smell of rotten eggs?
3. Which word might describe someone who doesnt talk very

much?
4. Which word can be used to describe two random events happening
at the same time?
Exercise C Responding to the Selection

What lesson does Marta learn from her grandfather? Write your response on the back of this
sheet. Use at least FOUR vocabulary words in your answer.

Name Class Date
Vocabulary Strategy (page 472)

Context Clues: Restatement and Contrast
Something bitter and vile tasting was coming up in my

mouth; I was afraid I was going to be sick.
Marta Salinas, The Scholarship Jacket
Connecting to Literature If you are unfamiliar with the word vile, you
can determine the words meaning based on the other words around
it. These other words provide context clues. Context is the sentence or
group of sentences in which a word appears. The context often
provides clues as to what an unfamiliar word means. Restatement
and contrast are two types of context clues that writers use to help
readers.
Restatement: A vile odor came from the garbage. It smelled awful!
The writer has used other words to restate the idea.
Contrast: My sisters vegetable casserole tasted delicious. Before she took that
cooking class, her creations usually tasted vile.
The reader can tell that something that is vile must be the opposite of
delicious.
ACT I V I T Y
Directions Use context clues to determine the meaning of each underlined word. Write a
synonym or short definition for each.
1. Deep in thought about the scholarship jacket, Marta
absentmindedly wandered out of history class and almost forgot
which class she had next.
2. Martas oldest sister Rosie had also been a valedictorian; she had
maintained the highest grades in her class for eight years.
3. When she heard the terrible news about the change in policy
regarding the scholarship jacket, Marta felt dismayed.
4. It took all the strength she could muster to prevent herself from
crying in front of the principal.

Name Class Date
Grammar Practice (page 472)

Pronouns as Objects of Prepositions
When a pronoun is the object of a preposition, use an object pronoun, not a subject
pronoun.
Sherilyn threw the ball to Cindy. Sherilyn threw the ball to her.
If a preposition has a compound object with both a noun and a pronoun, use an
object pronoun.
LaToya entered the race with Carmen and me.
Use the object pronoun whom after a preposition.
To whom did you give the folder? The person with whom Im going is Tad.
ACT I VI T Y
Directions Draw two lines under each preposition or compound preposition. Underline the
correct form of the pronoun in parentheses.
1. To (who, whom) should the scholarship jacket be given?
2. Give the jacket to Rosie and (I, me).

3. There is some difference of opinion between Mr. Schmidt and (he,
him).
4. Is that the teacher of (whom, who) Marta speaks so highly?
5. Marta waited outside the door because she didnt want to run into
(them, they).
6. The principal wanted a fee for giving the jacket to (she, her).
7. Martas grandfather refused to pay the fee to the principal and

(they, them).
8. Aside from Joann and (her, she), who else could win the jacket?
9. The principal did not appreciate the decision made by my

grandfather and (me, I).
10. He quickly decided we were right and agreed with (we, us).

Name Class Date
Selection Quick Check (page 472)

Read each of the following questions. Answer each question in a complete sentence.
1. What does Marta expect to recieve at the end of the school year?
2. Why does Mr. Schmidt get angry?
3. What does the principal tell Marta about the jacket?

4. What does Marta tell the principal the next day?
5. What does the principal do when Marta says she wont pay?

Name Class Date
Prueba Rpida (pg. 472)

La chaqueta de la beca MARTA SALINAS
Lea cada pregunta y contstela con una oracin completa.
1. Qu espera recibir Marta al final del ao escolar?
2. Por qu se enoja el seor Schmidt?
3. Qu le dice el rector a Marta sobre la chaqueta?

4. Qu le dice Marta al rector al da siguiente?
5. Qu hace el rector cuando Marta le dice que no pagar?

Name Class Date

A Mason-Dixon Memory CLIFTON DAVIS
Clifton Davis describes the courage necessary to overcome

discrimination. He mentions a young African American high school
golfer named Dondr Green. In 1991, Greens golf team voluntarily
forfeited a tournament because a country club where the team was
supposed to play was for whites only. Green was the only African
American on the team. However, his white teammates rallied to his
side. They refused to play the match without him. The author had a
similar experience in 1959. At that time, Daviss eighth-grade class
took a trip to Washington, D.C. Davis is also an African American.
One of the chaperones told Davis he would not be able to go to a
whites-only amusement park with the class. Just like Dondr Greens
teammates in 1991, Clifton Daviss white classmates refused to go to
the amusement park without him.
Un recuerdo de la Lnea Mason-Dixon

Clifton Davis describe la necesidad de tener coraje para sobreponerse

a la discriminacin. l habla de un joven golfista afroamericano,
estudiante de secundaria, llamado Dondr Green. En 1991, el equipo
de golf en que Green jugaba renunci voluntariamente a un torneo
debido a que el Country Club donde el equipo deba jugar era slo
para blancos. Green era el nico afroamericano en el equipo, pero sus
compaeros de equipo blancos se pusieron de su parte, y se negaron
a jugar en el torneo sin l. El autor tuvo una experiencia parecida en
1959. En esa poca, la clase de octavo grado de Davis hizo un viaje a
Washington, D.C. Davis es tambin afroamericano. Uno de los
chaperones dijo a Davis que l no iba a poder entrar con su clase a un
parque de diversiones slo para blancos. Lo mismo que los
compaeros de equipo de Dondr Green en 1991, los compaeros de
clase blancos de Clifton Davis se negaron a entrar sin l al parque de
diversiones.

Name Class Date
Tom Tat (p. 482)

Ky c Ve Gii Tuyen Mason-Dixon CLIFTON DAVIS
Clifton Davis mo ta s can am can thiet e co the vt qua s phan

biet oi x. Ong nhac en mot hoc sinh trung hoc chi gon ngi My
goc Phi ten la Dondre Green. Vao nam 1991, oi chi gon cua Green
t nguyen bo cuoc mot vong thi au v cuoc thi au c to chc tai
mot cau lac bo the thao ch danh cho ngi da trang. Green la ngi
My goc Phi duy nhat trong oi. Tuy nhien, cac thanh vien da trang
trong oi ng ve pha anh. Ho t choi khong tham gia au giai ma
khong co Green. Tac gia cung co mot trai nghiem tng t nam 1959.
Hoi o, lp hoc lp tam cua Davis i en Washington, D.C. Davis cung
la mot ngi My goc Phi. Mot trong so nhng ba i kem noi vi Davis
rang cau khong the cung ca lp en cong vien giai tr ch danh cho
ngi da trang. Cung giong nh cac thanh vien trong oi gon cua
Dondre Green nam 1991, cac ban da trang cung lp Clifton Davis t
choi khong en cong vien giai tr ma khong co cau.

Name Class Date
Buod (p. 482)

Isang Alaala ng Mason-Dixon CLIFTON DAVIS
Inilalarawan ni Clifton Davis ang katapangan na kinakailangan para

mangibabaw sa diskriminasyn. Binanggit niya si Dondr Green, isang
batang Aprikano-Amerikanong manlalar ng golf. Noong 1991, kusang
nagbitiw ang golf team ni Green mula sa isang paligsahan dahil ang isang
country club kung saan sila nakatakdang maglar ay para sa mga put
lamang. Si Green ang nag-iisang miyembro ng team na Aprikano-
Amerikano. Gayunman, kumampi sa kanya ang mga kasamahan niya sa
team. Ayaw nilang maglar sa paligsahan kung wala siya. Nagkaroon ng
katulad na karanasan ang awtor noong 1959. Noong panahon na iyon, ang
ika-walong baitang na klase ni Davis ay nagpunta sa Washington, D.C. Si
Davis ay isa ring Aprikano-Amerikano. Sinabi ng isa sa mga taga-alaga ng
klase na hindi maaaring sumama si Davis sa klase sa isang perya dahil ito
ay para sa mga put lamang. Tulad ng mga kasama ni Dondr Green sa
team noong 1991, ayaw din pumunta ng mga kaklase ni Clifton Davis sa
perya kung hindi siya kasama.

Name Class Date
(p. 482)
!Mason-Dixon! CLIFTON DAVIS
Clifton Davis
Dondr Green1991 Green
Green
1959
Davis
DavisDavis
1 9 9 1
Dondr Green Clifton Davis

Name Class Date

Yon Souvni Mason Dixon CLIFTON DAVIS
Clifton Davis ap dekri kouraj ki neses pou simonte diskriminasyon. Li

endike yon jn jw glf Ameriken Nwa nan lekl segond ki rele Dondr
Green. An 1991, ekip glf Green nan te volontman ff yon tounwa poutt
yon klb esptif kote ekip la te sipoze jwe te pou Blan slman. Green te sl
Nwa Ameriken nan ekip la. Men, lt manm ekip blan li yo te ralye sou b
li. Yo te refize jwe match la san li. Ot a te f yon eksperyans menm jan
an 1959. Nan epk sa a, klas uitym ane Davis la te f yon vwayaj nan
Wachintonn Disi. Davis se yon Nwa Ameriken tou. Youn nan moun k
ap akonpaye timoun yo di Davis li pa t ap kapab ale nan yon pak amizman
ki te pou Blan slman ak klas la. Menm jan ak ekip Dondr Green nan
an 1991, kamarad klas blan Clifton Davis yo refize al nan pak amizman
an san li.

Name Class Date

Ib Zaj Lus Nco ntawm Mason-Dixon CLIFTON DAVIS
Clifton Davis teev rab peevxwm tseemceeb los tawmtsam kev cais neeg.
Nws hais txog ib tus hluas African American ntaus golf hauv high school
hu ua Dondr Green. Xyoo 1991, Green pab ntaus golf cia li tsis koom nrog
sib twv vim lub koomhaum lawv mus koom ntawd tsuas pub neeg tawv
dawb nkaus xwb. Green yog tib tug African American hauv nws pab. Li
ntawd los, nws cov phoojywg tuaj nws tog. Lawv tuaj yeem tsis twv yog tsis
muaj nws. Tus kws sau ntawv tau ntsib tsum tib yam li xyoo 1959. Lub
sijhawm ntawd, Davis chav kawm qib yim mus ncig tom Washington, D.C.
Davis yog neeg African American thiab. Ib tus neeg coj lawv hais tias Davis
mus tsis tau tom lub vaj paj rau cov dawb xwb. Tib yam li Dondr Green
pab xyoo 1991, Clifton Davis cov phoojywg dawb tsis yeem mus tom vaj
yog tsis muaj Davis.

Name Class Date

Thesis
The main idea of an essay is called the thesis. The thesis statement is
usually a single sentence that tells the main idea. However, in a
narrative essay that tells a story from the authors life, the thesis often
is not stated directly. Instead, it is implied with suggestions and hints.
Recognizing the thesis or main idea is often the most important part of
understanding an essay. The main idea is what the author most wants
to show, prove, or explain. In narrative essays, authors frequently use
vivid details and examples to make their main ideas clear.
ACT I V I T Y
Directions Choose a thesis that you feel the essay supports. Write it in the top box. In the
other three boxes, write details and quotations from the essay that support or illustrate the
thesis.
Thesis:

Name Class Date
Reading Skill (page 482)

Analyze Text Structure
Analyzing text structure means looking closely at the pattern the

author uses to present events and ideas. Narrative essays usually tell
short, true stories from the authors life. Some narrative essays use a
text structure called a frame story. The frame is the outer story, which
usually precedes and then follows the inner, more important story. It
is like a picture frame that holds a photograph.
ACT I VI T Y
Directions Compare and contrast the narrators story with Dondrs story in A Mason-Dixon
Memory. In the large center box, record how they are alike. Use the two bottom boxes to record
how they are different.
Dondrs Story Narrators Story
1.

2. 3.
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Continue to record similarities and differences between the narrators
story and Dondrs story. Ask your teacher for a copy of the Compare-
and-Contrast Graphic Organizer.

Name Class Date

Vocabulary
civic adj. having to do with a city or citizenship
predominantly adv. mainly, mostly
forfeit v. to lose or lose the right to something
provoked v. having incited, or brought out, some action or emotion
facility n. something, such as a building, built to serve a particular purpose
Exercise A Practice with Word Usage

Use what you know about word endings, parts of speech, and meaning to choose the vocabulary
word that completes each sentence.
1. The teachers convention was held in the

downtown.
2. If a team does not show up on time, it will the
right to play.
3. Picking up litter on the city sidewalk is a duty.
4. Sheila an argument with her brother by
teasing him.
5. Though the sun shone briefly, the day was

cloudy.

If the vocabulary words were movie directors, each of them might film one of the following
movies. Write the word beside the movie it would direct.
1. Love Made Him Do It
2. Majority Report
3. Citizens and the City
4. The Tallest Building
5. Losing It All

On the back of this sheet, describe what you would do if you or a friend faced discrimination.
Use at least FOUR vocabulary words in your answer.

Name Class Date

Context Clues: Denition and Example
Then, on April 17, 1991, Dondrs black skin provoked an

incident that made nationwide news.
Clifton Davis, A Mason-Dixon Memory
Connecting to Literature The word provoked may be unfamiliar to you,

but you can determine the words meaning based on the other words
around it. These other words provide context clues. The context often
provides clues as to what an unfamiliar word means. Definition and
example are two types of context clues that writers use to help
readers.
Definition: The speakers statements provokedor stirred upa big
argument. The writer provides a definition: stirred up.
Example: The weekend class was predominantly male; in fact, only one
female student attended.
In this sentence we can see what predominantly means by reading an
example of something being predominant.
ACT I VI T Y

Directions Use context clues to determine the meaning of each underlined word. Write a
synonym or short definition for each.
1. Dondr and his teammates were completely absorbed, focused on
their own conversation, and didnt notice the men talking nearby.
2. Cliftons letter about the field trip was mimeographed, or

photocopied.
3. The chaperone explained the history of the Mason-Dixon Line with

an ominous, almost scary, tone.
4. Dondrs eyes glistened with tears as he spoke. They sparkled in

the light of the hotel ballroom.

Name Class Date

Prepositional Phrases as Adjectives and Adverbs
A prepositional phrase sometimes functions as an adjective phrase that tells about

a noun or a pronoun.
The land around the lake was rocky. (The prepositional phrase around the lake
describes the noun land.)
An adverb phrase is a prepositional phrase that tells about a verb, an adjective, or
another adverb. An adverb phrase tells when, where, or how the action in the verb
takes place.
The mice hid from the owl. (describes the verb hid)
The horse is tired after his workout. (describes the adjective tired)
The cat slept late in the morning. (describes the adverb late)
ACT I V I T Y
Directions Underline each prepositional phrase. Write adj. or adv. in the blank to identify the
type of phrase.
1. Clifton knew the name of that monument.

2. The students dropped water balloons from the

window.
3. The golf team from St. Frederick went to the

country club.
4. After talking, the athletic director returned.
5. A meeting was held in the hotel.
6. The chaperone wanted to give Clifton a bit of

information.
7. Dondrs teammates walked toward the van.
8. The room was filled with kids.
9. The incident outraged the whole state of Louisiana.
10. Hatred can be conquered with love.

Name Class Date

1. Why were Clifton Davis and Dondr Green attending the
fund-raiser?
2. Why was Green not permitted to play golf at Caldwell Parish

Country Club?
3. What childhood memory of Davis was prompted by Greens

speech?

4. Where was Davis not permitted to go because of his skin color?
5. How is the Mason-Dixon line described in the passage?

Name Class Date

Un recuerdo de la Lnea Mason-Dixon CLIFTON DAVIS
1. Por qu estaban Clifton Davis y Dondre Green en la reunin para
recaudar fondos?
2. Por qu no dejaron a Green jugar golf en el Country Club de

Caldwell Parish?
3. Qu recuerdo de infancia le vino a la memoria de Davis al

escuchar el discurso de Green?
4. A dnde le estaba prohibido ir a Davis, por el color de su piel?
5. Cmo describe el pasaje la lnea divisoria de Mason-Dixon?

Name Class Date

Names/Nombres JULIA ALVAREZ
Julia Alvarez tells about her many names. She has had family names,
nicknames, school names, American names, and Spanish names.
Alvarez discusses how her feelings about her names have changed at
different periods in her life.
Names/Nombres
Julia lvarez habla sobre sus muchos nombres. Ella ha tenido
apellidos, sobrenombres, nombres de escuela, nombres
estadounidenses y nombres espaoles. lvarez comenta la manera en
que sus sentimientos acerca de sus nombres han cambiado en
diferentes momentos de su vida.

Name Class Date
Tom Tat (p. 494)

Nhng Cai Ten JULIA ALVAREZ
Julia Alvarez ke ve nhieu cai ten cua mnh. Co co ten khai sinh, ten
thng goi, ten trng hoc, ten My, ten Tay Ban Nha. Alvarez mo ta
viec cam xuc cua mnh ve nhng cai ten a thay oi nh the nao vao
cac thi iem khac nhau trong cuoc i mnh.

Name Class Date
Buod (p. 494)

Mga Pangalan/Nombres JULIA ALVAREZ
Pinag-uusapan ni Julia Alvarez ang ibat-iba niyang mga pangalan.

Nagkaroon na siya ng mga apelyidoa, mga palayaw, mga pangalan sa
paaralan, mga pangalang Amerikano, at mga pangalang Espanyol.
Tinalakay ni Alvarez kung paano nagbago ang kanyang nararamdaman
tungkol sa mga pangalang ito sa ibat-ibang panahon ng kanyang buhay.

Name Class Date
(p. 494)
Nombres JULIA ALVAREZ
Julia Alvarez
Alvarez


Name Class Date

Non/Nombres JULIA ALVAREZ
Julia Alvarez ap pale sou bann non li yo. Li gen siyati, non jwt, non lekl,
non ameriken, ak non panyl. Alvarez ap diskite sou kijan santiman li sou
non li chanje nan diferan peryd nan lavi li.

Name Class Date

Npe JULIA ALVAREZ
Julia Alvarez piav txog nws ntau lub npe. Nws muaj npe xeem, npe tis, npe
kawm ntawv, npe Amelika, thiab npe Spanish. Alvarez tham txog nws tej
kev mob siab txog nws cov npe thaum hloov rau txhua lub sijhawm hauv
lub neej.

Name Class Date

Anecdote
Names/Nombres JUILIA ALVAREZ
An anecdote is a brief, entertaining story based on a single interesting

or humorous incident or event. Anecdotes are often biographical or
autobiographical. Many anecdotes reveal some aspect of a persons
character. For example, Julia Alvarezs anecdote about arriving in
New York City shows that names are very important to her.
ACT I VI T Y
Directions In the first column, describe an anecdote that Alvarez uses in the story. In the
second column, describe a character trait that this anecdote reveals. The first row is a model.
Example of Anecdote What does the anecdote reveal?

Julia describes the names that she and This anecdote reveals that Julia was a
her mother were given at the hotel. Julia playful child who probably misbehaved
was little girl, as in, Hey, little girl, at times.
stop riding the elevator up and down.
Its not a toy!
1. 2.
3. 4.

