The Glencoe Reader Grade 10

Citation preview

Course 5

Reading Advisory Board for Glencoe/McGraw-Hill Sheree Bryant Assistant Superintendent for Curriculum and Instruction for the School Board of Butts County, Georgia, and state trainer for No Child Left Behind for the International Reading Association Linda Damsky ESOL Testing Coordinator for Pinellas County (Florida) Schools, National Board Certified Teacher for English as a New Language, and national trainer for Project CRISS (CReating Independence through Student-owned Strategies) Bonnie Valdes Master Trainer for Project CRISS and Senior Advisor for Glencoe Literature: The Reader’s Choice Jeffrey Wilhelm Associate Professor at Boise State University, nationally recognized author of nine books on teaching reading and literature (including the award-winning You Gotta BE the Book and Reading Don’t Fix No Chevys), and Program Consultant for Glencoe Literature: The Reader’s Choice

Acknowledgments Grateful acknowledgment is given authors, publishers, photographers, museums, and agents for permission to reprint the following copyrighted material. Every effort has been made to determine copyright owners. In case of any omissions, the Publisher will be pleased to make suitable acknowledgments in future editions. Acknowledgments continued on p. 384 Exclusive Partnerships To increase students’ reading comprehension, media literacy, and test-taking proficiency, The Glencoe Reader includes materials developed in association with our exclusive partners. A number of selections in this book have been drawn from the pages of inTIME, a magazine designed for students by Time Education Program in partnership with Glencoe/McGraw-Hill. The magazine features recent TIME news stories, articles, essays, and reviews. With the help of USA TODAY editors, certain selections in this book were chosen from recent issues of USA TODAY, a nationally distributed daily newspaper noted for its brisk reporting style and engaging graphics. The Part 3: Standardized Tests section of this book was developed in association with The Princeton Review, the nation’s leader in test preparation. Through its association with Glencoe/McGraw-Hill, The Princeton Review offers the best way for students to excel on standardized tests. The Princeton Review is not affiliated with Princeton University or Educational Testing Service.

Three-dimensional interactive graphic organizers, called Foldables, have been integrated throughout this book. Created Graphic Organizer Organizer Graphic

exclusively for Glencoe/McGraw-Hill by teaching specialist Dinah Zike, Foldables enhance reading comprehension by helping students develop ways of organizing information that are fun and creative.

Cover art: Country House with Canoe (detail), 1996, Ed Labadie. Collection of Artist/Stock Illustration Source

Copyright © 2004 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database retrieval system, without prior written permission of the publisher. The National Geographic features in this book were designed and developed by the National Geographic Society’s Education Division. The name “National Geographic Society” and the Yellow Border Rectangle are trademarks of the Society and their use, without prior written permission, is strictly prohibited.

Send all inquiries to Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240 ISBN 0-07-845931-1 Printed in the United States of America 2 3 4 5 6 7 8 9 10 066 08 07 06 05 04

To Students and Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii The What, Why, and How of Reading . . . . . . . . . . . . . . . . . . . . . . . xiv

Fiction, Poetry, and Drama Reading Short Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Alice Walker

Everyday Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Connect; Draw Conclusions; Characterization; Understanding Long Sentences

Juanita Platero and Siyowin Miller

Chee’s Daughter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Amy Tan

Two Kinds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Predict; Infer; Theme; Understanding Dialogue

Question; Draw Conclusions; Conflict; Reading Dialect

Judith Ortiz Cofer

Catch the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Visualize; Interpret; Sensory Details; Using Time Clues

Ray Bradbury

A Sound of Thunder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Clarify; Synthesize; Foreshadowing; Understanding Cause-and-Effect Statements

Reading Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Gwendolyn Brooks

Horses Graze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Question; Draw Conclusions; Personification; Reading Thoughts, Not Lines

Robert Frost

The Road Not Taken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Visualize; Lyric Poem; Making Meaning

Naomi Shihab Nye

Making a Fist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Respond; Interpret; Speaker

Jean Toomer

Reapers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Visualize; Analyze; Sound Devices The Glencoe Reader

iii

Reading Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Sophocles

from Antigone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Summarize; Draw Conclusions; Protagonist/Antagonist; Reading Long Sentences

William Shakespeare

from The Tragedy of Julius Caesar . . . . . . . . . . . . . . . . . . . . . . . . . 118 Clarify; Infer; Blank Verse; Reading Side Notes

Sir Thomas Malory

Reading Legends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 from Le Morte d’Arthur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Monitor Comprehension; Draw Conclusions; Dialogue; Understanding Formal Language

D. T. Niane

from Sundiata. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Clarify; Evaluate; Tall Tale; Keeping Track of Characters

Joseph Bruchac and Gayle Ross

Where the Girl Rescued Her Brother . . . . . . . . . . . . . . . . . . . . . . . 164 Summarize; Evaluate; Suspense; Understanding Figures of Speech

Reading Novels

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Nonfiction and Informational Text Reading Literary Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Jeanne Wakatsuki Houston and James D. Houston Martin Luther King Jr.

from Farewell to Manzanar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Respond; Analyze; Autobiography; Understanding Cultural Context

I’ve Seen the Promised Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Summarize; Analyze; Allusions; Reading a Speech

Jane Ellen Stevens

Exploring Antarctic Ice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Identify Sequence; Main Idea; Author’s Purpose; Understanding Jargon

Reading Mass Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 from inTIME magazine

In a Legend’s Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Monitor Comprehension; Main Idea; Text Features; Understanding Phrases with Dashes

iv

The Glencoe Reader

from inTIME magazine

Changing Stripes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Sequence; Draw Conclusions; Author’s Purpose; Understanding Unusual Expressions

from USA TODAY

Training leads to big break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 Question; Evaluate; Text Features; Understanding Jargon

from USA TODAY

Wild and woolly ‘Ice Age’ is a gem . . . . . . . . . . . . . . . . . . . . . . . . . 254 Skim; Evaluate; Understanding Slang

Glencoe Literature Web Site

Literature: Course 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

Print advertisement

N–ERGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

Preview; Text Features

Author’s Purpose; Understanding Writing Style

Reading Textbooks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 from Glencoe World History

The Development of Civilizations in Africa . . . . . . . . . . . . . . . . . . 266

from Glencoe Geometry: Concepts and Applications

Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

Workplace Document

Preview; Main Idea; Text Features; Reading a Thematic Map

Review; Text Structure; Reading Text and Diagrams Together

Reading Functional Documents . . . . . . . . . . . . . . . . . . . . . . . . . 282 Memo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 Question; Text Features

Government Document

An American Promise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 Interpret; Text Structure; Reading Difficult Terms

Technical Directions

User’s Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Text Features; Understanding Illustrations

Application

Job Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Text Features; Understanding Unique Style

Chart

Commuter-Train Fare Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 Scan; Reading a Chart

The Glencoe Reader

v

Standardized Tests Reading Standardized Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 Reading Test: Type 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304 Clarify; Main Idea; Reading Figurative Language

Reading Test: Type 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Predict; Infer; Reading for Key Words

English/Language Arts Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 Connect; Evaluate; Defining Unfamiliar Words

Writing Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 Predict; Analyze; Understanding Text Features

Reference Section Reading Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360 Identifying Words and Building Vocabulary Reading Fluently Reading for a Reason Becoming Engaged Understanding What You Read

Thinking About Your Reading Understanding Text Structure Reading for Research Reading Consumer, Workplace, and Public Documents

Hot Words Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384

vi

The Glencoe Reader

The Glencoe Reader is a special kind of book—one you can actually interact with and make your own. Go ahead. Circle, underline, or highlight parts of a selection that grab your attention or that are hard to understand. Jot down words you want to remember. Fill the margins with your own thoughts and questions. You can mark up this reader in a way that works for you—a way that helps you understand and remember what you read. The Glencoe Reader will help you work through interesting and challenging reading selections such as •

short stories, poems, dramas, and essays from Glencoe Literature: The Reader’s Choice

•

magazine articles from inTIME

•

newspaper stories from USA TODAY

•

textbooks and Internet resources

•

everyday reading materials like technical manuals, ads, forms, applications, schedules, and maps

•

standardized tests

The Glencoe Reader is interactive and fun. You’ll like reading the interesting and varied selections. You’ll also discover that the skills and strategies you learn to use in this book will become a natural part of how you read. You’ll become a better reader. The Glencoe Reader is divided into three parts:

Part 1 will help you read all kinds of literature. And you won’t just read it, you’ll get it!

Part 2 will help you learn important strategies to understand nonfiction and informational selections.

Part 3 will help you learn how to read and deal with standardized tests.

In each selection of The Glencoe Reader, you’ll find a variety of engaging activities to complete on your own or with a partner, a small group, or your entire class. The Glencoe Reader will help you become an active, flexible, more powerful reader. So go ahead. Pick up a pencil and go for it! Note to Parents and Guardians: Ask your students to show you their work as they proceed through this workbook. You might enjoy reading along!

The Glencoe Reader

vii

T

he notes and features in The Glencoe Reader guide you through the process of reading and making meaning from each selection. As you use these notes and features, you’ll be practicing and mastering the skills and strategies that good readers use whenever they read.

Word Power Preview the selection vocabulary words. They’re underlined and defined again in the selection. Connect, Did You Know, Reason to Read Before you read, think about your own experience and share your knowledge and opinions. Next, build on what you know about the selection topic. Then set your reason for reading so you can plan how you’ll read.

SHORT STORY

Small Group Discussion It’s human nature to be generous sometimes and selfish at other times. Think of a time when you were generous and a time when you were selfish. How did you feel in each situation? Share your experiences in a small group discussion. In this short story, you’ll read about a teenage boy named Luis who discovers which part of his nature makes him happiest.

Building Background Luis, the main character of this story, lives with his father in the barrio. Most of the action takes place in a car junkyard.

Hot Words Choose words that you think are important, difficult, or interesting. Use your Hot Words Journal to build your knowledge of these words.

• A barrio is a city neighborhood where most of the people are of Hispanic heritage. • A car junkyard is a place that stores cars that nobody wants. Car parts that still work are often salvaged, or saved, so they can be used to fix other cars. • This junkyard contains a huge pile of hubcaps, or wheel covers that are usually made of metal. Hubcaps come in various styles designed to match particular models of cars.

Vocabulary Preview Read the definitions of these words from “Catch the Moon.” Use the pronunciation guides to help you say each word aloud. You may already know the meaning of some of these words, but others might still be unclear. As you read, use context clues to help unlock the meanings and make those words clearer. harass (har
əs, hə ras
) v. to bother or annoy repeatedly; p. 55 makeshift (ma¯ k
shift´) adj. used as a temporary substitute for something; p. 57 vintage (vin
tij) adj. having a lasting appeal; classic; p. 57 decapitate (di kap
ə ta¯ t) v. to cut off the head of; p. 59

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Setting a Purpose for Reading Read to see how Luis acts both selfishly and generously—and learn which kind of actions make him feel good about himself.

Foldables These threedimensional graphic organizers will help you focus on your purpose for reading and keep ideas straight. Key Goals These are the reading and thinking skills you’ll focus on in each lesson. Check out the chart on pages xiv–xvi of this book to see what each skill involves.

viii

The Glencoe Reader

Graphic Organizer Organizer Graphic

As you read, use the following Foldable to keep track of Luis’s actions.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts.

1. Place a sheet of paper in front of you so the long side is at the top. Fold the paper in half from left to right and then unfold.

Reading Focus: Visualize

2. Fold each side in to the centerfold line, to form two tabs.

Think It Over: Interpret

3. Label the left tab Luis’s Generous Actions and the right tab Luis’s Selfish Actions.

Literary Element: Sensory Details

4. Take notes on your Foldable as you read. Under the left flap, record actions of Luis’s that you think are generous. Under the right flap, record actions of his that you think are selfish.

54

The Glencoe Reader

Reading Coach: Using Time Clues

Build Fluency Use these reading aloud opportunities to become a more fluent reader. With practice, your reading will sound smooth and easy.

Reading Focus Here you’ll learn the best active reading strategies. Models give you an extra boost by showing you how good readers think.

Before bringin g up the subje ct again, Luis in a Baggie an put some ice d handed it to cubes Mr. Cintrón, wh little bump on o had made th his head worse e by rubbing it. on it, Luis thou It had GUILTY ght. written “Gracias, hijo. ” His father pl READ aced the bag made a face as ALOUD on the bump the ice touche and d his skin. 200 They ate in sil Build Fluency ence for a few Look for the signal button Find a quiet place to practic minutes more; to ask about th e reading aloud th en A . It guides you to a e car again. Luis decided the boxed passa ge. Reread the “I really need passage severa some fresh air side margin activity and l times until yo , Pop. Can I bo couple of hour u can read it sm rrow the car fo oo s?” thly. K back into the reading. ra “You don’t ge t enough fresh air at the yard we don’t have ? We’re lucky to sit in a smell that y old factory all “Yeah, Pop. W da ry e’re real luck ize The y.stoYou know that?” al su Vi y.” Luis alwaysstrfel ual father was so vis g on t irritated grateful to ow e that his ens with a n a juopnk cture of th yard, bu back and just art pihe ngs ange waited to see ldttihi image—a cle iterary lem e se thhe d r an if he rs te ’d ace keys ent get in an argu chtarth mainge thethbo ment. K ouxetdhaving to ad wi re Re ry. Se nsory Details 210 of the sto “Where are yo This hat do you de W . scr u going?” s ipt ce d’ ion in en Mark is filled with de sent ur m the te tails! xt “For a ride. No or see in yo Underline or hig t going anywhevisualize, hlight the words in the bo ree? . JuAst out for okay?” ey xed a while. Is that passage that appeal to one is or more of yo His father didn n I read th ur senses. Below ’t answer, just Model: Whe to picture how tall , circle the sen ha try I nd , ses as the day they him a setwofmke that the detail ence y sented anys, s appeal to. L were manufac ho as d sh an in is a y tured.sixHifesetfathe that could be to make sight t ta r po liske polished: door hed ever aps it mus a ing knobs, hu to support yth cobc and forks, like ins, enys, hearing ough ” le spoo“s ng ju he was King M ns pile big ke el , words te knives, idas counrstin . Th Luis thought taste hies silver” makde me see pe ong his father us Reading Coach Let the go ldal. . ar junkyard anen d “cely met fer t be reallyanlon only he useddith Ortiz Com ok touch br , h edlis to ist po tw reading coach help you Ju anymore. They of ut s en sils heap ha d be en picked out though, so th smell ey were like re by his wife, overcome the trickiest 6 lic s. Nothing sh 220 could be thro e had ever ow wn away. On reading task in each ned dishes, forks, hubcaps and ly now the le of and spoons were no selection. pi ot e fo m xt used of a si to eat the yello glee of his e Clues So l juwnric sits on top and re Using Tim ke place in dr beans, the to the stee in te ta af ay uis Cintrón fri ry y ed aw sto od k ch is al icken, ’s orcust outh parts of th ke place in is father w hist old man the man e atering t, some ta d h-w watches h swee take sed into plantai the presen rinatg— nsteth A Relea and some en d. d st, hi s ar pa an m ky ot g nt n he n ce ju r had eaki car the re Your Notes stant past. fore r th all—for brcooked da em h e more di th . . L ile in n Th e ve ey ac pl we t to shift s in ju it on theacabinets th r, and goreodjust kept Here, the story is aboue recent He didin pe six month g. ee sl in h ht at yt his father had th lig take an present to cats was a turned froDi theYo md prove it. didn’t even eum foto u Know lps?you the millioninto a mus r he r. Mr. Ci e author he Th on his head d lady with ntne ar ró Ast.pla do pa n sc ift by d co a co nta ul sh s ok an in d e (pl ha But the ol as in tim
ən) is well as hiay e ant a ne. He s ed wife, but hean gnalizefruth copic retro ld have st it tim simeilarintothae story. ou uminum ca theshhe he Parts diddn’t have m er ngich o ban ni ar th ut t with her al ana tio to A he , en wh do w n, it So anymore. Lu ng mu sentence. ri st & ed be de ht 10 ón lig on tr w gh coo in is hi 230 is kedthbe thought e fore eating eC tell Read Now Luis ón of Jorg lish every wor. ds that Mark the text Circle the Jorge Cintr ash and po w e. gh hi ld tim d ou ll st rte sh te fu la is sta uis e his L Lu th n at ly he th w on d Your Notes These notepads give is you start s decide ts n did Luis is sitting on Salvage, ha . Luis grun school. Whe le? B inved he hill he6. Here, a reli e ser pre you a chance to jot down whatever coam and protected vec isted hig the yard. T ha hly in troub e, respec at in ng th on ob tti ap jec rs ge bc per t no tha ve son t is associated hu . at el co with a n. He yells you want. Make a comment, ask a ai ndred whe nt e hu th ou e of m le lik ms coup of his silver eeps his ar question, or state an opinion. It’s up on top ounds s,” and sw m ur d yo an be s and stands will iche n, all this up to you. car sandw e so th of , s is ay le e ed pi H . e “Som e city The Glencoe d over th outside th Reader ng a crow d more re of land 61 ac ha s is Pope blessi ha th r er ve far his fath rts that co hen you the sign. of metal pa Son, and so initions W on & ef D ón ón a g tr tr in in Mark the Text When you see this in in C rd Us e wo rge C vocabulary plain Jorg school two “Son” of Jo ntence. come to a wish it was arted high st to e whole se symbol, you’ll make notes in the 20 th he on ad e as re nc , re a si e sentence definition than one organized— g in troubl the word’s margin, underline or highlight l group” he ir been gettin . When ia s Then read he ge oc T ha pa . s “s e es e ui th L iti th B m of thor cause of at the botto ce, the a bit of text, or circle interesting or the local au mainly be the senten harassing years ago, you reread were into ould be sh ho g w nin ys difficult words. ea gu word’s m bunch of

L

clearer.

atedly annoy repe bother or ras
) v. to hə , əs
ar harass (h

ry Vocabula

Vocabulary Notes Look at the bottom of selection pages for vocabulary words and definitions and for important footnotes.

e Reader The Glenco

55

Word Power Here you’ll find some handy tips to help you figure out the vocabulary words as you read them in the selection.

The Glencoe Reader

ix

Literary Element These notes will help you understand important features of literature, such as plot, setting, characterization, and imagery.

d see it until he coul and polished e VW hubcap face and th s hi ed ed sh sh wa wa is Lu a mirror as he l Home. It He used it as mirez Funera himself in it. ove to the Ra dr he en quietly as Th As night. d his hair. s a moonless 310 combe d the oak ack, since it wa be -bl m tch cli pi d t os an et was alm el in his pock i’s y does Luis put some grav Interpret Wh front of Naom possible, Luis ew he was in bcap by kn hu He . the i or om flo ins. She was nd rta give Na co R cu se . e e th lain th h Exp to ug e tree? tre ow thro r sh him. hanging it in the iter uld see he iting forhe arady le g,en r white sundre may window—he co t be wa e inwind ss waiting for , ng or drawinm iti wr ly nt th re his father, while ar 90 was likow Sensory Detai e a smooth wo at a table, appa Luis stared. Sh onls a branch ne lly fu re d od carving. He ca an sk De ow di iptions that ap e r scr nd ve wi sil e e r skin was mah th th bla to ng ck n pe , and her arm alom i ra to on Luis hu ogany, almost Na e or moat ss. gla s re an e of the five sen th d legs were lon ch an el br av gr ick e th ses th e places so that g and thin, bu are th to called sensor on ld then threw he sh t is ls. Wr curved in e did not look detai anyone iters aside whiley Lu bony and hard insuse balle he had given rina. And her detailgo —more like a drew the curta rea sensorey fir heth lp ing st s tood ebony hair wa r th ders he see e s , giv br he to aid ar, let d tas ed his breath out, te, feel, or close to her he and waite smell what is feeling a little ad. F Luis being describe R dizzy. He had Both the girl an d. ng time. He re, the writer is forgotten to br 320 in a lo d his father he describing a eathe. ard him. Mr. Ci girl. Reread the “L ui s, the señorita boxed text. ntrón waved hi here has lost m over. Mark th e a wheel cover. He twenty-five ye text over the Underline one ars old, so it wi r car is Step 1 Think back sensory ll not be an ea detail that appe view any notes on this side.” sy match. Com als to your sen whole story. Re does w Ho d. e look se rea of touch. What do you made as you d the Lu en is tossed a wren sensory details suggest himself at the ch he’d been about the girl? Luis feel about 100 holding into was annoyed, Write your answ y? a toolbox like just to make a er on the lines of the story? Wh he point about sla below. F followed his fat ve labor. Then her, who knelt he on the gravel out every detai and began to l of the hubcap point . Luis was hard watched the gir ly listening. He l take a piece of paper from “Señor Cintró her handbag. n, I have draw n the hubcap have to leave for you, since soon. My hom r you I will t ou ab e k address and tel here, and also Step 2 Now thin ephone numbe r you of m rt y pa pa ich re nts’ office nu r are own actions. Wh m to he ber.” She hand Mr. Cintrón, wh ppiest—t kes you ha ed the paper o nodded. nature ma Reading Check Here’s where selfish part? the “S or rt í, pa se ño us rita, very good genero . This will help you’ll think about whether you Perhaps there my son look fo Why? is one in that r it. stack there.” He understand what you’ve read. Use 110 caps th at Luis was su pointed to the pp os pile of ed to wash and polis your understanding to complete a certain that th h. “Yes, I’m alm ere is a match ost there. Of cour short activity. If you’ve missed or are near the top or se, I do not kn the bottom. Yo ow if it’s u will give us unclear about an important point, Luis just stare a few days, yes?” d at his father Interpret Wh like he was cr at do you you’ll find tips for reviewing the text. anything beca think the girl is azy. But he di use the girl wa smiling about? dn’t say s sm ili Check the box ng expression on at him with a next to the her face. May funny answer below be she though that most closel Su pe rm t he an , or maybe sh had X-ray eyes y matches your e was mockin like opinion. G g him. G “Please call m e Naomi, Seño ❏ She wants to r Ci ntrón. You kn She is the dire date Luis. ow my mothe ctor of the fu ord r. neral home. . e words to rec ❏ She recogniz surprised at fir Choose thre . .” Mr. Cintró es Luis. st; he prided rds Journal at n seemed hi m in your Hot Wo se 120 lf on Then his frien having a grea s book. Then ❏ She thinks Lu dly expression t memory. the back of thi is is Superman changed to on of the activities recalled the da . e of sadness as complete one y of his wife’s he burial. Naom sentence. She listed there. i did not finish reached over her an d pl aced her hand Cintrón’s arm on Mr. for a moment. Then she said ader got in her shin “Adiós” softly, e Glencoe Re Th y wh ite 64 and car. She wave d to them as sh gold bracelets e left, and he flashing in th r e sun nearly bl Think It Over Make your Mr. Cintrón sh in de d Luis. ook his head. “How about th reading more meaningful himself. “The at,” he said as y are the Dom if to inican owners by thinking about ideas of Ramirez Fu 58 neral The Glencoe

that go beyond the words in the text.

x

The Glencoe Reader

Reader

Reading WrapUp Here you’ll revisit the lesson’s key goals in a variety of activities.

Visualize continued

iterary Sensory Details

lement

Imagine That Create two pictures in your head—on e of the hubcap hanging in the tree and the other of the moo n in the night sky. Now list as many similarities between the hubcap and the moon as you can.

Going Solo Express yourself as you complete nsory ses. Se five senon thisof the activity your own. smell to one or more

s that appeal taste, touch, or siren s are description ders see, hear, Sensory detail wail of a police e by helping rea the aliv ibe me scr co de g itin in the writer may details make wr at is happening wh l For example, a fee d. d ibe an , scr de ar, see what is being lping you to he sunny day, he on a pleasant ch of the t appeal to ea Literary Element stoAry. m the story tha with details fro low be m gra r dia Using Time Clues graphic organizer will Fill in the cluste . 1. What Time Is It? Wor help you check yourfive senses k with a partner to dete rmine whether each of the follo wing sentences takes plac understanding of the e in the present, the recent past Sight , or the distant past. Next to each lesson’s key literary sentence below, write P if the event happens in the present, R if the event happ element. ens in the recent past, and D if the event happens in the distant past. h uc To Luis broke into an old wom an’s house. Luis’s mother told him Hearing she was proud of him. Luis worked in his fathe r’s junkyard. Luis’s mother died. y or The Tiburones put on the Save Sens the Animals talent show. Details Luis hung the hubcap in the tree. 2. Timing Is Everyth Taste ing While reading, you practiced recognizing time shifts between the present, the Smell recent past, and the distant past . With a partner, look back at the story and find two sent ences that show shifts Choose the from one best answer time to another. Work toge for each multip ther to determine the time choice ques le- are connected in each s that tion. Fill in the Write your ansentence. For example, circle in the for questions the swer to open spaces sentencethe 1 and 2 on the “Luis -ended ques sphas ng in trouble right. acebeen tioed provgetti since he start n A in ide high d scho 1. be ol low two years ago” connects . Why does Luis the present and the work at his fat A. . JotDo her’s junkyard? recent past yonu the dow think sent Luence A. He thinks it is s and and your his answ father will bu ersildon the lines below.relationshi will be a fun sum a good p? Use details mer job. B. He wants to from the story your answer. make some ext to support ra money. C. He wants to learn everythin g he can about so he can becom Standardized Test cars Multip e a mechanic. le-Choice estioyou’ll D. He was releas ns Practice Qu Here find ed from juveni le hall on the condition that 1. he would work multiple 2. choice items there for six months.

Standardized

66

How does Luis react when he sees Naomi at junkyard? the A. He ignores her. B. He is stunn ed by her beauty . C. He recogniz es her right aw ay. D. He starts a friendly conver sation with her . Reader The Glencoe

2. What’s He Thinki ngBuddy Mr. Cintrón’ ? The storyUp In these s thoughts. doesn’t re veal manwith For exampl find the hu y of e, you’ll work bcap for Na activities omi, he ca when Luis is trying to know whe lls re he is an hi s to father a tpartner share ideas d wha to not ask fo le t him he’s doing. r an explan Mr. Cintrón ation,about past his cu even thou the selection. does rfew. In yo gh Lu is is stayin ur Cintrón re g out acts to Luis’ group, discuss how yo s telephon sentences e call. Then u think Mr. summarizi write a few ng your di scussion.

A.

ABC

D and a short response Open -E taskndin typical edaQu estiontest format. They check your comprehension of the selection and give you practice in reading tests at the same time!