Name Class Date

Analyze Theme
When you analyze something, you look at its individual parts so that
you can better understand the whole. Analyzing can help you
understand a works theme, or the message about life that the author
wants to convey. Often an author implies the theme, or hints at it.
When the theme is implied, analyzing the works details will help you
figure out the overall message.
To analyze theme, think about the way the characters behave, the
feelings that the author expresses, and other details that hint at the
big picture.
ACT I V I T Y
Directions In the first column, write details about characters or events from the passage that
are important to the theme of Names/Nombres. In the second column, explain how the details
express the theme. The first row provides an example.
Details Theme
Julias mother was embarrassed to tell This detail expresses the theme of the
the other women at the hospital her significance of names, because it shows
babys Spanish name, because it was that names can reflect ones cultural
different from the American names of identity.
their children.
1. 2.
3. 4.
Keep track of details from the selection that express the authors
theme using the Two-Column Table Graphic Organizer. (Ask your
teacher for a copy.)

Name Class Date

Vocabulary
ironically adv. in a way that is different from what would be expected
merge v. to join together so as to become one; unite
inevitably adv. in a way that cannot be avoided or prevented
specified v. explained or described in detail

Write the word from the word list that completes each sentence.
1. The sixth and seventh grades will be eating lunch together today.
Hopefully the goes smoothly.
2. I slept through my alarm this morning so I will

be late to school.
3. The principal that everyone had to be on time

to the assembly.
4. , it is faster to walk to school than to take the

bus.

Write the vocabulary word that best completes each set of words, based on similar meanings.
1. join, combine, unite,
2. strangely, sarcastically, mockingly,
3. explained, detailed, described,
4. necessarily, surely, definitely,

On the back of this sheet, write a journal entry from Julias point of view. Use all FOUR
vocabulary words in your entry.

Name Class Date

Context Clues: Example and Restatement
Ironically, although she had the most foreign-sounding

name, she and I were the Americans in the family.
Julia Alvarez, Names/Nombres
Connecting to Literature The word ironically may be unfamiliar to you,

around it. These other words provide context clues. The context often
provides clues as to what an unfamiliar word means. Example and
restatement are two context clues that writers use to help readers.
Example: Ironically, we tried to call each other at exactly the same time.
Thats why the phone was busy.
Here you can determine the meaning of ironically based on the
example.
Restatement: Ironically, no one on the baseball team claimed to like
watching baseball on television. This was not what I expected.
The writer has used another sentence to restate the idea.
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 at least one additional meaning for the word.
1. Julia specified that she wanted to have an American name.
2. Ana found it very easy to merge into American culture because she
was pale and blond.
3. With time, Julias initial desire to correct peoples pronounciation

faded.
4. Most of the Americans Julia met were unfamiliar with how to

pronounce her name, and they inevitably said it incorrectly.

Name Class Date

Conjunctions and Interjections
A coordinating conjunction connects words or phrases in a sentence. The words

and, but, or, for, and nor are coordinating conjunctions. Such conjunctions can be used
in several ways.
Rain or snow is expected tomorrow. (compound subject)
Floodwaters reached the levee and flowed over it. (compound predicate)
Angel called to Carla and Olivia. (compound object of a preposition)
I cant run fast, but I can run long distances. (compound sentence)
Correlative conjunctions are pairs of conjunctions. They include both/and, either/or,
neither/nor and not only/but also.
Madeline not only plays hockey but also teaches it to younger students. (compound
predicate)
An interjection is a word or phrase that expresses feelings but has no grammatical
connection to the sentence. Separate interjections from the sentence with a comma
or an exclamation point, depending on the strength of the feeling.
Oh, you dont need to worry. Ouch! I really am sunburned.

COMMON INTERJECTIONS
aha come on ha oh, no ouch whoops
alas gee hey oh, well phew wow
awesome good grief hooray oops what yes
ACT I VI T Y
Directions Write in each blank the conjunction(s) or interjection(s) in each sentence.
1. Julia was often known as Judy or Judith
instead of her actual name.
2. Yes, her name was hard for some people to
pronounce.
3. Either Julia would correct peoples
pronunciation, or she would be angry inside.
4. Eventually people began to focus more on
pronunciation, but Julia had already become
accustomed to all of the mispronunciations.

Name Class Date

1. Why did people start to call any literary figure a friend of Julias?
2. Why did Julias sister have a hard a time getting an American

name for herself?
3. When was there a push to pronounce Third World names correctly?

4. What made it difficult for Julia to merge with the Sallys and Janes
in her class?
5. How did Julia feel when she was singled out as a foreigner, a
rare, exotic friend?

Name Class Date

1. Por qu empez la gente a llamar a cualquier figura de la
literatura un amigo de Julia?
2. Por qu tena la hermana de Julia dificultades cuando trataba de

escoger un nombre americano?
3. Cundo empez la exigencia de pronunciar correctamente los

nombres del Tercer Mundo?

4. Por qu era difcil para Julia llevarse bien con los tipos Sally y Jane
de su clase?
5. Cmo se senta Julia cuando los otros estudiantes la clasificaban

como extranjera, amiga rara y extica?

Name Class Date

In a Neighborhood in Los Angeles FRANCISCO X. ALARCN
The narrator of this poem has warm memories of his grandmother.

His grandmother took care of him during the day while his parents
were at work. She taught him how to speak Spanish, and told him
what Mexico was like. She taught him about numbers and counting.
Although his grandmother has since died, the narrator says still I
feel her with me.
En un barrio de Los ngeles

El narrador de este poema tiene clidas memorias de su abuela. Ella lo
cuidaba durante el da, mientras sus padres trabajaban. Ella le ense
a hablar espaol, y le cont cmo era Mxico. Ella le ense los
nmeros y le ense a contar. Aunque su abuela muri despus, el
narrador afirma que todava la siento conmigo.

Name Class Date
Tom Tat (p. 505)

Mot Khu Xom Thuoc Los Angeles FRANCISCO X. ALARCN
Ngi thuat truyen cua bai th nay co nhng ky c am ap ve ba mnh.

Ba a cham soc anh vao nhng ngay cha me anh i lam. Ba day anh
noi tieng Tay Ban Nha, va ke chuyen cho anh biet Me-hi-co nh the
nao. Ba day anh so va cach em. Cho du ba a qua i, nhng ngi
thuat truyen noi rang toi van cam thay ba ang ben toi.

Name Class Date
Buod (p. 505)

Isang Kapitbahayan sa Los Angeles FRANCISCO X. ALARCN
Ang nagsasalaysay sa tul na ito ay mayroong mga taos-pusong alaala

tungkol sa kanyang lola. Inalagaan siya ng kanyang lola sa araw habang
ang kanyang mga magulang ay nasa trabaho. Tinuruan siya nitong
magsalita ng Espanyol at nagkuwento ito sa kanya tungkol sa Mexico.
Tinuruan din siya nito tungkol sa mga numero at pagbibilang. Kahit na
namaty na ang kanyang lola, sinasabi ng nagsasalaysay na
nararamdaman ko na kasama ko pa rin siya.

Name Class Date
(p. 505)
FRANCISCO X. ALARCN

Name Class Date

Nan yon Katye Ls-Anjels FRANCISCO X. ALARCN
Moun k ap rakonte istwa a nan powm sa a gen bon souvni granm li.
Granm li te okipe li lajounen pandan paran li te nan travay. Li aprann li
pale panyl, epi rakonte li kijan Meksik te ye. Li aprann li chif ak konte.
Malgre granm li mouri depi epk sa a, moun k ap rakonte istwa a di li
santi li toujou avk li.

Name Class Date

Hauv ib cheebtsam zej zog nyob Los Angeles
FRANCISCO X. ALARCN
Tus hais zaj pajhuam nco tau zoo zoo txog nws pog. Nws pog ib txwm tu
nws thaum yau uas nws niam thiab txiv ua haujlwm. Nws pog qhia nws
hais lus Spanish, thiab qhia txog teb chaws Mexico. Nws pog qhia nws txog
lej thiab suav lej. Txawm nws pog tuag lawm los, tus hais zaj lus hais tias
kuv paub tau tias nws tseem nrog kuv.

Name Class Date

Imagery
Imagery is language that creates vivid pictures and sensory

impressions. Poets use words and phrases to create images that
appeal to readers senses. These words and phrases help readers
see, hear, smell, touch, and taste the scenes described in a poem.
ACT I V I T Y
Directions Write examples from the poem that show how the poet uses language to appeal to
the readers senses of sight, sound, smell, and touch. One example is provided.
Senses Examples of Imagery

sight dance waltzes with them in the
kitchen (lines 1921)
1.
sound 2.
3.
smell 4.
5.
touch 6.
7.

Name Class Date

Simple and Compound Sentences and Main Clauses
A simple sentence has one complete subject and one complete predicate.
COMPLETE SUBJECT COMPLETE PREDICATE
A pretty flower grows in the garden.
Roses and tulips grow and bloom in the garden.
A compound sentence contains two or more simple sentences. Each simple
sentence within a compound sentence is called a main clause. Main clauses
are joined either by a comma followed by a conjunction or by a semicolon.
The comma may be omitted if the main clauses are very short.
I watch and I learn.
Flowers are delicate, and they need tender care.
Flowers are delicate; they need tender care.
ACT I VI T Y
Directions Write in the blank simple or compound to identify the type of sentence. Underline
each main clause in the compound sentences.
1. The poet uses imagery to helps readers understand
his ideas.

2. The speaker talks about spending time with his
grandmother as a child, and he describes how she
used to chat with chairs.
3. His grandmother would sing the chairs songs, and
shed waltz with them.
4. When shed say nio barrign, shed laugh.
5. The speaker learned Spanish from his
grandmother, and she also taught him to count
clouds and point out mint leaves in flower pots.
6. The speaker describes how he could see Mexicos
mountains, deserts, and the ocean in her eyes.
7. His grandmother wore moons on her dresses.
8. His grandmother must have left an impression on
him, because he said that he can still feel her with
him.
9. The speaker describes many special memories with
his grandmother.

Name Class Date

1. Who teaches the speaker Spanish?
2. What Spanish word does the grandmother use to address the

speaker? What does it mean?
3. Why is the speaker left in the care of his grandmother each

morning?
4. Where does the speaker see Mexicos mountains, deserts, and ocean?
5. Does the speakers grandmother still live in the neighborhood in

Los Angeles?

Name Class Date

En un barrio de Los ngeles FRANCISCO X. ALARCN
1. Quin le ensea espaol al hablante?
2. Qu palabra en espaol utiliza la abuela para dirigirse al

hablante? Qu significa?
3. Por qu queda el hablante al cuidado de su abuela cada maana?

4. Dnde ve el hablante las montaas, los desiertos y el mar de
Mxico?
5. An vive la abuela del hablante en ese barrio de Los ngeles?

Name Class Date

The War of the Wall TONI CADE BAMBARA
The kids of Taliaferro Street are upset when a woman from New York
shows up and starts painting all over their wall. That wall is crucial
to the social life of the street, and serves as a makeshift memorial to
Jimmy Lyons, who died in the Vietnam War. The narrator and a
friend make plans to wreck the strangers mural, but stop when they
see the finished work. The painter has created a tribute to Civil Rights
leaders. She has also included the people of Taliaferro Street in her
artwork, including her cousin Jimmy.
La guerra del muro

Los nios de Taliaferro Street se indignan cuando una mujer de
Nueva York aparece y comienza a pintar por todo el muro de ellos.
Ese muro es esencial para la vida social de su calle, y sirve como un
homenaje improvisado a la memoria de Jimmy Lyons, quien muri en
la guerra de Vietnam. El narrador y un amigo planean destruir el
mural de la extraa, pero se detienen cuando ven la obra terminada.

La pintora ha creado un tributo a los lderes del movimiento de los
derechos civiles. Ella ha incluido tambin en su obra de arte a la gente
de Taliaferro Street, incluyendo a Jimmy, que era su primo.

Name Class Date
Tom Tat (p. 510)

Cuoc Chien Gianh Bc Tng TONI CADE BAMBARA
Bon tre pho Taliaferro that bc mnh khi mot phu n en t New York
xuat hien va bat au ve len khap bc tng cua chung. Bc tng o
rat quan trong oi vi cuoc song chung cua khu pho va cung c
dung e lam ni tng nh tam thi Jimmy Lyons, ngi a chet trong
cuoc chien tranh Viet Nam. Ngi thuat truyen va mot ngi ban len ke
hoach lam hong bc tranh tng cua v khach la nhng a ngng lai khi
nhn thay tac pham hoan chnh. Ngi hoa s o a tao nen mot tac
pham e to long ton knh oi vi cac nha lanh ao Phong Trao au
Tranh V Quyen Dan S. Trong tac pham nghe thuat cua co con co s
hien dien cua nhng con ngi thuoc khu pho Taliaferro, ca ngi anh
ho cua co la Jimmy.

Name Class Date
Buod (p. 510)

Ang Digman ng Pader TONI CADE BAMBARA
Ang mga kabataan ng Kalye Taliaferro ay nabalisa nang may dumating na

babae mula sa New York at nagsimula nitong pintahan ang kanilang
pader. Mahalaga ang pader na iyon sa buhay-panlipunan ng kalye, at ito rin
ay isang pansamantalang memoryal sa alaala ni Jimmy Lyons, na namaty
sa Digman sa Vietnam. Nagplano ang nagsasalaysay at isang kaibigan
niya na sirain ang larawang pinint ng estranghera, pero hindi nila
isinagawa ito nang makita nila ang natapos na obra. Ang pintor ay nagpint
ay isang handog para sa mga lider ng paglaban para sa mga karapatang
sibl. Isinali rin niya ang mga tauhan ng Kalye Taliaferro sa kanyang
larawan, kasama ang kanyang pinsang si Jimmy.

Name Class Date
(p. 510)
TONI CADE BAMBARA
Taliaferro
Jimmy Lyons
TaliaferroJimmy

Name Class Date

G Mi a TONI CADE BAMBARA
Timoun Ri Taliaferro yo fache l yon madanm ki sti Nouyk part epi

kmanse pentire tout mi yo a. Mi sa a enptan anpil pou lavi sosyal ri a,
epi li svi km moniman enpwovize pou memwa Jimmy Lyons, ki te mouri
nan G Vyetnam. Moun k ap rakonte istwa a ak yon zanmi f plan pou yo
detwi miral etranje a, men yo sispann l yo w travay la l li fini. Pent la
kreye yon omaj pou lid Dwa Sivil. Li ajoute moun Ri Taliaferro yo tou nan
zv atistik li a, sa genyen ladan kouzen li Jimmy.

Name Class Date

Npluav Rog ntawm Sab Phab Ntsa TONI CADE BAMBARA
Cov menyuam tom Kev Taliaferro chim thaum ib tus pojniam tuaj New
York tuaj tshwm thiab pib pleev xim cuag cas rau lawv tej phab ntsa. Sab
phab ntsa ntawd tseemceeb heev rau lub neej uake ntawm kev, thiab nres
txog meejmom rau Jimmy Lyons, uas tuag hauv npluav Rog Vietnam. Tus
hais zaj lus thiab ib tus phoojywg siv tswvyim los rhuav tus neeg txawv
cov duab pleev, tabsis ho nres thaum nkawd pom nws pleev tas. Tus kws
pleev duab tsim meejmom rau cov thawj coj Cai Pejxeem. Nws xam tas
nrho cov tibneeg hauv kev Taliaferro rau nws tes dejnum kos dub, xam nws
tus kwvtij Jimmy thiab.

Name Class Date

Characterization
Characterization includes all the methods that a writer uses to

develop the personality of a character. Direct characterization is
when the narrator tells readers directly what a character is like.
Indirect characterization is when readers learn what a character is
like through the characters words and actions and through what
other characters say or think about the character.
ACT I V I T Y
Directions In The War of the Wall, the reader learns about the painter lady through
indirect characterization. In the graphic organizer below, record what you know about the
painter lady. One circle is filled in as an example.
wears a
straw hat

Name Class Date

Visualize
When you visualize, you create images, or pictures, in your mind. As

you read, you use the authors descriptions and details to visualize
the characters, setting, and events. Visualizing helps you understand
and enjoy what you read. It helps you see people, places, and things.
Visualizing as you read also helps you remember the details of the
story more clearly. To visualize as you read, focus on vivid details.
Try to imagine the action of the story unfolding before you.
ACT I VI T Y
Directions The first column below lists three different scenes from The War of the Wall. In
the second column, record what details the author includes to make the scene easy to visualize.
In the third column, describe what you visualized when you read that section of the story.
Scene from the Story Important Details What I Visualized

The narrator and Lou 1. 2.
watching the painter lady
paint in the beginning of
the story

The painter lady getting 3. 4.
dinner at the restaurant
Everyone gathered 5. 6.
around the wall at the
end
Continue to pick out scenes, find key details, and visualize the action
of the story. Ask your teacher for a copy of the Three-Column Grid
Graphic Organizer.

Name Class Date

Vocabulary
whiff n. a quick puff or gust, especially of air, odor, or smoke
satchel n. a carrying bag, often having a shoulder strap
aromas n. pleasing smells or scents
inscription n. something written or carved on a surface as a lasting record
Exercise A Practice with Context Clues

Choose the vocabulary word that best fits the context of each sentence.
1. I was very excited for dinner because the coming

from the kitchen smelled really good.
2. He forgot his math book so his did not weigh as

much as usual.
3. The on the plaque said that Lou had won first

place.
4. I knew that someone was baking something because I got a
of something sweet when I walked by the kitchen.


1. Which word describes a quick smell of something?
2. Which word describes something you can use to carry books?
3. Which word describes good smells?
4. Which word describes something that is written to last forever?

On the back of this sheet, write a journal entry as if you were the painter lady. Include what you
think her opinions would be of the narrator, Lou, and all the other people who come to watch her
paint. Use at least THREE vocabulary words.

Name Class Date

Context Clues: Example
Some good aromas were drifting our way from the plate
leaking pot likker onto the Morris girls white socks.
Toni Cade Bambara The War of the Wall
Connecting to Literature The word aromas may be unfamiliar to you,

around it. These other words provide context clues. Context is the
sentence or group of sentences in which a word appears. The context
often provides clues as to what an unfamiliar word means. One type
of context clue that writers use is example.
Example: The aromas coming from the kitchen made my mouth water.
I could smell turkey, pie, and fresh bread.
The writer has provided an example. You can determine what aromas
are by how they are described.
ACT I VI T Y
Directions Use context clues figure out what the underlined words mean. Write a short
definition for each.

1. Lou says that when you lean towards the wall you get a whiff of
bubble gum.
2. The inscription on the wall is meant to tell everyone who ever sees
it what it stands for.
3. The aromas coming from the restaurant smell very good to Lou
and the narrator.
4. The narrator has a book satchel that he uses to carry what he needs
for school.

Name Class Date

Complex Sentences and Subordinate Clauses
A complex sentence has a main clause and one or more subordinate clauses.
A main clause has a subject and a predicate, and it can stand alone as a sentence.
A subordinate clause also has a subject and a predicate, but it cannot stand alone as
a sentence. It depends on the main clause to complete its meaning. It can act as an
adjective, an adverb, or a noun.
MAIN CLAUSE SUBORDINATE CLAUSE

They are playing music that I like to hear. (adjective)
We must stop skating when the music stops. (adverb)
I will tell you what happened at the rink. (noun)
ACT I V I T Y
Directions Write in the blank simple or complex to identify the type of sentence.
1. Lou and the narrator notice the painter lady while
they are walking to school and stop to argue with
her.
2. Mr. Eubanks gave the painter lady permission to
paint.
3. The painter lady is from New York.
4. The twin with red ribbons holds the plate of food

away from her dress so that she doesnt spill any
food on herself.
5. The painter lady says she brought her own dinner,
but later in the night Lou and the narrator see her at
the restaurant.
6. Side Pocket comes out of the pool hall because
he wants to see what Lou and the narrator are
looking at.
7. The painter lady doesnt eat pork.
8. Lou and the narrator decide to spray-paint the wall.
9. When they arrive with the spray paint, the whole

neighborhood is gathered around the wall, and they
realize that the wall is a memorial to everyone there.

Name Class Date

Read each of the following questions. Answer each questions in a complete sentence.
1. Who did the person painting the wall say gave her permission to
paint?
2. To whom did Lou tell the painter lady the wall belonged?
3. Why did the narrator drop the book satchel on Lous toes?

4. What did the narrator and Lou plan to do to the painting on the
wall?
5. What did the narrator say the fierce-looking man painted on the
wall seemed to be doing?

Name Class Date

La guerra del muro TONI CADE BAMBARA
1. Segn la persona que est pintando la pared, quin le permiti a
ella pintarlo?
2. A quin pertenece la pared, segn lo que dijo Lou a la pintora?
3. Por qu dej caer el narrador la mochila en los dedos del pie de

Lou?
4. Qu pensaron hacer Lou y el narrador a la pintura en la pared?
5. Qu dijo el narrador que el hombre con apariencia ferz pareca

hacer, el que se haba pintado en la pared?

Name Class Date

Outdoor Art in America TONI CADE BAMBARA
The author relates how, during the civil rights movement of the 1960s,
many artists moved outdoors with their work. Instead of working in
studios, artists began to paint murals on outside walls in cities. The
purpose of these paintings was to advance civil rights. The author
praises a very large outdoor painting called The Great Wall of Los
Angeles. This mural was painted in the 1980s in a wealthy area of
Los Angeles. Its subject is groups of people who have been oppressed.
According to the author, the wall describes the experiences of
Mexican immigrants and Native Americans in California. The author
feels that outdoor art is very helpful, and that art should not be
confined solely to museums.
Arte al aire libre en los Estados Unidos

El autor relata cmo, durante el movimiento de los derechos civiles de
la dcada de 1960, muchos artistas salieron junto con su obra al aire

libre. En vez de trabajar en sus estudios, los artistas comenzaron a
pintar murales al aire libre en las paredes de las ciudades. El objetivo
de estas pinturas era el de favorecer los derechos humanos. El autor
elogia una enorme pintura al aire libre llamada El Gran Muro de Los
ngeles. Este mural se pint en la dcada de 1980, en una zona
prspera de Los ngeles. Su tema son los grupos de personas que
han sido oprimidos. Segn el autor, el muro describe las experiencias
de los inmigrantes mexicanos y de los indgenas estadounidenses en
California. El autor encuentra que el arte al aire libre es muy til, y
que el arte no debera estar solamente encerrado en museos.

Name Class Date
Tom Tat (p. 524)

Nghe Thuat Ngoai Tri My TONI CADE BAMBARA
Tac gia ke lai viec nhieu hoa s a chuyen ra ngoai tri lam viec trong
thi ky dien ra phong trao au tranh v quyen dan s nhng nam 1960.
Thay v lam viec trong phong tranh, cac hoa s bat au ve tranh tng
tren cac bc tng ngoai tri nhieu thanh pho. Muc ch cua cac bc
ve nay la e co vu quyen dan s. Tac gia ca ngi mot bc tranh tng
rat ln co ten la Bc Tng V ai cua Los Angeles. Bc tranh tng
nay c ve vao nhng nam 1980 mot khu giau co thuoc Los
Angeles. Chu e cua bc ve la nhng nhom ngi a tng b an ap.
Theo tac gia, bc tranh tng mieu ta nhng trai nghiem cua ngi
nhap c Me-hi-co va Tho Dan My California. Tac gia cam thay nghe
thuat ngoai tri rat hu ch va rang nghe thuat khong ch nen bo hep
cac vien bao tang.

Name Class Date
Buod (p. 524)

Panlabs na Sining sa Estados Unidos TONI CADE BAMBARA
Isinasalaysay ng awtor kung paano inilipat ng maraming pintor ang

kanilang paglilikh ng sining sa labs, noong panahon ng kilusan para sa
karapatang sibl noong mga 1960. Sa halip na magpint sa mga istudyo sa
looban, nagsimulang magpint ng mga mural sa mga pader sa labs ng
mga gusali ang mga pintor. Layunin ng mga larawan na ito na isulong ang
mga karapatang sibl. Pinupuri ng awtor ang isang lubs na malaking
panlabs na larawan na tinatawag na Ang Dakilang Pader ng Los
Angeles. Ang mural na ito ay pinint noong mga 1980 sa isang mayamang
bahagi ng Los Angeles. Ang paks nito ay mga grupo ng mga taong inap.
Ayon sa awtor, inilalarawan ng pader ang mga karanasan ng mga
Mexikanong imigrante at mga Katutubong Amerikano sa California. Sa
palagay ng awtor, ang panlabs na sining ay lubs na nakatutulong, at na
ang sining ay hindi dapat limitado lamang sa loob ng mga museo.

Name Class Date
(p. 524)
TONI CADE BAMBARA
1960

1980


Name Class Date

Boza Dey Ozetazini TONI CADE BAMBARA
Ot a ap rakonte kijan, pandan mouvman dwa sivil la nan ane 1960 yo,
anpil atis te sti dey ak zv atistik yo. Olye pou yo travay nan atelye, atis
yo te kmanse pentire miral sou mi ekstery nan vil yo. Bi penti sa yo se te
f dwa sivil avanse. Ot a ap f elj yon penti ekstery ki gran anpil, ki rele
The Great Wall of Los Angeles [Gran Mi Ls-Anjels la]. Miral sa a te
pentire nan ane 1980 yo nan yon zn rich Ls-Anjels. Sij li se gwoup
moun ki te oprime. Dapre ot a, mi an dekri eksperyans imigran meksiken
ak Endyen nan Kalifni. Ot a santi boza dey itil anpil, epi la sa a pa ta
dwe rete fmen nan mize slman.

Name Class Date

Txuj Ci Nraum Zoov nyob Amelika TONI CADE BAMBARA
Tus kws sau ntawv txuas tias, lub sijhawm xwmtxheej cai pejxeem xyoo
1960, ntau tus kws txuj tawm nraum zoov nrog lawv cov txuj. Tuaj yeem
tsis ua haujlwm hauv tsev, cov kws txuj pib pleev duab rau tej phab ntsa
hauv nroog. Lub homphiaj yog txhawb cai pejxeem. Tus kws sau ntawv
muab nqi rau ib daim duab pleev loj loj hu ua Sab Phab Ntsa Loj nyob Los
Angeles. Sab ntsa nov raug pleev thaj tsam 1980 hauv ib cheebtsam nplua
nuj hauv Los Angeles. Lub homphiaj pleev txog ib pab neeg raug tsim txom.
Raws li hais, sab phab ntsa teev kev ntsibtsum ntawm cov neeg Mexican
thoj nam thiab neeg Keeb Txawm American Indian hauv California. Tus
kws sau ntawv mob siab tias txuj nraum zoov pab tau ntau, thiab txuj yuav
tsum txhob nyob tom chaw khaws puavpheej xwb.

Name Class Date

Analyze Cultural Context
When you analyze, you look at separate parts of something so you

can better understand the whole. To analyze the cultural context of a
literary work, pay attention to the details that reveal the values or
beliefs of a group of people. You use this knowledge to better
understand the theme or message of a literary work.
ACT I VI T Y
Directions In the first column below, write details from Outdoor Art in America that reveal
peoples values or beliefs. In the second column, describe the message that these details
convey. The first row provides an example.
Details Message
The outdoor art movement was driven Outdoor art can be a source for
by the idea of arts-for-peoples-sake. community empowerment, and it is
just as valuable as the art found in
museums.
1. 2.

3. 4.
Continue to keep track of details from the selection that express the
values and beliefs of a group of people. Think about how these details
reveal the messages and themes of the literary work. Ask your teacher
for a copy of the Two-Column Graphic Organizer.

Name Class Date

1. What reason did the activist artists have for creating outdoor art
during the 1960s?
2. What group sparked the outdoor art movement throughout the

country?
3. What did arts-for-peoples-sake mean to the outdoor art movement?

4. What is The Great Wall of Los Angeles?
5. How is The Great Wall of Los Angeles different from the walls of
the 1960s?

Name Class Date

Arte al aire libre en los Estados Unidos TONI CADE BAMBARA
1. Por qu razn los artistas activistas crearon arte al aire libre
durante la dcada de los 60?
2. Qu grupo provoc la propagacin del movimiento de arte al aire

libre en todo el pas?
3. Qu significaba arte por amor a la gente para el movimiento de

arte al aire libre?

4. Qu es La Gran Muralla de Los Angeles?
5. En qu se diferencia La Gran Muralla de Los Angeles de las

paredes de la dcada de los 60?

Name Class Date

TIME: Oprah Winfrey SIDNEY POITIER
The actor Sidney Poitier portrays Oprah Winfrey in a positive light.

He mentions the difficulties Winfrey faced growing up. She was
abused in her mothers home, and ran away several times as a
teenager. Winfreys intelligence and love of reading helped her to
overcome difficulties. Sidney Poitiers success as an actor had a huge
impact on Winfrey. It proved to her that an African American could
overcome segregation and achieve great things. Sidney Poitier is
convinced that Oprah Winfrey is a very caring and compassionate
person.
TIME: Oprah Winfrey

El actor Sidney Poitier hace un retrato de Oprah Winfrey desde un
punto de vista positivo. l menciona las dificultades que encar
Winfrey al crecer. Ella fue abusada en la casa de su madre, y en su
adolescencia se dio varias veces a la fuga. La inteligencia de Winfrey
y su amor a la lectura la ayudaron a vencer las dificultades. El xito

de Sidney Portier como actor tuvo un inmenso impacto en Winfrey.
Le demostr que un afroamericano poda sobreponerse a la
segregacin y lograr grandes cosas. Sidney Poitier est convencido de
que Oprah Winfrey es una persona llena de bondad y compasin
hacia los dems.

Name Class Date
Tom Tat (p. 527)

Bai viet t tap ch TIME: Oprah Winfrey SIDNEY POITIER
Nam dien vien Sidney Poitier ke ve Oprah Winfrey di mot goc nhn
tch cc. Ong ke ve nhng kho khan ma Winfrey a phai trai qua vao
thi ky trng thanh. Co b ngc ai trong can nha cua me mnh, va
a bo tron nhieu lan khi con la mot thieu nien. Tr thong minh va long
ham oc cua Winfrey giup co vt qua moi kho khan. Thanh cong cua
Sidney Poitier vi vai tro la mot nam dien vien cung anh hng rat
nhieu en Winfrey. ieu o chng to rang mot ngi My goc Phi a co
the vt qua s phan biet chung toc va at c nhieu thanh cong to
ln. Sidney Poitier hoan toan tin rang Oprah Winfrey la mot ngi quan
tam en ngi khac va co long trac an.

Name Class Date
Buod (p. 527)

Ipinapakita ng artistang si Sidney Poitier si Oprah Winfrey sa isang

positibong pananaw. Binanggit niya ang maraming hirap na hinarap ni
Winfrey noong ito ay lumalaki. Siya ay pinagsamantalahan sa tahanan ng
kanyang ina, at maraming beses siyang naglays noong siya ay isang
tinedyer. Dahil sa kanyang talino at hilig sa pagbabasa, nangibabaw si
Winfrey sa kanyang mga paghihirap. Ang tagumpay ni Sidney Poitier
bilang isang artista ay nagkaroon ng malaking epekto kay Winfrey.
Pinatunayan nito na maaaring mangibabaw ang isang Aprikano-
Amerikano sa segregasyn at makagawa ng mahahalagang bagay.
Kumbinsado si Sidney Poitier na si Oprah Winfrey ay isang tunay na
maalaga at mahabaging tao.

Name Class Date
(p. 527)
Sidney Poitier Oprah Winfrey

Winfrey
Winfrey
Sidney PoitierWinfrey
Sidney PoitierOprah Winfrey

Name Class Date

Akt Sidney Poitier f ptre Oprah Winfrey nan yon limy pozitif. Li
mansyone difikilte Winfrey te konfwonte l li t ap grandi. Yo te abize li kay
manman li, epi li te sove plizy fwa pandan li te adolesan. Entlijans
Winfrey ak lanmou li pou lekti ede li metrize difikilte. Siks Sidney Poitier
km akt te gen yon gwo enpak sou Winfrey. Sa te pwouve li yon Nwa
Ameriken te kapab metrize segregasyon epi akonpli gran bagay. Sidney
Poitier gen konviksyon Oprah Winfrey se yon moun ki gen anpil
byenveyans ak konpasyon.

Name Class Date

Tus kws seev cev Sidney Poitier ntaus nqi rau Oprah Winfrey li ib lub teeb
tsom siab. Nws teev cov teebmeem Winfrey tau ntsib thaum yau. Nws raug
tsim txom hauv nws niam tsev, thiab khiav tawm ntau zaus thaum nws
hluas. Winfrey ntse thiab nyiam nyeem ntawv pab nws kom yeej tej
teebmeem. Sidney Poitier kev yeej hauv lub neej ua tau zoo qauv rau
Winfrey. Nws qhia tau tias ib tus neeg African American yuav yeej tau tej
kev cais thiab yeej ntau yam zoo. Sidney Poitier lees paub tias Oprah
Winfrey nyiam pab neeg thiab siab zoo heev.

Name Class Date

Distinguish Fact and Opinion
To decide whether you believe or agree with a writer, you need to be

able to distinguish, or tell the difference between, fact and opinion.
A fact is something that can be proved. An opinion is what someone
believes or feels.
ACT I V I T Y
Directions In the left-hand column of the chart below, record a statement from the article. In
the center column, determine whether the statement is a fact or an opinion. If the statement
from the story is a fact, rewrite it as an opinion. If the statement from the story is an opinion,
rewrite it as a fact. Include one fact and one opinion from the story.
Statement Factor Opinion? Rewrite

Oprah often heard her This sentence is a fact. Most people think that
grandmother tell others Oprah is gifted.
that Oprah was gifted.
1. 2. 3.
4. 5. 6.
Use a Three-Column Grid Graphic Organizer to keep track of facts
and opinions in the story. (Ask your teacher for a copy.)

Name Class Date

1. Where was Oprah raised for the first six years of her life?
2. What happened on April 13, 1964 that planted a seed of hope for
Oprah?
3. What did Oprahs mother do when Oprah tried to run away?

4. What helped Oprah turn her life around while she was with her
father?
5. What has helped to make Oprahs talk show enormously

influential?

Name Class Date

1. Dnde se criaba Oprah durante los primeros seis aos de la vida?
2. Qu pas el 13 de abril de 1964 que le inculc a Oprah una poca

de esperanza?
3. Cuando Oprah trat de huir de casa, que hizo su madre?

4. Qu le ayud a Oprah para que se mejorara la vida cuando estaba

con su padre?
5. Con respecto a su programa de charla, qu ha ayudado a hacerlo

enormamente influyente?

Name Class Date

old age sticks E. E. CUMMINGS
e. e. cummings comments on the inevitability of aging. Young people
sometimes wish they could avoid old age. However, they keep
trespassing on old age territory by getting older. The point is, why
worry about getting old when you cant do anything about it anyway?
bastones de la vejez
e. e. cummings hace un comentario acerca de lo inevitable que resulta
envejecer. Los jvenes desean a veces evitar la vejez. No obstante,
siguen transgrediendo el territorio de la vejez al ponerse viejos. En
resumen, por qu preocuparse acerca de envejecer si no hay nada
que podamos hacer para evitarlo?

Name Class Date
Tom Tat (p. 530)

lao nien E. E. CUMMINGS
e. e. cummings luan ban ve s lao hoa, mot ieu hien nhien khong
tranh khoi. oi khi thanh nien mong c ho co the tranh c tuoi gia.
Tuy nhien, ho van xam lan vao lanh a cua tuoi gia khi gia i. Van e
ay la, tai sao lai lo lang ve viec se gia i khi khong the lam g khac
c?

Name Class Date
Buod (p. 530)

Dumidikit ang katandaan E. E. CUMMINGS
Sinasabi ni e. e. cummings na hindi maiiwasan ang pagtand. Minsan ay
ninanais ng mga kabataan na maiwasan nila ang pagtand. Gayunman,
patuloy nilang pinapasok ang teritoryo ng matatand sa pamamagitan ng
pagtand. Ang nais sabihin nito ay bakit ka mag-aalal tungkol sa
pagtand kung wala ka naman talagang magagawa tungkol dito?

Name Class Date
(p. 530)
E. E. CUMMINGS
e. e. cummings


Name Class Date

laj vye granmoun toujou la E. E. CUMMINGS
e. e. cummings ap f kmant sou jan ou pa kapab evite vyeyi. Pafwa jn
moun swete pou yo ta kapab evite vin vye granmoun. Men, yo kontinye
antre nan teritwa laj vye granmoun l yo vin pi granmoun. Pwen enptan
an se, pou kisa pou nou enkyete vin vye granmoun l nou pa kapab f
anyen kont sa detoutfason?

Name Class Date

Cov pas laus E.E. CUMMINGS
e.e. cummings piav txog kev laus uas hla tsis dhau. Tej cov neeg hluas xav
kom khiav dim kev laus. Tabsis, lawv keev tsuj rau cheebtsam ntawd ua rau
lawv laus dua. Lub homphiaj nov yog, vim licas pheej txhawj txog kev laus
thaum yus paub tias yeej ua tsis tau dabtsi rau nws?

Name Class Date

Style
old age sticks E.E. CUMMINGS
Style includes the qualities that make a writers work unlike the work
of any other writer. Word choice, sentence variety, use of punctuation,
and use of imagery are some factors that make up style. An authors
style can reveal his or her purpose for writing. It can also show the
authors attitude toward the subject and audience.
ACT I VI T Y
Directions In the first column of the chart below, identify examples of E. E. Cummingss unique
style from the poem. In the second column, define what element of style is being used. In the
third column, explain why you think Cummings made this stylistic choice. One row is done as an
example.
Examples of style Name of element Why?

youth yanks them / line break The word down
down appears on the following
line to offer another
meaning to the line: the
youth are yanking the
signs down. The line

break creates a second
meaning.
1. 2. 3.
4. 5. 6.