Vocabulary Ch eck Write the wo rd from the lis t that belongs in the blank in each sente 1. My big sister nce. can be a pest. Sometimes she likes to 2. Mia likes to me. pick da heads and a pile ndelions and them. Then she of the stems. makes a pile of the 3. An empty sto rage room has been turned int oa classroom. 4. Mr. Smith co llects old phon ograph record s. He loves tho se recordings.

harass v. to bo ther or annoy repeatedl y makeshift ad j. used as a temporary sub stitute for something vintage adj. hav ing a lasting appeal; classic decapitate v. to cut off the head of

in discussions or work together to puzzle out an answer, your understanding of the selection will grow.

Test Practice

ABCD

2.

Interpret

1. Cause and mother’s de Effect? How migh t Luis’s reac ath have af tion to his fect These group recentTeamWork ed his besmall past and in havior—bo the presen th in the your gr t? Discitusreally oup and jo are activities where to s this qustarts t down yo estion with ur answer he re get fun. As you share your. thoughts

The Glencoe Reader

65

Word Power This activity gives you a chance to use the vocabulary words you learned in the selection. The word list at the left will help you review.

The Glencoe Reader

xi

Y

ou wouldn’t read a bus schedule or a newspaper article the same way you’d read a short story. Your reading purpose and the way you read change with what you read. For that reason, you’ll need a special plan for each kind of text. The Glencoe Reader will help you develop the skills and strategies that work best for many types of texts. What Is It? Look at the beginning paragraphs to learn what defines a particular type of text. Then see how that kind of text figures into your life.

Reading

Reading

Did you hear . . . ? Did you see . . . ? Did Questions like you read . . . ? these come fas The mass me t and furiously be about the lat dia aren’t one . They may est fashion, a thing. They’re Mass media inc new movie, a score, or a ne lots of things. lude radio, televi final sports ws item. And sion, the Intern since you live movies, advertise world, you pro in et, the modern ments, comic bably respond str newspapers. Th ips, magazines, “Yes, I saw the or “No, but I’m e term refers to and headlines” going to watch all co me mm it anyone involv ton ans of unication (med ed in —w out ight.” Like it or not, abtw ia) that are de liferiti ng in the nu ion mb sig fict en lot ne ers tyof s d to reach gre of ceormation first century ge of people (the at is a short pieinf , op short stodry ts masses). The to everyone, an ma A short story just plain fun fro mass media spe Ev. en when ainions, an ssen ts.dia me d they speak wit d ev ry.” soon as m the ak h many voices. inary people an entertain, persu “Tell me a sto rs, it is never a ag ries almost as cte im sto ara ar ch l he rea to Th ade, educate, ey ing ents or g animals me are and challenge. have to enjoy Babies start ask includes true ev w short are short stories? So nt tales of talkin You don’t all of these vo k. Children wa Ho . Even though may stretch ices—most peop it would be dif they can spea factual account. ense and magic gth, but others ns le len no s do ficu d in rie n’t an lt hs —but sto to es rap of im agine life witho and princess Mark out the kinds just a few parag ut them. the te they their minds ab xt ny pages. doesn’t fade as How do you people change s ma rie to sto for e ma appetite Mark with an d ofus they like, their story ss media? Mark with an I the me ch kin E the media dia you use eck beside ea you use for en to get informa grow older. y. t. Make a ch __ wh lis s in tel tertainment. thi ev tion. Some me pla isio ad ex n ding and stories. Re dia may get you enjoy rea __ kinds of short both marks. ry ne ny sto ws e ma of Mark the text tal pa d l pe are tal rs __ radio There ite a kin wr , es lin __ books read. On the __ magazines thriller adventure that you have __ advertisem ents __ movies mystery ghost story __ Web sites legend __ CDs romance science fiction tragedy

?

sons. all sorts of rea ort stories for time or to help People read sh d just to fill the rea y s a deeper the es Sometim , though, there’ t to sleep. Often s they may never be themselves ge ce pla rs de rea take reason. Stories

People read ma ss media to be informed, to be entertained, an d to aded It’s at people don’t rea be persu truise itthat some n lives.. Wh ow d ir the the ma —in ss media mune Televwant to go charat all. vid tator, come esdeple dicto able to go—or ision pro a r nty un wa live u tch giveioyo music a war, g the giv es us ries can; rad sto like to fight in ; surfin Ne ort t Sh is en rs? ter Ma tai to nm yo l u wave ent in itself. An nt news . . . Weeriences. d if drowning, or tra king exp ll, you can watch or vo pro htug listen to that new and tho

too. What this view of life lea ves out is the serious inform fact that ation is crucial to surviving in world. And no a complex medium comm unicates ideas better than pri in depth nt. For all our flat screens, dig and rapid onlin ital sound, e access, there is still no subs magazines and titu te for newspapers.

ich a conflict, wh en include Pe oplesta geos:create ry line. Plots oft wh five mass media us d by plot or sto develop in ize ts an plo st org un Mo e a plan of org are de s. s rst and and remem or force Short storie anization, or a ber their main olution. n people, ideas, ee res text structure, yo d tw u an be , to points. Once yo gle ion un ug de rst ling act an to help you is a str fal d g, wh ax, tin u recognize tha at set clim yo , u the read. Some co rs, cte ng action ara risi t plan, it will be ch n, itio the mm t os on text structur exp abou • chronological on easier for ati orm inf es (time) order are round ckg ba es vid pro x • Exposition • deCli scrma iption • cause and eff ict. nfl ect and the co nflict. • compare an tions to the co Why Read? Here’s where you’ll • problem/so ds complica d contrast n ad lution spense. • Rising actio su or st ere int Author’s Plan These Signal words find the most common reasons greatest help you disco is the point of ver the text str • The climax chronological notes will tell you how ucture. For exa for reading a certainn kind of text. order. Words an ppens to the at ha wh mp ls le, d tel ph wo mo ras rds tio re information like first, next, lling ac action es such as because and • Fayou g uc onFa llin and latto tex authors tend organize t str of the climax. They’ll help decide your er sh ult as tur res a a ow es, res as loo ult rs k at pages 352– signal cause an characte d effect. For kind 354 in the Re ideas the in a w ad ho reason for reading. ing s Handbookparticular n show tio olu . res e • Th 228 The Glencoe ed. of writing. When you can Reader conflict is resolv Resolution Exposition

2

xii

Reader The Glencoe

The Glencoe Reader

Rising action

see the author’s plan and know how key ideas are arranged, you’ll be better able to follow and understand what the author wants you to know.

Reading Tests How you read a test can make the difference between a good score and one that is not so good. Part 3 of The Glencoe Reader will help you develop special test-reading skills and strategies so you can improve your performance on standardized tests.

Text Features To understand what you read, you have to know what you’re looking for. These notes point out the common features of a certain type of text. Look at the sample page to be sure you understand what each feature looks like. Then use the Find It prompt to practice finding a text feature.

SOCIETY

ly— etimes the on the first—som n Headlines are are often writte will read. They words people . eye r’s de rea to catch the

e. It ondary headlin btitle is a sec adline, and it The deck or su n the main he tha ger lon is often on. more informati generally gives paragraph, is chy opening rn more. The lead, a cat der want to lea rea the ke written to ma ions of visual brief descript a caption is Captions give information in the en Oft material. the article. in the body of ed lud inc t no kes m experts, ma tions, often fro le. Direct quota rtant and reliab on sound impo the informati

EDUCATION OR EXPLOITATION?

The U.S. programs generally treat their featured attractions well: Dolphins are no longer captured in the wild, and there are guidelines that limit the mammal’s workday (no more than two hours) and provide enough office space (a sanctuary away from humans is required). Some facilities work harder than others to make dolphins feel at home. Dolphins Plus, in Key Largo, Fla., fences off an area of the Florida Bay, connecting the play More tourists are getting up close and personal with area to the ocean. Orlando’s Discovery Cove has three dolphins. But the stress for the animals can be fatal human-made lagoons, a pool for sick animals, and a staff of By NADYA LABI 70-plus workers to tend to the needs of 30 dolphins. But such standards are less likely to be followed e homo sapiens are easily flattered. We in parks outside the U.S. Several cases have been like dolphins because they seem to like reported of dolphins suffering from stress, chlous. They smile—or rather, their rine toxicity, or an overdose of human affection. mouths curve upward in an illusion of Defenders of these aquariums insist their cheeriness—and we feel the urge to touch, goal is to educate, not exploit. “There are bilthat registers hardly It nearer. be to pet, to lions of people who have no access to animals dolphins smile even when they have or [any way to] learn about nature,” says Rick nothing to be happy about. Borguss, an owner of Dolphins Plus. “People Luna died smiling. The bottle-nosed dolwho leave here appreciate the animals.” A 2000 phin was captured off the southwest coast of HARD AT WORK federal study appears to back up the claim that A resident of a dolphin Baja California. For two hours, she traveled playing with people is no more harmful to the park entertains tourists. in a coffin-like trailer with virtually no water. dolphins than performing for them. When she arrived at her destination, an That doesn’t address a more fundamental question: Mexico, Paz, La in Resort Beach Concha aquarium at La Should dolphins become human pets? “I can show you a she was carried in a makeshift hammock and deposited on inside of a building that has never seen the born dolphin a sandy beach. She tried to bite her handlers, but her ocean, live fish, or the sky,” says Ric O’Barry, a consultant protest went unheeded. She was forced to frolic and swim for the World Society for the Protection of Animals. with tourists in a pen. After five weeks, she died—from “These are freaks we have created for our own amusestomach inflammation and ulcers caused by stress, accordment.” He advises tourists not to buy tickets for dolphin ing to the autopsy report. A leading Mexican environmenswims or shows. But that flies in the face of another fact tal organization, the Group of One Hundred, is pressing of nature—human nature. for the release of Luna’s seven traveling companions. —From TIME, May 21, 2001 Mexico isn’t the only place where tourists can

W

Reading

Standardized T ests

News Bulletin: Your state gove rnment requir schools to me es all asure whether students are lea read and write rning to and to add an d subtract. Connect There ’s a bit of news for you in the above. On the bulletin lines below, jot down what yo bit of informati u think this on is.

swim with dolphins. Aquatic parks throughout the Caribbean and in the U.S. offer similar opportunities.

STEVE SZEROY—SEAWORLD

mass many kinds of le can show the gazine, includes ma E No single examp IM inT m fro . icle below, media. The art nted news article typical of a pri several elements

HELENE O’BARRY

D

Let’s see if yo u can turn this news into good yourself. In thi news for s part of The Glencoe Read practice readin er, you’ll g strategies tha t will help you standardized tes succeed on ts in Reading , English/Lan Arts, and Writin guage g.

Dolphins at SeaWorld in Orlando, Fla., get handled by humans.

Mark the text

n name of a perso Find it! Circle the in the article. d ote qu is o wh

inTIME Glencoe Language Arts Links

The number on e reason to rea d standardized score well on tests is to them. You’ve be Another reaso en working ha to master your n to read stand rd all year state’s academi ardized tests is for your future c sta kn ow nd . ards. When yo dia how to read a to prepare me . You may alrea ss ma d it’s u rea sta antes ndard dy know that ge ’t me en you dri ize wh esn ve l d sh r’s do efu ow nt lice us t, pri yo y yo nse requires yo urit’s tting a u’ll be able to mainstery of tho eciall esp se m be cau see l t be wil u t tha s to s seon take a standard Many careers skills. ini ategie tion: Jus op es str or g Qu on din ati ized test. an rea d colleges also These ion inform b site. require you to standardized tes icle or the We e! Stop to quest art tru the er take ov u. ts. e yo Knowing how to glanc the g— ly of on ick a wr r Qu ide : tes to l—o an an t ts rea ua Sc ge may help you d standardized unus article? achieve your go and captions to key points of the the re als Read headlines l we ! wil at Wh or two vered. Summarize: in a sentence information co ideas together d. want to read the to Putting these at you have rea cide why you e wh De r tim e: be re os em rp mo e pu rem Set a ation. Tak help you s, see for quick inform ding strategie The pla rea onsta n for ember. material. Skim ndardize ormation . dnd you want to rem tesbo Ha For more inf ts ok in ing arts, anind the reading, langu ad Re read something wr iting depends 2 age on the skills be The test booklet pages 346–35 ing covered. itself probably • Reading tests has the follow may have severa ing parts: An introduction to l un pa re related reading ssa gesu Be s or w. that describes gro llo fo up at s of linked passa ns th yo the test. It ma tio u ho lec w se or mu ge gro dia s. Each passage ch time you’ll y tell up of passage ss me ma e th ha s ve ad ma , answers, and Re y be followed plan whether you can how to mark your by multipled the author’s choice questions anddin write in the tes t features an your rea onge or more open-ende qu m est fro t ion book. st Di • examine tex s mo rec tha d t you will answ tions that tell help you get the er in your own you what to do the test. strategies to in each part of 9. • Language art 22rds Reading Strategies er wo ad • use reading Re e s tests wilTh nco Glemu e ve l ha ltiple-choice questions abou Reading pass t spelling, punct Don’t waste your time. To ages that may uation, and gra as well as usage be fiction or no and that may mmar, ski lls, nfiction be grouped wit suc h as sentence read efficiently, focus your and paragraph h maps, charts, com illu strations. bining organization. Lan or guage arts tests also have som efforts by using the best may e short reading Test items tha passages and questions that t wil will ask you to reading strategies for reading passage l check your understanding figure out the or the most sen of a or of the gramm main idea sible way to org spelling of sen ar, punctuation, anize informatio each type of text. These ten and ces. Writing pro n. • Writing tests thinking and wr mpts may get will give a pro you itin g mp about your ow t to get you thi notes will tell you what about a topic n ideas. nking you’re familiar wit h. You will write response on bla strategies will get you your nk paper that comes with the test. where you need to go. 302

The Glencoe Reader

The Glencoe Reader

xiii

Y

ou’ll need to use the skills and strategies in the following chart to respond to questions and prompts in the selections. As you begin a new lesson, look carefully at the Key Goals on the Get Ready To Read page. Then find those skills in this chart and read about what they are and how to use them. Don’t forget to read about why each skill or strategy is important. The more you refer to the chart, the more these active reading strategies will become a natural part of the way you read. For more about these skills and strategies, see the Reading Handbook.

Preview Previewing is looking over a selection before you read.

Previewing lets you begin to see what you already know and what you’ll need to know. It helps you set a purpose for reading.

Look at the title, illustrations, headings, captions, and graphics. Look at how ideas are organized. Ask questions about the text.

Skim

Skimming will tell you what a selection is about. If the selection you skim isn’t what you’re looking for, you won’t need to read the entire piece.

Read the title of the selection and quickly look over the entire piece. Read headings and captions and maybe part of the first paragraph to get a general idea of the selection’s content.

Scanning helps you pinpoint information quickly. It saves you time when you have a number of selections to look at.

As you move your eyes quickly over the lines of text, look for key words or phrases that will help you locate the information you’re looking for.

Predicting gives you a reason to read. You want to find out if your prediction and the selection events match, don’t you? As you read, adjust or change your prediction if it doesn’t fit what you learn.

Combine what you already know about an author or subject with what you learned in your preview to guess at what will be included in the text.

Summarizing shows whether you’ve understood something. It teaches you to rethink what you’ve read and to separate main ideas from supporting information.

Ask yourself: What is this selection about?

Skimming is looking over an entire selection quickly to get a general idea of what the piece is about. Scan Scanning is glancing quickly over a selection in order to find specific information. Predict Predicting is taking an educated guess about what will happen in a selection.

Summarize Summarizing is stating the main ideas of a selection in your own words and in a logical sequence.

xiv

The Glencoe Reader

Answer who, what, where, when, why, and how? Put that information in a logical order.

Clarify Clarifying is looking at difficult sections of text in order to clear up what is confusing.

Authors will often build ideas one on another. If you don’t clear up a confusing passage, you may not understand main ideas or information that comes later.

Go back and reread a confusing section more slowly. Look up words you don’t know. Ask questions about what you don’t understand. Sometimes you may want to read on to see if further information helps you.

Question

When you ask questions as you read, you’re reading strategically. As you answer your questions, you’re making sure that you’ll get the gist of a text.

Have a running conversation with yourself as you read. Keep asking: Is this idea important? Why? Do I understand what this is about? Might this information be on a test later?

Visualizing is one of the best ways to understand and remember information in fiction, nonfiction, and informational text.

Carefully read how a writer describes a person, place, or thing. Then ask yourself: What would this look like? Can I see how the steps in this process would work?

The whole point of reading is to understand a piece of text. When you don’t understand a selection, you’re not really reading it.

Keep asking yourself questions about main ideas, characters, and events. When you can’t answer a question, review, read more slowly, or ask someone to help you.

In a work of fiction, events usually happen in chronological (time) order. With nonfiction, understanding the logical sequence of ideas in a piece helps you follow a writer’s train of thought. You’ll remember ideas better when you know the logical order a writer uses.

Think about what the author is trying to do. Tell a story? Explain how something works? Present information? Look for clues or signal words that might point to time order, steps in a process, or order of importance.

Finding main ideas gets you ready to summarize. You also discover an author’s purpose for writing when you find the main ideas in a selection.

Think about what you know about the author and the topic. Look for how the author organizes ideas. Then look for the one idea that all of the sentences in a paragraph or all the paragraphs in a selection are about.

When you react in a personal way to what you read, you’ll enjoy a selection more and remember it better.

As you read, think about how you feel about story elements or ideas in a selection. What’s your reaction to the characters in a story? What grabs your attention as you read?

Questioning is asking yourself whether information in a selection is important. Questioning is also regularly asking yourself whether you’ve understood what you’ve read. Visualize Visualizing is picturing a writer’s ideas or descriptions in your mind’s eye. Monitor Comprehension Monitoring your comprehension means thinking about whether you’re understanding what you’re reading. Identify Sequence Identifying sequence is finding the logical order of ideas or events.

Determine Main Idea Determining an author’s main idea is finding the most important thought in a paragraph or in a selection.

Respond Responding is telling what you like, dislike, find surprising or interesting in a selection.

The Glencoe Reader

xv

Connect Connecting means linking what you read to events in your own life or to other selections you’ve read.

You’ll “get into” your reading and recall information and ideas better by connecting events, emotions, and characters to your own life.

Ask yourself: Do I know someone like this? Have I ever felt this way? What else have I read that is like this selection?

Review

Reviewing is especially important when you have new ideas and a lot of information to remember.

Filling in a graphic organizer, such as a chart or diagram, as you read helps you organize information. These study aids will help you review later.

Every reader constructs meaning on the basis of what he or she understands about the world. Finding meaning as you read is all about you interacting with the text.

Think about what you already know about yourself and the world. Ask yourself: What is the author really trying to say here? What larger idea might these events be about?

Making inferences is a large part of finding meaning in a selection. Inferring helps you look more deeply at characters and points you toward the theme or message in a selection.

Look for clues the author provides. Notice descriptions, dialogue, events, and relationships that might tell you something the author wants you to know.

Drawing conclusions helps you find connections between ideas and events. It’s another tool to help you see the larger picture.

Notice details about characters, ideas, and events. Then make a general statement on the basis of these details. For example, a character’s actions might lead you to conclude that he is kind.

Analyzing helps you look critically at a piece of writing. When you analyze a selection, you’ll discover its theme or message, and you’ll learn the author’s purpose for writing.

To analyze a story, think about what the author is saying through the characters, setting, and plot. To analyze nonfiction, look at the organization and main ideas. What do they suggest?

Synthesizing helps you move to a higher level of thinking. Creating something new of your own goes beyond remembering what you learned from someone else.

Think about the ideas or information you’ve learned in a selection. Ask yourself: Do I understand something more than the main ideas here? Can I create something else from what I now know?

Evaluating helps you become a wise reader. For example, when you judge whether an author is qualified to speak about a topic or whether the author’s points make sense, you can avoid being misled by what you read.

As you read, ask yourself questions such as: Is this character realistic and believable? Is this author qualified to write on this subject? Is this author biased? Does this author present opinions as facts?

Reviewing is going back over what you’ve read to remember what’s important and to organize ideas so you’ll recall them later. Interpret Interpreting is when you use your own understanding of the world to decide what the events or ideas in a selection mean. Infer Inferring is when you use your reason and experience to guess at what an author does not come right out and say. Draw Conclusions Drawing a conclusion is using a number of pieces of information to make a general statement about people, places, events, and ideas. Analyze Analyzing is looking at separate parts of a selection in order to understand the entire selection.

Synthesize Synthesizing is combining ideas to create something new. You may synthesize to reach a new understanding, or you may actually create a new ending to a story. Evaluate Evaluating is making a judgment or forming an opinion about something you read. You can evaluate a character, an author’s craft, or the value of the information in a text. xvi

The Glencoe Reader

Reading Short Stories . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Alice Walker Everyday Use Juanita Platero and Siyowin Miller Chee’s Daughter Amy Tan Two Kinds Judith Ortiz Cofer Catch the Moon Ray Bradbury A Sound of Thunder

Reading Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Gwendolyn Brooks Horses Graze Robert Frost The Road Not Taken Naomi Shihab Nye Making a Fist Jean Toomer Reapers

Reading Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Sophocles from Antigone William Shakespeare from The Tragedy of Julius Caesar

Reading Legends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Sir Thomas Malory from Le Morte d’Arthur D. T. Niane from Sundiata Joseph Bruchac and Where the Girl Rescued Her Gayle Ross Brother

Reading Novels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 The Glencoe Reader

1

Reading “Tell me a story.” Babies start asking to hear stories almost as soon as they can speak. Children want tales of talking animals and princesses and nonsense and magic. Even though people change their minds about the kinds of stories they like, their appetite for stories doesn’t fade as they grow older.

A short story is a short piece of fiction—writing about imaginary people and events. Even when a short story includes true events or real characters, it is never a factual account. How short are short stories? Some are just a few paragraphs in length, but others may stretch to many pages.

Mark th e text

There are many kinds of short stories. Read this list. Make a check beside each kind of story that you have read. On the lines, write a kind of story you enjoy reading and explain why.

ghost story

thriller

tall tale

science fiction

mystery

adventure

tragedy

romance

legend

People read short stories for all sorts of reasons. Sometimes they read just to fill the time or to help themselves get to sleep. Often, though, there’s a deeper reason. Stories take readers places they may never be

able to go—or want to go—in their own lives. What is it like to fight in a war, live under a dictator, come near drowning, or travel to Mars? Short stories can give you new and thought-provoking experiences.

Short stories are organized by plot or story line. Plots often include a conflict, which is a struggle between people, ideas, or forces. Most plots develop in five stages: exposition, rising action, climax, falling action, and resolution. • Exposition provides background information about the characters, the setting, and the conflict. Climax • Rising action adds complications to the conflict. • The climax is the point of greatest interest or suspense. • Falling action tells what happens to the characters as a result of the climax. • The resolution shows how the conflict is resolved.

Exposition

2

The Glencoe Reader

Falling action

Rising action

Resolution

D Most short stories have some literary elements in common. Check out the beginning of “As It Is with Strangers” by Susan Beth Pfeffer. Point of view identifies who is telling the story. A narrator who is outside the story refers to characters in the third person as he or she. In this story, however, the narrator is a character within the story. She uses the first person, referring to herself as I.

Plot is the sequence of events that captures your interest.

Dialogue is what people say to each other. In real life and in short stories, you can learn a lot about a person from what he or she says.

Characterization is the way an author reveals a character’s personality. Here you learn that the narrator has a sense of humor.

Setting is the story’s time and place.

Mark th e text

Mark th e text

IT WASN’T UNTI L right before I went to bed on Th ursday that Mom bothered to tell me the son she’d given up for adoptio n twenty years earlier was coming over for supper th e next day. “What son?” I ask ed. “I’m sure I’ve told you about him,” Mom said. “You mu st have forgotten.” I figured I probably had. I’m always forgetting lit tle things like my homework assignme nts and being elected President of the United State s. Having an older bro ther must have just slipped my mi nd. “How’d you tw o find each other?” I asked. Presumably Mom had never tol d me that. “I registered with an agency,” she said. “Put my name and address in a book, so if he ever wanted to find me ,

6

Susan Beth P feffer he could. I guess he did. Don’t be late for supper tomorrow .” “I won’t be,” I pro mised. This was one reunion I had no intention of missing. School the next da y really dragged on. School never go es fast on Fridays, but when your mind is on some newly acquired half brothe r, it’s real hard to car e about Julius Caesar. I didn’t tell anybod y, though. It seemed to me it was Mom’s story, not mine, and besides, my friends all think she’s crazy anyway. Probably from things I’ve sai d over the years. I went straight ho me from school, and was surprised, first to find the pla ce spotless, and then to see Mom in the kitchen cooking aw ay. “I took a sick day,” she informed me. “So I could pre pare better.”

Try it out! Circle some lines of dialogue in the story.

These reading strategies will be especially useful when you read short stories. Predict: Stop every so often to guess what is going to happen next. Then read to see if the story fits your prediction.

Respond: It’s fun and helpful to put yourself in a story as you read. Would I do that? What would I like to say to her right now?

Question: Ask yourself basic questions and try to answer them: Why did he do that? Where is this scene taking place? Who is she?

Summarize: Make sure you understand the narrative. Stop every so often to recap what has happened. For more on reading strategies, see pages 366–372 in the Reading Handbook.

Read the short stories that follow. Be sure to • analyze the literary elements that contribute to the short story • use reading strategies to help you get the most from your reading

The Glencoe Reader

3

SHORT STORY

List and Discuss What objects do you now own that you would like future family members to treasure? On the lines below, list your three most prized possessions and explain why you value them. Share your list with a small group of students.

In this short story, you’ll meet Mama and her two daughters, Maggie and Dee, who disagree about the worth of certain family possessions.

Building Background The story takes place on a Southern farm in the 1970s. During this time, old ways of thinking were clashing with new ideas. In “Everyday Use,” even homemade objects—such as family quilts—stir up disagreements about how to view the past.

Vocabulary Preview Read the definitions of these words from “Everyday Use.” Use the pronunciation guides to help you say each word aloud. As you read the story, use context clues to help unlock the meaning of these words and any others you don’t know. sidle (s
¯dəl) v. to move sideways, especially in a way that does not attract attention or cause disturbance; p. 6 furtive (furtiv) adj. secret; shifty; sly; p. 8 oppress (ə pres) v. to control or govern by the cruel and unjust use of force or authority; p. 10 doctrine (doktrin) n. a particular rule or belief that is taught; p. 11 priceless (pr
¯slis) adj. of greater value than can be measured; p. 13

• Quilts are bed covers made from scraps of fabric sewn together. • People made quilts as a way of making sure that nothing went to waste—not even scraps of fabric from worn-out clothes. • Women created complex quilt patterns by arranging the scraps. • Many quilts are works of art.