Name Class Date

Adjective Clauses
An adjective clause is a subordinate clause that modifies a noun or pronoun in the
main clause. An adjective clause follows the word it modifies. As with any
subordinate clause, an adjective clause has a subject and a verb, but is not a complete
sentence and cannot stand by itself. Generally, an adjective clause begins with a
relative pronoun such as that, which, who, whom, whose, whoever, or whomever. It can
also begin with where or when. A relative pronoun that begins with an adjective
clause can be the subject of the clause
This book, which was written in 1915, is very interesting.
A railroad flare produces a bright flame that can be seen hundreds of yards away.
ACT I V I T Y
Directions Fill in the blank with the word that introduces the adjective clause in each
sentence. If the sentence does not contain an adjective clause, write none.
1. The test, which I studied very hard for, is tomorrow.
2. Grandmas apple pie, which is delicious, is baking in

the oven.
3. Jim, who lives next door, is in my class.
4. Old age sticks up keep off signs and youth yanks

them down.
5. The woman, whose son is on my team, waved to me

on the street.
6. The song that I heard at the concert is playing on the

radio.
7. A supermarket is a place where people go to buy

groceries.

Name Class Date

1. Who puts up Keep Off signs?
2. Who yanks down the signs?
3. Who scolds?

4. Who goes right on growing old?
5. What relationship does this poem explore?

Name Class Date

bastones de la vejez E.E. CUMMINGS
1. Quin coloca los letreros de No se acerque?
2. Quines derriban los letreros?
3. Quin regaa?
4. Quin acepta bien el hecho de envejecer?
5. Qu relacin muestra este poema?

PART
Ideas
2
Persuasive

Name Class Date
Genre Focus (page 534)

Essay
In a persuasive essay, an author begins with a theme or thesis
statement. He or she follows it with evidence, support, and an
argument. An author may use persuasive techniques, such as an
appeal to logic. Other techniques include appeals to emotion, to
ethics, or to authority.
Read the following passage from Should Naturalized Citizens Be
President, and notice the authors appeal to emotion:
My son, Jonah, came to the U.S. from Vietnam as a 4-month-old
baby. When his second-grade class studied the presidency, he was
told he cannot run for President when he grows up, even if he
wants to.
Later in the selection, there is an appeal to logic. Notice how the
author uses quotations to emphasize his point:
One of the legal conditions for becoming an American citizen is
to be attached to the principles of the Constitution of the United
States. New citizens also must take an oath to renounce all
allegiance and fidelity to other nations.
ACT I V I T I E S
1. Identify the authors main persuasive techniques in either Should
Naturalized Citizens Be President or Toward a Rainbow Nation.
Then, find a partner who chose the other story, or the same story
but different persuasive techniques. Discuss why certain elements
in the selection were or were not persuasive. What was most
effective? What was least effective? Why?

Name Class Date
2. Look back at Heroes. Think about the authors theme or thesis,

and write it in the top box below. In the other three boxes, write
evidence from the selection that shows how the author uses
persuasive techniques. Find examples of three different techniques.

Name Class Date
English Language Coach, Part 2

Comparative and Superlative Adjectives
Writers in Part 2 hope for better homes and the brightest future. In
order to compare two or more things, writers can use comparative
and superlative adjectives.
Adjectives can compare two or more nouns or pronouns. The
comparative form of an adjective compares two things or people. The
superlative form of an adjective compares more than two things or
people. For most one-syllable and some two-syllable adjectives, -er
and -est are added to form the comparative and superlative forms.
Comparative Adjective Example: Julia is taller than Jeremy.
Superlative Adjective Example: Carter is the tallest student in class.
Some adjectives form irregular comparatives and superlatives.
Adjective Comparative Superlative

good better best
bad worse worst
many more most
much more most
little (amount) less least
ACT I V I T Y
Directions In the blank within the sentence, write the correct form of the adjective in
parentheses. Record whether you used the comparative or superlative form on the blank before
the sentence.
1. John thinks that the candidate should
be president. (good)
2. Lavendhri hopes for a future that is

than the past. (bright)
3. The climber had to work much than

other climbers. (hard)
4. The hero is not always the athlete.

(strong)
5. Mama wanted a house that was than

the old one. (nice)

Name Class Date

Should Naturalized Citizens Be President? JOHN YINGER AND MATTHEW
SPALDING
In this article, two authors debate a requirement for becoming

President of the United States. Currently, only those citizens born in
the United States can run for President. One author feels that the
Constitution should be amended to change that. He feels that
naturalized citizens who were born in other countries should be
allowed to become President. The other author feels that that would
be too risky. An American President born in another country, this
author says, might be more loyal to the land he or she was born in
than to the United States.
Deberan tener derecho a la presidencia los ciudadanos

naturalizados?
En este artculo, dos autores entablan una controversia sobre un
requerimiento para llegar a ser presidente de Estados Unidos. En

estos momentos, solamente aquellos ciudadanos que hayan nacido en
Estados Unidos pueden aspirar a la presidencia. Uno de los autores
considera que se debera hacer una enmienda a la Constitucin para
cambiar eso, ya que piensa que los ciudadanos naturalizados que
nacieron en otros pases deberan tener derecho a la presidencia. El
otro autor piensa que eso sera demasiado riesgoso. Un presidente de
Estados Unidos nacido en otro pas, segn este autor, podra tener
una mayor lealtad hacia el pas en el cual l, o ella, naci que hacia
Estados Unidos.

Name Class Date
Tom Tat (p. 536)

Ngi Nhap Quoc Tch Co Nen c Quyen Ra ng C
Tong Thong? JOHN YINGER AND MATTHEW SPALDING
Trong bai bao nay, hai tac gia tranh luan ve mot ieu kien oi vi viec
tr thanh Tong Thong cua Hp Chung Quoc Hoa Ky. Hien nay, ch co
cac cong dan sinh ra tai My mi co the ng c vao chc Tong Thong.
Mot tac gia cho rang can phai sa oi Hien Phap e thay oi ieu kien
o. Ong cam thay rang cac cong dan nhap quoc tch My sinh ra cac
quoc gia khac cung nen c phep len lam Tong Thong. Nhng tac gia
kia cam thay ieu o that mao hiem. Mot Tong Thong My c sinh ra
tren mot at nc khac co the trung thanh vi que hng mnh hn la
oi vi nc My.

Name Class Date
Buod (p. 536)

Dapat bang Maging Pangulo ang mga Naturalisadong Mamamayan?
JOHN YINGER AND MATTHEW SPALDING
Sa artikulong ito, nagdedebate ang dalawang awtor tungkol sa isang

rekwisito sa pagiging Pangulo ng Estados Unidos. Sa kasalukuyan, ang
mga mamamayan lamang na isinilang sa Estados Unidos ang tanging
maaaring tumakb para sa pagiging Pangulo. Sa palagay ng isang awtor,
dapat palitan ang bats para baguhin ito. Naniniwala siya na ang mga
naturalisadong mamamayan na isinilang sa ibang mga bansa ay dapat
payagan ding maging pangulo. Sa palagay naman ng isang awtor ay
masyado itong peligroso. Sinabi niya na ang isang Amerikanong Pangulo
na isinilang sa ibang bansa ay maaaring maging mas tapat sa bayan niyang
sinilangan kaysa sa Estados Unidos.

Name Class Date
(p. 536)



Name Class Date

ske Sitwayen Natiralize Ta Dwe Prezidan?
Nan atik sa a, de ot ap debat sou egzijans pou vin Prezidan Lzetazini.

Nan epk sa a, se slman sitwayen ki te ft Ozetazini ki kapab kandida pou
prezidan. Yon ot panse Konstitisyon an ta dwe amande pou chanje sa. Li
santi sitwayen natiralize ki te ft nan lt peyi ta dwe gen dwa vin prezidan.
Lt ot a santi sa t ap gen twp risk. Ot sa a di yon prezidan ameriken ki
ft nan yon lt peyi ta kapab pi fidl ak t kote li te ft la pase ak Etazini.

Name Class Date

Neeg Tau Xamxaj Ua Puas Tau Thawj Pwmtsav?
Hauv zaj xov nov, ob tug kws sau ntawv cav txog ib nqe cai pub neeg ua
Thawj Pwmtsav hauv teb chaws Amelika. Niaj hnub nov, tsuas yog cov
neeg yug nyob teb chaws nov xwb thiaj muaj cai khiav ua Thawj Pwmtsav.
Ib tus kws sau ntawv xav tias yuav tsum hloov tsab cai tebchaws
Constitution rau qhov nov. Nws xav tias cov neeg Amelika yug nyob lwm
tebchaws yuav tsum muaj cai ua tibyam. Lwm tus kws sau ntawv xav tias
tsis cobphum li. Ib tus neeg yug nyob lwm tebchaws yuav ntseeg siab rau
lwm daim av uas nws yug dua daim nyob Amelika.

Name Class Date

Argument
Should Naturalized Citizens Be President? JOHN YINGER AND
MATTHEW SPALDING
In writing, an argument is the reason or reasons an author gives for

his or her opinion. Authors use various types of appeals to persuade
readers to agree with them. A logical or factual appeal contains solid
evidence, such as facts, examples, and statistics to persuade readers.
An emotional appeal uses information or ideas to influence readers
feelings about a topic. An ethical appeal addresses readers views of
right and wrong. An appeal to authority draws on ideas from a
respected text or an experts opinion to persuade readers.
Understanding what kinds of appeals an author is using will help you
determine whether an argument is valid and whether you should
agree with the opinion.
ACT I VI T Y
Directions John Yinger and Matthew Spalding have opposite opinions on whether or not
naturalized citizens should be President. In a paragraph below, make an argument defending the
writer that you think makes the more effective argument. Try to use several different types of
appeals. It should be clear which type of appeal you are using.

Name Class Date

Recognize Bias
MATTHEW SPALDING
When you recognize bias in a text, you are aware that the author
leans toward a certain opinion on a topic because of his or her
experience or background. Recognizing bias will help you separate it
from facts and valid opinions. It is a skill that can help you decide
whether or not to agree with an authors statements.
To recognize bias, pay attention to whether an author has personal
experience that may affect his or her opinions, or assumes ideas to be
true without providing supporting evidence.
ACT I V I T Y
Directions The statements in the first column are from the two essays. In the second column,
discuss whether or not you think the statement demonstrates bias. If it does, explain why.
Statement Bias?
[Jonah] was told that he cannot run for 1.
President when he grows up, even if he
wants to. (Yinger)
The 14th, 15th, and 19th Amendments 2.

have been added to protect these
groups. (Yinger)
Only a natural-born citizen can 3.

become President. (Spalding)
Use a Two-Column Graphic Organizer to analyze whether or not
other statements from the essays demonstrate bias. (Ask your teacher
for a copy.)

Name Class Date

MATTHEW SPALDING
Vocabulary
violates v. treats without proper respect or breaks a law or regulation
ensure v. to guarantee or make certain
requirement n. something that is necessary; a demand or condition
assurance n. a guarantee, or certainty
crucial adj. extremely important

Fill in each blank with a vocabulary word.
1. He left his house early to that he would not be
late.
2. It is that you do all of your homework in order to
learn the material.
3. Being at least eighteen years old is a to vote.
4. He the law when he does not stop at a stop sign.
5. I will need your that you will help me before I

sign up.
Exercise B Apply Meanings

1. Which word means that something is very important?
2. Which word means that something has to be done?
3. Which word means to make sure?

4. Which word means crosses a line?
5. Which word means a promise?

Pretend you are part of the debate about whether or not naturalized citizens can become
president. On the back of this sheet, write your opinion on the subject. Use at least FOUR
vocabulary words.

Name Class Date

Pronunciation: Distinguishing Denitions
MATTHEW SPALDING
Some people say we still need this clause to ensure that the
President is loyal to the country, but naturalized citizens are
a very loyal group.
John Yinger, Should Naturalized Citizens Be President?
Connecting to Literature A dictionary can help you understand the

meaning of the word ensure, as well as help you learn how to
pronounce it (en shoor). One of the most important kinds of
information you can find in the dictionary is how to pronounce
words. If a vowel doesnt have a symbol, it has its normal short
sound. Other vowel sounds are shown by symbols, such as a straight
line above the vowel to show that it is long. Accent marks let you
know which syllables to stress. Look at the table below for additional
pronunciation symbols.
Symbol Sound
ah sound, as in father

oo vowel sound in fool
oi vowel sound in toy
e
unaccented vowel sound at the end of pencil, lemon, taken
follows syllables you should stress
ACT I V I T Y
Directions Use what you know about pronunciation to help you answer the questions.
1. Does the pronunciation vi

e la ts represent the word violent,
violates, or violins?
e e
2. Does assurance ( shoor ns) end with the same sound as insurance
or pants?
e
3. Does the pronunciation ri kwir m nt represent the word retirement,
revolving, or requirement?
4. Does crucial (kroo sh l) start with the same sound as cork or crude?
e

Name Class Date

Adverb Clauses
MATTHEW SPALDING
An adverb clause is a subordinate clause that often modifies a verb in

the main clause of a complex sentence. It can also modify an adjective
or an adverb. An adverb clause tells how, when, where, why, or under
what conditions the action occurs. When an adverb clause introduces a
sentence, it is usually separated from the main clause by a comma.
When an adverb clause comes at the end of a sentence, it usually does
not take a comma.
Before she signs up for next years classes, Deena will talk with her
counselor.
Calvin passed the ball because his teammate had an open shot.
The first word of an adverb clause is a subordinating conjunction.
Common Subordinating Conjunctions

after before than when whereas
although if though whenever wherever

as since unless where while
because so that until
ACT I VI T Y
Directions Read each sentence and find the adverb clause. Write the adverb clause on the
lines below each sentence.
1. John Yinger cares about this issue because his son was born in
Vietnam.
2. Yinger believes that naturalized citizens become very loyal after
they move to America.
3. Matthew Spalding believes that you cannot be President unless

you were born in America.
4. Spalding believes that people born in America are more likely to be

completely loyal than people born elsewhere who move to
America.

Name Class Date

MATTHEW SPALDING
Read each of the following questions. Answer each questions in a complete sentence.
1. Why couldnt John Yingers son, Jonah, run for president even if he
wanted to?
2. When the constitution was written, whose rights did it fail to

protect?
3. What central principle of American democracy does Yinger say the

natural-born citizen clause violates?
4. Between what two aspects of the United States does Spalding think
the natural-born clause strikes a balance?
5. What kinds of crucial decisions does Spalding say the president

often has to make?

Name Class Date

Deberan tener derecho a la presidencia los ciudadanos
naturalizados? JOHN YINGER Y MATTHEW SPALDING
1. Por qu no podra presentarse como candidato presidencial Jonah,
hijo de John Yinger, aun si quisiera hacerlo?
2. Cuando se escribi la Constitucin de los Estados Unidos, de

quines fueron los derechos que no fueron protegidos?
3. Segn Yinger, qu principio importante de la democracia

americana es violado por la clusula que trata del ciudadano
nativo?

4. Segn Spalding, en cuanto a la cuestin de ser ciudadano nativo y
la clusula que tiene que ver con esa cuestin, cules son los dos
aspectos de los Estados Unidos entre los cuales se encuentra algn
equilibrio?
5. Qu tipo de decisiones cruciales tiene que tomar a menudo el

presidente, segn Spalding?

Name Class Date

Functional Documents: Sign and Technical Directions
In Understand Signs and Understand Technical Directions,
readers learn to find information in a document by looking for the
main idea and supporting details. Understand Signs shows a sign
inviting viewers to a town meeting hosted by Vote for Yourself,
a voter-awareness group. Information about the meeting is described
using the format of who, what, why, when, and where. Understand
Technical Directions provides directions for voting. Directions are
broken down into three steps. Step 1 explains what to do when you
arrive at the polls. Step 2 explains how to actually mark a ballot.
Step 3 describes what to do to be sure that your vote is recorded by
voting officials.
Documentos prcticas: Seales e instrucciones tcnicas

En Para comprender las seales y Para comprender las
instrucciones tcnicas los lectores aprenden a buscar informacin en
un documento al buscar la idea principal y los detalles de apoyo.

Para comprender las seales muestra una seal que invita a los que
lo ven a una asamblea de la ciudad convocada por Vote por s
mismo, un grupo de informacin para los votantes. La informacin
acerca de la asamblea se describe usando el formato de quin, qu,
por qu, cundo y dnde. Para comprender las instrucciones
tcnicas brinda instrucciones para votar. Las instrucciones se
desglosan en tres pasos. El paso 1 explica qu se hace al llegar a las
urnas. El paso 2 explica cmo se marca en realidad una papeleta. El
paso 3 describe qu hacer para asegurarse que los funcionarios
registren nuestro voto.

Name Class Date
Tom Tat (p. 543)

Tai Lieu S Dung Hang Ngay: Bang Dan ng va Hng
Dan Ky Thuat
Trong bai Hieu Cac Bang Bieu va Hieu Cac Ch Dan Ky Thuat, oc
gia hoc cach tm thong tin trong mot tai lieu bang cach tm y chnh va
cac y phu. Bai Hieu Cac Bang Bieu ch cho oc gia thay mot bang
mi ngi xem en tham d mot cuoc hop cua thanh pho c to chc
bi nhom Hay V Chnh Mnh Ma i Bo Phieu, mot to chc van ong
e nang cao hieu biet cho ngi i bo phieu. Cac thong tin ve cuoc hop
c mieu ta bang cach s dung bo cuc ai, cai g, tai sao, khi nao va
au. Bai Hieu Cac Ch Dan Ky Thuat a ra cac ch dan e bo phieu.
Cac ch dan c chia ra lam ba bc. Bc 1 giang giai ban phai lam
g khi en cac iem bo phieu. Bc 2 hng dan cach anh dau vao la
phieu nh the nao. Bc 3 mo ta nen lam g e am bao chac chan
rang la phieu cua ban c em va ghi lai bi cac quan chc phu trach
bau c.

Name Class Date
Buod (p. 543)

Mga Magagamit na Dokumento: Kartul at mga Teknikal
na Direksyon
Sa Unawain ang mga Palatandaan at Unawain ang mga Teknikal na
Direksyon, natututo ang mga nagbabasa na maghanap ng impormasyon
sa isang dokumento sa pamamagitan ng paghanap sa pangunahing ideya
at mga nagbibigay-suportang detalye. Ipinapakita ng Unawain ang mga
Palatandaan ang karatula na nag-iimbita sa mga nanonood sa isang
pulung-pulong na itinanghal ng Bumoto para sa Iyong Sarili,, isang grupo
para sa pagkaunawa ng botante. Ang impormasyon tungkol sa pulung-
pulong ay inilalarawan gamit ang format ng sino, ano, bakit, kailan, at saan.
Ang Unawain ang mga Teknikal na Direksyon ay nagbibigay ng mga
direksyon para sa pagboto. Ang mga direksyon ay hinati sa tatlong mga
hakbang. Ipinapaliwanag ng ika-1 Hakbang kung ano ang gagawin
pagdating mo sa lugar ng botohan. Ipinapaliwanag ng ika-2 Hakbang kung
paano markahan ang isang balota. Inilalarawan ng ika-3 Hakbang kung
ano ang gagawin upang masigurado na ang iyong boto ay inirerekord ng
mga opisyal sa pagboto.