Setting a Purpose for Reading Read to find out what things and ideas Mama, Maggie, and Dee value. Graphic Organizer Organizer Graphic

As you read, use the following Foldable to help you track what each character values.

1. Place a sheet of paper in front of you so that the short side is at the top. Fold the paper in half from side to side, leaving a 1/2-inch tab along one side. 2. Turn the paper, fold it into thirds. Then unfold it. 3. Through the top layer of the paper, cut along each of the fold lines to form three flaps as shown. 4. Write Ideas and Things They Value along the bottom tab. Label the three flaps Mama, Maggie, and Dee. 5. Under each flap, record what each character thinks is important. 4

The Glencoe Reader

As you read, circle words that you find interesting or that you don’t understand. Later you’ll add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Connect Think It Over: Draw Conclusions Literary Element: Characterization Reading Coach: Understanding Long Sentences

Understanding Long Sentences The long sentences in the story seem to imitate the way that Mama, the narrator, speaks. Make these long sentences easier to read by breaking them up into smaller parts.

Alice Walker

Mark th e text

Circle the punctuation marks in the boxed sentence. Then reread the sentence. When you see a colon (:) or a period, come to a full stop. When you see a comma, pause. A

I

will wait for her in the yard that Maggie and I made so clean and wavy yesterday afternoon. A yard like this is more comfortable than most people know. It is not just a yard. It is like an extended living room. When the hard clay is swept clean as a floor and the fine sand around the edges lined with tiny, irregular grooves, anyone can come and sit and look up into the elm tree and wait for the breezes that never come inside the house. Maggie will be nervous until after her sister goes: she will stand hopelessly in corners, homely and ashamed of the burn scars down her arms and legs, eying her sister with a mixture of envy and awe. A She thinks her sister has held life always in the palm of one hand, that “no” is a word the world never learned to say to her. You’ve no doubt seen those TV shows where the child who has “made it” is confronted, as a surprise, by her own mother and father, tottering in weakly from backstage. (A pleasant surprise, of course: What would they do if parent and child came on the show only to curse out and insult each other?) On TV mother and child embrace and smile into each other’s faces. Sometimes the mother and father weep, the child wraps them in her arms and leans across the table to tell how she would not have made it without their help. I have seen these programs. Sometimes I dream a dream in which Dee and I are suddenly brought together on a TV program of this sort. Out of a dark and soft-seated limousine I am ushered into a bright room filled with many people. There I meet a smiling, gray, sporty man like Johnny Carson who shakes my hand and tells me what a fine girl I have. Then we are on the stage and Dee is embracing me with tears in her eyes. She pins on my dress a large orchid, even though she has told me once that she thinks orchids are tacky flowers. B

10

Connect You’ll enjoy a story more if you link what you read to your own life. Here Mama dreams that she and her daughter Dee are reunited on a TV talk show. How do you think Mama feels? How would you feel if you and a loved one were brought together on a TV talk show you have watched? B Model: Mama feels really glamorous and important, just like a movie star. I can picture myself feeling the same way.

20

Mark th e text

Choose your own words As you continue reading the story, circle words you find interesting or difficult. You’ll come back to these words later.

The Glencoe Reader

5

30

Draw Conclusions When you draw a conclusion, you put details together to make a general statement about something. Mark th e text

Underline words and phrases in this paragraph that tell you what Mama can do in real life. What conclusion can you draw from these details about the kind of person she is? Check the best answer. C

40

❏ Mama is a strong, hardworking woman.

❏ Mama is concerned about how she looks.

❏ Mama cares more about animals than people.

50

Keep This in Mind Use these symbols to record your reactions as you read.

? I have a question about something here.

! This really caught my attention. ★ This information is important.

60

Read Aloud When you come to an underlined vocabulary word, try this strategy. First read aloud the sentence in which the word appears. Then reread the sentence, substituting the definition at the bottom of the page for the underlined word.

6

The Glencoe Reader

In real life I am a large, big-boned woman with rough, man-working hands. In the winter I wear flannel nightgowns to bed and overalls during the day. I can kill and clean a hog as mercilessly as a man. My fat keeps me hot in zero weather. I can work outside all day, breaking ice to get water for washing; I can eat pork liver cooked over the open Did You Know? Johnny Carson hosted The fire minutes after it comes steaming from Tonight Show, the popular the hog. One winter I knocked a bull calf late-night TV talk show, from 1962 to 1992. straight in the brain between the eyes with a sledge hammer and had the meat hung up to chill before nightfall. But of course all this does not show on television. I am the way my daughter would want me to be: a hundred pounds lighter, my skin like an uncooked barley pancake. My hair glistens in the hot bright lights. Johnny Carson has much to do to keep up with my quick and witty tongue. C But that is a mistake. I know even before I wake up. Who ever knew a Johnson with a quick tongue? Who can even imagine me looking a strange white man in the eye? It seems to me I have talked to them always with one foot raised in flight, with my head turned in whichever way is farthest from them. Dee, though. She would always look anyone in the eye. Hesitation was no part of her nature. “How do I look, Mama?” Maggie says, showing just enough of her thin body enveloped in pink skirt and red blouse for me to know she’s there, almost hidden by the door. “Come out into the yard,” I say. Have you ever seen a lame animal, perhaps a dog run over by some careless person rich enough to own a car, sidle up to someone who is ignorant enough to be kind to him? That is the way my Maggie walks. She has been like this, chin on chest, eyes on ground, feet in shuffle, ever since the fire that burned the other house to the ground. Dee is lighter than Maggie, with nicer hair and a fuller figure. She’s a woman now, though sometimes I forget. How long ago was it Vocabulary sidle (s¯
d əl) v. to move sideways, especially in a way that does not attract attention or cause disturbance

that the other house burned? Ten, twelve years? Sometimes I can still hear the flames and feel Maggie’s arms sticking to me, her hair smoking and her dress falling off her in little black papery flakes. Her eyes seemed stretched open, blazed open by the flames reflected in them. And Dee. I see her standing off under the sweet gum tree she used to dig gum out of; a look of concentration on her face as she watched the last dingy gray board of the house fall in toward the red-hot brick chimney. Why don’t you do a dance around the ashes? I’d wanted to ask her. She had hated the house that much. I used to think she hated Maggie, too. But that was before we raised the money, the church and me, to send her to Augusta1 to school. She used to read to us without pity; forcing words, lies, other folks’ habits, whole lives upon us two, sitting trapped and ignorant underneath her voice. She washed us in a river of makebelieve, burned us with a lot of knowledge we didn’t necessarily need to know. Pressed us to her with the serious way she read, to shove us away at just the moment, like dimwits, we seemed about to understand. Dee wanted nice things. A yellow organdy 2 dress to wear to her graduation from high school; black pumps to match a green suit she’d made from an old suit somebody gave me. She was determined to stare down any disaster in her efforts. Her eyelids would not flicker for minutes at a time. Often I fought off the temptation to shake her. At sixteen she had a style of her own: and knew what style was. D

Don’t forget about your Foldable! As you read, remember to jot down important experiences from Mama’s, Maggie’s, and Dee’s lives.

Graphic Organizer Organizer Graphic

70

Connect Do you know anyone like Dee? Explain. D

80

90

iterary I never had an education myself. After second grade the school was closed down. Don’t ask me why: in 1927 colored asked fewer questions than they do now. Sometimes Maggie reads to me. She stumbles along good-naturedly but can’t see well. She knows she is not bright. Like good looks and money, quickness passed her by. She will marry John Thomas (who has mossy teeth in an earnest face) and then I’ll be free to sit here and I guess just sing church songs to myself. Although I never was a good singer. Never could carry a tune. I was always better at a man’s job. I used to love to milk till I was hooked in the side in ‘49. Cows are soothing and slow and don’t bother you, unless you try to milk them the wrong way. E

lement

Characterization Characterization refers to the ways that a writer develops characters. Some of these ways include how the characters look, act, and think. Mark th e text

100

Underline the words in the paragraph that describe Maggie’s personality. What can you tell about Maggie from these details? Write your answer on the lines below. E

1. Augusta is a city in Georgia. 2. Organdy is a lightweight fabric, usually made of cotton. The Glencoe Reader

7

Respond What is your reaction to Maggie’s comment about Dee? F

110

Step 1 Ask yourself how well you understand what you have read so far. If you put question marks next to anything, these strategies can help you answer your questions.

120

I have deliberately turned my back on the house. It is three rooms, just like the one that burned, except the roof is tin; they don’t make shingle roofs any more. There are no real windows, just some holes cut in the sides, like the portholes in a ship, but not round and not square, with rawhide holding the shutters up on the outside. This house is in a pasture, too, like the other one. No doubt when Dee sees it she will want to tear it down. She wrote me once that no matter where we “choose” to live, she will manage to come see us. But she will never bring her friends. Maggie and I thought about this and Maggie asked me, “Mama, when did Dee ever have any friends?” F She had a few. Furtive boys in pink shirts hanging about on washday after school. Nervous girls who never laughed. Impressed with her they worshiped the well-turned phrase, the cute shape, the scalding humor that erupted like bubbles in lye. She read to them. When she was courting Jimmy T she didn’t have much time to pay to us, but turned all her faultfinding power on him. He flew to marry a cheap city girl from a family of ignorant flashy people. She hardly had time to recompose herself.

• Reread confusing passages slowly or read them aloud. • Think about connections between the story and your own life. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 When you understand what you have read, write a onesentence summary of the story so far. Be sure your summary tells who, what, where, when, and why. 130

When she comes I will meet—but there they are! Maggie attempts to make a dash for the house, in her shuffling way, but I stay her with my hand. “Come back here,” I say. And she stops and tries to dig a well in the sand with her toe. It is hard to see them clearly through the strong sun. But even the first glimpse of leg out of the car tells me it is Dee. Her feet were always neat-looking, as if God himself had shaped them with a certain style. From the other side of the car comes a short, stocky man. Hair is all over his head a foot long and hanging from his chin like a kinky mule tail. I hear Maggie suck in her breath. “Uhnnnh,” is what it sounds like. Like when you see the wriggling end of a snake just in front of your foot on the road. “Uhnnnh.”

Vocabulary furtive (fur tiv) adj. secret; shifty; sly 8

The Glencoe Reader

Dee next. A dress down to the ground, in this hot weather. A dress so loud it hurts my eyes. There are yellows and oranges enough to throw back the light of the sun. I feel my whole face warming from the heat waves it throws out. Earrings gold, too, and hanging down to her shoulders. Bracelets dangling and making noises when she moves her arm up to shake the folds of the dress out of her armpits. The dress is loose and flows, and as she walks closer, I like it. I hear Maggie go “Uhnnnh” again. It is her sister’s hair. It stands straight up like the wool on a sheep. It is black as night and around the edges are two long pigtails that rope about like small lizards disappearing behind her ears. G “Wa-su-zo-Tean-o!” she says, coming on in that gliding way the dress makes her move. The short stocky fellow with the hair to his navel is all grinning and follows up with “Asalamalakim,3 my mother and sister!” He moves to hug Maggie but she falls back, right up against the back of my chair. I feel her trembling there and when I look up I see the perspiration falling off her chin. “Don’t get up,” says Dee. Since I am stout it takes something of a push. You can see me trying to move a second or two before I make it. She turns, showing white heels through her sandals, and goes back to the car. Out she peeks next with a Polaroid. She stoops down quickly and lines up picture after picture of me sitting there in front of the house with Maggie cowering behind me. She never takes a shot without making sure the house is included. When a cow comes nibbling around the edge of the yard she snaps it and me and Maggie and the house. Then she puts the Polaroid in the back seat of the car, and comes up and kisses me on the forehead. H Meanwhile Asalamalakim is going through motions with Maggie’s hand. Maggie’s hand is as limp as a fish, and probably as cold, despite the sweat, and she keeps trying to pull it back. It looks like Asalamalakim wants to shake hands but wants to do it fancy. Or maybe he don’t know how people shake hands. Anyhow, he soon gives up on Maggie. “Well,” I say. “Dee.” “No, Mama,” she says. “Not ‘Dee,’ Wangero Leewanika Kemanjo!”4

Visualize Try to picture how Mama describes Dee. Sketch what you see in your mind’s eye in the frame below. G

140

Your Sketch

150

160

Draw Conclusions Underline details in this paragraph that tell what Dee wants to include in her photos. What can you conclude about why she takes these snapshots? H

Mark th e text

170

3. Wa-su-zo-Tean-o! (wa soo z¯o t¯en o ¯ ) and Asalamalakim (a sal a ma la k¯em) are greetings. 4. Wangero Leewanika Kemanjo (wan ¯ar o¯ l¯e wa n¯e kə ke manjo¯) The Glencoe Reader

9

Monitor Comprehension Do you understand what’s happening? Mama is reacting to Dee’s new name, Wangero. Skim back over the dialogue in the boxed text and put a check mark next to the statement that best summarizes why Dee changed her name. I

❏ She doesn’t want to have the same name as her aunt.

❏ She thinks her name is old-

180

fashioned because it dates back before the Civil War.

❏ She says the name Dee came from white people, not from her real ancestors.

190

Understanding Long Sentences Make this long sentence easier to read by breaking it into three smaller parts. Mark th e text

Circle the commas and the connecting words but and so. Then reread the sentence as three short sentences, stopping at each comma and at the period. J

200

“What happened to ‘Dee’?” I wanted to know. “She’s dead,” Wangero said. “I couldn’t bear it any longer, being named after the people who oppress me.” “You know as well as me you was named after your aunt Dicie,” I said. Dicie is my sister. She named Dee. We called her “Big Dee” after Dee was born. “But who was she named after?” asked Wangero. “I guess after Grandma Dee,” I said. “And who was she named after?” asked Wangero. “Her mother,” I said, and saw Wangero was getting tired. “That’s about as far back as I can trace it,” I said. Though, in fact, I probably could have carried it back beyond the Civil War through the branches. I “Well,” said Asalamalakim, “there you are.” “Uhnnnh,” I heard Maggie say. “There I was not,” I said, “before ‘Dicie’ cropped up in our family, so why should I try to trace it that far back?” He just stood there grinning, looking Did You Know? down on me like somebody inspecting a The Model A was Model A car. Every once in a while he manufactured by the Ford Motor Company from 1927 and Wangero sent eye signals over my to 1931. head. “How do you pronounce this name?” I asked. “You don’t have to call me by it if you don’t want to,” said Wangero. “Why shouldn’t I?” I asked. “If that’s what you want us to call you, we’ll call you.” “I know it might sound awkward at first,” said Wangero. “I’ll get used to it,” I said. “Ream it out again.” Well, soon we got the name out of the way. Asalamalakim had a name twice as long and three times as hard. After I tripped over it two or three times he told me to just call him Hakim-a-barber.5 I wanted to ask him was he a barber, but I didn’t really think he was, so I didn’t ask. J 5. Hakim-a-barber (ha k¯em´ a bar bər)

Vocabulary oppress (ə pres) v. to control or govern by the cruel and unjust use of force or authority 10

The Glencoe Reader

READ ALOUD

“You must belong to those beef cattle peoples down the road,” I said. They said “Asalamalakim” when they met you, too, but they didn’t shake hands. Always too busy: feeding the cattle, fixing the fences, putting up salt-lick shelters, throwing down hay. When the white folks poisoned some of the herd the men stayed up all night with rifles in their hands. I walked a mile and a half just to see the sight. Hakim-a-barber said, “I accept some of their doctrines, but farming and raising cattle is not my style.” (They didn’t tell me, and I didn’t ask, whether Wangero (Dee) had really gone and married him.) We sat down to eat and right away he said he didn’t eat collards and pork was unclean. Wangero, though, went on through the chitlins and corn bread, the greens and everything else. She talked a blue streak over the sweet potatoes. Everything delighted her. Even the fact that we still used the benches her daddy made for the table when we couldn’t afford to buy chairs. K “Oh, Mama!” she cried. Then turned to Hakim-a-barber. “I never knew how lovely these benches are. You can feel the rump prints,” she said, Dasher/Plunger running her hands underneath her and along the bench. Then she gave a sigh and her hand closed over Grandma Dee’s butter dish. “That’s it!” she said. “I knew Churn there was something I wanted to ask you if I could have.” She jumped up from the table and went over in the corner where Did You Know? the churn stood, the milk in it clabber6 A dasher is the plunger of a churn, a device used to stir by now. She looked at the churn and cream to make butter. looked at it. “This churn top is what I need,” she said. “Didn’t Uncle Buddy whittle it out of a tree you all used to have?” “Yes,” I said. “Uh huh,” she said happily. “And I want the dasher, too.” L “Uncle Buddy whittle that, too?” asked the barber.

210

Build Fluency Find a quiet place and practice reading the boxed passage aloud. You may need to read it several times before you can read all the sentences smoothly and with expression. K

otes Your N

220

230

Evaluate What’s your opinion of Dee’s requests to Mama? Write your answer below. L 240

6. Clabber is the thick, clotted part of sour milk.

Vocabulary doctrine (dok trin) n. a rule or belief that is taught The Glencoe Reader

11

Connect Pretend you’re sitting at the table next to Mama. Ask yourself, How would I feel right now if Dee asked me for these household things? Write your response here. M

250

260

Predict Will Mama give Dee the quilts? Why or why not? N

270

Dee (Wangero) looked up at me. “Aunt Dee’s first husband whittled the dash,” said Maggie so low you almost couldn’t hear her. “His name was Henry, but they called him Stash.” “Maggie’s brain is like an elephant’s,” Wangero said, laughing. “I can use the churn top as a centerpiece for the alcove7 table,” she said, sliding a plate over the churn, “and I’ll think of something artistic to do with the dasher.” M When she finished wrapping the dasher the handle stuck out. I took it for a moment in my hands. You didn’t even have to look close to see where hands pushing the dasher up and down to make butter had left a kind of sink in the wood. In fact, there were a lot of small sinks; you could see where thumbs and fingers had sunk into the wood. It was beautiful light yellow wood, from a tree that grew in the yard where Big Dee and Stash had lived. After dinner Dee (Wangero) went to the trunk at the foot of my bed and started rifling through it. Maggie hung back in the kitchen over the dishpan. Out came Wangero with two quilts. They had been pieced by Grandma Dee and then Big Dee and me had hung them on the quilt frames on the front porch and quilted them. One was in the Lone Star pattern. The other was Walk Around the Mountain. In both of them were scraps of dresses Grandma Dee had worn fifty and more years ago. Bits and pieces of Grandpa Jarrell’s Paisley shirts. And one teeny faded blue piece, about the size of a penny matchbox, that was from Great Grandpa Ezra’s uniform that he wore in the Civil War. “Mama,” Wangero said sweet as a bird. “Can I have these old quilts?” N I heard something fall in the kitchen, and a minute later the kitchen door slammed. “Why don’t you take one or two of the others?” I asked. “These old things was just done by me and Big Dee from some tops your grandma pieced before she died.” “No,” said Wangero. “I don’t want those. They are stitched around the borders by machine.” “That’ll make them last better,” I said. 7. An alcove (al k¯ov) is a small room or recessed opening off of a larger room.

12

The Glencoe Reader

“That’s not the point,” said Wangero. “These are all pieces of dresses Grandma used to wear. She did all this stitching by hand. Imagine!” She held the quilts securely in her arms, stroking them. “Some of the pieces, like those lavender ones, come from old clothes her mother handed down to her,” I said, moving up to touch the quilts. Dee (Wangero) moved back just enough so that I couldn’t reach the quilts. They already belonged to her. “Imagine!” she breathed again, clutching them closely to her bosom. “The truth is,” I said, “I promised to give them quilts to Maggie, for when she marries John Thomas.” She gasped like a bee had stung her. “Maggie can’t appreciate these quilts!” she said. “She’d probably be backward enough to put them to everyday use.” O “I reckon she would,” I said. “God knows I been saving ’em for long enough with nobody using ’em. I hope she will!” I didn’t want to bring up how I had offered Dee (Wangero) a quilt when she went away to college. Then she had told me they were oldfashioned, out of style. “But they’re priceless!” she was saying now, furiously; for she has a temper. “Maggie would put them on the bed and in five years they’d be in rags. Less than that!” “She can always make some more,” I said. “Maggie knows how to quilt.” Dee (Wangero) looked at me with hatred. “You just will not understand. The point is these quilts, these quilts!” “Well,” I said, stumped. “What would you do with them?” “Hang them,” she said. As if that was the only thing you could do with quilts. Maggie by now was standing in the door. I could almost hear the sound her feet made as they scraped over each other. “She can have them, Mama,” she said, like somebody used to never winning anything, or having anything reserved for her. “I can ’member Grandma Dee without the quilts.” P I looked at her hard. She had filled her bottom lip with checkerberry snuff and it gave her face a kind of dopey, hangdog

280

Interpret Dee accuses Maggie of putting the quilts to “everyday use.” Place a check mark next to the example below that shows what Dee means by that phrase. O

❏ using the quilts as wedding gifts

❏ using the quilts as bed coverings 290

❏ using the quilts as works of art

iterary

300

lement

Characterization Another way you learn more about characters in a story is by what they say. P Mark th e text

Read the boxed text and underline what Maggie says to Mama about the quilts. What do Maggie’s spoken words tell you about her? Write your answer below.

310

Vocabulary priceless (pr¯
s lis) adj. of greater value than can be measured The Glencoe Reader

13

Step 1 Take a few moments to think about the story. Look back at the notes you wrote and the passages you marked. Also review your Foldable and think about what the three main characters value. How do Mama, Maggie, and Dee each view the objects belonging to their family history?

320

330

Step 2 Now think about your own life. What things do you do to keep your family history alive?

340

Mark th e text

Choose three words, either from the underlined vocabulary in the story or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book, and complete one of the activities listed there.

14

The Glencoe Reader

look. It was Grandma Dee and Big Dee who taught her how to quilt herself. She stood there with her scarred hands hidden in the folds of her skirt. She looked at her sister with something like fear but she wasn’t mad at her. This was Maggie’s portion. This was the way she knew God to work. When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when I’m in church and the spirit of God touches me and I get happy and shout. I did something I never had done before: hugged Maggie to me, then dragged her on into the room, snatched the quilts out of Miss Wangero’s hands and dumped them into Maggie’s lap. Maggie just sat there on my bed with her mouth open. “Take one or two of the others,” I said to Dee. But she turned without a word and went out to Hakim-abarber. “You just don’t understand,” she said, as Maggie and I came out to the car. “What don’t I understand?” I wanted to know. “Your heritage,” she said. And then she turned to Maggie, kissed her, and said, “You ought to try to make something of yourself, too, Maggie. It’s really a new day for us. But from the way you and Mama still live you’d never know it.” She put on some sunglasses that hid everything above the tip of her nose and her chin. Maggie smiled; maybe at the sunglasses. But a real smile, not scared. After we watched the car dust settle I asked Maggie to bring me a dip of snuff. And then the two of us sat there just enjoying, until it was time to go in the house and go to bed.

Understanding Long Sentences rt story, you practiced Break It Up While reading this sho ller parts. Try this breaking up long sentences into sma sentence from the story. strategy again. Choose another long of short sentences. On the lines below, rewrite it as a set

Connect 1. Great Ideas With a group, brainstorm to list the four best ways to celebrate a family’s heritage. Feel free to borrow ideas from the story.

Draw Conclusions

y, you might draw the 1. Clue Hunt By the end of the stor tionships in Mama’s conclusion that there are tense rela s early in the story that family. With a partner, search for clue ut how the Mama, would support your conclusion abo ther. Maggie, and Dee feel about one ano

2. Lessons Learned In a small group, take turns telling something you learned from the story that you can apply to your own family life. You might want to go back to the story and skim certain parts again. Then work together to write your lessons down as part of a self-help guide.

or is she an open, 2. Fake or Real? Is Dee a phony, you add up the how on s honest person? It all depend find details from the ner, part r clues from the story. With you of person Dee is. kind the ut story to draw a conclusion abo

The Glencoe Reader

15

continued

iterary

lement

Characterization Characterization refers to the ways that a writer develops characters. Choose one of the main characters—Mama, Maggie, or Dee—and think about how you got to know her as you read the story. Then fill in diagram below with details for each method of characterization.

16

What she looks like

How she acts

What she says

What other characters say about her

The Glencoe Reader

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

How does Mama, the narrator, describe Maggie? A. homely and good-natured B. bold and determined C. stout and tough D. educated and flashy According to the story, why does Dee want the quilts? A. They will match her new apartment. B. They will keep her warm. C. They are priceless. D. They remind her of Mama and Maggie.

What is the meaning of the story’s title “Everyday Use”? Use details from the story to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check In the blank, write the word from the list that best completes each sentence. sidle v. to move sideways, especially in a way that does not attract attention or cause disturbance furtive adj. secret; shifty; sly oppress v. to control or govern by the cruel and unjust use of force or authority

1. He opened the door just a bit and began to 2. Dictators often use military power to 3. In a locked case, the museum keeps a huge, 4. One spy may signal another spy with a 5. The famous coach explained her

into the room. people. diamond. gesture. of fair play in sports.

doctrine n. a particular rule or belief that is taught priceless adj. of greater value than can be measured

The Glencoe Reader

17

SHORT STORY

Anticipation Guide What kind of person do you want to be? What kind of life do you think is worth living? Your answers to those questions probably depend on your values—the beliefs you try to live by and the ideas you think are most meaningful. Put a check next to any of the statements in the following list that reflect your values. 1. It’s important to have a deep connection to the earth. 2. It’s wise to keep up with technology and to change with the times. 3. It’s good to work hard for the food you eat and the clothes you wear. 4. It’s smart to earn as much money as you can for as little work as possible. In this short story, you’ll meet a man named Chee who loses someone he loves. The experience causes him to question his values.

Building Background This story is set in the mid-1900s in Navajo (sometimes spelled Navaho) country—the rugged, dry area where the states of Arizona, New Mexico, Colorado, and Utah meet. There, native people preserve some traditional ways of life. • The Navajo culture is matrilineal. A family traces its ancestry back through the mother's line, and children belong to the mother’s clan. • The traditional occupations for Navajo people are raising sheep and growing small crops.

Vocabulary Preview Read the definitions of these words from “Chee’s Daughter.” Use the pronunciation guides to help you say each word aloud. gaudy (
od¯e) adj. bright and showy to the point of being in bad taste; p. 24 indolence (indəl əns) n. laziness; idleness; p. 25 acrid (akrid) adj. irritating or upsetting; p. 27 banter (bantər) n. good-natured joking or teasing; p. 28 zealously (zeləs l¯e) adv. eagerly; enthusiastically; p. 29 flaunt (fl o  nt) v. to display in a showy manner; p. 30 deference (defər əns) n. courteous respect or regard for the judgment, opinions, or desires of another; p. 31 surmise (sər m¯ z) v. to guess or conclude from little or no evidence; p. 31

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

• Navajo artisans are known for their high-quality rugs and blankets and their fine silver and turquoise jewelry. • The traditional Navajo dwelling is a hogan, a dome-shaped structure typically made of wood and earthen bricks. Its door faces east to greet the rising sun.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Predict

Setting a Purpose for Reading Read to learn what happens to Chee’s Navajo values when he faces a time of crisis.