Name Class Date
(p. 543)
Understand Signs U n d e r s t a n d
Technical Directions
Vote for Yourself
1 2
3

Name Class Date

Dokiman Fonksyonl: Pano ak Enstwiksyon Teknik
Nan Understand Signs [Konprann Siy] ak Understand Technical
Directions [Konprann Esplikasyon Teknik], lekt yo ap aprann jwenn
enfmasyon nan yon dokiman nan chche lide prensipal ak detay
konfimasyon. Understand Signs ap montre yon siy k ap envite moun ki
w li yo nan yon asanble jeneral yon gwoup pou sansibilizasyon elekt,
Vote for Yourself [Vote pou Tt ou], ganize. Enfmasyon sou asanble a
dekri avk fma kimoun, kisa, pou kisa, kil ak ki kote. Understand
Technical Directions ap bay esplikasyon pou vote. Esplikasyon yo divize
an twa etap. Etap 1 ap esplike kisa pou ou f l ou rive nan biwo vt yo.
Etap 2 ap eksplike kijan pou ou make yon bilten vt. Etap 3 ap dekri kisa
pou ou f pou ou sten vt ou a anrejistre.

Name Class Date

Cim thiab Cov Kev Qhia Yoojyim
Hauv Totaub Cov Cim thiab Totaub cov Kev Taug, cov neeg nyeem
ntawv kawm tshawb xov hauv ib daim ntawv thaum lawv nrhiav cov niam
tswvyim thiab zaj txhawb. Totaub Cov Cim qhia ib lub cim thaum caw
cov neeg saib rau ib lub rooj sablaj hauv nroog uas yog pab ua kom neeg ras
Tawm Suab rau Koj Tus Kheej tos txais. Cov xov txog lub chaw sablaj siv
tus qauv leejtwg, dabtsi, vim licas, thaum twg, thiab qhov twg. Totaub cov
Kev Taug qhia txoj kev rau cov tawm suab. Cov kev qhia raug cais ua tej
ntu. Thawj ntu 1 qhia tias yuav ua licas thaum txog tom qhov chaw xaiv.
Ntu 2 qhia tias yuav kos licas rau daim ntawv xaiv. Ntu 3 teev tias yuav ua
licas kom tau cov suab tawm meej rau cov neeg yus xaiv.

Name Class Date

Determine Main Ideas and Details
The main idea is the most important idea in a text. The examples,
reasons, or ideas that further explain the main idea are called
supporting details. Skilled readers analyze information on signs and
in technical directions by locating the main idea and the details that
support that idea.
ACT I V I T Y
Directions In the top box, record the main idea of the sign in the functional documents
selection. In the remaining boxes, list details that support the main idea.
1.
2. 4.
3.
Determine the main idea and supporting details for the technical
directions in the functional documents selection. Ask your teacher for
a copy of the Supporting Details Graphic Organizer for this activity.

Name Class Date

1. What is the name of the organization that wrote the sign?
2. What event is the sign advertising?
3. What is the purpose of the event?

4. According to the technical directions, what does the voting official
give you after you sign in at the polls?
5. What should you do if you make a mistake while marking your

ballot?

Name Class Date

Documentos prcticos: Seales e instrucciones tcnicas
1. Cul es el nombre de la organizacin que escribi la seal?
2. Cul es el evento que publicita la seal?
3. Cul es el propsito del evento?

4. Segn las instrucciones tcnicas, qu te entrega el funcionario de

la votacin despus de llegar a las urnas?
5. Qu debes hacer si cometes un error al marcar tu voto?

Name Class Date

Without Commercials ALICE WALKER
This poem compares peoples desire to change their appearance with

the annoyance of watching commercials on television. The author
says that we should not try to have the perfect suntan if we are white.
We should not bleach our skin if we are African American. We should
not get plastic surgery if we fear our nose is not just right. The author
feels that we should look upon each other as we are, without
commercials.
Sin comerciales
Este poema compara el deseo de las personas de cambiar su
apariencia con el fastidio de ver comerciales en la televisin. El autor
dice que no deberamos tratar de tener el bronceado perfecto si somos
blancos. No deberamos blanquear nuestra piel si somos
afroamericanos. No deberamos someternos a la ciruga plstica si nos
parece que nuestra nariz no es perfecta. El autor piensa que

deberamos vernos los unos a los otros tal como somos, sin
comerciales.

Name Class Date
Tom Tat (p. 547)

Khong Co Quang Cao ALICE WALKER
Bai th nay so sanh khao khat thay oi dien mao cua con ngi vi s
kho chu khi phai xem quang cao tren truyen hnh. Tac gia cho rang
chung ta khong nen co co c lan da ram nang tuyet ep neu chung
ta la ngi da trang. Chung ta khong nen tay trang da neu chung ta la
ngi My goc Phi. Chung ta khong nen phau thuat tham my neu e rang
mui mnh cha hoan hao. Tac gia cam thay rang chung ta nen nhn
nhan moi ngi nh chnh mnh, ma khong co quang cao.

Name Class Date
Buod (p. 547)

Walang mga Patalastas ALICE WALKER
Hinahambing ng tul na ito ang pagnanais ng mga taong ibahin ang

kanilang itsura sa ins ng panonood ng mga patalastas sa telebisyn. Ayon
sa awtor, hindi natin dapat subukang magkaroon ng pinakamahusay na
suntan kung ang balat natin ay put. Hindi nating dapat paputiin ang ating
balat kung tayo ay Aprikano-Amerikano. Hindi natin dapat ipaayos ang
ating ilong sa pamamagitan ng plastic surgery kung ito ay hindi tamang-
tama. Naniniwala ang awtor na dapat tingnan natin ang isat-isa sa tunay
nating mga any, nang walang mga patalastas.

Name Class Date
(p. 547)
ALICE WALKER


Name Class Date

San Reklam ALICE WALKER
Powm sa a ap konpare dezi moun pou chanje aparans yo ak anbetman nan

gade reklam nan televizyon. Ot a di nou pa ta dwe eseye gen bwonzaj paf
si nou blan. Nou pa ta dwe blanchi po nou si nou Nwa Ameriken. Nou pa
ta dwe f chiriji estetik si nou santi nen nou pa bon. Ot a santi nou ta dwe
gade youn lt jan nou ye a, san reklam.

Name Class Date

Tsis Hais Lagluam ALICE WALKER
Zaj pajhuam nov muab tib neeg kev xav hloov yus lub cev nrog kev mob
siab los ntawm cov lus hais lagluam hauv TV. Tus kws sau ntawv hais tias
tsis tas yuav sim ziab tshav doog zoo zoo yog peb yog neeg dawb. Tsis tas
yuav txhuam kom tawv dawb yog peb yog neeg African American. Peb tsis
tas kho peb tus caj ntswm uas tsis zoo txaus. Tus kws sau ntawv mobsiab
tias peb yuav tsum sib txhawb kom yog peb tus kheej tsis tas ua raws cov
lus hais lagluam.

Name Class Date

Allusion
An allusion is a reference to a literary work or to well-known

characters, places, or situations from other literary works, music, art,
contemporary life, or history. When readers recognize an allusion in a
work, it can enrich their understanding of the text. For instance, if a
character in a work is compared to Superman, a reader would likely
gain a greater appreciation for the good or strong qualities of the
character.
ACT I VI T Y
Directions Fill in the left-hand column of the chart below with examples of allusions from
Without Commercials. Then, in the right-hand column, explain what character, place, or
situation is being alluded to in Alice Walkers poem.
Allusion What is being alluded to?

descendants / of Wilderness, / These lines are an allusion to the book
Eden: / needing only / to see / each of Genesis and Adam and Eve in the
other / without /commercials Garden of Eden. Before Adam and Eve
ate the forbidden fruit, they saw each

other without commercials.
1. 2.
3. 4.

Name Class Date

Noun Clauses
A noun clause is a subordinate clause used as a noun. It may serve as

a subject, direct object, predicate noun, or object of a preposition.
Whoever rides in a car should wear seat belts. (subject)
Claude said that he is watching television. (direct object)
Listening to tapes is how I learned Spanish. (predicate noun)
Please listen to what the director says. (object of a preposition)
Words That Introduce Noun Clauses

how what where who whomever
however whatever which whom whose
that when whichever whoever why
ACT I V I T Y
Directions The sentences below contain words in italics. Some of these are noun clauses and
some are not. Write in the blank if the noun clause serves as a subject, direct object, predicate
noun or object of a preposition. If there is no noun clause in the sentence, write none.
1. The teacher reminded the students that there is a quiz

tomorrow.
2. The color white is not bad at all.
3. What she learned was very interesting.
4. There are white mornings that bring us days.
5. She does remember what she ate for dinner last night.
6. He is not concerned about who will be at the party.
7. Practicing every day is how they won they game.

Name Class Date

1. What does Walker want white people to stop doing?
2. What does the speaker want people to stop doing with their eyes?
3. What does the speaker want people to stop doing to their noses?

4. What does the speaker want dark-skinned people to stop doing?
5. To what two figures does the speaker compare all humans?

Name Class Date

Sin comerciales ALICE WALKER
1. Qu desea Walker que deje de hacer la gente blanca?
2. Qu desea la hablante que la gente deje de hacer a sus ojos?
3. Qu desea la hablante que la gente deje de hacer a su nariz?

4. Qu desea la hablante que la gente de piel obscura deje de hacer?
5. Con cules dos personajes compara la hablante a todos los seres

humanos?

Name Class Date

Toward a Rainbow Nation LAVENDHRI PILLAY
Thirteen-year-old Lavendhri Pillay is growing up with a very diverse

group of friends. She writes about the advantages of seeing people for
who they really are, not their race. Her parents generation suffered
through apartheid, and there are still instances of racial prejudice
where she lives. Lavendhri knows that by working toward the greater
good, she and her rainbow friends will help their country become
the best it can be.
Hacia un pas arco iris

Lavendhri Pillay, de trece aos, crece junto a un grupo de amigos
muy variado. Ella escribe acerca de las ventajas de ver a las personas
tal como son, y no por su raza. La generacin de sus padres creci
sufriendo a causa del apartheid, y todava hay casos de prejuicios
raciales en donde ella vive. Lavendhri sabe al luchar por una vida
mejor ella y sus amigos multicolores como el arco iris podrn ayudar

a mejorar su pas.

Name Class Date
Tom Tat (p. 553)

Hng Ti Mot Quoc Gia a Sac Toc LAVENDHRI PILLAY
Co be Lavendhri Pillay 13 tuoi ln len cung mot nhom ban a sac toc.
Co viet ve nhng li ch cua viec nhn nhan moi ngi theo ung con
ngi that cua ho ch khong theo sac toc. The he cua cha me co a
phai kho s trong che o phan biet chung toc, va van con xay ra nhng
trng hp thanh kien chung toc ni co sinh song. Lavendhri hieu
rang bang cach hoat ong hng ti nhng ieu tot ep hn, co va cac
ban nhieu mau sac cua mnh se giup at nc ho tr thanh at nc
hung manh nhat co the.

Name Class Date
Buod (p. 553)

Patungo sa Isang Bahagharing Bansa LAVENDHRI PILLAY
Lumalak ang labing-tatlong-tang gulang na si Lavendhri Pillay sa piling

ng kanyang mga kaibigan mula sa ibat-ibang lahi. Nagsulat siya tungkol sa
mga kabutihan ng pagtingin sa mga tao batay sa kanilang tunay na
pagkatao, at hindi batay sa kanilang lahi. Naghirap ang henerasyn ng
kanyang mga magulang dahil sa apartheid, at mayroon pa ring mga
nagaganap na pang-aap dahil sa pagkakaiba-iba ng lahi kung saan siya
nakatir. Nalalaman ni Lavendhri na sa pamamagitan ng pagsisikap para
sa kabutihan ng lahat, makakatulong siya at ang kanyang mga
bahagharing kaibigan na gawin ang kanilang bansa na pinakamahusay
na maaari.

Name Class Date
(p. 553)
LAVENDHRI PILLAY
Lavendhri Pillay

Lavendhri


Name Class Date

V yon Nasyon Lakansyl LAVENDHRI PILLAY
Lavendhri Pillay, ki gen trzan, ap grandi ak yon gwoup zanmi ki divsifye

anpil. L ap ekri sou avantaj w moun pou kimoun yo ye, pa pou ras yo.
Jenerasyon paran li te soufri atrav apated, epi toujou gen egzanp prejije
rasyal kote li rete a. Lavendhri konnen l y ap travay pou pi gran byen an, li
menm ak zanmi lakansyl li yo ap ede peyi yo vin tounen pi bon peyi ki
kapab genyen.

Name Class Date

Rau ib Haiv Neeg Ntau Xim LAVENDHRI PILLAY
Tus ntxhais kaum peb xyoo Lavendhri Pillay loj hlob nrog ntau pawg
phoojywg. Nws sau txog qhov zoo ntawm kev ntsib cov neeg uas lawv yog
lawv tus kheej, tsis yog lawv daim tawv. Nws niam thiab txiv phaum neeg
tau nyuaj siab heev rau kev cais neeg apartheid, thiab tseem muaj kev sib
cais qee zaum tom qhov chaw nws nyob. Lavendhri paub tias nrog tes dej
num rau qhov zoo, nws thiab cov phooj ywg ntau xim yuav txhawb lub
tebchaws kom zoo tshaj ntxiv.

Name Class Date

Authors Perspective
Authors, as people, have personal backgroundswhere theyre from,

what society they belong to, what they believe, what they like and
dislike. All of the elements of an authors background help create the
viewpoint from which he or she writes. This viewpoint is the authors
perspective.
To fully understand the authors opinions and to decide whether
these opinions are valid, it helps to think about the authors
perspective.
ACT I VI T Y
Directions Use the Graphic Organizer below. In the top box, write a summary of what you feel
the authors perspective is in Toward a Rainbow Nation. In the other three boxes, write details
from the story that support that perspective.
Authors Perspective:

Name Class Date

Evaluate Argument
When you evaluate an argument, you make a judgment on how well

an author is able to influence your ideas. An effective argument
should state a position clearly and support it with good reasons and
examples.
To evaluate an argument, look for some of the different types of
appeals an author may use, such as a logical appeal, an ethical appeal,
or an emotional appeal.
ACT I V I T Y
Directions In the first column, state what Pillays argument is. In the second column, discuss
how she supports her argument. The first box is done as an example.
Argument Support
The speaker doesnt like to describe
herself as a specific race because she
thinks she is a mix of different races
and different experiences.
Use a Two-Column Table Graphic Organizer to continue to evaluate
Pillays argument. (Ask your teacher for a copy.)

Name Class Date

Roots: Finding Meaning
Our generation is more open-minded than our parents,

and this makes me optimistic about this country.
Lavendhri Pillay, Toward a Rainbow Nation
Connecting to Literature When words are unfamiliar, we often use a

dictionary or context clues to help us understand. However, many
words contain clues to their own meanings. Familiar roots can
provide information about the meaning of the word. You can analyze
the root to help you understand the meaning of the word.
The chart below shows some common roots in the English
language.
Root Meaning of Root Sample Words

opt best optimistic, optimal
dur to harden, lasting durable, enduring
dic, dict say predict, dictation
rupt break interrupt, erupt
sol alone solitary, sole

var different variation, vary
ACT I VI T Y
Directions Use the chart above to determine the answer that best completes each sentence.
1. If she wants the conditions to be optimum, she wants them to be

A. unfinished B. the best C. the worst
2. If there is a lot of variety in Yeoville, the people are all very

A. different B. friendly C. unhappy
3. If she dictates the letter, she

A. reads it aloud B. types it C. loses it
4. If someone prefers solitude, he prefers to be

A. cold B. noise C. alone

Name Class Date

Participles and Participial Phrases
A present participle is formed by adding -ing to a verb. It functions as the main

verb in a verb phrase (used with forms of be) or as an adjective.
The lion was roaring. (present participle as main verb)
The roaring lion scared us. (present participle as adjective)
A past participle is usually formed by adding -ed to a verb. It functions as the main
verb in a verb phrase (used with forms of have) or as an adjective.
The mystery had baffled the police. (past participle as main verb)
The baffled police looked for clues. (past participle as adjective)
Do not confuse the past participle with the past form of a verb.
The drummer joined the band. (past form)
The drummer had joined the band. (past participle)
A participial phrase is a group of words that includes a participle and other words
that complete its meaning. It is used as an adjective. A participial phrase can appear
before or after the word it describes. Place the phrase as close as possible to the
modified word to avoid unclear meaning.
Growling furiously, the bear clawed at the bars of its cage.
The insects mounted in this frame are part of a much larger collection
ACT I V T Y
Directions Write the participle from each sentence in the blank, and label it either V (verb) or
adj. (adjective).
1. The narrator of Toward a Rainbow Nation had
learned about how other people live.
2. The narrator and her friends often receive strange
looks when they are shopping.
3. The confused looks remind the narrator that she is
much more open-minded and optimistic than most
people.
4. The narrator believes that people are learning to
accept more diversity.
5. The growing acceptance of diversity in South Africa
makes the narrator happy.

Name Class Date

1. In what way has the author grown up differently than a lot of other
teenagers in South Africa?
2. What does the author see as an advantage to having a mixed group

of friends?
3. What did the author say would probably happen if she didnt see
places like Soweto and Eldorado Park?

4. What was one example of racism that the author herself
experienced?
5. Why does the author think it is important for South Africans to

know about the history of their country?

Name Class Date

Hacia un pas arco iris LAVENDHRI PILLAY
1. Cmo se ha crecido la autora de una manera diferente de la de
otros jvenes de la Sudfrica?
2. Por qu cree la autora que es una ventaja tener un grupo diverso

de amigos?
3. Qu cree la autora que va a pasar probablemente si nunca tiene la

oportunidad de ver sitios como Soweto y al Parque Eldorado?
4. Cul es un ejemplo del racismo que la autora ha sufrido ella

misma?
5. Por qu cree la autora que es importante que los sudafricanos

conozcan la historia de su pas?

Name Class Date

Heroes ERMA BOMBECK
Erma Bombeck reflects on the nature of heroism. She compares a

group of persons with disabilities who had succeeded in climbing a
tall mountain and a tennis champion who had behaved badly on the
court. Bombeck tells us that the public does not always choose the
right people to make into heroes. She says that Not all winners are
heroes. Real heroes have character and integrity. They behave with
dignity at all times.
Hroes
Erma Bombeck reflexiona acerca de la naturaleza del herosmo. Ella
compara a un grupo de personas con discapacidades que tuvieron
xito al escalar una alta montaa con un campen de tenis que
mostr mal comportamiento en el campo de juego. Bombeck nos dice
que el pblico no siempre escoge a las personas adecuadas para
considerarlas hroes. Ella afirma que No todos los ganadores son

hroes. Los verdaderos hroes poseen carcter e integridad, y se
comportan con dignidad en todo momento.

Name Class Date
Tom Tat (p. 561)

Ngi Hung ERMA BOMBECK
Erma Bombeck suy ngam ve ban chat thc cua chu ngha anh hung.
Ba so sanh mot nhom ngi tan tat a thanh cong trong viec treo len
mot ngon nui cao va mot nha vo ch quan vt tng c x xau tren san
au. Bombeck ke cho chung ta rang cong chung khong phai luc nao
cung chon ung ngi e ton lam anh hung. Ba noi rang Khong phai
tat ca nhng ngi chien thang eu la anh hung. Nhng anh hung that
s phai co ch kh va chnh trc. Ho luon luon c x co pham gia.

Name Class Date
Buod (p. 561)

Mga Bayani ERMA BOMBECK
Iniisip ni Erma Bombeck ang mga katangian ng pagiging isang bayani.

Pinaghahambing niya ang isang grupo ng mga taong may kapansanan na
nagtagumpay sa pag-akyat ng isang mataas na bundok sa isang kampiyon
sa lar ng tennis na masam ang mga kilos sa court. Sinabi sa atin ni
Bombeck na hindi palaging tama ang mga taong pinipili ng publiko upang
ituring na mga bayani. Sabi niya na hindi lahat ng nagwawagi ay mga
bayani. Ang mga tunay na bayani ay mayroong magandang kaugalian at
integridad. Sila ay laging marangal kumilos.

Name Class Date
(p. 561)
ERMA BOMBECK
Erma Bombeck
Bombeck


Name Class Date

Ewo ERMA BOMBECK
Erma Bombeck ap reflechi sou nati ewo. L ap konpare yon gwoup moun ak
andikap ki reyisi grenpe yon montay byen wo ak yon chanpyon tenis ki
konpte li mal sou teren an. Bombeck di nou piblik la pa toujou chwazi bon
moun yo pou f yo tounen ewo. Li di Tout gayan pa ewo. Vr ewo gen
psonalite ak entegrite. Yo konpte yo ak diyite toutan.

Name Class Date

Phaj Ej ERMA BOMBECK
Erma Bombeck piav txog kev chivkeeb ntawm kev ua pha ej. Nws muab ib
pawg neeg piam cev uas tau nce nto ib lub roob siab nrog rau ib tus kws
ntaus tennis uas coj cwjpwm phem tom chaw ntaus pob. Bombeck qhia peb
tias pejxeem tsis lam xaiv tus neeg raug los ua phaj ej. Nws hais tias Txhua
tus neeg yeej tsis yog phaj ej. Cov tseem phaj ej muaj cwjpwm thiab kev
paubtab zoo. Lawv coj tau zoo meejmom txhua lub sijhawm.

Name Class Date

Tone
Heroes ERMA BOMBECK
Tone is the authors attitude toward the subject, ideas, theme, and
characters in a piece of writing. The tone of a written piece may be
funny or serious, sad or upbeat, admiring or angry.
Tone is important because it affects readers attitudes toward the texts
subjects, theme, and characters. You can identify the tone of a text by
paying attention to word choice, sentence construction, the kinds of
details the author uses, and the images the author creates.
ACT I VI T Y
Directions Read the excerpts from Heroes below. In the second column, identify the tone.
Be as descriptive as possible.
Excerpt Tone
It was a quiet victory for the climbers, 1.
who led their own cheering,
punctuated by a shout from one of
them that echoed on the winds:
Theres one for the epileptics!

There was a lot of rhetoric exchanged at 2.
Wimbledon regarding bad calls.
Not all winners are heroes. Not all 3.

people with disabilities are heroes.

Name Class Date

Analyze Text Structure
Heroes ERMA BOMBECK
When you compare and contrast text structures, you look at how two
or more things are similar and how they are different. To compare is
to show how things are alike; to contrast is to show how they are
different. A compare-and-contrast text structure can be an effective
way to organize informational writing.
Comparing and contrasting is important because it helps readers
understand the similarities and differences between two or more
things. Analyzing a compare-and-contrast text structure can help you
better understand a writers purpose.
ACT I V I T Y
Directions In the center box, record your ideas about the similarities between the two types of
heroes in the essay. In the bottom boxes, record your ideas about the differences between them.
Tennis Champion Mountain Climbers

1.
2. 3.
Continue to record similarities and differences between the two types
of heroes in the essay. Ask your teacher for a copy of the Compare-
and-Contrast Graphic Organizer.

Name Class Date

Heroes ERMA BOMBECK
Vocabulary
summit n. the top, or highest point
punctuated v. emphasized
perspective n. the ability to see things in their relative, or comparative, importance
pageant n. a show or exhibition

Use the definitions above to respond to these questions.
1. How could you gain perspective on a situationby finding several

different sources, or by assuming that the first source you find is
correct?
2. How do you know when you have reached the summitwhen you
have to start going down, or when you are just starting to go up?
3. What would you find at a pageantcontestants or groceries?

4. What could have punctuated a celebrationfireworks or pleasant
weather?

Write the vocabulary word that best completes each group of words or phrases, based on
similar meanings.
1. peak, height, crest,
2. emphasized, accented, articulated,
3. angle, attitude, point of view,
4. display, parade, program,

On the back of this sheet, write about someone you consider a hero and explain why. Use at
least THREE vocabulary words in your answer.

Name Class Date

Multiple-Meaning Words: Distinguishing Denitions
Heroes ERMA BOMBECK
It was a quiet victory for the climbers, who led their own
cheering, punctuated by a shout from one of them that
echoed on the winds: Theres one for the epileptics!
Erma Bombeck, Heroes
Connecting to Literature Most words have more than one meaning.

Sometimes one meaning of a word is familiar and another is not. The
word punctuated, which can refer to using punctuation marks,
interrupting something, or giving emphasis, is a multiple-meaning
word. Multiple-meaning words are words that have several related
definitions listed within a single dictionary entry.
Word Meanings Examples

racket the netted bat used in The tennis pro still used a wooden
tennis racket.
a loud noise Some audience members booed loudly
and made a racket.
sail to travel over water The boats sail in the race.
to move along in a stately, The beauty queens sail across the stage.
effortless way
ACT I V I T Y
Directions Look at the definition for each word. Circle the letter of the sentence that uses a
different meaning for the word.
1. calls: judgments made by referees
A. The spectators agreed that the game was ruined by bad calls.
B. The pitcher calls to his coach that he needs a timeout.
2. grip: intellectual hold, understanding
A. The Wimbledon champion put a new grip on his tennis racket.
B. Being disabled can force you to have a good grip on coping with
life.
3. pageant: a show or exhibition consisting of a succession of participants
A. Champions great and small are part of the pageant of American
history.
B. Contestants from around the world competed in the beauty
pageant.

Name Class Date

Gerunds and Gerund Phrases
Heroes ERMA BOMBECK
A gerund is a verb form that ends in -ing and is used as a noun.

Traveling can be pleasant or tedious. (gerund as subject)
Prilly dreaded moving. (gerund as direct object)
A gerund phrase is a group of words that includes a gerund and other words that
complete its meaning.
Assigning the chores took longer than expected. (gerund phrase as subject)
The family enjoyed fishing in the bayou. (gerund phrase as direct object)
Do not confuse gerunds with participles, which also end in -ing. They are
distinguished by their function in a sentence.
Freddy is coloring. (participle as main verb)
Maria thrived on the loving attention. (participle as adjective)
Crying is not always a sign of sadness. (gerund as subject)
ACT I VI T Y
Directions Underline each gerund or gerund phrase. Write in the blank its use in the sentence:
S for subject or DO for direct object.

1. The tennis champion enjoyed displaying his trophies.
2. Climbing Mt. Rainier was a victory for the blind

and deaf.
3. To celebrate, the epileptic adventurer began
shouting to the winds.
4. Cheering from the crowd is a sound the tennis
player loves.
5. For the woman without arms, painting is a challenge.
6. Many people enjoy watching a stunt man sail over

cars in a motorcycle.
7. Caring for the blind is often overlooked.
8. Winning has different meanings for different people.
9. Awarding the term hero is a matter for the public.
10. Being a hero involves reacting with courage and

compassion.

Name Class Date

Heroes ERMA BOMBECK
1. Why is the tennis players victory described as noisy?
2. Why is the mountain climbers victory described as quiet?
3. What are the two kinds of bad calls mentioned in the passage?
4. According to the author, who decides who is a hero?
5. What is the authors definition of hero?

Name Class Date

Hroes ERMA BOMBECK
1. Por qu describe el triunfo del tenista como escandaloso?
2. Por qu describe el triunfo del montaista como silencioso?
3. Cules son los dos tipos de malas decisiones que se mencionan

en el pasaje?

4. De acuerdo con la autora, quin decide si una persona es un
hroe?
5. Cmo define la autora a un hroe?

Name Class Date
Media Workshop (page 566)

Propaganda
In order to influence peoples opinions, media makers often use a tool
called propaganda. Propaganda uses media to shape ideas or
opinions, often through the use of stereotypes, faulty generalizations,
logical fallacies, or emotional language. As you complete the chart
below, think about advertisements and reports from print, television,
and Internet sources.
Directions In the second column, give a brief description of the technique. In the third column,
write an example of the technique that you have seen before, or create an example of the
technique.
Propaganda Technique What It Is Example

Name-calling Referring to a competing
product as unhealthy or
1. ineffective
Glittering generalities Using vague, positive
words to support a subject
2.
Euphemism Using bland, vague words
to make an unpleasant
subject more acceptable 3.

Plain folks A photo of a political
candidate wearing casual
clothes and eating a home-
4. cooked meal
Transfer Linking the qualities of one
subject to another 5.
Testimonial Using a famous or
respected person to support
or detract from a subject 6.
Bandwagon An ad showing many
people buying or using a
7. certain product
Fear Scaring an audience to get
them to act a certain way
8.

Name Class Date

Primer Lesson CARL SANDBURG
In this poem, Carl Sandburg warns against having excessive pride

when speaking. Your proud words might come back to haunt you.
If people detect pride in your voice, they might think that you are
arrogant and unfriendly. Sandburg feels that it can be hard to get this
image out of peoples minds once it is put there. That is why it is
important to be careful how you speak to people.
Leccin elemental
En este poema, Carl Sandburg advierte del peligro de ser demasiado
orgullosos al hablar. Nuestras palabras orgullosas pueden regresar
para torturarnos. Si las personas detectan orgullo en nuestra voz,
pueden pensar que somos arrogantes y desdeosos. Sandburg
considera que puede ser difcil cambiar esa imagen en la mente de los
dems una vez que ha llegado a ellas. Por eso es tan importante tener
cuidado de cmo hablamos a los dems.

Name Class Date
Tom Tat (p. 567)

Bai Hoc au Tien CARL SANDBURG
Trong bai th nay, Carl Sandburg khuyen chung ta khong nen to ra qua
t hao khi noi chuyen. Nhng ngon t t hao cua ban co the tr lai am
anh ban. Neu moi ngi phat hien ra s kieu hanh trong giong noi cua
ban, ho co the ngh rang ban kenh kieu va khong than thien. Sandburg
cam thay rang kho co the xoa bo hnh anh o mot khi a hnh thanh
trong tam tr moi ngi. o la ly do tai sao can than trong cach noi
chuyen vi moi ngi la ieu het sc quan trong.

Name Class Date
Buod (p. 567)

Pangunahing Aral CARL SANDBURG
Sa tul na ito, nagbibigay-babal si Carl Sandburg laban sa pagiging

sobrang mayabang kapag nagsasalit. Baka bumalik sa iyo ang iyong mga
hambog na pananalita. Kung may maramdamng yabang ang mga tao sa
iyong boses, baka maisip nila na ikaw ay mapagmataas at hindi
nakikipagkaibigan. Sa palagay ni Sandburg, kapag naisip ito ng mga tao,
mahirap na baguhin ang kanilang pag-iisip. Dahil dito, kinakailangang
mag-ingat ka kapag nakikipag-usap ka sa mga tao.

Name Class Date
(p. 567)
CARL SANDBURG
Carl Sandburg

Sandburg


Name Class Date

Leson Elemant CARL SANDBURG
Nan powm sa a, Carl Sandburg ap avti kont gwo gy l w ap pale. Mo

geye ou yo gen dwa tounen vin ante ou. Si moun detekte gy nan vwa
ou, yo gen dwa panse ou awogan ak frt. Sandburg santi sa kapab di pou
retire imaj sa a nan lespri moun l li fin antre la. Se pou sa enptan pou ou
f atansyon ak fason ou pale ak moun.

Name Class Date

Thawj Zaj Lus Qhia CARL SANDBURG
Hauv zaj pajhuam nov, Carl Sandburg ceebtoom txog kev tau plhu dhau
thaum hais lus. Nej cov lus muaj plhus tejzaum yuav rov los hauj nej. Yog
lwmtus paub txog kev muaj plhus hauv nej lub suab, lawv yuav xav tias nej
xav tau ntsej muag thiab tsis muaj phoojywb. Sandburg xav tias muab lub
tswvyim nov tawm hauv tibneeg hlwb nyuaj heev thaum twg lawv muaj
nws lawm. Li ntawd yuav tau ceevfaj heev thaum yus hais lus nrog lwm
tus.

Name Class Date

Personication
Personification is a figure of speech in which an animal, object, or

idea is given human form or characteristics. The wind hurled itself
energetically at the treetops is an example of personification.
ACT I VI T Y
Directions In Primer Lesson, Carl Sandburg uses personification to describe proud words.
In a short paragraph, discuss how he does this, and what effect it has on the reader. Then, think
of another way that proud words could be personified, and write your own version of Primer
Lesson.

Name Class Date

Innitives and Innitive Phrases
An infinitive is a verb form that uses the word to followed by the base form of a
verb. It often functions as a noun, as either a subject or a direct object. An infinitive
can also function as an adjective or adverb. When to is used as part of an infinitive,
it is not a preposition.
To fly has been a dream of humans since ancient times. (infinitive as subject)
Most people like to sing. (infinitive as direct object)
We rode the bus to the mall. (prepositional phrase)
An infinitive phrase is a group of words that includes an infinitive and other
words that complete its meaning.
To keep ones promise is a sign of good character. (infinitive phrase)
ACT I V I T Y
Directions On each line, write the infinitive or infinitive phrase from each sentence, and label
it either S (subject) or DO (direct object).
1. Many people like to read.
2. To write poetry has always been my dream.
3. When you let proud words go, it can be difficult to get them back.
4. The speaker of this poem believes that proud words tend to wear
long, hard boots.
5. To call proud words back is very difficult.

Name Class Date

1. What is the speakers advice in the poem?
2. What do proud words do if you let them go?
3. What do proud words wear?

Name Class Date

Leccin elemental CARL SANDBURG
1. Qu consejo transmite el relator del poema?
2. Qu hacen las palabras altaneras?
3. Cmo se visten las palabras altaneras?


Name Class Date
Comparing Literature (page 570)

Graphic Organizer
Langston Terrace ELOISE GREENFIELD AND LESSIE JONES LITTLE
Home GWENDOLYN BROOKS
The authors of the two selections both use tone to explore the theme
of what makes a place home. Comparing and contrasting the tone of
the selections can help you understand each selections theme.
ACT I VI T Y
Directions Use the chart below to list the similarities and differences in tone in the two
selections.
Similarities in Tone Differences in Tone

1. 2.

3. How do the similarities and differences in tone help you
understand what each writer means by the word home? Explain.

Name Class Date

The narrators family moved into a housing development called

Langston Terrace when she was nine years old. There were plenty of
other children to play with and many fun activities to attend. The
narrator recalls that the children who lived at Langston Terrace would
have been happy to stay there forever.
A family is waiting for Papa to come home at the end of the day. The
family has been having trouble making their mortgage payments.
They will find out today whether or not they will lose their home. As
the family waits, they try to make the best of the situation.
Langston Terrace
La familia de la narradora se mud a una unidad vecinal llamada
Langston Terrace cuando ella tena nueve aos. Haba muchos otros
nios con quien jugar y montones de actividades divertidas a las que

asistir. La narradora recuerda que los nios que vivan en Langston
Terrace hubieran estado felices de quedarse all para siempre.
El hogar
Una familia espera la vuelta del Pap al final del da. Han tenido
problemas para hacer los pagos de la hipoteca. Hoy, sabrn si van a
perder o a conservar su hogar. Mientras la familia espera, ellos tratan
de sacar el mejor partido a la situacin.

Name Class Date
Tom Tat
Langston Terrace ELOISE GREENFIELD AND LESSIE JONES LITTLE (p. 570)
Gia nh ngi thuat truyen chuyen ti song trong mot khu nha co ten
goi la Langston Terrace khi co chn tuoi. Trc o, ho toan song
nhng khu chung c ong uc. Langston Terrace, gia nh co thue
mot biet th ep nen khong con chung song vi ai. o co cac tre em
khac e chi cung va nhieu hoat ong thu v e tham gia. Langston
Terrace la mot ni sinh song tot va an toan. Cha me co hy vong mot
ngay nao o ho se mua c mot can nha cho rieng mnh. Gia thue
nha tnh theo thang giam dan. Theo o, neu cong viec cua ban tra tien
cong thap, th tien thue cung thap. Ngi thuat truyen cam thay rang
ieu nay that cong bang, nhng nh vay cha me co se kho ma danh
dum c u tien e mua nha. Bat c khi nao ho c tang lng th
cha me lai phai tra tien thue cao hn. Khi trng thanh, co hoi tng lai
rang nhng a tre a song Langston Terrace se that hanh phuc neu
c song o mai mai.
Nha GWENDOLYN BROOKS (p. 575)

Mot gia nh ang i Cha ve nha vao cuoi ngay. Hom nay khac vi
moi ngaygia nh ho ang gap kho khan trong viec tra hang thang
tien vay e mua nha. Ngay hom nay, ho se biet c lieu ho co b mat

nha hay khong. Ngi cha va en ngan hang cho vay tien e xin gia
han khoan vay. Ca gia nh phai ch Cha tr ve th mi biet c ieu
g va xay ra. Trong khi ch i, ho co gang tm cai may trong cai rui.
Ho co ngh en nhng iem cua ngoi nha nay ma ho khong thch. Ho
co ngh en nhng can ho ep ma ho co the chuyen en neu b mat
nha. Cuoi cung, ho nhn thay Cha ang ve. Sau o ca gia nh mi
nhan ra rang cho du ho co mat nha hay khong th moi viec van on mien
la ho co the ben nhau.