Think It Over: Infer Literary Element: Theme Reading Coach: Understanding Dialogue

18

The Glencoe Reader

Chee’s Daughter

Chee’s Daughter

Infer Writers don’t always say what a character is feeling. Sometimes you have to use clues from the selection to guess at, or infer, a character’s emotions. Look at the clues highlighted in the text. From these clues, what can you infer about the character’s mood? Write your answer on the lines below. A

Juanita Platero and Siyowin Miller

he hat told the story, the big, black, drooping Stetson.1 It was not at the proper angle, the proper rakish angle for so young a Navaho. There was no song, and that was not in keeping either. There should have been at least a humming, a faint, all-to-himself “he he he heya,” for it was a good horse he was riding, a slenderlegged, high-stepping buckskin2 that would race the wind with light knee-urging. This was a day for singing, a warm winter day, when the touch of the sun upon the back belied the snow high on distant mountains. Wind warmed by the sun touched his high-boned cheeks like flicker feathers, and still he rode on silently, deeper into Little Canyon, until the red rock walls rose straight upward from the stream bed and only a narrow piece of blue sky hung above. Abruptly the sky widened where the canyon walls were pushed back to make a wide place, as though in ancient times an angry stream had tried to go all ways at once. A This was home—this wide place in the canyon—levels of jagged rock and levels of rich red earth. This was home to Chee, the rider of the buckskin, as it had been to many generations before him. He stopped his horse at the stream and sat looking across the narrow ribbon of water to the bare-branched peach trees. He was seeing them each springtime with their age-gnarled limbs transfigured beneath veils of blossom pink; he was seeing them in autumn laden with their yellow fruit, small and sweet. Then his eyes searched out the indistinct furrows of the fields beside the stream, where each year the corn and beans and squash

T

10

Keep This in Mind Use the following symbols to record your reactions as you read.

? I have a question about something here. 20

! This really caught my attention. ★ This information is important.

1. Here, the brand name Stetson refers to a wide-brimmed cowboy hat made of felt. 2. A buckskin is a light brown horse with a black mane and tail. The Glencoe Reader

19

Chee’s Daughter

iterary

lement

Theme The theme of a selection is the main message about life or human nature. Sometimes that message pops out at you in the form of a sentence or two that makes you think “How true!” Other times you may have to figure out the theme by thinking about the details of a selection and considering what a character learns about life. Reread the boxed text. If any sentences strike you as stating an important message about life, underline them. Then write in your own words the message that comes to you from the story so far. B

Mark th e text

Predict When you predict, you make an educated guess about what will happen in a selection. Your prediction doesn’t have to be right—part of the fun of predicting is checking and modifying your guesses as you read—but it should be logical. You can base your predictions on your own experiences and the clues provided by a selection and its title. C Model: The title of the story makes me think Chee’s daughter is going to be important. Chee feels upset and cheated about something. The thought of his daughter makes him smile, so I don’t think she’s the one who cheated him. Maybe the story is going to be about how someone else cheated him and his daughter. 20

The Glencoe Reader

30

40

50

60

drank thirstily of the overflow from summer rains. Chee was trying to outweigh today’s bitter betrayal of hope by gathering to himself these reminders of the integrity of the land. Land did not cheat! His mind lingered deliberately on all the days spent here in the sun caring for the young plants, his songs to the earth and to the life springing from it—“. . . In the middle of the wide field . . . Yellow Corn Boy . . . He has started both ways . . .” then the harvest and repayment in full measure. Here was the old feeling of wholeness and of oneness with the sun and earth and growing things. B Chee urged the buckskin toward the family compound where, secure in a recess of overhanging rock, was his mother’s domeshaped hogan, red rock and red adobe3 like the ground on which it nestled. Not far from the hogan was the half-circle of brush like a dark shadow against the canyon wall—corral for sheep and goats. Farther from the hogan, in full circle, stood the horse corral made of heavy cedar branches sternly interlocked. Chee’s long thin lips curved into a smile as he passed his daughter’s tiny hogan squatted like a round Pueblo4 oven beside the corral. He remembered the summer day when together they sat back on their heels and plastered wet adobe all about the circling wall of rock and the woven dome of Did You Know? piñon twigs. How his family laughed Piñon (piny¯on), is any of when the Little One herded the several small pine trees found in Mexico and the bewildered chickens into her tiny hogan southwestern United States. as the first snow fell. C Then the smile faded from Chee’s lips and his eyes darkened as he tied his horse to a corral post and turned to the strangely empty compound. “Someone has told them,” he thought, “and they are inside weeping.” He passed his mother’s deserted loom on the south side of the hogan and pulled the rude wooden door toward him, bowing his head, hunching his shoulders to get inside. 3. Adobe (ə d o ¯  b¯e) is sun-dried brick made of earth and straw. 4. The Pueblo (pweb l¯o) group of Native Americans live in roughly the same area of the Southwest as the Navajo. Here Chee compares his daughter’s play hogan with the freestanding adobe ovens found outside many pueblo dwellings.

Chee’s Daughter

His mother sat sideways by the center fire, her feet drawn up under her full skirts. Her hands were busy kneading dough in the chipped white basin. With her head down, her voice was muffled when she said, “The meal will soon be ready, Son.” Chee passed his father sitting against the wall, hat over his eyes as though asleep. He passed his older sister, who sat turning mutton5 ribs on a crude wire grill over the coals, noticed tears dropping on her hands: “She cared more for my wife than I realized,” he thought. Then because something must be said sometime, he tossed the black Stetson upon a bulging sack of wool and said, “You have heard, then.” He could not shut from his mind how confidently he had set the handsome new hat on his head that very morning, slanting the wide brim over one eye: he was going to see his wife, and today he would ask the doctors about bringing her home; last week she had looked so much better. His sister nodded but did not speak. His mother sniffled and passed her velveteen sleeve beneath her nose. Chee sat down, leaning against the wall. “I suppose I was a fool for hoping all the time. I should have expected this. Few of our people get well from the coughing sickness.6 But she seemed to be getting better.” His mother was crying aloud now and blowing her nose noisily on her skirt. His father sat up, speaking gently to her. D Chee shifted his position and started a cigarette. His mind turned back to the Little One. At least she was too small to understand what had happened, the Little One who had been born three years before in the sanitarium7 where his wife was being treated for the coughing sickness, the Little One he had brought home to his mother’s hogan to be nursed by his sister, whose baby was a few months older. As she grew fat-cheeked and sturdy-legged, she followed him about like a shadow; somehow her baby mind had grasped that of all those at the hogan who cared for her and played with her, he—Chee—belonged most to her. She sat cross-legged at his elbow when he worked silver at

70

Understanding Dialogue Usually dialogue—words spoken between two or more characters —appears in quotation marks. But not all text in quotation marks is dialogue. Song lyrics or a character’s thoughts might be in quotation marks too. To figure out who’s thinking and who’s talking, notice whether another character responds to the words in quotation marks or whether the writer uses tag phrases like he said or she thought. he text

80

Underline all the text on this page that appears in quotation marks. Then circle the clues that tell you whether or not the text is dialogue. Which characters have spoken? Check your answers below. D

❏ Chee ❏ the Little One ❏ Chee’s mother ❏ Chee’s sister ❏ Chee’s father

90

5. Mutton is meat from mature sheep. 6. Coughing sickness is a common name for tuberculosis, an infectious disease that affects the lungs and other body tissues and is characterized by a persistent cough. 7. A sanitarium is a place where patients with chronic illnesses are treated. The Glencoe Reader

21

Chee’s Chee’s Daughter Daughter

Respond Chee has just heard some very bad news. How do you feel about what’s happened to him? Write your thoughts on the lines below. E

100

110

Predict Reread the boxed text and underline or highlight phrases that suggest what Chee might say to his he text wife’s parents if he sees them. On the lines below, predict when and how Chee will try to get his daughter back. F

120

130

22

The Glencoe Reader

the forge; she rode before him in the saddle when he drove the horses to water; often she lay wakeful on her sheep pelts until he stretched out for the night in the darkened hogan and she could snuggle warm against him. Chee blew smoke slowly, and some of the sadness left his dark eyes as he said, “It is not as bad as it might be. It is not as though we are left with nothing.” Chee’s sister arose, sobs catching in her throat, and rushed past him out the doorway. Chee sat upright, a terrible fear possessing him. For a moment his mouth could make no sound. Then: “The Little One! Mother, where is she?” His mother turned her stricken face to him. “Your wife’s people came after her this morning. They heard yesterday of their daughter’s death through the trader at Red Sands.” Chee started to protest, but his mother shook her head slowly. “I didn’t expect they would want the Little One either. But there is nothing you can do. She is a girl child and belongs to her mother’s people; it is custom.” E Frowning, Chee got to his feet, grinding his cigarette into the dirt floor. “Custom! When did my wife’s parents begin thinking about custom? Why, the hogan where they live doesn’t even face the east!” He started toward the door. “Perhaps I can overtake them. Perhaps they don’t realize how much we want her here with us. I’ll ask them to give my daughter back to me. Surely, they won’t refuse.” His mother stopped him gently with her outstretched hand. “You couldn’t overtake them now. They were in the trader’s car. Eat and rest, and think more about this.” F “Have you forgotten how things have always been between you and your wife’s people?” his father said. That night, Chee’s thoughts were troubled—half-forgotten incidents became disturbingly vivid—but early the next morning he saddled the buckskin and set out for the settlement of Red Sands. Even though his father-in-law, Old Man Fat, might laugh, Chee knew that he must talk to him. There were some things to which Old Man Fat might listen.

Chee’s Daughter

Chee rode the first part of the fifteen miles to Red Sands expectantly. The sight of sandstone buttes near Cottonwood Spring reddening in the morning sun brought a song almost to his lips. He twirled his reins in salute to the small boy herding sheep toward many-colored Butterfly Mountain, watched with Did You Know? pleasure the feathers of smoke rising A butte (by¯ut) is an isolated hill or mountain with steep against tree-darkened western mesas8 sides and a flat top. from the hogans sheltered there. G But as he approached the familiar settlement sprawled in mushroom growth along the highway, he began to feel as though a scene from a bad dream was becoming real. Several cars were parked around the trading store, which was built like two log hogans side by side, with red gas pumps in front and a sign across the tar-paper roofs: Red Sands Trading Post— Groceries Gasoline Cold Drinks Sandwiches Indian Curios.9 Back of the trading post an unpainted frame house and outbuildings squatted on the drab, treeless land. Chee and the Little One’s mother had lived there when they stayed with his wife’s people. That was according to custom—living with one’s wife’s people—but Chee had never been convinced that it was custom alone which prompted Old Man Fat and his wife to insist that their daughter bring her husband to live at the trading post. Beside the post was a large hogan of logs, with brightly painted pseudo-Navaho10 designs on the roof—a hogan with smoke-smudged windows and a garish blue door which faced north to the highway. Old Man Fat had offered Chee a hogan like this one. The trader would build it if he and his wife would live there and Chee would work at his forge, making silver jewelry where tourists could watch him. But Chee had asked instead for a piece of land for a cornfield and help in building a hogan far back from the highway and a corral for the sheep he had brought to this marriage.

Visualize Reread the boxed passage, underlining or highlighting any words that help you picture the scene. he text Then in the picture frame below, make a quick sketch of Chee riding to Red Sands. G 140

Your Sketch

150

160

he text

Choose your own words As you read, remember to circle words you find interesting or difficult. You’ll come back to these words later.

8. A mesa (m¯asə) is a flat-topped hill or mountain with steep, rocky sides. 9. Curios (kyoor¯e o ¯ z) are typically quaint decorative objects. 10. The prefix pseudo- (soo ¯¯¯do ¯ ) means “false” or “imitation.” The Glencoe Reader

23

Chee’s Chee’s Daughter Daughter

Step 1 Ask yourself how well you understand the story so far. If there’s anything that doesn’t seem clear to you, write a question about it below.

Try to find an answer by looking back through the text and rereading any parts related to your question. If that doesn’t work, discuss your question with a classmate, your teacher, or another adult.

170

180

Step 2 Now answer this question on the lines below: Why is Chee at a hard point in his life?

190

Connotations Many words suggest positive or negative feelings—or connotations— that go beyond their dictionary definitions. For example, the words dazzling and gaudy both mean “showy.” But gaudy has a negative connotation, suggesting that something looks trashy or cheap. Authors choose their words carefully, so pay attention to connotations as you read!

200

A cold wind blowing down from the mountains began to whistle about Chee’s ears. It flapped the gaudy Navaho rugs which were hung in one long bright line to attract tourists. It swayed the sign Navaho Weaver at Work beside the loom where Old Man Fat’s wife sat hunched in her striped blanket, patting the colored thread of a design into place with a wooden comb. Tourists stood watching the weaver. More tourists stood in a knot before the hogan where the sign said: See Inside a Real Navaho Home 25¢. Then the knot seemed to unravel as a few people returned to their cars; some had cameras; and there against the blue door Chee saw the Little One standing uncertainly. The wind was plucking at her new purple blouse and wide green skirt; it freed truant strands of soft dark hair from the meager queue into which it had been tied with white yarn. “Isn’t she cunning!” one of the women tourists was saying as she turned away. Chee’s lips tightened as he began to Did You Know? look around for Old Man Fat. Finally he Here, queue (ky¯u) refers to a braid of hair at the back of saw him passing among the tourists the head. collecting coins. Then the Little One saw Chee. The uncertainty left her face, and she darted through the crowd as her father swung down from his horse. Chee lifted her in his arms, hugging her tight. While he listened to her breathless chatter, he watched Old Man Fat bearing down on them, scowling. As his father-in-law walked heavily across the graveled lot, Chee was reminded of a statement his mother sometimes made: “When you see a fat Navaho, you see one who hasn’t worked for what he has.” Vocabulary gaudy (
od¯e) adj. bright and showy to the point of being in bad taste

24

The Glencoe Reader

Chee’s Daughter

Old Man Fat was fattest in the middle. There was indolence in his walk even though he seemed to hurry, indolence in his cheeks so plump they made his eyes squint, eyes now smoldering with anger. Some of the tourists were getting into their cars and driving away. The old man said belligerently to Chee, “Why do you come here? To spoil our business? To drive people away?” “I came to talk with you,” Chee answered, trying to keep his voice steady as he faced the old man. “We have nothing to talk about,” Old Man Fat blustered and did not offer to touch Chee’s extended hand. “It’s about the Little One.” Chee settled his daughter more comfortably against his hip as he weighed carefully all the words he had planned to say. “We are going to miss her very much. It wouldn’t be so bad if we knew that part of each year she could be with us. That might help you too. You and your wife are no longer young people and you have no young ones here to depend upon.” Chee chose his next words remembering the thriftlessness of his wife’s parents, and their greed. “Perhaps we could share the care of this little one. Things are good with us. So much snow this year will make lots of grass for the sheep. We have good land for corn and melons.” H Chee’s words did not have the expected effect. Old Man Fat was enraged. “Farmers, all of you! Long-haired farmers! Do you think everyone must bend his back over the short-handled hoe in order to have food to eat?” His tone changed as he began to brag a little. “We not only have all the things from cans at the trader’s, but when the Pueblos come past here on their way to town, we buy their salty jerked11 mutton, young corn for roasting, dried sweet peaches.” I J Chee’s dark eyes surveyed the land along the highway as the old man continued to brag about being “progressive.” He no longer was tied to the land. He and his wife made money easily and could buy all the things they wanted. Chee realized too late that he had stumbled into the old argument between himself and his wife’s parents. They had never understood his feeling about the land—that a man took care of his land and it in turn took

Predict Does the prediction you made on page 22 about what Chee would say to his wife’s parents match what happens in the story? Check the box beside your answer. H

❏ yes 210

❏ no

Don’t worry if your prediction doesn’t match. Being surprised by a story is part of what makes reading interesting.

READ ALOUD

Build Fluency Find a quiet place to practice reading aloud the boxed passage. Reread the passage several times until you can read it smoothly. I 220

230

Understanding Dialogue Dialogue can reveal a lot about characters. It can tell you what they’re like, what they value, and what they believe in. After hearing Old Man Fat talk, which of the following statements do you think he’d agree with? Put a check by your answer. J

❏ You should share what you have.

❏ Young people should help older people.

❏ It’s smart to avoid hard work. 11. Jerked means “dried.”

Vocabulary indolence (ind əl əns) n. laziness; idleness The Glencoe Reader

25

Chee’s Chee’s Daughter Daughter

iterary

lement

Theme Does the idea in the highlighted passage sound like something you’ve read earlier in the story? In your own words, write the message about life that’s expressed here. K

240

250

Draw Conclusions Think about what Chee’s parents said earlier when they told Chee the news that the Little One had been taken. Do you think Chee is right in thinking that his family would side with Old Man Fat over who should keep the Little One? Mark your answer below.

260

L

❏ Yes, the family reminded Chee that it was the custom for children to be raised in the mother’s family.

❏ No, everyone would be so glad to see her that they’d forget about the custom.

270

care of him. Old Man Fat and his wife scoffed at him, called him a Pueblo farmer, all during that summer when he planted and weeded and harvested. Yet they ate the green corn in their mutton stews, and the chili paste from the fresh ripe chilis,12 and the tortillas from the cornmeal his wife ground. None of this working and sweating in the sun for Old Man Fat, who talked proudly of his easy way of living—collecting money from the trader who rented this strip of land beside the highway, collecting money from the tourists. Yet Chee had once won that argument. His wife had shared his belief in the integrity of the earth, that jobs and people might fail one, but the earth never would. K After that first year she had turned from her own people and gone with Chee to Little Canyon. Old Man Fat was reaching for the Little One. “Don’t be coming here with plans for my daughter’s daughter,” he warned. “If you try to make trouble, I’ll take the case to the government man in town.” The impulse was strong in Chee to turn and ride off while he still had the Little One in his arms. But he knew his time of victory would be short. His own family would uphold the old custom of children, especially girl children, belonging to the mother’s people. He would have to give his daughter up if the case were brought before the headman of Little Canyon, and certainly he would have no better chance before a strange white man in town. L He handed the bewildered Little One to her grandfather who stood watching every movement suspiciously. Chee asked, “If I brought you a few things for the Little One, would that be making trouble? Some velvet for a blouse, or some of the jerky she likes so well . . . this summer’s melon?” Old Man Fat backed away from him. “Well,” he hesitated, as some of the anger disappeared from his face and beads of greed shone in his eyes. “Well,” he repeated. Then as the Little One began to squirm in his arms and cry, he said, “No! No! Stay away from here, you and all your family.”

12. People string together chilis, or hot peppers, and preserve them by hanging them up to dry. The chilis are then used in cooking. 26

The Glencoe Reader

Chee’s Daughter

The sense of his failure deepened as Chee rode back to Little Canyon. But it was not until he sat with his family that evening in the hogan, while the familiar bustle of meal preparing went on about him, that he began to doubt the wisdom of the things he’d always believed. M He smelled the coffee boiling and the oily fragrance of chili powder dusted into the bubbling pot of stew; he watched his mother turning round crusty fried bread in the small black skillet. All around him was plenty—a half of mutton hanging near the door, bright strings of chili drying, corn hanging by the braided husks, cloth bags of dried peaches. Yet in his heart was nothing. He heard the familiar sounds of the sheep outside the hogan, the splash of water as his father filled the long drinking trough from the water barrel. When his father came in, Chee could not bring himself to tell a second time of the day’s happenings. He watched his wiry, soft-spoken father while his mother told the story, saw his father’s queue of graying hair quiver as he nodded his head with sympathetic exclamations. Chee’s doubting, acrid thoughts kept forming: Was it wisdom his father had passed on to him, or was his inheritance only the stubbornness of a long-haired Navaho resisting change? Take care of the land and it will take care of you. True, the land had always given him food, but now food was not enough. Perhaps if he had gone to school, he would have learned a different kind of wisdom, something to help him now. A schoolboy might even be able to speak convincingly to this government man whom Old Man Fat threatened to call, instead of sitting here like a clod of earth itself—Pueblo farmer indeed. What had the land to give that would restore his daughter? In the days that followed, Chee herded sheep. He got up in the half-light, drank the hot coffee his mother had ready, then started the flock moving. It was necessary to drive the sheep a long way from the hogan to find good winter forage.13 Sometimes Chee met friends or relatives who were on their way to town or to the road camp where they hoped to get work; then

280

Monitor Comprehension Chee is beginning to “doubt the wisdom of the things he’d always believed in.” If you’re not sure what those things are, take a minute to think over what you know about Chee. Look back through the story if you want to— or read ahead. Then on the lines below, jot down one thing Chee had always believed in. M

290

otes Your N

300

13. Forage (forij) is food that animals can eat by grazing.

Vocabulary acrid (akrid) adj. irritating or upsetting The Glencoe Reader

27

Chee’s Chee’s Daughter Daughter

310

Step 1 Stop here and think back over the whole story so far. Look at the notes you made. Then re-examine anything you questioned or anything that confused you. Choose one or more of these strategies to help answer your questions. • Reread confusing passages slowly or read them aloud.

320

• Read on to see if new story information makes a passage clear. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 How has Chee changed since he lost the Little One? On the lines below, tell what he was like before losing his daughter. Then tell what he is like now that he has lost her. 330

there was friendly banter and an exchange of news. But most of the days seemed endless; he could not walk far enough or fast enough from his memories of the Little One or from his bitter thoughts. Sometimes it seemed his daughter trudged beside him, so real he could almost hear her footsteps—the muffled pad-pad of little feet in deerhide. In the glare of a snowbank he would see her vivid face, brown eyes sparkling. Mingling with the tinkle of sheep bells he heard her laughter. When, weary of following the small sharp hoof marks that crossed and recrossed in the snow, he sat down in the shelter of a rock, it was only to be reminded that in his thoughts he had forsaken his brotherhood with the earth and sun and growing things. If he remembered times when he had flung himself against the earth to rest, to lie there in the sun until he could no longer feel where he left off and the earth began, it was to remember also that now he sat like an alien against the same earth; the belonging together was gone. The earth was one thing and he was another. It was during the days when he herded sheep that Chee decided he must leave Little Canyon. Perhaps he would take a job silversmithing for one of the traders in town. Perhaps, even though he spoke little English, he could get a job at the road camp with his cousins; he would ask them about it.

Before:

Springtime transformed the mesas. The peach trees in the canyon were shedding fragrance and pink blossoms on the gentled wind. The sheep no longer foraged for the yellow seeds of chamiso14 but ranged near the hogan with the long-legged new lambs, eating tender young grass. Chee was near the hogan on the day his cousins rode up with the message for which he waited. He had been watching with

After:

14. Chamiso (cha m e¯ s¯o), from the Spanish, is an evergreen shrub found in the western United States.

Vocabulary banter (bantər) n. good-natured, witty joking or teasing 28

The Glencoe Reader

Chee’s Daughter

mixed emotions while his father and his sister’s husband cleared the fields beside the stream. “The boss at the camp says he needs an extra hand, but he wants to know if you’ll be willing to go with the camp when they move it to the other side of the town?” The tall cousin shifted his weight in the saddle. The other cousin took up the explanation. “The work near here will last only until the new cutoff beyond Red Sands is finished. After that, the work will be too far away for you to get back here often.” That was what Chee had wanted—to get away from Little Canyon—yet he found himself not so interested in the job beyond town as in this new cutoff which was almost finished. He pulled a blade of grass, split it thoughtfully down the center, as he asked questions of his cousins. Finally he said: “I need to think more about this. If I decide on this job, I’ll ride over.” N Before his cousins were out of sight down the canyon, Chee was walking toward the fields, a bold plan shaping in his mind. As the plan began to flourish, wild and hardy as young tumbleweed, Chee added his own voice softly to the song his father was singing: “. . . In the middle of the wide field . . . Yellow Corn Boy . . . I wish to put in.” Chee walked slowly around the field, the rich red earth yielding to Did You Know? his footsteps. His plan depended Tumbleweed is any of several kinds of bushy upon this land and upon the things prairie plants that break off from their roots and get he remembered most about his blown around by the wind. wife’s people. O Through planting time Chee worked zealously and tirelessly. He spoke little of the large new field he was planting, because he felt so strongly that just now this was something between himself and the land. The first days he was ever stooping, piercing the ground with the pointed stick, placing the corn kernels there, walking around the field and through it, singing, “. . . His track

340

350

Infer If you don’t know what a cutoff is, look up cutoff in a dictionary or ask someone he text what it is. Then mark the part of the boxed test that tells where the cutoff is being built. Ask yourself where else in the story this location is mentioned. Now guess why Chee might be so interested in this cutoff. Write your inference below. N

360

Predict What do you predict Chee is going to do now? O

370

Vocabulary zealously (zeləs l¯e) adv. eagerly; enthusiastically The Glencoe Reader

29

Chee’s Chee’s Daughter Daughter

Visualize Reread the boxed passage. Circle adjectives that describe the corn. Then, in the frame he text below, quickly sketch one of these corn plants. P 380

Your Sketch

390

iterary

lement

Theme What message about life do you get from Chee’s actions and feelings during this part of the story?

400

Q

leads into the ground . . . Yellow Corn Boy . . . his track leads into the ground.” After that, each day Chee walked through his field watching for the tips of green to break through; first a few spikes in the center and then more and more, until the corn in all parts of the field was above ground. Surely, Chee thought, if he sang the proper songs, if he cared for this land faithfully, it would not forsake him now, even though through the lonely days of winter he had betrayed the goodness of the earth in his thoughts. Through the summer Chee worked long days, the sun hot upon his back, pulling weeds from around young corn plants; he planted squash and pumpkin; he terraced a small piece of land near his mother’s hogan and planted carrots and onions and the moisture-loving chili. He was increasingly restless. Finally he told his family what he hoped the harvest from this land would bring him. Then the whole family waited with him, watching the corn: the slender graceful plants that waved green arms and bent to embrace each other as young winds wandered through the field, the maturing plants flaunting their pollen-laden tassels in the sun, the tall and sturdy parent corn with new-formed ears and a froth of purple, red, and yellow corn beards against the dusty emerald of broad leaves. P Summer was almost over when Chee slung the bulging packs across two pack ponies. His mother helped him tie the heavy rolled pack behind the saddle of the buckskin. Chee knotted the new yellow kerchief about his neck a little tighter, gave the broad black hat brim an extra tug, but these were only gestures of assurance and he knew it. The land had not failed him. That part was done. But this he was riding into? Who could tell? Q When Chee arrived at Red Sands, it was as he had expected to find it—no cars on the highway. His cousins had told him that even the Pueblo farmers were using the new cutoff to town. The barren gravel around the Red Sands Trading Post was deserted. A sign banged against the dismantled gas pumps: Closed until further notice.