Name Class Date
Buod
Langston Terrace ELOISE GREENFIELD AND LESSIE JONES LITTLE (p. 570)
Noong ang nagsasalaysay ay siyam na tang gulang, lumipat ang kanyang

pamilya sa isang bahay sa isang housing development o proyekto ng
pamamahay na tinatawag na Langston Terrace. Bago nito ay lagi silang
nakatir sa mga masisikip na mga bahay na inuupahan. Sa Langston
Terrace, umuupa ang pamilya ng nagsasalaysay ng isang magandang bahay
kung saan sila lamang ang nakatir. Maraming mga bata roon na
makakalar, at marami ring mga nakaaaliw na aktibidad na maaaring
puntahan. Ang Langston Terrace ay isang mabuti at ligts na lugar na
tirahan. Nais ng mga magulang ng nagsasalaysay na magkaroon ng
kanilang sariling bahay balang araw. Ang renta dito ay depende sa kita ng
umuupa. Samakatwid, kung maliit ang suweldo mo sa trabaho, mabab rin
ang babayaran mong upa. Sa palagay ng nagsasalaysay ay mahusay ang
patakarang ito, pero dahil dito ay nahihirapang mag-ipon ng pera ang
kanyang mga magulang para makabili sila ng sariling bahay. Tuwing
nadadagdagan ang kanilang sahod sa trabaho, kinakailangan ng kanyang
mga magulang magbayad ng mas mataas na upa. Nang siya ay may-edad
na, natandaan ng nagsasalaysay na ang mga bata sa Langston Terrace ay
kontento sanang manatiling nakatir doon habang-buhay.
Tahanan GWENDOLYN BROOKS (p. 575)

Hinihintay ng pamilyang makauw si Papa sa katapusan ng araw. Ito ay

isang di-pangkaraniwang araw. Nahihirapan ang pamilya sa pagbayad sa
kanilang mortgage o hulugang pagbabayad para sa bahay. Malalaman nila
ngayong araw kung mawawala nila ang kanilang bahay o hindi. Nagpunta
si Papa sa bangko kung saan nakasangla ang bahay para humingi ng
karagdagang panahon para mabayaran ito. Hindi malalaman ng pamilya
kung ano ang nangyari hanggat hindi pa nakakauwi si Papa. Habang
naghihintay ang pamilya, sinubukan nilang gawing ang kanilang
pinakamabuting magagawa sa kabila ng sitwasyng ito. Sinubukan nilang
isipin ang mga bagay tungkol sa kanilang bahay na hindi nila
nagugustuhan. Sinubukan nilang isipin ang mga magagandang bahay na
paupahan na maaari nilang lipatan kung mawala nila ang kanilang bahay.
Sa kahulihan ay nakita nilang palapt si Papa sa bahay. Noon naunawaan
ng pamilya na mawala man nila ang bahay o hindi, maayos pa rin ang
lahat bastat silay magkasama-sama.

Name Class Date
Langston Terrace
ELOISE GREENFIELD AND LESSIE JONES LITTLE (p. 575)
Langston Terrace
Langston Terrace
Langston Terrace
Langston Terrace
GWENDOLYN BROOKS (p. 575)

Name Class Date

Langston Terrace ELOISE GREENFIELD
Fanmi moun k ap rakonte istwa a te demenaje nan yon lotisman ki te rele

Langston Terrace l li te gen nevan. Anvan sa, li te toujou rete nan apatman
plen moun. Nan Langston Terrace, fanmi moun k ap rakonte istwa a lwe
yon bl kay ki te pou yo menm slman. Te gen anpil lt timoun pou jwe ak
anpil aktivite amizan pou patisipe. Langston Terrace te yon bon kote san
danje pou rete. Paran moun k ap rakonte istwa a te espere gen pwp kay pa
yo yon jou. Lwaye a te peye dapre yon barm. Donk, si travay ou pa t peye
anpil lajan, lwaye ou te ba. Moun k ap rakonte istwa a santi sa te jis anpil,
men sa te rann sa di pou paran li ekonomize pou yon kay. Chak fwa yo te
gen yon ogmantasyon sal nan travay yo, paran li te oblije peye plis lwaye.
Km granmoun, moun k ap rakonte istwa a sonje timoun ki te rete nan
Langston Terrace t ap kontan rele la pou toutan.
Lakay LESSIE JONES LITTLE
Yon fanmi ap tann Papa rantre lakay nan fen jounen an. Se pa yon jou
din. Fanmi an gen pwoblm f peman sou pr imobilye yo a. Y ap konnen
jodi a si y ap pdi kay yo. Papa al nan bank ki f pr a pou mande yon
estansyon. Fanmi an pap konnen kisa ki rive toutotan Papa pa tounen
lakay. Pandan fanmi an ap tann, yo eseye tire sa ki pi bon nan sitiyasyon
an. Yo eseye panse ak bagay nan kay yo a yo pa renmen. Yo eseye panse ak
bl apatman kote yo gen dwa demenaje si yo pdi kay la. Finalman, yo w

Papa k ap apwoche. L sa a fanmi an reyalize ke, yo pdi kay la yo pa pdi
l, tout bagay ap anfm depi yo kapab rete ansanm.

Name Class Date
Zuag Tswvyim
Langston lub Samthiaj
ELOISE GREENFIELD AND LESSIE JONES LITTLE (p.570)
Tus hais zajlus tsev neeg tsiv mus nyob tom ib koog tsev tseemfwv hu ua
Langston Terrace thaum nws muaj cuaj xyoos. Uantej ntawd, lawv ib txwm
nyob cov koog tsev tuab tuab. Tom Langston Terrace, nws tsev neeg xoj tau
ib lub tsev zoo nkauj heev uas muaj txhua tsavyam rau lawv. Muaj
menyuam coob nrog chaw ua si ntau yam rau cov menyuam. Langston
Terrace yog ib qhov chaw zoo thiab cobphum. Nws tsev neeg xav tias muaj
ib hnub twg lawv yuav muaj ib lub tsev rau lawv kheej. Cov nqi xoj tsev nce
sai heev. Li ntawd, yog nej cov nyiaj hli tsawg, nqi tsev qis thiab. Nws xav
tias tus nqi raug lawm tabsis nws niam thiab txiv yuav tseg tsis tau nyiaj
yuav ib lub tsev li. Thaum twg lawv nce nyiaj hli, cov nqi tsev xoj kuj nce
nrog thiab. Raws li nws yog ib tus neeg loj xav, nws nco tias cov menyuam
tod yuav zoo siab nyob thaj chaw Langston Terrace mus ib txhis.
Tsev GWENDOLYN BROOKS (p.575)
Ib tsev neeg tos leej txiv los tsev thaum tsaus ntuj. Zaum nov tsis zoo li
txhua zaus. Tsev neeg muaj teebmeem txog them lub nqi tsev. Lawv yuav
paub hnub ntawd tias lawv lub tsev yuav poob mus los tsis poob. Leej txiv
mus tom tuam txhab nyiaj mus hais kom lawv ncua sijhawm rau nws. Tsev
neeg yuav tsis paub txog thaum leej txiv los tsev. Thaum tseem tos ntawd,

lawv ua txhua yam kom txhob nyuaj siab. Lawv xav txog tej yam uas lawv
tsis nyiam ntawm lub tsev. Lawv xav txog tej lub tsev xoj zoo zoo uas lawv
yuav tau mus nyob yog lub tsev poob. Thaum kawg lawv pom leej txiv los.
Thaum ntawd tsev neeg xam pom tias, txawm lawv tau lub tsev los tsis tau,
txhua tsav yam yuav zoo dua yog lawv nyob koom siab tau ua ke.

Name Class Date

Tone
Tone is the attitude of the narrator toward the subject, ideas, theme, or
characters. The tone of a literary work may be serious, humorous, sad,
nostalgic, and so on. The writers sentence construction and choice of
words, details, and images help create the tone. As you read each
selection, pay attention to how its tone helps support the theme, or
main idea.
ACT I V I T Y
Directions In the first column of the table below, list story details that contribute to the
authors tones in the two selections. In the second column, identify what you think the tone is.
The first row below gives an example.
Detail Tone
I fell in love with Langston Terrace the This quote sets a nostalgic tone for the
very first time I saw it. (Greenfield story. It sets the subject of the story as
and Little) something that reminds the speaker of
a positive time in her life, but a time
that no longer exists.

Name Class Date

Making Subjects and Verbs Agree
If the subject of a sentence is singular, then the verb of the sentence must also be
singular. If the subject is plural, then the verb must also be plural. When the subject
and the verb are both singular or both plural, they are said to agree in number.
That tree loses its leaves early in the fall. (both singular)
Those trees lose their leaves late in the fall. (both plural)
The irregular verbs be, do, and have can be main verbs or helping verbs. In either
case, they must agree with the subject.
Singular: She is painting a portrait. He does well. It has a good plot.
Plural: They are artists. The students do try. They have completed the lesson.
ACT I VI T Y
Directions Write in each blank the verb from the parentheses that best completes each
sentence.
1. The narrator (say, says) she loved Langston Terrace
right away.
2. Lillie and Mama (hope, hopes) they will both get a

place in Langston Terrace.
3. The narrator and her brothers (play, plays) on the
playground.
4. I (wonder, wonders) what it would be like to grow
up in Langston Terrace.
5. The narrator (is, are) friends with many of the other
kids in the neighborhood.
6. In Home, the narrator and her family (is, are)
worried that they will have to move.
7. Helen (think, thinks) her friends are afraid to come
to the house.
8. Papa (walk, walks) slowly up to the house.
9. My friends and I (enjoy, enjoys) reading stories
about families.
10. At the end, Mama (announces, announce) that they
will be staying in the house.

Name Class Date

1. Why was the speaker in Langston Terrace worried about moving?
2. According to the speaker, what was the best thing about moving
to Langston Terrace?
3. Why was it hard for the families living in Langston Terrace to save
enough money to buy a house?
4. In Home, what is the problem that the family is facing?
5. At the end of Home, why does Helen want to have a party?

Name Class Date

Langston Terrace ELOISE GREENFIELD
El hogar GWENDOLYN BROOKS
1. Por qu estaba preocupada la relatora de Langston Terrace al
mudarse a dicho lugar?
2. De acuerdo con la relatora, qu fue lo mejor de mudarse a

Langston Terrace?
3. Por qu es tan difcil para las familias que viven en Langston

Terrace ahorrar el dinero que necesitan para comprar una casa?

4. En Hogar, qu problema debe afrontar la familia?
5. Al final de Hogar, por qu quiere Helen organizar una fiesta?

Name Class Date
Spelling Practice
Spelling ie and ei
The i comes before e, except when both letters follow c or when both letters are
pronounced together as ana sound as in neighbor and weigh.
achieve grieve deceive ceiling weight
There are some exceptions to this rule, so you should memorize their spellings.
Exceptions include species, weird, either, seize, leisure, and protein.
ACT I V I T Y
Directions Write in the blank the correct spelling for each word. If a word is already correct,
write correct. You can use a dictionary if needed.
1. forfeit 16. retrieve
2. courteseis 17. counterfiet
3. beleive 18. wiegh
4. veil 19. heir
5. relieve 20. hieght
6. conspiraceis 21. neice

7. frieght 22. cieling
8. implies 23. shield
9. eighty 24. siezure
10. reveiw 25. receipt
11. niether 26. achievement
12. their 27. wierd
13. releif 28. wield
14. field 29. dieting
15. conceit 30. retreive

Name Class Date
Writing Workshop (page 580)

Persuasive Essay
Graphic Organizer
To prepare your persuasive essay, use this chart to examine the sides
of the topic you have selected. Think about the pros and cons, or the
arguments for and against your topic. This process will help you to
inform and support the position you take on the topic. After you have
completed the diagram below, clearly state your position on the issue.
Think about the following issues:
What are the two sides of the issue?
What items are unique to each side of the issue?
Issue:
Pros Cons
My Position:

Writing Workshop Rubric
Persuasive Essay
Thesis/Main
Organization Audience Language Conclusion
Idea
6 Presents an Organizes Consistently and fully Expresses Concludes by
exceptionally relevant addresses possible strong effectively
clear argument evidence for the reader concerns and feelings summarizing
in the argument in the counterarguments. effectively the argument
introduction. most persuasive with precise and inspiring
order. and vivid readers to
language. take action.
5 Presents a very Organizes Addresses most Expresses Concludes by

clear argument in relevant possible reader strong summarizing
the introduction. evidence for the concerns and feelings the argument
argument in a counterarguments. clearly with and asking
persuasive mostly readers to
order. precise and take action.
vivid
language.
4 Presents a clear Organizes Adequately addresses Expresses Concludes by

argument in the relevant some possible reader strong summarizing
introduction. evidence for the concerns and feelings the argument
argument in a counterarguments. with precise and
somewhat language. suggesting
persuasive readers might
order. want to take
action.
3 Presents a Organizes Addresses a few Sometimes Concludes by

somewhat clear evidence for the possible reader uses precise summarizing
argument in the argument, but concerns and language to the argument,
introduction. not necessarily counterarguments, but express but only
in a persuasive coverage is not strong vaguely asks
order. necessarily adequate. feelings. readers to

take action.
2 Presents an Loosely Rarely addresses Rarely uses Concludes by

argument in the organizes possible reader precise summarizing
body of the essay evidence. concerns and language to the argument
but not in the counterarguments. express but does not
introduction. strong ask readers to
feelings. take action.
1 Essay does not Does not Does not address Does not Does not
include an organize any possible reader use precise summarize
argument. evidence. concerns and or vivid the argument
counterarguments. language. or ask readers
to take action.

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

Voice
The writing style is interesting and engaging.
The writers attitude toward the topic is clear to the reader.
The writing style reveals a unique voice that does not imitate
someone elses writing.

Name Class Date
Speaking, Listening, and Viewing (page 586)

Persuasive Speech
Creating a Visual Presentation
A visual presentation can help in communicating the central ideas in
your persuasive speech. You can create a visual presentation that uses
text, images, or a combination of the two. Whatever you choose for
the style of your presentation, the content should emphasize and
support the ideas in your persuasive speech.
ACT I V I T Y
Directions Create a visual presentation that supports your persuasive speech. Your audience
should be able to view your visual presentation as you deliver your persuasive speech. Follow
the steps below to develop your visual presentation.
1. Read through your speech. Think about the method you will use
to create the visual presentation to accompany the speech. Choose
one of the following methods to create your visual presentation:
computer with projector, flip chart, tri-fold presentation board,
poster. Record the method of your presentation here:
2. Think about what content will best support your persuasive

speech. Consider using striking images, graphs of data, famous
quotes, or main ideas from your speech. Most visual presentations
use some combination of these elements. Choose what type of
content you will include and record it here:

Name Class Date
Creating a Visual Presentation, cont.

3. Write all of the content that you will use in your presentation here.
For images or graphs, give a detailed description. Consider your
audience, and what images or phrases will appeal most to them.
4. Create your visual presentation. Refer to the items you listed above
to be sure that you have included all important information and
content.
5. Rehearse your speech while referring to the items in your visual
presentation. If possible, have a friend or family member listen and
watch as you rehearse. Consider if there is anything missing from
your presentation, or any component that would increase the
impact of your argument. Record suggestions and revisions here:

6. Brainstorm a list of questions that your audience may ask about the
visual presentation and record answers to these questions. Be sure
you are able to give detailed information about the source and
significance of each item in your presentation. Record questions
and answers here:

Speaking, Listening, and Viewing Rubric
Persuasive Speech
Pace and Gestures and

Speaking Speaking Style Eye Contact
Volume Visual Aids
6 Consistently Consistently adjusts Consistently Consistently uses Makes eye contact
speaks clearly speaking style to changes the tone, gestures and with audience
and precisely. help audience pace, and volume visual aids to throughout entire
distinguish between of speaking to direct the presentation.
argument and emphasize audiences
counterarguments. important ideas attention to
in the speech. specific points
and clarify
arguments.
5 Frequently Frequently adjusts Frequently Frequently uses Makes eye contact

speaks clearly speaking style to changes the tone, gestures and with audience
and precisely. help audience pace, and volume visual aids to through most of
distinguish between of speaking to direct the presentation.
argument and emphasize audiences
counterarguments. important ideas attention to
in the speech. specific points
and clarify
arguments.
4 Speaks clearly Sometimes adjusts Sometimes Sometimes uses Makes eye contact
and precisely. speaking style at changes the tone, gestures and with audience
times to help pace, or volume visual aids to through some of
audience of speaking to direct the presentation.
distinguish between emphasize certain audiences
argument and ideas in the attention to
counterarguments. speech. specific points
and clarify
arguments.
3 Sometimes Adjusts speaking Changes the tone, Uses some Makes eye contact
speaks clearly style at times but pace, or volume gestures and with audience a
and precisely. may not help of speaking at visual aids but few times during
audience times but may not may not direct presentation.
distinguish between emphasize ideas the audiences
argument and in the speech. attention to
counterarguments. specific points
and clarify
arguments.
2 Rarely speaks Adjusts speaking Changes the tone, Uses some Makes eye contact
clearly and style at times but pace, or volume gestures and/or with audience
precisely. does not help of speaking at visual aids but only once or twice
audience times but does does not direct during
distinguish between not emphasize the audiences presentation.
argument and ideas in the attention to
counterarguments. speech. specific points
and clarify
arguments.
1 Does not speak Does not adjust Does not change Does not use Does not make
clearly and speaking style. the tone, pace, or gestures or visual eye contact with
precisely. volume of aids. audience.
speaking.

Name Class Date
Two-Column Table Graphic Organizer

Name Class Date
Three-Column Table Graphic Organizer


Name Class Date
Three-Column Grid Graphic Organizer

Name Class Date
Sequence Graphic Organizer


Name Class Date
Supporting Details Graphic Organizer

Name Class Date
Cluster Graphic Organizer


Name Class Date
If-Then Graphic Organizer


Name Class Date
Compare-and-Contrast Graphic Organizer

How Alike?
How Different?


Name Class Date
Venn Diagram

Name Class Date
Triple Venn Diagram


Answers
Unit 4 Answers Selection Vocabulary Practice
EXERCISE A
Unit Introduction 1. vile
Answers will vary. Students responses should 2. eavesdrop
demonstrate careful thought about The Big 3. policy
Question. 4. coincidence
The Big Question School-to-Home 5. withdrawn
Connection EXERCISE B
Answers will vary. Answers should show that 1. policy
students interviewed and took notes while 2. vile
discussing the questions with one or two people 3. withdrawn
at home. 4. coincidence
Challenge Planner EXERCISE C
Answers will vary. Students planners should Answers will vary. Students should incorporate at
show that they have chosen a topic and a project least four vocabulary words in explaining the
and have taken the steps necessary to complete lesson Marta learns from her grandfather.
the project.
Vocabulary Strategy
Academic Vocabulary Development Answers will vary. Sample answers:
Answers will vary. Students should demonstrate 1. in a distracted mood
their understanding of the vocabulary words. 2. the student graduating with the top grades
3. worried
Part 1: Life Experiences 4. gather
English Language Coach Grammar Practice
1. Martha; Rosie
1. To (who, whom) should the scholarship jacket
2. ran; played
be given?
3. played; faced
2. Give the jacket to Rosie and (I, me).
4. Clifton; friends
3. There is some difference of opinion between
5. Lou; I

Mr. Schmidt and (he, him).
6. primed; painted
4. Is that the teacher of (whom, who) Marta
7. cook; wash
speaks so highly?
8. loved; appreciated
5. Marta waited outside the door because she
9. read; gave
didnt want to run into (them, they).
10. audience; crew
6. The principal wanted a fee for giving the
The Scholarship Jacket jacket to (she, her).
Literary Element 7. Martas grandfather refused to pay the fee to
Students entries will vary. Entries should include the principal and (they, them).
examples of conflict and resolution in the story. 8. Aside from Joann and (her, she), who else
Students may present the conflict of hearing could win the jacket?
Joanns teachers discuss falsifying records to 9. The principal did not appreciate the decision
make her valedictorian. The conflict is resolved made by my grandfather and (me, I).
when Martha is given the scholarship jacket. 10. He quickly decided we were right and agreed
with (we, us).
Reading Strategy
Events from the story, predictions, and accuracy Selection Quick Check
of students predictions will vary. 1. She expects to receive a scholarship jacket.
2. He thinks Marta deserves the jacket, and he
believes she may not get it.