Vocabulary flaunt (flont) v. to display in a showy manner 30

The Glencoe Reader

Chee’s Daughter

Old Man Fat came from the crude summer shelter built beside the log hogan from a few branches of scrub cedar and the sides of wooden crates. He seemed almost friendly when he saw Chee. “Get down, my son,” he said, eyeing the bulging packs. There was no bluster in his voice today, and his face sagged, looking somewhat saddened, perhaps because his cheeks were no longer quite full enough to push his eyes upward at the corners. “You are going on a journey?” Chee shook his head. “Our fields gave us so much this year, I thought to sell or trade this to the trader. I didn’t know he was no longer here.” Old Man Fat sighed, his voice dropping to an injured tone. “He says he and his wife are going to rest this winter; then after that he’ll build a place up on the new highway.” Chee moved as though to be traveling on, then jerked his head toward the pack ponies. “Anything you need?” “I’ll ask my wife,” Old Man Fat said as he led the way to the shelter. “Maybe she has a little money. Things have not been too good with us since the trader closed. Only a few tourists come this way.” He shrugged his shoulders. “And with the trader gone—no credit.” R Chee was not deceived by his father-in-law’s unexpected confidences. He recognized them as a hopeful bid for sympathy and, if possible, something for nothing. Chee made no answer. He was thinking that so far he had been right about his wife’s parents: their thriftlessness had left them with no resources to last until Old Man Fat found another easy way of making a living. S Old Man Fat’s wife was in the shelter working at her loom. She turned rather wearily when her husband asked with noticeable deference if she would give him money to buy supplies. Chee surmised that the only income here was from his mother-in-law’s weaving.

410

Understanding Dialogue What do you learn about Old Man Fat’s situation from the conversation between Chee and Old Man Fat? R

420

430

Connect All of a sudden Old Man Fat is changing his tune. Before he was rude to Chee. Now he’s nice to Chee. Has anyone ever treated you differently once you had something he or she wanted? Check the box beside your answer. S

❏ yes

❏ no

Have you ever treated anyone differently because you wanted something from him or her?

❏ yes

❏ no

440

Vocabulary deference (def ər əns) n. courteous respect or regard for the judgment, opinions, or desires of another surmise (sər m¯ z) v. to guess or conclude from little or no evidence The Glencoe Reader

31

Chee’s Chee’s Daughter Daughter

Build Fluency Find a quiet place and practice reading the boxed passage aloud until you can read the words without stumbling. T

450

Respond How do you feel about seeing Old Man Fat and his wife struggling through hard times? U

460

Infer Underline or highlight the words in this boxed passage that give clues about how well Little One is being taken care of by Old Man Fat and his wife. Then make an inference about what life has been like for the Little One since she’s been away from her father. V

he text

470

480

32

The Glencoe Reader

She peered around the corner of the shelter at the laden ponies, and then she looked at Chee. “What do you have there, my son?” Chee smiled to himself as he turned to pull the pack from one of the ponies, dragged it to the shelter where he untied the ropes. Pumpkins and hard-shelled squash tumbled out, and the ears of corn—pale yellow husks fitting firmly over plump ripe kernels, blue corn, red corn, yellow corn, many-colored corn, ears and ears of it—tumbled into every corner of the shelter. T “Yooooh,” Old Man Fat’s wife exclaimed as she took some of the ears in her hands. Then she glanced up at her son-in-law. “But we have no money for all this. We have sold almost everything we own—even the brass bed that stood in the hogan.” Old Man Fat’s brass bed. Chee concealed his amusement as he started back for another pack. That must have been a hard parting. U Then he stopped, for, coming from the cool darkness of the hogan was the Little One, rubbing her eyes as though she had been asleep. She stood for a moment in the doorway, and Chee saw that she was dirty, barefoot, her hair uncombed, her little blouse shorn of all its silver buttons. Then she ran toward Chee, her arms outstretched. Heedless of Old Man Fat and his wife, her father caught her in his arms, her hair falling in a dark cloud across his face, the sweetness of her laughter warm against his shoulder. V It was the haste within him to get this slow waiting game played through to the finish that made Chee speak unwisely. It was the desire to swing her before him in the saddle and ride fast to Little Canyon that prompted his words. “The money doesn’t matter. You still have something. . . .” Chee knew immediately that he had overspoken. The old woman looked from him to the corn spread before her. Unfriendliness began to harden in his father-in-law’s face. All the old arguments between himself and his wife’s people came pushing and crowding in between them now. Old Man Fat began kicking the ears of corn back onto the canvas as he eyed Chee angrily. “And you rode all the way over here thinking that for a little food we would give up our daughter’s daughter?”

Chee’s Daughter

Chee did not wait for the old man to reach for the Little One. He walked dazedly to the shelter, rubbing his cheek against her soft dark hair, and put her gently into her grandmother’s lap. Then he turned back to the horses. He had failed. By his own haste he had failed. He swung into the saddle, his hand touching the roll behind it. Should he ride on into town? Then he dismounted, scarcely glancing at Old Man Fat, who stood uncertainly at the corner of the shelter, listening to his wife. “Give me a hand with this other pack of corn, Grandfather,” Chee said, carefully keeping the small bit of hope from his voice. W Puzzled, but willing, Old Man Fat helped carry the other pack to the shelter, opening it to find more corn as well as carrots and round, pale yellow onions. Chee went back for the roll behind the buckskin’s saddle and carried it to the entrance of the shelter, where he cut the ropes and gave the canvas a nudge with his toe. Tins of coffee rolled out, small plump cloth bags; jerked meat from several butcherings spilled from a flour sack; and bright red chilis splashed like flames against the dust. “I will leave all this anyhow,” Chee told them. “I would not want my daughter nor even you old people to go hungry.” X Old Man Fat picked up a shiny tin of coffee, then put it down. With trembling hands he began to untie one of the cloth bags— dried sweet peaches. The Little One had wriggled from her grandmother’s lap, unheeded, and was on her knees, digging her hands into the jerked meat. “There is almost enough food here to last all winter.” Old Man Fat’s wife sought the eyes of her husband. Chee said, “I meant it to be enough. But that was when I thought you might send the Little One back with me.” He looked down at his daughter noisily sucking jerky. Her mouth, both fists, were full of it. “I am sorry that you feel you cannot bear to part with her.” Old Man Fat’s wife brushed a straggly wisp of gray hair from her forehead as she turned to look at the Little One. Old Man Fat was looking too. And it was not a thing to see. For in that

Predict. Chee has a “small bit of hope. ” What do you predict might happen? W

490

Evaluate Do you think Chee is doing the right thing by leaving food for the family? Check the box that shows your answer. X 500

❏ yes

❏ no

Explain your answer.

510

The Glencoe Reader

33

Chee’s Chee’s Daughter Daughter

Step 1 Look back over the story and the notes you made while you read it. Think about the challenges Chee faced and the way that these challenges tested his values. Did his values help him or hurt him in the end? Explain your answer on the lines below.

Step 2 Which of Chee’s values, if any, could you use in your own life?

Choose three words, either from the underlined vocabulary in the story or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete one of the activities listed there.

34

The Glencoe Reader

520

moment the Little One ceased to be their daughter’s daughter and became just another mouth to feed. “And why not?” the old woman asked wearily. Chee was settled in the saddle, the barefooted Little One before him. He urged the buckskin faster, and his daughter clutched his shirtfront. The purpling mesas flung back the echo: “. . . My corn embrace each other. In the middle of the wide field . . . Yellow Corn Boy embrace each other.”

Chee’s Daughter

Understanding Dialogue

last conversation And the Answer Is . . . Reread the e, beginning where between Old Man Fat’s wife and Che ost enough food here Old Man Fat’s wife says “There’s alm What does this dialogue to last all winter” (lines 508–520). wife has decided to do tell you about what Old Man Fat’s er below. with the Little One? Write your answ

Infer 1. Anticipating Chee’s Answers With two classmates, turn to the Anticipation Guide on pag e 18. Take turns reading each statement aloud and discussing whether you think Chee would or would not agre e with it. Then write your answers below, giving one imp ortant detail to support each statement. The first one has bee n filled in for you. 1.

2.

Predict

ner, discuss the clues 1. What Happens Next? With a part come next for the in the story that hint at what might r predictions. you e writ n characters listed below. The In a few years, Chee will be

3.

4.

In a few years, Old Man Fat will be

your partner where 2. Future Relations Discuss with and what Chee Chee might next see Old Man Fat that shows what might tell him. Then improvise a skit your skit below. ize happens at the meeting. Summar

2. Break from Tradition With you r group, discuss why Chee is willing to break with Navajo tradition to have his daughter live with his family. Below, list as many inferences as you can support with details from the story.

The Glencoe Reader

35

continued

iterary

lement

Theme The theme is the central message of a selection. It tells about life or human nature. An author might state the theme directly, but more often the theme is implied, or hinted at. To discover an implied theme, think about the selection’s plot, characters, and setting and ask yourself, What does this story mean? With a small group, come up with four ways to finish the statement in the center of this idea web. Jot your ideas in the outer circles. Discuss the details from the story that support each completed statement. Then work together to figure out how your four statements are related. What larger message about life do they reveal? Write that message at the bottom of the page.

An important message in “Chee’s Daughter” is

THEME:

36

The Glencoe Reader

Chee’s Daughter

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Why does Chee lose the Little One to Old Man Fat? A. He is busy caring for his sick wife and cannot take care of her. B. He is busy taking care of his land and cannot take care of her. C. By Navajo custom, Old Man Fat and his wife are the rightful family of the Little One. D. By Navajo custom, Old Man Fat has a right to the child because he has more money.

Write your answer to open-ended question A in the space provided below. A.

How does the land help Chee solve his problem? Use details from the story to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

How does the story end? A. Chee gets the Little One back. B. Chee gets a job working construction. C. Chee brings Old Man Fat and his wife to live with him. D. Chee finds satisfaction in the land rather than in family.

Vocabulary Check Write the word from the list that belongs in the blank in each sentence. gaudy adj. bright and showy to the point of being in bad taste indolence n. laziness; idleness acrid adj. irritating or upsetting banter n. good-natured joking or teasing zealously adv. eagerly; enthusiastically

1. I was really upset by my friend’s 2. The detective needed a clue to

remarks. the thief’s identity.

3. The audience laughed at the two comedians’ hilarious 4. To find a cure, the scientist worked

in the lab.

flaunt v. to display in a showy manner

5. The green and gold shirt was too

deference n. courteous respect or regard for the judgment, opinions, or desires of another

6. My brother always avoids work. He is known for his

surmise v. to guess or conclude from little or no evidence

8. The young actors listened to the older actor with

7. Alan bought six cars to

.

for the funeral. .

his wealth. .

The Glencoe Reader

37

XXX XXX SHORT STORY

A131

Questionnaire Some people are driven to succeed. Other people are more relaxed and easygoing about success. The questionnaire that follows will help you think about the kind of person you are. Read each statement below. If you agree with the statement, write “yes” on the line. If you disagree with the statement, write “no.” 1. When I play a sport or a game, I almost always play to win. 2. When I play a sport or a game, I usually care as much about having fun as about winning. 3. I am almost always trying to improve myself. 4. I am usually fairly happy with myself just the way I am. 5. I usually care a lot about what other people think of me. 6. I usually live my life to please myself, not other people. In this short story, you will read about a mother and a daughter who are two very different kinds of people.

Vocabulary Preview Read the definitions of these words from “Two Kinds.n. ” Use xxx (xxx) xxx the pronunciation guides for help in saying each word aloud. As you read the story, try to use context clues to unlock the meaning of these and other words you don’t know. prodigy (prod
ə je¯ ) n. an extraordinarily talented or gifted person, especially a child; p. 39 lament (lə ment
) v. to express sorrow or regret; p. 40 reproach (ri pro ¯ ch
) n. blame; disgrace; discredit; p. 40 mesmerizing (mez
mə r¯z´in) adj. fascinating; p. 42 reverie (rev
ər e¯ ) n. fanciful thinking; daydream; p. 45

Building Background “Two Kinds” takes place during the 1960s in a section of San Francisco, California, known as Chinatown. This Chinese community is home to immigrants from China as well as to their American-born children. • The mother in the story is a Chinese immigrant. When she was a young woman, she experienced very hard times in China, and so she moved to the United States to find a better life. She still believes in the values that she learned in China, but she also believes deeply in the American Dream. Part of that dream is seeing her daughter, Jing-mei, become a big success. • Jing-mei, who tells the story, was born in the United States. She has never been to China, and so it is sometimes hard for her to understand and share her mother’s values and beliefs.

Setting a Purpose for Reading Read to understand the differences between the mother and the daughter in the story.

38

The Glencoe Reader

discordant (dis kord
ənt) adj. not in agreement or harmony; p. 45 devastate (dev
əs ta¯t) v. to destroy; overwhelm; p. 48 fiasco (fe¯ as
ko ¯ ) n. a complete or humiliating failure; p. 48

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: xxx Reading Focus: Question Think It Over: xxx Think It Over: Draw Conclusions Literary Element: xxx Literary Element: Conflict Reading Coach: xxx Reading Coach: Reading Dialect

Using Definitions If you can’t figure out the meaning of an underlined vocabulary word, read the definition at the bottom of the page. Then reread the sentence, putting the definition in place of the vocabulary word.

Amy Tan

M

y mother believed you could be anything you wanted to be in America. You could open a restaurant. You could work for the government and get good retirement. You could buy a house with almost no money down. You could become rich. You could become instantly famous. “Of course, you can be prodigy, too,” my mother told me when I was nine. “You can be best anything. What does Auntie Lindo know? Her daughter, she is only best tricky.” A America was where all my mother’s hopes lay. She had come to San Francisco in 1949 after losing everything in China: her mother and father, her family home, her first husband, and two daughters, twin baby girls. But she never looked back with regret. Things could get better in so many ways. We didn’t immediately pick the right kind of prodigy. At first my mother thought I could be a Chinese Shirley Temple.1 We’d watch Shirley’s old movies on TV as though they were training films. My mother would poke my arm and say, “Ni kan.2 You watch.” And I would see Shirley tapping her feet, or singing a sailor song, or pursing her lips into a very round O while saying “Oh, my goodness.” B “Ni kan,” my mother said, as Shirley’s eyes flooded with tears. “You already know how. Don’t need talent for crying!” Soon after my mother got this idea about Shirley Temple, she took me to the beauty training school in the Mission District3 and put me in the hands of a student who could barely hold the scissors without shaking. Instead of getting big fat curls, I emerged with an uneven mass of crinkly black fuzz. 1. Shirley Temple was a popular child movie star of the 1930s who wore her hair in long curls. 2. Ni kan (n¯e kan
). The mother roughly translates this Chinese phrase when she says “you watch.” 3. The Mission District is a residential neighborhood in San Francisco.

10

Reading Dialect The mother speaks in a dialect— a kind of nonstandard language spoken in a particular community. If you have trouble understanding what she is saying, try reading her words aloud. Then put her message in your own words. A Model: I think the mother is saying, “Of course, you can be an extraordinarily talented person too. You can be the best at anything. What does Auntie Lindo know? Her daughter is only the best at being tricky.”

20

Question Ask yourself who, what, where, when, why, and how questions to make sure you understand what you read. Here you might ask yourself, Who does the mother want her daughter to be like and why? Jot down your answers on the lines below. B

Vocabulary prodigy (prod
ə j¯e) n. an extraordinarily gifted or talented person, especially a child The Glencoe Reader

39

30

Mark th e text

Choose your own words As you continue reading this story, circle any words that you find interesting or that you don’t understand. You’ll come back to these words later.

iterary

lement

Conflict A conflict, or struggle between opposing forces, is brewing here. The daughter is experiencing an internal conflict—a mental struggle between opposing thoughts or feelings. Look back over the boxed text. he text Circle details that describe the opposite views that the daughter has of herself. Then put a check next to the pair of phrases below that sums up her “two selves.” C

❏ a perfect child / a nobody ❏ a good child / an evil child

40

50

My mother dragged me off to the bathroom and tried to wet down my hair. “You look like Negro Chinese,” she lamented, as if I had done this on purpose. The instructor of the beauty training school had to lop off these soggy clumps to make my hair even again. “Peter Pan is very popular these days,” the instructor assured my mother. I now had hair the length of a boy’s, with curly bangs that hung at a slant two inches above my eyebrows. I liked the haircut, and it made me actually look forward to my future fame. In fact, in the beginning I was just as excited as my mother, maybe even more so. I pictured this prodigy part of me as many different images, and I tried each one on for size. I was a dainty ballerina girl standing by the curtain, waiting to hear the music that would send me floating on my tiptoes. I was like the Christ child lifted out of the straw manger, crying with holy indignity. I was Cinderella stepping from her pumpkin carriage with sparkly cartoon music filling the air. In all of my imaginings I was filled with a sense that I would soon become perfect. My mother and father would adore me. I would be beyond reproach. I would never feel the need to sulk, or to clamor for anything. But sometimes the prodigy in me became impatient. “If you don’t hurry up and get me out of here, I’m disappearing for good,” it warned. “And then you’ll always be nothing.” C Every night after dinner my mother and I would sit at the Formica-topped4 kitchen table. She would present new tests, taking her examples from stories of amazing children that she had read in Ripley’s Believe It or Not or Good Housekeeping, Reader’s Digest, or any of a dozen other magazines she kept in a pile in our bathroom. My mother got these magazines from people whose houses she cleaned. And since she cleaned many houses each

4. Formica (for m¯
kə) is a plastic substance used to cover kitchen and bathroom surfaces because it is resistant to heat and water.

Vocabulary lament (lə ment
) v. to express sorrow or regret reproach (ri pr¯och
) n. blame; disgrace; discredit 40

The Glencoe Reader

week, we had a great assortment. She would look through them all, searching for stories about remarkable children. The first night she brought out a story about a three-year-old boy who knew the capitals of all the states and even of most of the European countries. A teacher was quoted as saying that the little boy could also pronounce the names of the foreign cities correctly. “What’s the capital of Finland?” my mother asked me, looking at the story. All I knew was the capital of California, because Sacramento was the name of the street we lived on in Chinatown. “Nairobi!”5 I guessed, saying the most foreign word I could think of. She checked to see if that might be one way to pronounce Helsinki before showing me the answer. The tests got harder—multiplying numbers in my head, finding the queen of hearts in a deck of cards, trying to stand on my head without using my hands, predicting the daily temperatures in Los Angeles, New York, and London. One night I had to look at a page from the Bible for three minutes and then report everything I could remember. “Now Jehoshaphat6 had riches and honor in abundance and . . . that’s all I remember, Ma,” I said. D And after seeing, once again, my mother’s disappointed face, something inside me began to die. I hated the tests, the raised hopes and failed expectations. Before going to bed that night I looked in the mirror above the bathroom sink, and when I saw only my face staring back—and understood that it would always be this ordinary face—I began to cry. Such a sad, ugly girl! I made high-pitched noises like a crazed animal, trying to scratch out the face in the mirror. And then I saw what seemed to be the prodigy side of me—a face I had never seen before. I looked at my reflection, blinking so that I could see more clearly. The girl staring back at me was angry, powerful. She and I were the same. I had new thoughts, willful thoughts—or, rather, thoughts filled with lots of won’ts. I won’t let her change me, I promised myself. I won’t be what I’m not.

60

Keep This in Mind Use these marks to show your thoughts as you read.

? I have a question about something here.

! This really caught my attention. ★ This information is important.

70

Draw Conclusions Once again the mother is putting her daughter through some sort of training. Draw a conclusion about the mother. Think about how her behavior here is like her behavior earlier in the story. Then sum up the similarity in a general statement, or conclusion. 80

Model: Earlier the mother made her daughter watch movies so that the daughter could learn how to be like Shirley Temple. Now the mother is making her daughter memorize facts so that the daughter can learn how to be like the little boy. From the mother’s behavior, what conclusion can you draw about her? Check one. D

90

❏ She is amazed by how smart her daughter is.

❏ She is determined to make her daughter into somebody famous.

5. Nairobi (n¯ r¯o
b¯e) is the capital of Kenya in east central Africa. 6. Jehoshaphat ( ji hosh
ə fat´) was a king of Judah in the ninth century B.C. The Glencoe Reader

41

100

Predict Get involved in the story. Predict, or make an educated guess about, what the mother will do next. On the lines below, tell what you think she will do and why you think so. E 110

120

So now when my mother presented her tests, I performed listlessly,7 my head propped on one arm. I pretended to be bored. And I was. I got so bored that I started counting the bellows of the foghorns out on the bay while my mother drilled me in other areas. The sound was comforting and reminded me of the cow jumping over the moon. And the next day I played a game with myself, seeing if my mother would give up on me before eight bellows. After a while I usually counted only one bellow, maybe two at most. At last she was beginning to give up hope. Two or three months went by without any mention of my being a prodigy. And then one day my mother was watching the Ed Sullivan Show 8 on TV. The TV was old and the sound kept shorting out. Every time my mother got halfway up from the sofa to adjust the set, the sound would come back on and Sullivan would be talking. As soon as she sat down, Sullivan would go silent again. She got up—the TV broke into loud piano music. She sat down—silence. Up and down, back and forth, quiet and loud. It was like a stiff, embraceless dance between her and the TV set. Finally, she stood by the set with her hand on the sound dial. She seemed entranced by the music, a frenzied little piano piece with a mesmerizing quality, which alternated between quick, playful passages and teasing, lilting9 ones. “Ni kan,” my mother said, calling me over with hurried hand gestures. “Look here.” E I could see why my mother was fascinated by the music. It was being pounded out by a little Chinese girl, about nine years old, with a Peter Pan haircut. The girl had the sauciness10 of a Shirley Temple. She was proudly modest, like a proper Chinese child. And she also did a fancy sweep of a curtsy, so that the fluffy skirt of her white dress cascaded11 to the floor like the petals of a large carnation. 7. Listlessly means “without energy.” 8. The Ed Sullivan Show was a popular weekly variety show on TV in the 1950s and 1960s. 9. Lilting means “light and lively.” 10. Sauciness means “boldness that is playful and lighthearted.” 11. Cascaded means “fell like a waterfall.”

Vocabulary mesmerizing (mez
mə r¯z in) adj. fascinating 42

The Glencoe Reader

In spite of these warning signs, I wasn’t worried. Our family had no piano and we couldn’t afford to buy one, let alone reams of sheet music and piano lessons. So I could be generous in my comments when my mother bad-mouthed the little girl on TV. “Play note right, but doesn’t sound good!” my mother complained. “No singing sound.” “What are you picking on her for?” I said carelessly. “She’s pretty good. Maybe she’s not the best, but she’s trying hard.” I knew almost immediately that I would be sorry I had said that. “Just like you,” she said. “Not the best. Because you not trying.” She gave a little huff as she let go of the sound dial and sat down on the sofa. F The little Chinese girl sat down also, to play an encore of “Anitra’s Tanz,” by Grieg. I remember the song, because later on I had to learn how to play it. Did You Know?

130

Reading Dialect Reread the conversation on lines 132–140. Circle what the he text mother says to her daughter. Say the mother’s words aloud. Then, on the lines below, put her message in your own words. F

140

Edvard Grieg (re¯ ),

1843–1907, was a Three days after watching the Ed Norwegian composer. Sullivan Show my mother told me what my schedule would be for piano lessons and piano practice. She had talked to Mr. Chong, who lived on the first floor of our apartment building. Mr. Chong was a retired piano teacher, and my mother had traded housecleaning services for weekly lessons and a piano for me to practice on every day, two hours a day, from four until six. When my mother told me this, I felt as though I had been sent to hell. I whined, and then kicked my foot a little when I couldn’t stand it anymore. “Why don’t you like me the way I am?” I cried, “I’m not a genius! I can’t play the piano. And even if I could, I wouldn’t go on TV if you paid me a million dollars!” My mother slapped me. “Who ask you to be genius?” she shouted. “Only ask you be your best. For you sake. You think I want you to be genius! Hnnh! What for! Who ask you!” “So ungrateful,” I heard her mutter in Chinese. “If she had as much talent as she has temper, she’d be famous now.” G

iterary

150

lement

Conflict Once again, there is a conflict in the story. This time, the struggle is an external conflict—one between a character and an outside force. Listed below are short descriptions of four kinds of external conflicts. Put a check next to the description that applies here. G

❏ person against person ❏ person against nature ❏ person against society ❏ person against fate 160

The Glencoe Reader

43

Question This paragraph has some hard words. Make sure that you understand what you’re reading. Ask yourself, What is Old Chong talking about here? Circle details he text that help you understand what he is referring to. Then put a check next to the statement that best sums up what he is talking about. H

170

❏ things in his apartment ❏ parts of a piece of music ❏ students in his class 180

Draw Conclusions As you read the next two paragraphs, think about the daughter’s piano lessons. What can you conclude about her playing? Is she becoming a good piano player? On the lines below, write your conclusion and give reasons for your answer. I

190

200

Mr. Chong, whom I secretly nicknamed Old Chong, was very strange, always tapping his fingers to the silent music of an invisible orchestra. He looked ancient in my eyes. He had lost most of the hair on the top of his head, and he wore thick glasses and had eyes that always looked tired. But he must have been younger than I thought, since he lived with his mother and was not yet married. I met Old Lady Chong once, and that was enough. She had a peculiar smell, like a baby that had done something in its pants, and her fingers felt like a dead person’s, like an old peach I once found in the back of the refrigerator; its skin just slid off the flesh when I picked it up. I soon found out why Old Chong had retired from teaching piano. He was deaf. “Like Beethoven!” he shouted to me. “We’re both listening only in our Did You Know? head!” And he would start to conduct Ludwig van Beethoven (ba¯
to¯ vən), 1770-1827, 12 his frantic silent sonatas. was a German composer. Our lessons went like this. He would open the book and point to different things, explaining their purpose: “Key! Treble! Bass! No sharps or flats! So this is C major! Listen now and play after me!” H And then he would play the C scale a few times, a simple chord, and then, as if inspired by an old unreachable itch, he would gradually add more notes and running trills and a pounding bass until the music was really something quite grand. I I would play after him, the simple scale, the simple chord, and then just play some nonsense that sounded like a cat running up and down on top of garbage cans. Old Chong would smile and applaud and say, “Very good! But now you must learn to keep time!” So that’s how I discovered that Old Chong’s eyes were too slow to keep up with the wrong notes I was playing. He went through the motions in half time. To help me keep rhythm, he stood behind me and pushed down on my right shoulder for every beat. He balanced pennies on top of my wrists so that I would

12. Sonatas are instrumental compositions, commonly written for piano. 44

The Glencoe Reader

keep them still as I slowly played scales and arpeggios.13 He had me curve my hand around an apple and keep that shape when playing chords. He marched stiffly to show me how to make each finger dance up and down, staccato,14 like an obedient little soldier. He taught me all these things, and that was how I also learned I could be lazy and get away with mistakes, lots of mistakes. If I hit the wrong notes because I hadn’t practiced enough, I never corrected myself. I just kept playing in rhythm. And Old Chong kept conducting his own private reverie. So maybe I never really gave myself a fair chance. I did pick up the basics pretty quickly, and I might have become a good pianist at that young age. But I was so determined not to try, not to be anybody different, that I learned to play only the most ear-splitting preludes, the most discordant hymns. Over the next year I practiced like this, dutifully in my own way. And then one day I heard my mother and her friend Lindo Jong both talking in a loud, bragging tone of voice so that others could hear. It was after church, and I was leaning against a brick wall, wearing a dress with stiff white petticoats. Auntie Lindo’s daughter, Waverly, who was my age, was standing farther down the wall, about five feet away. We had grown up together and shared all the closeness of two sisters, squabbling over crayons and dolls. In other words, for the most part, we hated each other. I thought she was snotty. Waverly Jong had gained a certain amount of fame as “Chinatown’s Littlest Chinese Chess Champion.” J “She bring home too many trophy,” Auntie Lindo lamented that Sunday. “All day she play chess. All day I have no time do nothing but dust off her winnings.” She threw a scolding look at Waverly, who pretended not to see her. K

210

Question Two new characters are introduced here. This would be a good time to ask a who question. Who are Auntie Lindo Jong and Waverley Jong? Circle details he text in the boxed paragraph that answer the question for you. On the lines below, write a short description of each of these characters. J

220

Infer Auntie Lindo says one thing, but she is thinking quite another. Carefully reread this paragraph. Try to “read between the lines,” or infer, what Auntie Lindo is thinking. Then put a check next to the statement below that best describes her thoughts. K 230

❏ “I wish Waverly would stop playing chess and help me with the chores.”

❏ “Waverly has so much talent 13. Arpeggios (ar pej
e¯ o ¯ z) are chords in which the notes are played in succession instead of all at the same time. 14. To play music staccato (stə ka
t¯o) is to produce sharp, distinct breaks between successive tones.

and drive. I’m proud of all the chess trophies she’s won.”

Vocabulary reverie (rev
ər e¯ ) n. fanciful thinking; daydream discordant (dis kord
ənt) adj. not in agreement or harmony The Glencoe Reader

45

“You lucky you don’t have this problem,” Auntie Lindo said with a sigh to my mother. And my mother squared her shoulders and bragged: “Our problem worser than yours. If we ask Jing-mei15 wash dish, she hear nothing but music. It’s like you can’t stop this natural talent.” And right then I was determined to put a stop to her foolish pride.

Step 1 Make sure that you understand everything you’ve read so far. You should have put a question mark next to parts that you thought were hard or confusing. Use one or more of the following strategies to understand those parts better. • Reread them slowly. • Read them aloud. • Read on to see if new information makes them clearer.

240

• Ask a classmate or a teacher, parent, or other adult for help.

Step 2 When you understand what you’ve read, write a one- or two-sentence summary of the story so far. Be sure your summary tells who, what, where, why, when, and how. Write on the lines below. 250

260

A few weeks later Old Chong and my mother conspired to have me play in a talent show that was to be held in the church hall. By then my parents had saved up enough to buy me a secondhand piano, a black Wurlitzer spinet with a scarred bench. It was the showpiece of our living room. For the talent show I was to play a piece called “Pleading Child,” from Did You Know? 16 A spinet (spin
it) is a small, Schumann’s Scenes From Childhood. It upright piano. was a simple, moody piece that sounded more difficult than it was. I was supposed to memorize the whole thing. But I dawdled17 over it, playing a few bars and then cheating, looking up to see what notes followed. I never really listened to what I was playing. I daydreamed about being somewhere else, about being someone else. The part I liked to practice best was the fancy curtsy: right foot out, touch the rose on the carpet with a pointed foot, sweep to the side, bend left leg, look up, and smile. My parents invited all the couples from their social club to witness my debut. Auntie Lindo and Uncle Tin were there. Waverly and her two older brothers had also come. The first two rows were filled with children either younger or older than I was. The littlest ones got to go first. They recited simple nursery rhymes, squawked out tunes on miniature violins, and twirled hula hoops in pink ballet tutus, and when they bowed or curtsied, 15. Jing-mei ( jin
m¯a) 16. Robert Schumann (sh oo
¯¯¯ man), 1810–1856, was a German composer. 17. Dawdled means “wasted time; lingered.”

46

The Glencoe Reader

READ ALOUD

the audience would sigh in unison, “Awww,” and then clap enthusiastically. When my turn came, I was very confident. I remember my childish excitement. It was as if I knew, without a doubt, that the prodigy side of me really did exist. I had no fear whatsoever, no nervousness. I remember thinking, This is it! This is it! I looked out over the audience, at my mother’s blank face, my father’s yawn, Auntie Lindo’s stiff-lipped smile, Waverly’s sulky expression. I had on a white dress, layered with sheets of lace, and a pink bow in my Peter Pan haircut. As I sat down, I envisioned people jumping to their feet and Ed Sullivan rushing up to introduce me to everyone on TV. L And I started to play. Everything was so beautiful. I was so caught up in how lovely I looked that I wasn’t worried about how I would sound. So I was surprised when I hit the first wrong note. And then I hit another, and another. A chill started at the top of my head and began to trickle down. Yet I couldn’t stop playing, as though my hands were bewitched. I kept thinking my fingers would adjust themselves back, like a train switching to the right track. I played this strange jumble through to the end, the sour notes staying with me all the way. M When I stood up, I discovered my legs were shaking. Maybe I had just been nervous, and the audience, like Old Chong, had seen me go through the right motions and had not heard anything wrong at all. I swept my right foot out, went down on my knee, looked up, and smiled. The room was quiet, except for Old Chong, who was beaming and shouting, “Bravo! Bravo! Well done!” But then I saw my mother’s face, her stricken face. The audience clapped weakly, and as I walked back to my chair, with my whole face quivering as I tried not to cry, I heard a little boy whisper loudly to his mother, “That was awful,” and the mother whispered back, “Well, she certainly tried.” N And now I realized how many people were in the audience— the whole world, it seemed. I was aware of eyes burning into my back. I felt the shame of my mother and father as they sat stiffly through the rest of the show. We could have escaped during intermission. Pride and some strange sense of honor must have anchored my parents to their chairs. And so we watched it all: The eighteen-year-old boy with a

Build Fluency Find a quiet place and practice reading the boxed paragraph aloud. Reread the paragraph until you can read it comfortably and smoothly. L 270

280

Respond Are you surprised that the daughter does not do well at the talent show? On the lines below, jot down what you think and why. M

290

300

Draw Conclusions Why is Old Chong the only one who thinks that the daughter played the musical piece well? Recall what you know about him. Then underline the reason below that you think is right. N Old Chong thinks the daughter did a good job because (he is her teacher / he cannot hear). The Glencoe Reader

47

Question This is a very dramatic moment in the story. It would be a good time to ask yourself questions about what’s happening to make sure that you understand. Ask yourself, How is the daughter feeling and he text why? Circle details that answer these questions for you. Then jot down your answers on the lines below. O

310

320

Predict Do you think that the mother will finally stop trying to make her daughter into a prodigy? Check the answer below that tells what you think the mother will do and why. P

❏ no, because the mother’s hopes and dreams mean too much to her

❏ yes, because the talent show should have made her see that her daughter will never be a prodigy

330

fake moustache who did a magic show and juggled flaming hoops while riding a unicycle. The breasted girl with white makeup who sang an aria18 from Madame Butterfly and got an honorable mention. And the eleven-year-old boy who won first prize playing a tricky violin song that sounded like a busy bee. After the show the Hsus, the Jongs, and the St. Clairs, from the Joy Luck Club, Did You Know? came up to my mother and father. Madame Butterfly is a famous opera by Italian “Lots of talented kids,” Auntie Lindo composer Giacomo Puccini. said vaguely, smiling broadly. “That was somethin’ else,” my father said, and I wondered if he was referring to me in a humorous way, or whether he even remembered what I had done. Waverly looked at me and shrugged her shoulders. “You aren’t a genius like me,” she said matter-of-factly. And if I hadn’t felt so bad, I would have pulled her braids and punched her stomach. But my mother’s expression was what devastated me: a quiet, blank look that said she had lost everything. I felt the same way, and everybody seemed now to be coming up, like gawkers at the scene of an accident, to see what parts were actually missing. O When we got on the bus to go home, my father was humming the busy-bee tune and my mother was silent. I kept thinking she wanted to wait until we got home before shouting at me. But when my father unlocked the door to our apartment, my mother walked in and went straight to the back, into the bedroom. No accusations. No blame. And in a way, I felt disappointed. I had been waiting for her to start shouting, so that I could shout back and cry and blame her for all my misery. P I had assumed that my talent-show fiasco meant that I would never have to play the piano again. But two days later, after school, my mother came out of the kitchen and saw me watching TV. 18. An aria (ar
e ə) is an elaborate composition for solo voice.

Vocabulary devastate (dev
əs t¯at) v. to destroy; overwhelm fiasco (f¯e as
k¯o) n. a complete or humiliating failure 48

The Glencoe Reader

“Four clock,” she reminded me, as if it were any other day. I was stunned, as though she were asking me to go through the talent-show torture again. I planted myself more squarely in front of the TV. “Turn off TV,” she called from the kitchen five minutes later. I didn’t budge. And then I decided. I didn’t have to do what my mother said anymore. I wasn’t her slave. This wasn’t China. I had listened to her before, and look what happened. She was the stupid one. She came out from the kitchen and stood in the arched entryway of the living room. “Four clock,” she said once again, louder. “I’m not going to play anymore,” I said nonchalantly.19 “Why should I? I’m not a genius.” She stood in front of the TV. I saw that her chest was heaving up and down in an angry way. “No!” I said, and I now felt stronger, as if my true self had finally emerged. So this was what had been inside me all along. “No! I won’t!” I screamed. She snapped off the TV, yanked me by the arm and pulled me off the floor. She was frighteningly strong, half pulling, half carrying me toward the piano as I kicked the throw rugs under my feet. She lifted me up and onto the hard bench. I was sobbing by now, looking at her bitterly. Her chest was heaving even more and her mouth was open, smiling crazily as if she were pleased that I was crying. “You want me to be someone that I’m not!” I sobbed. “I’ll never be the kind of daughter you want me to be!” Q “Only two kinds of daughters,” she shouted in Chinese. “Those who are obedient and those who follow their own mind! Only one kind of daughter can live in this house. Obedient daughter!” “Then I wish I weren’t your daughter. I wish you weren’t my mother,” I shouted. As I said these things I got scared. It felt like worms and toads and slimy things crawling out of my chest, but it also felt good, that this awful side of me had surfaced, at last. “Too late change this,” my mother said shrilly. And I could sense her anger rising to its breaking point. I wanted to see it spill over. And that’s when I remembered the

340

iterary

lement

Conflict The mother and the daughter are having quite a he text battle. Circle details that help you understand how the daughter is feeling inside and why. On the lines below, jot down your thoughts about what is causing her to be so upset. Q

350

otes Your N 360

370

19. Nonchalantly (non´shə lant
le¯) means “as if not caring; indifferently.” The Glencoe Reader

49

Draw Conclusions Think about what the daughter has just said to her mother. Then think about what the mother’s life has been like. What do you think the mother is feeling here and why?

380

R

390

Question A lot of time has passed very quickly in the story. This would be a good time to ask yourself a question to make sure that you are on track. At the beginning of the story, the daughter is about nine years old. About how old is she now? Write her age on the line below. S

400

Draw Conclusions Circle details that show the mother’s attitude toward the daughter. Do you think the mother’s attitude toward her daughter has changed now that the daughter is older? Why or why not? Jot down your answers here. T

he text

50

The Glencoe Reader

410

babies she had lost in China, the ones we never talked about. “Then I wish I’d never been born!” I shouted. “I wish I were dead! Like them.” It was as if I had said magic words. Alakazam!—her face went blank, her mouth closed, her arms went slack, and she backed out of the room, stunned, as if she were blowing away like a small brown leaf, thin, brittle, lifeless. R It was not the only disappointment my mother felt in me. In the years that followed, I failed her many times, each time asserting my will, my right to fall short of expectations. I didn’t get straight As. I didn’t become class president. I didn’t get into Stanford. I dropped out of college. Unlike my mother, I did not believe I could be anything I wanted to be. I could only be me. And for all those years we never talked about the disaster at the recital or my terrible declarations afterward at the piano bench. Neither of us talked about it again, as if it were a betrayal that was now unspeakable. So I never found a way to ask her why she had hoped for something so large that failure was inevitable. And even worse, I never asked her about what frightened me the most: Why had she given up hope? For after our struggle at the piano, she never mentioned my playing again. The lessons stopped. The lid to the piano was closed, shutting out the dust, my misery, and her dreams. So she surprised me. A few years ago she offered to give me the piano, for my thirtieth birthday. I had not played in all those years. I saw the offer as a sign of forgiveness, a tremendous burden removed. S “Are you sure?” I asked shyly. “I mean, won’t you and Dad miss it?” “No, this your piano,” she said firmly. “Always your piano. You only one can play.” “Well, I probably can’t play anymore,” I said. “It’s been years.” “You pick up fast,” my mother said, as if she knew this was certain. “You have natural talent. You could be genius if you want to.” “No, I couldn’t.” “You just not trying,” my mother said. And she was neither angry nor sad. She said it as if announcing a fact that could never be disproved. “Take it,” she said. T

But I didn’t, at first. It was enough that she had offered it to me. And after that, every time I saw it in my parents’ living room, standing in front of the bay window, it made me feel proud, as if it were a shiny trophy that I had won back. Last week I sent a tuner over to my parents’ apartment and had the piano reconditioned, for purely sentimental reasons. My mother had died a few months before, and I had been getting things in order for my father, a little bit at a time. I put the jewelry in special silk pouches. The sweaters she had knitted in yellow, pink, bright orange—all the colors I hated—I put in mothproof boxes. I found some old Chinese silk dresses, the kind with little slits up the sides. I rubbed the old silk against my skin, and then wrapped them in tissue and decided to take them home with me. After I had the piano tuned, I opened the lid and touched the keys. It sounded even richer than I remembered. Really, it was a very good piano. Inside the bench were the same exercise notes with handwritten scales, the same secondhand music books with their covers held together with yellow tape. I opened up the Schumann book to the dark little piece I had played at the recital. It was on the left-hand page, “Pleading Child.” It looked more difficult than I remembered. I played a few bars, surprised at how easily the notes came back to me. And for the first time, or so it seemed, I noticed the piece on the right-hand side. It was called “Perfectly Contented.” I tried to play this one as well. It had a lighter melody but with the same flowing rhythm and turned out to be quite easy. “Pleading Child” was shorter but slower; “Perfectly Contented” was longer but faster. And after I had played them both a few times, I realized they were two halves of the same song.

420

Step 1 Now that you’ve finished reading the story, take a moment to think about it. Look back over the passages you marked and the questions you answered. Then, on the lines below, describe at least two differences between the mother and the daughter.

430

Step 2 Now think about your own life. Below, describe an important difference between you and someone in your family.

440

he text

Choose three words, either from the underlined vocabulary in the story or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book, and complete one of the activities listed there.

The Glencoe Reader

51

Reading Dialect

conversation between What Did She Say? Look back at the 45–46 (lines es pag on Auntie Lindo and the mother t Auntie Lindo says. wha te resta 228–237). In your own words,

Draw Conclusions 1. Questionnaire Follow-Up Rev iew the questionnaire on page 38. With your group, draw conclusions about which questions the daughter, as an adult, would probably answer with a “yes” and tell why. Then do the same thing for the mother. Record the group’s respons es on the lines below.

Question

e a who, what, where, 1. Q and A On the lines below, writ the story. Ask your when, why, or how question about n answer your partner to answer your question. The story if you need help partner’s question. Look back at the figuring out a correct answer.

you still have about 2. Unanswered What questions do ? On the lines the story that haven’t been answered wish knew the you stion que below, write at least one answer to.

r partner. Together, Now discuss your question with you the story. Write answer the question using details in your answer on the lines below.

52

The Glencoe Reader

Conflict 2. Why Can’t They Get Along? Liste d below are some common causes of conflict. As a grou p, discuss which of the causes apply to the conflict between the mother and the daughter. (You may choose more than one cause.) Then, together, decide which of the causes is the most important and why. On the lines below, record the group’s responses. • difference in age • difference in life experiences • difference in cultures

• difference in personality

• difference in goals

• difference in values or beliefs

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

What does Waverly say to the daughter after the talent show? A. “What happened?” B. “You were so great!” C. “You aren’t a genius like me.” D. “You’ll do better next time; just wait and see.” What does the daughter do with the piano after her mother dies? A. She has it tuned and then plays it. B. She figures out what it is worth and then sells it. C. She tries to play it and then decides to give it away. D. She polishes it and then gives it to her own daughter.

How would the story change if Auntie Lindo and Waverly were not in it? Use details from the story to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check From the word list, write the word that belongs in the blank in each sentence. prodigy n. an extraordinarily talented or gifted person, especially a child

1. I found the graceful movements of the dolphins to be absolutely

.

2. The teacher proudly said that the brilliant eleven-year-old was a

.

lament v. to express sorrow or regret

3. If Frank doesn’t get the job, the loss will

reproach n. blame; disgrace; discredit

4. Everyone left so early and had such a bad time that I felt my party was a

mesmerizing adj. fascinating reverie n. fanciful thinking; daydream discordant adj. not in agreement or harmony devastate v. to destroy; overwhelm fiasco n. a complete or humiliating failure

him.

5. The jury members argued so loudly that their hallway.

cries could be heard in the

6. Juan behaved well; he deserves your thanks, not your 7. When I got an F on my test, I began to

.

.

the fact that I hadn’t studied.

8. Watching the clouds drift by, I let my mind wander into a

.

The Glencoe Reader

53

SHORT STORY

Small Group Discussion It’s human nature to be generous sometimes and selfish at other times. Think of a time when you were generous and a time when you were selfish. How did you feel in each situation? Share your experiences in a small group discussion. In this short story, you’ll read about a teenage boy named Luis who discovers which part of his nature makes him happiest.

Building Background Luis, the main character of this story, lives with his father in the barrio. Most of the action takes place in a car junkyard. • A barrio is a city neighborhood where most of the people are of Hispanic heritage. • A car junkyard is a place that stores cars that nobody wants. Car parts that still work are often salvaged, or saved, so they can be used to fix other cars. • This junkyard contains a huge pile of hubcaps, or wheel covers that are usually made of metal. Hubcaps come in various styles designed to match particular models of cars.

Vocabulary Preview Read the definitions of these words from “Catch the Moon.” Use the pronunciation guides to help you say each word aloud. You may already know the meaning of some of these words, but others might still be unclear. As you read, use context clues to help unlock the meanings and make those words clearer. harass (har
əs, hə ras
) v. to bother or annoy repeatedly; p. 55 makeshift (ma¯ k
shift´) adj. used as a temporary substitute for something; p. 57 vintage (vin
tij) adj. having a lasting appeal; classic; p. 57 decapitate (di kap
ə ta¯ t) v. to cut off the head of; p. 59

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Setting a Purpose for Reading Read to see how Luis acts both selfishly and generously—and learn which kind of actions make him feel good about himself. Graphic Organizer Organizer Graphic

As you read, use the following Foldable to keep track of Luis’s actions.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts.

1. Place a sheet of paper in front of you so the long side is at the top. Fold the paper in half from left to right and then unfold.

Reading Focus: Visualize

2. Fold each side in to the centerfold line, to form two tabs.

Think It Over: Interpret

3. Label the left tab Luis’s Generous Actions and the right tab Luis’s Selfish Actions.

Literary Element: Sensory Details

4. Take notes on your Foldable as you read. Under the left flap, record actions of Luis’s that you think are generous. Under the right flap, record actions of his that you think are selfish.

54

The Glencoe Reader

Reading Coach: Using Time Clues

Visualize The story opens with a strong visual image—a clear picture of the main characters and the setting of the story. Reread the boxed sentence. What do you visualize, or see in your mind’s eye? A Model: When I read this sentence, I try to picture how tall six feet is and how many hubcaps it must take to make a pile big enough to support a person. The words “steel jungle” and “car junkyard” make me see heaps of twisted, broken metal.

Judith Ortiz Cofer

L

uis Cintrón sits on top of a six-foot pile of hubcaps and watches his father walk away into the steel jungle of his car junkyard. A Released into his old man’s custody after six months in juvenile hall—for breaking and entering—and he didn’t even take anything. He did it on a dare. But the old lady with the million cats was a light sleeper, and good with her aluminum cane. He has a scar on his head to prove it. Now Luis is wondering whether he should have stayed in and done his full time. Jorge Cintrón of Jorge Cintrón & Son, Auto Parts and Salvage, has decided that Luis should wash and polish every hubcap in the yard. The hill he is sitting on is only the latest couple of hundred wheel covers that have come in. Luis grunts and stands up on top of his silver mountain. He yells at no one, “Someday, son, all this will be yours,” and sweeps his arms like the Pope blessing a crowd over the piles of car sandwiches and mounds of metal parts that cover this acre of land outside the city. He is the “Son” of Jorge Cintrón & Son, and so far his father has had more than one reason to wish it was plain Jorge Cintrón on the sign. B Luis has been getting in trouble since he started high school two years ago, mainly because of the “social group” he organized—a bunch of guys who were into harassing the local authorities. Their

Vocabulary

10

20

Using Time Clues Some parts of this story take place in the present, some take place in the recent past, and some take place in the more distant past. Here, the story is about to shift from the present to the recent past. The author helps you recognize the time shift by mentioning time in the story. Read the highlighted sentence. Mark th e text Circle the words that tell you when Luis started high school. When did Luis start getting in trouble? B

Using Definitions When you come to a vocabulary word in a sentence, read the whole sentence. Then read the word’s definition at the bottom of the page. When you reread the sentence, the word’s meaning should be clearer.

harass (har
əs, hə ras
) v. to bother or annoy repeatedly The Glencoe Reader

55

Interpret When you interpret, you use your own understanding of the world to decide what events or ideas in a selection mean. As you read the Mark th e text boxed text, underline or highlight the things the Tiburones did. What general statement can you make about how the Tiburones have a good time? Write your answer on the lines below. C

30

40

Mark th e text

Choose your own words As you continue reading this story, circle any words that you find interesting or that you don’t understand. You’ll come back to these words later. 50

Keep This in Mind Use these symbols to record your reactions as you read.

? I have a question about something here.

! This really caught my attention. ★ This information is important. 56

The Glencoe Reader

thing was taking something to the limit on a dare or, better still, doing something dangerous, like breaking into a house, not to steal, just to prove that they could do it. That was Luis’s specialty, coming up with very complicated plans, like military strategies, and assigning the “jobs” to guys who wanted to join the Tiburones.1 Tiburón means “shark,” and Luis had gotten the name from watching an old movie2 about a Puerto Rican gang called the Sharks with his father. Luis thought it was one of the dumbest films he had ever seen. Everybody sang their lines, and the guys all pointed their toes and leaped in the air when they were supposed to be slaughtering each other. But he liked their name, the Sharks, so he made it Spanish and had it air-painted on his black T-shirt with a killer shark under it, jaws opened wide and dripping with blood. It didn’t take long for other guys in the barrio to ask about it. C Man, had they had a good time. The girls were interested too. Luis outsmarted everybody by calling his organization a social club and registering it at Central High. That meant they were legal, even let out of last-period class on Fridays for their “club” meetings. It was just this year, after a couple of botched3 jobs, that the teachers had started getting suspicious. The first one to go wrong was when he sent Kenny Matoa to borrow some “souvenirs” out of Anita Robles’s locker. He got caught. It seems that Matoa had been reading Anita’s diary and didn’t hear her coming down the hall. Anita was supposed to be in the gym at that time but had copped out with the usual female excuse of cramps. You could hear her screams all the way to Market Street. She told the principal all she knew about the Tiburones, and Luis had to talk fast to convince old Mr. Williams that the club did put on cultural activities such as the Save the Animals talent show. What Mr. Williams didn’t know was that the animal that was being “saved” with the ticket sales was Luis’s pet boa, which needed quite a few live mice to stay healthy and happy. 1. Tiburones (t¯e´ boo r¯o
n¯as) 2. [old movie . . .] The narrator is describing the feature film West Side Story, a 1961 musical based on Shakespeare’s play Romeo and Juliet and set in the youth gang atmosphere of New York City in the late 1950s. 3. Botched means “badly or clumsily done.”

They kept E.S. (which stood for “Endangered Species”) in Luis’s room, but she belonged to the club and it was the members’ responsibility to raise the money to feed their mascot. So last year they had sponsored their first annual Save the Animals talent show, and it had been a great success. The Tiburones had come dressed as Latino Elvises and did a grand finale to “All Shook Up” that made the audience go wild. Mr. Williams had smiled while Luis talked, maybe remembering how the math teacher, Mrs. Laguna, had dragged him out in the aisle to rock-and-roll with her. Luis had gotten out of that one, but barely. His father was a problem too. He objected to the T-shirt logo, calling it disgusting and vulgar. Mr. Cintrón prided himself on his own neat, elegant style of dressing after work, and on his manners and large vocabulary, which he picked up by taking correspondence courses in just about everything. Luis thought that it was just his way of staying busy since Luis’s mother had died, almost three years ago, of cancer. He had never gotten over it. D All this was going through Luis’s head as he slid down the hill of hubcaps. E The tub full of soapy water, the can of polish, and the bag of rags had been neatly placed in front of a makeshift table made from two car seats and a piece of plywood. Luis heard a car drive up and someone honk their horn. His father emerged from inside a new red Mustang that had been totaled. He usually dismantled Did You Know? every small feature by hand before Many people consider the Volkswagen Beetle, also 4 sending the vehicle into the cementerio, nicknamed “VW” or “Bug,” to be a classic car. Compact, as he called the lot. Luis watched as durable, and affordable, the the most beautiful girl he had ever Bug was extremely popular in the 1960s and early seen climbed out of a vintage white 1970s. Volkswagen Bug. She stood in the sunlight

Don’t forget about your Foldable! As you read, remember to jot down notes about Luis’s actions.