Answers
3. He tells her that the school board has decided Vocabulary Strategy
to charge fifteen dollars for the jacket. Answers will vary. Sample answers:
4. She says that her grandfather wont pay the 1. focused
fifteen dollars. 2. photocopied
5. He decides he will stand up to the school 3. threatening
board and give Marta the jacket. 4. sparkled
A Mason-Dixon Memory Grammar Practice
Literary Element 1. adj.; of that monument
Students answers should reflect an 2. adv.; from the window
understanding of the thesis, which is that love 3. adj.; from St. Frederick
can conquer hatred. Students should include 4. adv.; After talking
specific details and quotations from the essay that 5. adv.; in the hotel
directly support or illustrate the thesis. 6. adj.; of information
7. adv.; toward the van
Reading Skill
8. adv.; with kids
1. Both stories take place south of the Mason-
9. adj.; of Louisiana
Dixon line. Both Dondre and the narrator
10. adv.; with love
were the only black people in the group they
traveled with. Both were barred from an Selection Quick Check
establishment because of their skin color. Both 1. Clifton Davis was the fund-raisers featured
overcame prejudice with the help of friends in entertainer, and Dondre Green was the events
the group who supported them. honored guest.
2. Dondres story takes place in 1991. He was in 2. Green was not permitted to play golf at the
high school. He was going on a golf trip in Caldwell Parish Country Club because it was
Louisiana. The golf team coach let the seniors reserved for whites only.
decide how to respond to the country club. 3. Davis recalls a childhood memory of a field
3. The narrators story takes place in 1959. He trip to Washington, D.C.
was in middle school. He was going on a field 4. Davis was not permitted to go to the Glen
trip to Maryland. The field trip chaperone Echo Amusement Park.
decided that the narrator would have to stay at 5. The Mason-Dixon line is described as a kind
the hotel. of invisible border between the North and the

South.
Selection Vocabulary Practice
EXERCISE A Names/Nombres
1. facility Literary Element
2. forfeit Answers will vary. Students should describe an
3. civic anecdote from the selection and tell what the
4. provoked anecdote reveals about the person. Sample
5. predominantly answers:
1. Julia describes the time when her mother was
EXERCISE B embarrassed to reveal the name of her baby,
1. provoked Mauricia.
2. predominantly 2. This anecdote reveals that Mami was not
3. civic comfortable sharing her culture and did not
4. facility want to stand out as different among the
5. forfeit American woman. She was afraid of not being
EXERCISE C accepted.
Answers will vary. Students should incorporate at
least four vocabulary words and explain what
they would do if faced with discrimination.

Answers
3. Julia describes the time when she called her Selection Quick Check
sister long distance and asked to speak to Ana, 1. She had begun to write poems and stories in
pronouncing her name the American way, and English class.
her sisters roommate said, Oh! You mean 2. Her name, Mauricia, did not translate into
Ah-nah! English.
4. This anecdote reveals that Ana was proud of 3. There was a push to pronounce Third World
her name and insisted that it be pronounced names correctly in the late 1960s.
with the Spanish accent. In addition, it reveals 4. Her accent and her coloring made her stand
that Julia had become accustomed to and out among others in her class.
accepted the American pronunciation of 5. She would burn with shame.
names in her family.
In a Neighborhood in Los Angeles
Reading Skill Literary Element
Answers will vary. Students should include details Answers will vary. Students should include
about characters or events from the passage that examples from the poem that appeal to the
express the theme of names, identity, heritage, or specified senses. Sample answers:
cultural pride. Their explanations should be logical 1. chatting with chairs; point out in flower pots
and describe how the detail reflects a particular mint leaves; moons on her dress; Mexicos
theme. mountains deserts ocean in her eye
2., 3. sing them old songs; shed laugh; Id touch
them in her voice; whispering in my ear mojito
EXERCISE A 4., 5. fish canneries; Mexicos mountains deserts
1. merge oceansmell them
2. inevitably 6., 7. touch them in her voice; I still feel her with
3. specified me
4. ironically
Grammar Practice
EXERCISE B 1. simple
1. merge 2. compound: The speaker talks about spending
2. ironically time with his grandmother as a child, and he
3. specified describes how she used to chat with chairs.

4. inevitably 3. compound: His grandmother would sing the
EXERCISE C chairs songs, and shed waltz with them.
Answers will vary. Responses should be from 4. simple
Julias point of view and should include all four 5. compound: The speaker learned Spanish from
vocabulary words. his grandmother, and she also taught him to
count clouds and point out mint leaves in
Vocabulary Strategy flowerpots.
Answers will vary. Sample answers follow. 6. simple
1. meaning: to explain; additional meaning: to 7. simple
explain definitely 8. compound: His grandmother must have left
2. meaning: become a part of; additional an impression on him, because he said that he
meaning: to combine can still feel her with him.
3. meaning: first; occurring at the beginning 9. simple
4. meaning: always; additional meaning: unable
to be avoided Selection Quick Check
1. The speaker learns Spanish from his
Grammar Practice grandmother.
1. or 2. She calls him mijito. It means my little child.
2. Yes 3. The speakers parents must leave to go to work
3. Either, or in the fish canneries.
4. but

Answers
4. The speaker sees them in the eyes of his 4. complex
grandmother. 5. complex
5. No, she is no longer there and presumably has 6. complex
died. 7. simple
8. simple
The War of the Wall
9. complex
Literary Element
Students responses will vary, but they should be Selection Quick Check
based on concrete details from the selection. 1. The person painting said the barber,
Possible answers could deal with the painter Mr. Eubanks, gave her permission.
ladys response to the narrator and Lou at the 2. Lou told her that it belonged to the kids of
beginning, her eating habits, or her demeanor Taliaferro Street.
while working. 3. The narrator wanted to stop Lou from saying
how hip the wall looked and remind him
Reading Strategy
they were at war.
Students responses in the second column should
4. They planned to paint over the painting with
include specific details and descriptions from the
white paint.
story. Students responses in the third column
5. He seemed to be not so much guarding the
should be their ideas, but these ideas should be
kids as defending their right to do what they
connected with the details listed in the second
were doing.
column.
Outdoor Art in America
Reading Skill
EXERCISE A Answers will vary. Students should include
1. aromas details that clearly reveal peoples values or
2. satchel beliefs. Students should include a logical
3. inscription explanation of the message that each detail
4. whiff conveys. Sample answers:
EXERCISE B 1. In the 1970s, the community called youths
1. whiff who drew or painted on top of advertisements
public artists.
2. satchel
3. aromas 2. The city belonged to young people, not just
4. inscription corporations.
3. In the 1980s, more than one hundred people
EXERCISE C created The Great Wall of Los Angeles.
Answers will vary. Students should write from 4. It is important to acknowledge historical
the perspective of the painter lady, and should perspectives.
use at least three vocabulary words.
Selection Quick Check
Vocabulary Strategy 1. Activist artists created outdoor art to agitate
Answers will vary. Sample answers follow. and educate for social change.
1. a quick smell of something. 2. Afrocobra sparked the outdoor art movement.
2. something written on a surface and meant to 3. Arts-for-peoples-sake challenged the idea
last for a long time. that art is only valuable if it is in a museum, or
3. good smells if it is created by one special person.
4. a bag to carry things in 4. The Great Wall of Los Angeles is a half-mile
Grammar Practice long mural that depicts the history of
1. complex California from the point of view of Native
2. simple Americans and Mexican-Americans.
3. simple 5. The Great Wall of Los Angeles is different
from the walls of the 1960s because it is not set
in the neighborhood of the artists.

Answers
TIME: Oprah Winfrey should demonstrate an understanding that the
Reading Skill theme of Heroes deals with recognizing
Answers will vary, but they should include one strength and courage in everyday people who
fact and one opinion from the story. Students have to overcome disadvantages.
should correctly identify the statements as fact or English Language Coach
opinion. Students should be able to rewrite facts 1. superlative; best
as opinions and opinions as facts. 2. comparative; brighter
Selection Quick Check 3. comparative; harder
1. Oprah was raised by her grandmother on a 4. superlative; strongest
farm in rural Mississippi. 5. comparative; nicer
2. She saw Sydney Poitier receiving an academy Should Naturalized Citizens Be
award. President?
3. Her mother tried to place her in a home for Literary Element
troubled teens. Students responses will vary. It should be clear
4. Strict rules and discipline helped her turn her which types of appeals they are trying to use.
life around.
5. Oprahs openness about her own life, her Reading Skill
compassion for others, and her vision for a Students responses may vary, but answers
better world have all helped to make her show should be similar to what follows:
influential. 1. This statement demonstrates bias because it
shows that the writer has a personal
old age sticks experience that is affecting his opinion on the
Literary Element topic.
Answers will vary. Answers should include 2. This statement does not demonstrate bias
examples of Cummingss style in old age sticks. because it is based on facts about those three
Students should correctly identify which element amendments.
of Cummingss style is being utilized and how 3. This statement does not demonstrate bias
this is being done. because it is based on a fact from the
Grammar Practice Constitution.

1. which Selection Vocabulary Practice
2. which EXERCISE A
3. who 1. ensure
4. none 2. crucial
5. whose 3. requirement
6. that 4. violates
7. where 5. assurance
Selection Quick Check EXERCISE B
1. Old age puts up Keep Off signs. 1. crucial
2. Youth yanks down the signs. 2. requirement
3. Old age scolds. 3. ensure
4. Youth goes right on growing old. 4. violates
5. This poem explores the relationship between 5. assurance
youth and old age.
EXERCISE C
Part 2: Persuasive Ideas Answers will vary. Students should discuss their
opinions on whether or not naturalized citizens
Genre Focus should be able to become President. Responses
Answers will vary. For both activities, students
should include at least four vocabulary words.
can discuss any of the persuasive techniques, as
long as their responses are based on concrete
details from the text. For activity 2, students

Answers
Vocabulary Strategy Without Commercials
1. violates Literary Element
2. insurance Answers will vary. Answers should include
3. requirement examples of allusion in the story and should
4. crude explain these references. Students may wish to
Grammar Practice explain Walkers advice to stop tanning
1. because his son was born in Vietnam yourself or bleaching your skin. Walkers
2. after they move to America comment to stop talking about so much black is
3. unless you were born in America not beautiful is a reference to the Black is
4. than people born elsewhere who move to Beautiful movement that began in the 1960s.
America Grammar Practice
Selection Quick Check 1. object of a preposition
1. He could not run for president because he was 2. subject
born in Vietnam. According to the 3. subject
U.S. Constitution, only a natural-born citizen 4. none
can be president. 5. direct object
2. It failed to protect the rights of women and 6. object of a preposition
racial and ethnic minorities. 7. predicate noun
3. He says it violates the principle that all Selection Quick Check
citizens should have equal rights. 1. She wants them to stop tanning, or at least to
4. He thinks it strikes a balance between our stop despising fishbelly white.
societys openness and the ongoing 2. She wants them to stop unfolding them.
requirements of national security. 3. She wants people to stop trimming them, or
5. He says the president must make crucial making them smaller.
decisions about foreign policy and national 4. She wants them to stop bleaching their skin,
security. or at least to stop disliking their color.
Functional Documents 5. She compares us all to Adam and Eve.
Reading Strategy Toward a Rainbow Nation
Answers will vary. Sample answer: Literary Element

1. Vote for Yourself invites you to attend a town Students responses will vary but should note
meeting to discuss voting issues. that the author comes from a diverse background,
2. The meeting is hosted by Vote for Yourself, a and believes that this has helped her understand
voter-awareness group. the world better than people who have not had as
3. The reason for the meeting is that less than 45 much experience with diversity. Supporting
percent of eligible voters turned out to vote in details may include the authors friends, her visits
the last city election. to less-fortunate communities, or her own
4. The location of the meeting is Meade experiences with prejudice.
Auditorium.
Reading Strategy
Selection Quick Check Students responses will vary. Arguments that
1. The organization is called Vote for Yourself. could be discussed include basing friendship on a
2. The sign is advertising a town meeting. persons personality as opposed to his or her race,
3. The purpose of the event is to discuss and the importance of understanding how other
understand voting issues. people live, the effects of prejudice, and the
4. The voting official gives you a ballot card and importance of learning about the past.
a secrecy folder.
5. You should return the spoiled ballot to a
voting official and request a new one.

Answers
Vocabulary Strategy EXERCISE B
1. B 1. summit
2. A 2. punctuated
3. A 3. perspective
4. C 4. pageant
Grammar Practice EXERCISE C
1. learned; V Answers will vary. Students should incorporate at
2. shopping; V least three vocabulary words and describe
3. confused; adj. someone they consider a hero.
4. learning; V
5. growing; adj. Vocabulary Strategy
1. B
Selection Quick Check 2. A
1. She has grown up with several different races 3. A
and different kinds of people.
2. They get to learn from each other. They are Grammar Practice
able to see a difference in the settings of each 1. DO; displaying his trophies
others homes and in the way their families 2. S; Climbing Mt. Rainier
deal with things. 3. DO; shouting to the winds
3. The author says she would probably think that 4. S; Cheering from the crowd
everyone had normal houses and the money 5. S; painting
to do what they wanted to do. She would be 6. DO; watching a stunt man
small-minded. 7. S; Caring for the blind
4. She was at a restaurant with her friends where 8. S; Winning
the people there didnt want to serve them 9. S; Awarding the term hero
because of their color. 10. DO; reacting with courage and compassion
5. They will be able to learn that what people did Selection Quick Check
was wrong so they will not do it again. 1. The tennis players victory is described as
Media Workshop noisy because it was shared with thousands of

Answers will vary. Students should demonstrate cheering fans.
understanding of propaganda techniques. 2. The mountain climbers victory is described
as quiet because no one cheered them but
Heroes themselves.
Literary Element 3. One kind of bad call is the kind made at a
Sample answers: Wimbledon match; the other is one of lifes
1. upbeat, candid bad calls, such as a disability.
2. sarcastic, mocking 4. The public decides who is a hero.
3. serious, factual 5. A hero is someone who, given a set of
circumstances, will react with courage,
Reading Skill
dignity, decency, and compassion.
1. They both won a victory.
2. Won a noisy victory. Was cheered by the Primer Lesson
public. Dealt with bad calls from umpires. Literary Element
3. Won a quiet victory. Was not cheered by the Students responses to the first part of the
public. Dealt with bad calls from life. question should show an understanding of how
Sandburg personifies proud words as using
boots and walking. Responses to the second part
EXERCISE A
of the question will vary, but should demonstrate
1. by finding several different sources
an understanding of how to use personification
2. when you have to start going down
in poetry.
3. contestants
4. fireworks

Answers
Grammar Practice 5. Helen decides she wants to have a party so
1. to read; DO that her friends can see that they are
2. To write poetry; S homeowners.
3. to get them back; DO
4. to wear long, hard boots; DO
Spelling Practice
1. correct
5. To call proud words back; S
2. courtesies
Selection Quick Check 3. believe
1. The speakers advice is to be careful how you 4. correct
use proud words. 5. correct
2. They walk off proud and will not be called 6. conspiracies
back. 7. freight
3. Proud words wear boots that are long and 8. correct
hard. 9. correct
10. review
Comparing Literature Graphic 11. neither
Organizer 12. correct
Students diagrams should show an 13. relief
understanding of both the similarities and the 14. correct
differences among the cultures of the writers. 15. correct
Langston Terrace and Home 16. correct
Literary Element 17. counterfeit
Students responses will vary. Responses in the 18. weigh
first column should be specific examples or 19. correct
quotes from the selections. Corresponding 20. height
responses in the second column should correctly 21. niece
identify the tone and relate it to the overall story. 22. ceiling
23. correct
Grammar Practice 24. seizure
1. says 25. correct
2. hope
26. correct
3. play 27. weird
4. wonder 28. correct
5. is 29. correct
6. are 30. retrieve
7. thinks
8. walks Writing Workshop Graphic Organizer
9. enjoy Student responses should include detailed and
10. announces balanced information about each side of the issue
they have chosen. Students should state their own
Selection Quick Check position in a clear way below the graphic
1. The speaker was worried about being the new organizer.
person in the neighborhood and at school.
2. The speaker says the best thing was that Speaking, Listening, and Viewing
everyone was new to the community, so Answers will vary. Students should address each
everyone became friends. of the questions with thoughtful, detailed
3. It was hard to save money because any time responses as they create a visual presentation to
someone got a raise, the familys rent would accompany their persuasive speeches.
go up.
4. The family is concerned that they will have to
leave their home if the father cannot get
another extension on his loan.

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UNIT 4

Copyright by The McGraw-Hill Companies, Inc.

Send all inquiries to:

Printed in the United States of America.

Part 1: Life Experiences

The War of the Wall . . . . . . . . . . . . . . . . . . . . . . . . . 6981

Part 2: Persuasive Ideas

Unit Resources Course 2, Unit 4 iii

Copyright by The McGraw-Hill Companies, Inc.

iv Course 2, Unit 4 Unit Resources

What Inuences You? (page 464)

Unit Resources Course 2, Unit 4 1

Copyright by The McGraw-Hill Companies, Inc.

2 Course 2, Unit 4 Unit Resources

The Big Question Foldable

Step 2 Separate the sheets. On each

Step 5 Repeat these steps for each

Unit Resources Course 2, Unit 4 3

The Big Question Foldable

Copyright by The McGraw-Hill Companies, Inc.

4 Course 2, Unit 4 Unit Resources

The Big Question

ACT I V I T Y: How Influences Change Over Time

Now respond to the answers above.

ACT I V I T Y: Media Influences

Look at a magazine or watch TV for a short while with a parent or

ACT I V I T Y: How People Influence Each Other

Unit Resources Course 2, Unit 4 5

ACT I VI DAD : Cmo cambian las influencias con el tiempo

ACT I VI DAD : La influencia de los medios de comunicacin

Copyright by The McGraw-Hill Companies, Inc.

ACT I VI DAD : Cmo influyen las personas entre s

6 Course 2, Unit 4 Unit Resources

Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Unit Resources Course 2, Unit 4 7

Ang Mahalagang Tanong

Ngayon ay sagutin ang mga katanungan sa itaas.

Copyright by The McGraw-Hill Companies, Inc.

8 Course 2, Unit 4 Unit Resources

Unit Resources Course 2, Unit 4 9

Koneksyon ant lekl ak lakay ak yon Gwo

AKT I VI T E : Kijan sa ki enfliyanse w pou chanje l w ap grandi

Kounye a, bay lide pa w sou repons yo bay anl a.

AKT I VI T E : Enfliyans medya yo

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AKT I VI T E : Kijan moun enfliyanse youn lt

10 Course 2, Unit 4 Unit Resources

Zaj Lus Nug Loj

Unit Resources Course 2, Unit 4 11

Section A. Choose a Topic

Copyright by The McGraw-Hill Companies, Inc.

12 Course 2, Unit 4 Unit Resources

Section B. Choose a Project

their answers and weave their responses into your article.

Unit Resources Course 2, Unit 4 13

Section C. Make a Plan

Project due date

alone partner group

Copyright by The McGraw-Hill Companies, Inc.

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

14 Course 2, Unit 4 Unit Resources

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

Details and examples complete.