Graphic Organizer Organizer Graphic

60

70

80

Infer Writers don’t always tell you everything directly. Sometimes they give you clues so you can infer, or guess, additional information. Reread the highlighted sentence. On the lines below, tell how you think Mr. Cintrón felt about his wife. D

Using Time Clues Luis has a lot of thoughts going through his head! He is thinking about the recent past (when he used to hang out with the Tiburones) and about the distant past (when his mother died). E Mark th e text

Underline the first sentence of this paragraph. How does the sentence shift the story from the past back to the present? Circle the letter next to the statement that best matches your response.

4. Cementerio (se men te
r¯e o ¯ ) is Spanish for “cemetery.”

a. Luis is confused about what year it is.

Vocabulary

b. Luis realizes he was in a time warp.

makeshift (m¯ak
shift´) adj. suitable as a temporary substitute for the proper or desired thing vintage (vin
tij) adj. characterized by enduring appeal; classic

c. Luis daydreams about the past while he does something in the present. The Glencoe Reader

57

iterary

lement

90

Sensory Details Descriptions that appeal to one or more of the five senses are called sensory details. Writers use sensory details to help readers see, hear, taste, feel, or smell what is being described. Here, the writer is describing a girl. Reread the boxed text. Mark th e text

Underline one sensory detail that appeals to your sense of touch. What do the sensory details suggest about the girl? Write your answer on the lines below. F

100

110

Interpret What do you think the girl is smiling about? Check the box next to the answer below that most closely matches your opinion. G

❏ She wants to date Luis. ❏ She recognizes Luis. ❏ She thinks Luis is Superman.

58

The Glencoe Reader

120

in her white sundress waiting for his father, while Luis stared. She was like a smooth wood carving. Her skin was mahogany, almost black, and her arms and legs were long and thin, but curved in places so that she did not look bony and hard—more like a ballerina. And her ebony hair was braided close to her head. F Luis let his breath out, feeling a little dizzy. He had forgotten to breathe. Both the girl and his father heard him. Mr. Cintrón waved him over. “Luis, the señorita here has lost a wheel cover. Her car is twenty-five years old, so it will not be an easy match. Come look on this side.” Luis tossed a wrench he’d been holding into a toolbox like he was annoyed, just to make a point about slave labor. Then he followed his father, who knelt on the gravel and began to point out every detail of the hubcap. Luis was hardly listening. He watched the girl take a piece of paper from her handbag. “Señor Cintrón, I have drawn the hubcap for you, since I will have to leave soon. My home address and telephone number are here, and also my parents’ office number.” She handed the paper to Mr. Cintrón, who nodded. “Sí, señorita, very good. This will help my son look for it. Perhaps there is one in that stack there.” He pointed to the pile of caps that Luis was supposed to wash and polish. “Yes, I’m almost certain that there is a match there. Of course, I do not know if it’s near the top or the bottom. You will give us a few days, yes?” Luis just stared at his father like he was crazy. But he didn’t say anything because the girl was smiling at him with a funny expression on her face. Maybe she thought he had X-ray eyes like Superman, or maybe she was mocking him. G “Please call me Naomi, Señor Cintrón. You know my mother. She is the director of the funeral home. . . .” Mr. Cintrón seemed surprised at first; he prided himself on having a great memory. Then his friendly expression changed to one of sadness as he recalled the day of his wife’s burial. Naomi did not finish her sentence. She reached over and placed her hand on Mr. Cintrón’s arm for a moment. Then she said “Adiós” softly, and got in her shiny white car. She waved to them as she left, and her gold bracelets flashing in the sun nearly blinded Luis. Mr. Cintrón shook his head. “How about that,” he said as if to himself. “They are the Dominican owners of Ramirez Funeral

Home.” And, with a sigh, “She seems like such a nice young woman. Reminds me of your mother when she was her age.” Hearing the funeral parlor’s name, Luis remembered too. The day his mother died, he had been in her room at the hospital while his father had gone for coffee. The alarm had gone off on her monitor and nurses had come running in, pushing him outside. After that, all he recalled was the anger that had made him punch a hole in his bedroom wall. And afterward he had refused to talk to anyone at the funeral. H Strange, he did see a black girl there who didn’t try like the others to talk to him, but actually ignored him as she escorted family members to the viewing room and brought flowers in. Could it be that the skinny girl in a frilly white dress had been Naomi? She didn’t act like she had recognized him today, though. Or maybe she thought that he was a jerk. Luis grabbed the drawing from his father. The old man looked like he wanted to walk down memory lane. But Luis was in no mood to listen to the old stories about his falling in love on a tropical island. The world they’d lived in before he was born wasn’t his world. No beaches and palm trees here. Only junk as far as he could see. He climbed back up his hill and studied Naomi’s sketch. It had obviously been done very carefully. It was signed “Naomi Ramirez” in the lower right-hand corner. He memorized the telephone number. Luis washed hubcaps all day until his hands were red and raw, but he did not come across the small silver bowl that would fit the VW. After work he took a few practice Frisbee shots across the yard before showing his father what he had accomplished: rows and rows of shiny rings drying in the sun. His father nodded and showed him the bump on his temple where one of Luis’s flying saucers had gotten him. “Practice makes perfect, you know. Next time you’ll probably decapitate me.” Luis heard him struggle with the word decapitate, which Mr. Cintrón pronounced in syllables. Showing off his big vocabulary again, Luis thought. He looked closely at the bump, though. He felt bad about it. I

130

Infer In the boxed passage, underline the things Luis did after his mother died. What can you infer about how Luis handles his feelings? Write your answer on the lines below. H

Mark th e text

140

150

Interpret What does it mean that Luis feels bad about the bump? What do his guilty feelings tell you about Luis and his relationship with his father? I

160

Vocabulary decapitate (di kap
ə t¯at´) v. to cut off the head of The Glencoe Reader

59

Connect Connecting means linking what you read to your own life. Does it ever seem like you can’t do anything right? How does that make you feel? Write your response here. J

170

Step 1 Ask yourself how well you have understood the story so far. Did you put question marks next to any passages? If so, use one of these strategies to help you answer your questions.

180

• Reread confusing passages slowly or read them aloud. • Read on to see whether new information helps make a passage clear. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 Now write a one- or two-sentence summary of the action on the lines below. Be sure your summary names the main characters and events so far.

190

“They look good, hijo.”5 Mr. Cintrón made a sweeping gesture with his arms over the yard. “You know, all this will have to be classified. My dream is to have all the parts divided by year, make of car, and condition. Maybe now that you are here to help me, this will happen.” “Pop . . .” Luis put his hand on his father’s shoulder. They were the same height and build, about five foot six and muscular. “The judge said six months of free labor for you, not life, okay?” Mr. Cintrón nodded, looking distracted. It was then that Luis suddenly noticed how gray his hair had turned—it used to be shiny black like his own—and that there were deep lines in his face. His father had turned into an old man and he hadn’t even noticed. “Son, you must follow the judge’s instructions. Like she said, next time you get in trouble, she’s going to treat you like an adult, and I think you know what that means. Hard time, no breaks.” “Yeah, yeah. That’s what I’m doing, right? Working my hands to the bone instead of enjoying my summer. But listen, she didn’t put me under house arrest, right? I’m going out tonight.” “Home by ten. She did say something about a curfew, Luis.” Mr. Cintrón had stopped smiling and was looking upset. It had always been hard for them to talk more than a minute or two before his father got offended at something Luis said, or at his sarcastic tone. He was always doing something wrong. J Luis threw the rag down on the table and went to sit in his father’s ancient Buick, which was in mint condition. They drove home in silence.

After sitting down at the kitchen table with his father to eat a pizza they had picked up on the way home, Luis asked to borrow the car. He didn’t get an answer then, just a look that meant “Don’t bother me right now.”

5. Hijo (¯e
h¯o) is Spanish for “son.” 60

The Glencoe Reader

Before bringing up the subject again, Luis put some ice cubes in a Baggie and handed it to Mr. Cintrón, who had made the little bump on his head worse by rubbing it. It had GUILTY written on it, Luis thought. “Gracias, hijo.” His father placed the bag on the bump and made a face as the ice touched his skin. They ate in silence for a few minutes more; then Luis decided to ask about the car again. “I really need some fresh air, Pop. Can I borrow the car for a couple of hours?” “You don’t get enough fresh air at the yard? We’re lucky that we don’t have to sit in a smelly old factory all day. You know that?” “Yeah, Pop. We’re real lucky.” Luis always felt irritated that his father was so grateful to own a junkyard, but he held his anger back and just waited to see if he’d get the keys without having to get in an argument. K “Where are you going?” “For a ride. Not going anywhere. Just out for a while. Is that okay?” His father didn’t answer, just handed him a set of keys, as shiny as the day they were manufactured. His father polished everything that could be polished: doorknobs, coins, keys, spoons, knives, and forks, like he was King Midas counting his silver and gold. Luis thought his father must be really lonely to polish utensils only he used anymore. They had been picked out by his wife, though, so they were like relics.6 Nothing she had ever owned could be thrown away. Only now the dishes, forks, and spoons were not used to eat the yellow rice and red beans, the fried chicken, or the mouth-watering sweet plantains that his mother had cooked for them. L They were just kept Did You Know? in the cabinets that his father had turned plantain (plant
ən) is a into a museum for her. Mr. Cintrón could Atropical fruit similar to a cook as well as his wife, but he didn’t have banana, which must be cooked before eating. the heart to do it anymore. Luis thought

READ ALOUD 200

Build Fluency Find a quiet place to practice reading aloud the boxed passage. Reread the passage several times until you can read it smoothly. K

iterary 210

lement

Sensory Details This description is filled with details! Mark th e text Underline or highlight the words in the boxed passage that appeal to one or more of your senses. Below, circle the senses that the details appeal to. L sight hearing taste touch smell

220

s Your Note

230

6. Here, a relic is a preserved and protected object that is associated with a highly respected person. The Glencoe Reader

61

Interpret Luis thinks the relationship he and his father have might “get better” if they eat together more often. What does Luis want to be different about their relationship? Write your answer on the lines below. M 240

Visualize Take a minute to picture the tree in your mind. Underline the details that describe the tree as it was Mark th e text and as it is now. From the description of the tree, what can you tell about when Luis’s mother died? What season is it now? N

Using Time Clues Take another look at this paragraph. The first two sentences of this paragraph shift the time from the present to the distant past—when Luis’s mother was still alive. What time shift occurs in the highlighted sentences? Put a check mark next to the correct answer below. O

250

260

❏ from recent past to present ❏ from distant past to present ❏ from distant past to recent past 62

The Glencoe Reader

270

that maybe if they ate together once in a while things might get better between them, but he always had something to do around dinnertime and ended up at a hamburger joint. Tonight was the first time in months they had sat down at the table together. M Luis took the keys. “Thanks,” he said, walking out to take his shower. His father kept looking at him with those sad, patient eyes. “Okay. I’ll be back by ten, and keep the ice on that egg,” Luis said without looking back. He had just meant to ride around his old barrio, see if any of the Tiburones were hanging out at El Building, where most of them lived. It wasn’t far from the single-family home his father had bought when the business started paying off: a house that his mother lived in for three months before she took up residence at St. Joseph’s Hospital. She never came home again. These days Luis wished he still lived in that tiny apartment where there was always something to do, somebody to talk to. Instead Luis found himself parked in front of the last place his mother had gone to: Ramirez Funeral Home. In the front yard was a huge oak tree that Luis remembered having climbed during the funeral to get away from people. The tree looked different now, not like a skeleton, as it had then, but green with leaves. The branches reached to the second floor of the house, where the family lived. N For a while Luis sat in the car allowing the memories to flood back into his brain. He remembered his mother before the illness changed her. She had not been beautiful, as his father told everyone; she had been a sweet lady, not pretty but not ugly. To him, she had been the person who always told him that she was proud of him and loved him. She did that every night when she came to his bedroom door to say good-night. As a joke he would sometimes ask her, “Proud of what? I haven’t done anything.” And she’d always say, “I’m just proud that you are my son.” She wasn’t perfect or anything. She had bad days when nothing he did could make her smile, especially after she got sick. But he never heard her say anything negative about anyone. She always blamed el destino, fate, for what went wrong. He missed her. He missed her so much. Suddenly a flood of tears that had been building up for almost three years started pouring from his eyes. Luis sat in his father’s car, with his head on the steering wheel, and cried, “Mami, I miss you.” O

When he finally looked up, he saw that he was being watched. Sitting at a large window with a pad and a pencil on her lap was Naomi. At first Luis felt angry and embarrassed, but she wasn’t laughing at him. Then she told him with her dark eyes that it was okay to come closer. He walked to the window, and she held up the sketch pad on which she had drawn him, not crying like a baby, but sitting on top of a mountain of silver disks, holding one up over his head. He had to smile. The plate-glass window was locked. It had a security bolt on it. An alarm system, he figured, so nobody would steal the princess. He asked her if he could come in. It was soundproof too. He mouthed the words slowly for her to read his lips. She wrote on the pad, “I can’t let you in. My mother is not home tonight.” So they looked at each other and talked through the window for a little while. Then Luis got an idea. He signed to her that he’d be back, and drove to the junkyard. P Luis climbed up on his mountain of hubcaps. For hours he sorted the wheel covers by make, size, and condition, stopping only to call his father and tell him where he was and what he was doing. The old man did not ask him for explanations, and Luis was grateful for that. By lamppost light, Luis worked and worked, beginning to understand a little why his father kept busy all the time. Doing something that had a beginning, a middle, and an end did something to your head. It was like the satisfaction Luis got out of planning “adventures” for his Tiburones, but there was another element involved here that had nothing to do with showing off for others. This was a treasure hunt. And he knew what he was looking for. Finally, when it seemed that it was a hopeless search, when it was almost midnight and Luis’s hands were cut and bruised from his work, he found it. It was the perfect match for Naomi’s drawing, the moon-shaped wheel cover for her car, Cinderella’s shoe. Luis jumped off the small mound of disks left under him and shouted, “Yes!” He looked around and saw neat stacks of hubcaps that he would wash the next day. He would build a display wall for his father. People would be able to come into the yard and point to whatever they wanted. Q

Interpret Naomi and Luis share a special moment through the window. What do you think their new friendship might mean to Luis? Write your thoughts on the lines below. P

280

290

300

Infer Underline the things that Luis plans to do in the junkyard. Mark th e text How is Luis’s attitude toward working in the junkyard different from his attitude at the beginning of the story? What causes him to change his attitude? Write your answer on the lines below. Q

The Glencoe Reader

63

310

Interpret Why does Luis give Naomi the hubcap by hanging it in the tree? Explain. R

320

Step 1 Think back over the whole story. Review any notes you made as you read. How does Luis feel about himself at the end of the story? Why?

Step 2 Now think about your own actions. Which part of your nature makes you happiest—the generous part or the selfish part? Why?

Choose three words to record in your Hot Words Journal at the back of this book. Then complete one of the activities listed there.

64

The Glencoe Reader

Luis washed the VW hubcap and polished it until he could see himself in it. He used it as a mirror as he washed his face and combed his hair. Then he drove to the Ramirez Funeral Home. It was almost pitch-black, since it was a moonless night. As quietly as possible, Luis put some gravel in his pocket and climbed the oak tree to the second floor. He knew he was in front of Naomi’s window—he could see her shadow through the curtains. She was at a table, apparently writing or drawing, maybe waiting for him. Luis hung the silver disk carefully on a branch near the window, then threw the gravel at the glass. Naomi ran to the window and drew the curtains aside while Luis held on to the thick branch and waited to give her the first good thing he had given anyone in a long time. R

Visualize

in your head—one of the Imagine That Create two pictures other of the moon in hubcap hanging in the tree and the larities between the the night sky. Now list as many simi hubcap and the moon as you can.

Using Time Clues

ner to determine 1. What Time Is It? Work with a part es takes place in the whether each of the following sentenc nt past. Next to each present, the recent past, or the dista happens in the sentence below, write P if the event recent past, and D if present, R if the event happens in the . the event happens in the distant past se. Luis broke into an old woman’s hou d of him. Luis’s mother told him she was prou . Luis worked in his father’s junkyard

Interpret 1. Cause and Effect? How might Luis’s reaction to his mother’s death have affected his beh avior—both in the recent past and in the present? Disc uss this question with your group and jot down your answ er here.

2. What’s He Thinking? The stor y doesn’t reveal many of Mr. Cintrón’s thoughts. For example, when Luis is trying to find the hubcap for Naomi, he calls his father to let him know where he is and what he’s doin g. Mr. Cintrón does not ask for an explanation, even thou gh Luis is staying out past his curfew. In your group, disc uss how you think Mr. Cintrón reacts to Luis’s telephone call. Then write a few sentences summarizing your discussi on.

Luis’s mother died. Animals The Tiburones put on the Save the talent show. Luis hung the hubcap in the tree. ing, you practiced 2. Timing Is Everything While read ent, the recent pres the een recognizing time shifts betw ner, look back at past, and the distant past. With a part show shifts from one the story and find two sentences that rmine the times that time to another. Work together to dete example, the are connected in each sentence. For trouble since he started sentence “Luis has been getting in ts the present and the high school two years ago” connec and your answers on recent past. Jot down the sentences the lines below.

The Glencoe Reader

65

continued

iterary

lement

Sensory Details Sensory details are descriptions that appeal to one or more of the five senses. Sensory details make writing come alive by helping readers see, hear, taste, touch, or smell what is being described. For example, a writer may describe the wail of a police siren on a pleasant sunny day, helping you to hear, see, and feel what is happening in the story. Fill in the cluster diagram below with details from the story that appeal to each of the five senses.

Sight

Hearing

Touch

Sensory Details

Smell

66

The Glencoe Reader

Taste

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

Why does Luis work at his father’s junkyard? A. He thinks it will be a fun summer job. B. He wants to make some extra money. C. He wants to learn everything he can about cars so he can become a mechanic. D. He was released from juvenile hall on the condition that he would work there for six months. How does Luis react when he sees Naomi at the junkyard? A. He ignores her. B. He is stunned by her beauty. C. He recognizes her right away. D. He starts a friendly conversation with her.

Do you think Luis and his father will build a good relationship? Use details from the story to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the list that belongs in the blank in each sentence. harass v. to bother or annoy repeatedly

1. My big sister can be a pest. Sometimes she likes to

makeshift adj. used as a temporary substitute for something

2. Mia likes to pick dandelions and heads and a pile of the stems.

vintage adj. having a lasting appeal; classic

3. An empty storage room has been turned into a

decapitate v. to cut off the head of

4. Mr. Smith collects old phonograph records. He loves those

me.

them. Then she makes a pile of the

classroom. recordings.

The Glencoe Reader

67

THE SHORT STORY

Story Impressions Do you enjoy stories about traveling back in time? What about these tales makes them appealing to so many people? With a partner, discuss why time travel stories are popular. Then look at the following phrases from the story you’re about to read. Safari Guide in the Past

➝

disobey instructions

stiff penalty

➝

Tyrannosaurus rex

Stay on the Path

➝

don’t want to change the Future

With your partner, use these exact phrases in order (row by row and left to right) to write a paragraph predicting what this story may be about. Think about the ideas you discussed as you write. In this science fiction story, you will meet Eckels, a man who is looking for thrills and excitement as he travels back in time to join an unusual safari.

Building Background Science fiction is a form of fantasy, an unreal story that takes place in a nonexistent world. In science fiction, scientific facts as well as unproven theories shape adventures in the future, on other planets, or in other dimensions in time. • Although the term science fiction was not used until about 1930, science fiction tales were told even before writing was invented. • This story begins in an unnamed place in the United States in A.D. 2055. In this futuristic world, it is possible to return to the past by means of a time machine.

Vocabulary Preview Read the definitions of these words from “A Sound of Thunder.” Use the pronunciation guides to help you say each word aloud. You may already know the meaning of some of these words, but others might still be unclear. As you read, use context clues to help unlock the meanings and make those words clearer. expendable (iks pen
də bəl) adj. not strictly necessary; capable of being given up without negative effect; p. 73 correlate (kor
ə la¯ t´) v. to bring (one thing) into relation (with another thing); calculate; p. 74 paradox (par
ə doks´) n. something that seems illogical, opposite, or ridiculous but that may, in fact, be true; p. 74 resilient (ri zil
yənt) adj. capable of springing back into shape or position after being bent, stretched, or squeezed together; p. 76 primeval (pr¯ me¯
vəl) adj. related to the first or earliest age; primitive; p. 80

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Setting a Purpose for Reading Read to find out what happens as a result of Eckels’s words and actions during his time travel. Graphic Organizer Organizer Graphic

As you read, use this Foldable to help you keep track of the things Eckels says and does and the results of those words and actions.

1. Place a sheet of paper in front of you so that the short side is at the top. Fold the paper in half from the top to the bottom. 2. Fold the paper in half again from left to right. Unfold and cut only through the top layer of the paper to make two tabs.

Eckels's Words and Actions

Results of Eckels's Words and Actions

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Clarify Think It Over: Synthesize

3. Label the left tab Eckels’s Words and Actions. Label the right tab Results of Eckels’s Words and Actions.

Literary Element: Foreshadowing

4. Use your foldable to jot down notes as you read the story. Under the left tab, write what Eckels says and does. Under the right tab, write what happens as a result of what he says and does.

Reading Coach: Understanding Causeand-Effect Statements

68

The Glencoe Reader

iterary

lement

Foreshadowing Science fiction writers often use foreshadowing, or clues about future story events, to create suspense and excitement as you read. Look for bits of information that hint at what might happen later. A Mark th e text

Underline or highlight the official’s answer to Eckels’s question on this page. What future event might his comment foreshadow? Write your answer on the lines below.

Ray Bradbury

T

he sign on the wall seemed to quaver under a film of sliding warm water. Eckels felt his eyelids blink over his stare, and the sign burned in this momentary darkness:

TIME SAFARI, INC. SAFARIS TO ANY YEAR IN THE PAST. YOU NAME THE ANIMAL. WE TAKE YOU THERE. YOU SHOOT IT.

A warm phlegm gathered in Eckels’ throat; he swallowed and pushed it down. The muscles around his mouth formed a smile as he put his hand slowly out upon the air, and in that hand waved a check for ten thousand dollars to the man behind the desk. “Does this safari guarantee I come back alive?” “We guarantee nothing,” said the official, “except the dinosaurs.” A He turned. “This is Mr. Travis, your Safari Guide in the Past. He’ll tell you what and where to shoot. If he says no shooting, no shooting. If you disobey instructions, there’s a stiff penalty of another ten thousand dollars, plus possible government action, on your return.” B Eckels glanced across the vast office at a mass and tangle, a snaking and humming of wires and steel boxes, at an aurora1 that 1. Here, aurora refers to the shimmering lights that come off of the time machine.

10

20

Understanding Causeand-Effect This story is full of cause-and-effect statements— statements about what happens as a result of something else. You’ll need to understand causeand-effect statements to get the gist of the story. Just remember, causes are things that make other things happen. Effects are the results of these causes. Look at the boxed sentence and read the thinking model below. B Model: This statement explains that if Eckels does not precisely follow instructions on the safari, he’ll have to pay ten thousand dollars and he may face government action. I see—disobeying instructions is the cause here, and the fine and the government action are the effects. The Glencoe Reader

69

Clarify There’s a lot of description in the boxed paragraph on this page. The sentences can be confusing at first, so you may need to clarify, or clear up, just what the writer is saying. C Model: I’ll reread this paragraph slowly to make sure I understand it. The first sentence says that the burning—which I think is the passage of time—can be reversed or turned back by a human. So the writer is talking about going back in time. All the rest of the sentences are examples of going back in time—white hair turns black, wrinkles vanish, and everything flies back to seeds and greenness. I get it now.

30

40

Keep This in Mind Use these symbols to record your reactions as you read.

? I have a question about something here.

! This really caught my attention. ★ This information is important.

50

Understanding Cause-and-Effect Statements Look at the highlighted sentences on this page. On the lines below, write what is the cause and what is the effect in the passage. D Cause: , Effect:

60

. 70

The Glencoe Reader

flickered now orange, now silver, now blue. There was a sound like a gigantic bonfire burning all of Time, all the years and all the parchment calendars, all the hours piled high and set aflame. A touch of the hand and this burning would, on the instant, beautifully reverse itself. Eckels remembered the wording in the advertisements to the letter. Out of chars and ashes, out of dust and coals, like golden salamanders, the old years, the green years, might leap; roses sweeten the air, white hair turn Irish-black, wrinkles vanish; all, everything fly back to seed, flee death, rush down to their beginnings, suns rise in western skies and set in glorious easts, moons eat themselves opposite to the custom, all and everything cupping one in another like Chinese boxes, rabbits into hats, all and everything returning to the fresh death, the seed death, the green death, to the time before the beginning. A touch of a hand might do it, the merest touch of a hand. C “Unbelievable.” Eckels breathed, the light of the Machine on his thin face. “A real Time Machine.” He shook his head. “Makes you think. If the election had gone badly yesterday, I might be here now running away from the results. Thank God Keith won. He’ll make a fine President of the United States.” “Yes,” said the man behind the desk. “We’re lucky. If Deutscher had gotten in, we’d have the worst kind of dictatorship. There’s an anti-everything man for you, a militarist, anti-Christ, antihuman, anti-intellectual. People called us up, you know, joking but not joking. Said if Deutscher became President they wanted to go live in 1492. Of course it’s not our business to conduct Escapes, but to form Safaris. Anyway, Keith’s President now. All you got to worry about is—” “Shooting my dinosaur,” Eckels finished it for him. “A Tyrannosaurus rex. The Tyrant Lizard, the most incredible monster in history. Sign this release. Anything happens to you, we’re not responsible. Those dinosaurs are hungry.” D Eckels flushed angrily. “Trying to scare me!” “Frankly, yes. We don’t want anyone going who’ll panic at the first shot. Six Safari leaders were killed last year, and a dozen hunters. We’re here to give you the severest thrill a real hunter ever asked for. Traveling you back sixty million years to bag the biggest game in all of Time. Your personal check’s still there. Tear it up.”

Mr. Eckels looked at the check for a long time. His fingers twitched. “Good luck,” said the man behind the desk. “Mr. Travis, he’s all yours.” They moved silently across the room, taking their guns with them, toward the Machine, toward the silver metal and the roaring light. First a day and then a night and then a day and then a night, then it was day-night-day-night-day. A week, a month, a year, a decade! A.D. 2055. A.D. 2019. 1999! 1957! Gone! The Machine roared. They put on their oxygen helmets and tested the intercoms. Eckels swayed on the padded seat, his face pale, his jaw stiff. He felt the trembling in his arms and he looked down and found his hands tight on the new rifle. There were four other men in the Machine. Travis, the Safari Leader, his assistant, Lesperance, and two other hunters, Billings and Kramer. They sat looking at each other, and the years blazed around them. E “Can these guns get a dinosaur cold?” Eckels felt his mouth saying. “If you hit them right,” said Travis on the helmet radio. “Some dinosaurs have two brains, one in the head, another far down the spinal column. We stay away from those. That’s stretching luck. Put your first two shots into the eyes, if you can, blind them, and go back into the brain.” The Machine howled. Time was a film run backward. Suns fled and ten million moons fled after them. “Think,” said Eckels. “Every hunter that ever lived would envy us today. This makes Africa seem like Illinois.” F The Machine slowed; its scream fell to a murmur. The Machine stopped. The sun stopped in the sky. The fog that had enveloped the Machine blew away and they were in an old time, a very old time indeed, three hunters and two Safari Heads with their blue metal guns across their knees. “Christ isn’t born yet,” said Travis. “Moses has not gone to the mountain to talk with God. The Pyramids are still in the earth, waiting to be cut out and put up. Remember that. Alexander, Caesar, Napoleon, Hitler—none of them exists.” The men nodded.

iterary

lement

Foreshadowing Reread the boxed passage and underline Mark th e text words or phrases that describe Eckels’s emotional state. How might Eckels’s emotions be hinting at events to come? Explain. E 70

80

Synthesize When you combine ideas to create something new, you are synthesizing. One way is to create an alternate version of a story. Think about the story and your understanding of Eckels so far. Below, write what Eckels might have told Travis if Travis had said that the guns were not real and that the purpose of the safari was to take pictures. F

90

Mark th e text

100

Choose your own words As you continue reading, circle words you find interesting or that you don’t understand. You’ll come back to these words later.

The Glencoe Reader

71

Don’t forget about your Foldable! As you read, remember to jot down what Eckels says and does and what happens as a result of his words and actions.

Graphic Organizer Organizer Graphic

Clarify Do you understand the government’s attitude toward the safari company? Use the footnote at the bottom of this page to help you clarify the ideas here. On the lines below, explain the government’s attitude. G

110

120

Understanding Causeand-Effect Statements Reread the boxed sentences. Notice how Bradbury states cause-andeffect relationships. “For want of” is another way of saying “because there aren’t.” On the lines below, use your own words to restate one of these causeand-effect statements. H

130

“That”—Mr. Travis pointed—”is the jungle of sixty million two thousand and fifty-five years before President Keith.” He indicated a metal path that struck off into green wilderness, over steaming swamp, among giant ferns and palms. “And that,” he said, “is the Path, laid by Time Safari for your use. It floats six inches above the earth. Doesn’t touch so much as one grass blade, flower, or tree. It’s an anti-gravity metal. Its purpose is to keep you from touching this world of the past in any way. Stay on the Path. Don’t go off it. I repeat. Don’t go off. For any reason! If you fall off, there’s a penalty. And don’t shoot any animal we don’t okay.” “Why?” asked Eckels. They sat in the ancient wilderness. Far birds’ cries blew on a wind, and the smell of tar and an old salt sea, moist grasses, and flowers the color of blood. “We don’t want to change the Future. We don’t belong here in the Past. The government doesn’t like us here. We have to pay big graft to keep our franchise.2 A Time Machine is finicky business. G Not knowing it, we might kill an important animal, a small bird, a roach, a flower even, thus destroying an important link in a growing species.” “That’s not clear,” said Eckels. “All right,” Travis continued, “say we accidentally kill one mouse here. That means all the future families of this one particular mouse are destroyed, right?” “Right.” “And all the families of the families of the families of that one mouse! With a stamp of your foot, you annihilate first one, then a dozen, then a thousand, a million, a billion possible mice!” “So they’re dead,” said Eckels. “So what?” “So what?” Travis snorted quietly. “Well, what about the foxes that’ll need those mice to survive? For want of ten mice, a fox dies. For want of ten foxes, a lion starves. For want of a lion, all manner of insects, vultures, infinite billions of life forms are thrown into chaos and destruction. H Eventually it all boils down to this: fifty-nine million years later, a cave man, one of a dozen 2. Time Safari, Inc., pays money as bribes to government officials in return for continued permission to run its business. That is, it pays graft to keep our franchise.

72

The Glencoe Reader

on the entire world, goes hunting wild boar or saber-tooth tiger for food. But you, friend, have stepped on all the tigers in that region. By stepping on one single mouse. So the cave man starves. And the cave man, please note, is not just any expendable man, no! He is an entire future nation. From his loins would have sprung ten sons. From their loins one hundred sons, and thus onward to a civilization. Destroy this one man, and you destroy a race, a people, an entire history of life. It is comparable to slaying some of Adam’s grandchildren. The stomp of your foot, on one mouse, could start an earthquake, the effects of which could shake our earth and destinies down through Time, to their very foundations. With the death of that one cave man, a billion others yet unborn are throttled in the womb. Perhaps Rome never rises on its seven hills. Perhaps Europe is forever a dark forest, and only Asia waxes healthy and teeming. Step on a mouse and you crush the Pyramids. Step on a mouse and you leave your print, like a Grand Canyon, across Eternity. Queen Elizabeth might never be born. Washington might not cross the Delaware, there might never be a United States at all. So be careful. Stay on the Path. Never step off!” I “I see,” said Eckels. “Then it wouldn’t pay for us even to touch the grass? ” “Correct. Crushing certain plants could add up infinitesimally.3 A little error here would multiply in sixty million years, all out of proportion. Of course maybe our theory is wrong. Maybe Time can’t be changed by us. Or maybe it can be changed only in little subtle ways. A dead mouse here makes an insect imbalance there, a population disproportion later, a bad harvest further on, a depression, mass starvation, and, finally, a change in social temperament in far-flung countries. Something much more subtle, like that. Perhaps only a soft breath, a whisper, a hair, pollen on the air, such a slight, slight change that unless you looked close you wouldn’t see it. Who knows? Who really can say

140

Using Word Analysis When you don’t know the meaning of a word, look to see if you recognize parts of the word. In the word expendable, you probably recognize -able, which means “able to.” The root expend is a lot like the word expense, which refers to something paid out or lost. Using these clues and the context, try figuring out the meaning before you look at the definition below.

150

160

Understanding Causeand-Effect Statements Read this series of cause-and-effect statements by Travis. Think about what they mean. Then, in your own words, finish the cause-and-effect statement below. I The effect over time of stepping off the Path and killing just one mouse might be that

.

3. Infinitesimally (in´ fi nə tes
ə məl l¯e) describes something being done “in a way that is too small to be measured.”

Vocabulary expendable (iks pen
də bəl) adj. not strictly necessary; capable of being given up without negative effect The Glencoe Reader

73

Clarify Do you understand what Lesperance is saying in the boxed text? If not, reread more slowly. Then, on the lines below, explain why the safari company feels that it’s okay to kill the animals it marks. J

170

180

190

Your N otes

200

he knows? We don’t know. We’re guessing. But until we do know for certain whether our messing around in Time can make a big roar or a little rustle in history, we’re being careful. This Machine, this Path, your clothing and bodies, were sterilized, as you know, before the journey. We wear these oxygen helmets so we can’t introduce our bacteria into an ancient atmosphere.” “How do we know which animals to shoot?” “They’re marked with red paint,” said Travis. “Today, before our journey, we sent Lesperance here back with the Machine. He came to this particular era and followed certain animals.” “Studying them?” “Right,” said Lesperance. “I track them through their entire existence, noting which of them lives longest. Very few. How many times they mate. Not often. Life’s short. When I find one that’s going to die when a tree falls on him, or one that drowns in a tar pit, I note the exact hour, minute, and second. I shoot a paint bomb. It leaves a red patch on his hide. We can’t miss it. Then I correlate our arrival in the Past so that we meet the Monster not more than two minutes before he would have died anyway. This way, we kill only animals with no future, that are never going to mate again. You see how careful we are?” J “But if you came back this morning in Time,” said Eckels eagerly, “you must’ve bumped into us, our Safari! How did it turn out? Was it successful? Did all of us get through—alive?” Travis and Lesperance gave each other a look. “That’d be a paradox,” said the latter. “Time doesn’t permit that sort of mess—a man meeting himself. When such occasions threaten, Time steps aside. Like an airplane hitting an air pocket. You felt the Machine jump just before we stopped? That was us passing ourselves on the way back to the Future. We saw nothing. There’s no way of telling if this expedition was a success, if we got our monster, or whether all of us— meaning you, Mr. Eckels—got out alive.” Eckels smiled palely.

Vocabulary correlate (kor
ə l¯at´) v. to bring (one thing) into relation (with another thing); calculate paradox (par
ə doks´) n. something that seems illogical, opposite, or ridiculous, but that may, in fact, be true 74

The Glencoe Reader

“Cut that,” said Travis sharply. “Everyone on his feet!” They were ready to leave the Machine.

The jungle was high and the jungle was broad and the jungle was the entire world forever and forever. Sounds like music and sounds like flying tents filled the sky, and those were pterodactyls soaring with cavernous gray wings, Did You Know? gigantic bats of delirium and night fever. Pterodactyls (ter´ ə dak
tilz) Eckels, balanced on the narrow Path, are extinct flying reptiles with wingspans of up to aimed his rifle playfully. forty feet. “Stop that!” said Travis. “Don’t even aim for fun, blast you! If your gun should go off—” Eckels flushed. “Where’s our Tyrannosaurus? ” Lesperance checked his wristwatch. “Up ahead. We’ll bisect his trail in sixty seconds. Look for the red paint! Don’t shoot till we give the word. Stay on the Path. Stay on the Path!” They moved forward in the wind of morning. “Strange,” murmured Eckels. “Up ahead, sixty million years, Election Day over. Keith made President. Everyone celebrating. And here we are, a million years lost, and they don’t exist. The things we worried about for months, a lifetime, not even born or thought about yet.” “Safety catches off, everyone!” ordered Travis. “You, first shot, Eckels. Second, Billings. Third, Kramer.” “I’ve hunted tiger, wild boar, buffalo, elephant, but now, this is it,” said Eckels. “I’m shaking like a kid.” “Ah,” said Travis. Everyone stopped. Travis raised his hand. “Ahead,” he whispered. “In the mist. There he is. There’s His Royal Majesty now.” The jungle was wide and full of twitterings, rustlings, murmurs, and sighs. Suddenly it all ceased, as if someone had shut a door. Silence.

Step 1 Ask yourself how well you understand the story so far. If you put question marks next to anything, these strategies can help you answer your questions. • Reread confusing passages or read them aloud.

210

• Jot down specific questions and look for answers in the text. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 When you understand what you’ve read so far, write a short summary on the lines below. Be sure your summary tells who, what why, where, and when.

220

230

The Glencoe Reader

75

240

Visualize When you visualize, you picture what you read in your mind’s eye. Reread these vividly descriptive sentences about the Tyrannosaurus rex. K

250

Mark th e text

Underline or highlight words or phrases that describe the dinosaur. Then, on the lines below, write three adjectives you might use to describe the Tyrannosaurus rex.

260

270

A sound of thunder. Out of the mist, one hundred yards away, came Tyrannosaurus rex. “It,” whispered Eckels. “It . . .” “Sh!” It came on great oiled, resilient, striding legs. It towered thirty feet above half of the trees, a great evil god, folding its delicate watchmaker’s claws close to its oily reptilian4 chest. Each lower leg was a piston, a thousand pounds of white bone, sunk in thick ropes of muscle, sheathed over in a gleam of pebbled skin like the mail of a terrible warrior. Each thigh was a ton of meat, ivory, and steel mesh. And from the great breathing cage of the upper body those two delicate arms dangled out front, arms Did You Know? with hands which might pick up and Mail is a flexible body armor examine men like toys, while the snake made of small, overlapping or interlinked metal plates neck coiled. And the head itself, a ton of or rings. sculptured stone, lifted easily upon the sky. Its mouth gaped, exposing a fence of teeth like daggers. Its eyes rolled, ostrich eggs, empty of all expression save hunger. It closed its mouth in a death grin. It ran, its pelvic bones crushing aside trees and bushes, its taloned feet clawing damp earth, leaving prints six inches deep wherever it settled its weight. It ran with a gliding ballet step, far too poised and balanced for its ten tons. It moved into a sunlit arena warily, its beautifully reptilian hands feeling the air. K “Why, why,” Eckels twitched his mouth. “It could reach up and grab the moon.” “Sh!” Travis jerked angrily. “He hasn’t seen us yet.” “It can’t be killed.” Eckels pronounced this verdict quietly, as if there could be no argument. He had weighed the evidence and this was his considered opinion. The rifle in his hands seemed a cap gun. “We were fools to come. This is impossible.”

4. Reptilian (rep til
e ¯ ən) means “of or like a reptile.”

Vocabulary resilient (ri zil
yənt) adj. capable of springing back into shape or position after being bent, stretched, or squeezed together 76

The Glencoe Reader

“Shut up!” hissed Travis. “Nightmare.” “Turn around,” commanded Travis. “Walk quietly to the Machine. We’ll remit one half your fee.” “I didn’t realize it would be this big,” said Eckels. “I miscalculated, that’s all. And now I want out.” “It sees us!” “There’s the red paint on its chest!” The Tyrant Lizard raised itself. Its armored flesh glittered like a thousand green coins. The coins, crusted with slime, steamed. In the slime, tiny insects wriggled, so that the entire body seemed to twitch and undulate,5 even while the monster itself did not move. It exhaled. The stink of raw flesh blew down the wilderness. “Get me out of here,” said Eckels. “It was never like this before. I was always sure I’d come through alive. I had good guides, good safaris, and safety. This time, I figured wrong. I’ve met my match and admit it. This is too much for me to get hold of.” “Don’t run,” said Lesperance. “Turn around. Hide in the Machine.” “Yes.” Eckels seemed to be numb. He looked at his feet as if trying to make them move. He gave a grunt of helplessness. “Eckels!” He took a few steps, blinking, shuffling. “Not that way!” L The Monster, at the first motion, lunged forward with a terrible scream. It covered one hundred yards in four seconds. The rifles jerked up and blazed fire. A windstorm from the beast’s mouth engulfed them in the stench of slime and old blood. The Monster roared, teeth glittering with sun. Eckels, not looking back, walked blindly to the edge of the Path, his gun limp in his arms, stepped off the Path, and walked, not knowing it, in the jungle. His feet sank into green moss. His legs moved him, and he felt alone and remote from the events behind. M The rifles cracked again. Their sound was lost in shriek and lizard thunder. The great level of the reptile’s tail swung up, lashed sideways. Trees exploded in clouds of leaf and branch. The Monster twitched its jeweler’s hands down to fondle at the

READ ALOUD

280

Build Fluency Find a quiet place and practice reading the boxed passage aloud. You may need to read it several times before you can read all the sentences smoothly and with expression. L

290

300

Have you been keeping up with your Foldable? Now would be a good time to jot down some of the things Eckels says and does and the results of those words and actions. M

Graphic Organizer Organizer Graphic

310

5. Undulate (un
jə l¯at´) means “to move like a wave.” The Glencoe Reader

77

Synthesize Think about what you already know about the Tyrannosaurus rex and about dinosaurs in general. Combine that knowledge with the description here comparing the mortally wounded Tyrannosaurus rex with a wrecked locomotive or a steam shovel at quitting time. What does the killing of the dinosaur remind you of? Write your own comparison on the lines below. N

320

330

Your N otes

340

78

The Glencoe Reader

men, to twist them in half, to crush them like berries, to cram them into its teeth and its screaming throat. Its boulder-stone eyes leveled with the men. They saw themselves mirrored. They fired at the metallic eyelids and the blazing black iris. Like a stone idol, like a mountain avalanche, Tyrannosaurus fell. Thundering, it clutched trees, pulled them with it. It wrenched and tore the metal Path. The men flung themselves back and away. The body hit, ten tons of cold flesh and stone. The guns fired. The Monster lashed its armored tail, twitched its snake jaws, and lay still. A fount of blood spurted from its throat. Somewhere inside, a sac of fluids burst. Sickening gushes drenched the hunters. They stood, red and glistening. The thunder faded. The jungle was silent. After the avalanche, a green peace. After the nightmare, morning. Billings and Kramer sat on the pathway and threw up. Travis and Lesperance stood with smoking rifles, cursing steadily. In the Time Machine, on his face, Eckels lay shivering. He had found his way back to the Path, climbed into the Machine. Travis came walking, glanced at Eckels, took cotton gauze from a metal box, and returned to the others, who were sitting on the Path. “Clean up.” They wiped the blood from their helmets. They began to curse too. The Monster lay, a hill of solid flesh. Within, you could hear the sighs and murmurs as the furthest chambers of it died, the organs malfunctioning, liquids running a final instant from pocket to sac to spleen, everything shutting off, closing up forever. It was like standing by a wrecked locomotive or a steam shovel at quitting time, all valves being released or levered tight. Bones cracked; the tonnage of its own flesh, off balance, dead weight, snapped the delicate forearms, caught underneath. The meat settled, quivering. N Another cracking sound. Overhead, a gigantic tree branch broke from its heavy mooring, fell. It crashed upon the dead beast with finality. “There.” Lesperance checked his watch. “Right on time. That’s the giant tree that was scheduled to fall and kill this animal originally.” He glanced at the two hunters. “You want the trophy picture?”

“What?” “We can’t take a trophy back to the Future. The body has to stay right here where it would have died originally, so the insects, birds, and bacteria can get at it, as they were intended to. Everything in balance. The body stays. But we can take a picture of you standing near it.” The two men tried to think, but gave up, shaking their heads. They let themselves be led along the metal Path. They sank wearily into the Machine cushions. They gazed back at the ruined Monster, the stagnating mound, where already strange reptilian birds and golden insects were busy at the steaming armor. A sound on the floor of the Time Machine stiffened them. Eckels sat there, shivering. “I’m sorry,” he said at last. “Get up!” cried Travis. Eckels got up. “Go out on that Path alone,” said Travis. He had his rifle pointed. “You’re not coming back in the Machine. We’re leaving you here!” Lesperance seized Travis’ arm. “Wait—” “Stay out of this!” Travis shook his hand away. “This fool nearly killed us. But it isn’t that so much, no. It’s his shoes! Look at them! He ran off the Path. That ruins us! We’ll forfeit! Thousands of dollars of insurance! We guarantee no one leaves the Path. He left it. Oh, the fool! I’ll have to report to the government. They might revoke6 our license to travel. Who knows what he’s done to Time, to History!” O “Take it easy, all he did was kick up some dirt.” “How do we know?” cried Travis. “We don’t know anything! It’s all a mystery! Get out there, Eckels!” P Eckels fumbled his shirt. “I’ll pay anything. A hundred thousand dollars!” Travis glared at Eckels’ checkbook and spat. “Go out there. The Monster’s next to the Path. Stick your arms up to your elbows in his mouth. Then you can come back with us.” “That’s unreasonable!”

350

Respond How do you feel about what Eckels has done? Were you surprised, or did the foreshadowing give you a clue about what was going to happen? Does Eckels make you feel angry? Sad? Amused? Write your thoughts on the lines below. O

360

370

Clarify On this page, there are two views about the seriousness of Eckels’s mistake. Be sure you’re clear on who thinks what. On the lines below, explain the two views and tell who has each view. P

380

6. Revoke means “to cancel or withdraw.” The Glencoe Reader

79

Evaluate Is it necessary for Travis to make Eckels recover the bullets from the dead dinosaur, or is the guide simply being mean? Write your thoughts on the lines below. Q

390

400

iterary

lement

Foreshadowing Reread the boxed passage. Then Mark th e text underline or highlight any words or phrases that might foreshadow events or conditions in the remainder of the story. Write what you think these clues may foreshadow. Use the lines below. R

410

420

“The Monster’s dead, you idiot. The bullets! The bullets can’t be left behind. They don’t belong in the Past; they might change anything. Here’s my knife. Dig them out!” The jungle was alive again, full of the old tremorings and bird cries. Eckels turned slowly to regard the primeval garbage dump, that hill of nightmares and terror. After a long time, like a sleepwalker, he shuffled out along the Path. He returned, shuddering, five minutes later, his arms soaked and red to the elbows. He held out his hands. Each held a number of steel bullets. Then he fell. He lay where he fell, not moving. “You didn’t have to make him do that,” said Lesperance. “Didn’t I? It’s too early to tell.” Travis nudged the still body. “He’ll live. Next time he won’t go hunting game like this. Okay.” He jerked his thumb wearily at Lesperance. “Switch on. Let’s go home.” Q 1492. 1776. 1812. They cleaned their hands and faces. They changed their caking shirts and pants. Eckels was up and around again, not speaking. Travis glared at him for a full ten minutes. “Don’t look at me,” cried Eckels. “I haven’t done anything.” “Who can tell?” “Just ran off the Path, that’s all, a little mud on my shoes—what do you want me to do—get down and pray?” “We might need it. I’m warning you, Eckels, I might kill you yet. I’ve got my gun ready.” “I’m innocent. I’ve done nothing.” 1999. 2000. 2055. The Machine stopped. “Get out,” said Travis. The room was there as they had left it. But not the same as they had left it. The same man sat behind the same desk. But the same man did not quite sit behind the same desk. Travis looked around swiftly. “Everything okay here?” he snapped. R

Vocabulary primeval (pr¯ m¯e
vəl) adj. related to the first or earliest age; primitive

80

The Glencoe Reader

“Fine. Welcome home!” Travis did not relax. He seemed to be looking at the very atoms of the air itself, at the way the sun poured through the one high window. “Okay, Eckels, get out. Don’t ever come back.” Eckels could not move. “You heard me,” said Travis. “What’re you staring at?” Eckels stood smelling of the air, and there was a thing to the air, a chemical taint7 so subtle, so slight, that only a faint cry of his subliminal8 senses warned him it was there. The colors, white, gray, blue, orange, in the wall, in the furniture, in the sky beyond the window, were . . . were . . . And there was a feel. His flesh twitched. His hands twitched. He stood drinking the oddness with the pores of his body. Somewhere, someone must have been screaming one of those whistles that only a dog can hear. His body screamed silence in return. Beyond this room, beyond this wall, beyond this man who was not quite the same man seated at this desk that was not quite the same desk . . . lay an entire world of streets and people. What sort of world it was now, there was no telling. He could feel them moving there, beyond the walls, almost, like so many chess pieces blown in a dry wind. . . . S But the immediate thing was the sign painted on the office wall, the same sign he had read earlier today on first entering. Somehow, the sign had changed:

Clarify Does this paragraph about what Eckels sees, smells, hears, and feels seem hard to understand? Don’t worry. Bradbury is deliberately keeping the suspense going. Reread the paragraph and use the lines below to describe what’s going on. S

430

440

Predict Don’t turn the page yet! Think about what may have happened. On the lines below, jot down a quick prediction about how the story will end. Then go ahead and finish reading. T

TYME SEFARI INC. SEFARIS TU ANY YEER EN THE PAST. YU NAIM THE ANIMALL. WEE TAEKYUTHAIR. YU SHOOT ITT.

Eckels felt himself fall into a chair. He fumbled crazily at the thick slime on his boots. He held up a clod of dirt, trembling, “No, it can’t be. Not a little thing like that. No!” Embedded in the mud, glistening green and gold and black, was a butterfly, very beautiful and very dead. T

450

7. A taint is a trace of something that harms or spoils. 8. Subliminal (sub lim
ən əl) means “existing below the limits of sensation or consciousness; subconscious.” The Glencoe Reader

81

Step 1 Take a moment to think about the story and its ending. Look back at the notes you wrote and the passages you marked. Review what you wrote in your Foldable. Then answer this question: Of the things that Eckels says and does, what one thing has the most significant consequence or effect? Explain your answer.

460

470

Step 2 What meaning might this story have for people today? Write your thoughts below.

Mark th e text

Choose three words either from the underlined vocabulary in the story or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete one of the activities listed there.

82

The Glencoe Reader

“Not a little thing like that! Not a butterfly!” cried Eckels. It fell to the floor, an exquisite thing, a small thing that could upset balances and knock down a line of small dominoes and then big dominoes and then gigantic dominoes, all down the years across Time. Eckels’ mind whirled. It couldn’t change things. Killing one butterfly couldn’t be that important! Could it? His face was cold. His mouth trembled, asking: “Who—Who won the presidential election yesterday?” The man behind the desk laughed. “You joking? You know very well. Deutscher, of course! Who else? Not that fool weakling Keith. We got an iron man now, a man with guts!” The official stopped. “What’s wrong?” Eckels moaned. He dropped to his knees. He scrabbled at the golden butterfly with shaking fingers. “Can’t we,” he pleaded to the world, to himself, to the officials, to the Machine, “can’t we take it back, can’t we make it alive again? Can’t we start over? Can’t we—” He did not move. Eyes shut, he waited, shivering. He heard Travis breathe loud in the room; he heard Travis shift his rifle, click the safety catch, and raise the weapon. There was a sound of thunder.

Understanding Cause-and-effect Statements

ed to recognize causeJust Because As you read, you learn r turn to write some. On and-effect statements. Now it’s you d-effect statements that the lines below, write two cause-an Remember that signal tell about the story events or ideas. of, so, and therefore words such as because, as a result and effects. show connections between causes

Synthesize 1. Does This Speak to Us? This story was written more than fifty years ago. Do the ideas in it seem silly and out of date to you now, or do Bradbury’s thoughts have meaning for the twenty-first century? Work with your group to combine your understanding of the story with your knowledge of today’s issues. Then use the lines here to summarize your group’s answer to the question above.

Clarify

r Eckels comes back 1. Check It Out What is different afte back and reread the go ner, from his time travel? With a part tly what changes exac ine erm last two pages of the story. Det Eckels’s journey into the have occurred in 2055 because of lines below. past. Then list those changes on the

2. Story Impressions Revisited Look back at the short paragraph you wrote with a partner at the beginning of this lesson in which you predicted wha t the story might be about. Share your story predictions in your group. Then use the group’s ideas as a starting point for coming up with a new ending to Bradbury’s tale . Be sure your ending fits with story details. Summarize you r group’s ending on the lines below.

two places in the 2. A Sound of Thunder There are phrase “a sound of story where Bradbury uses the title other is on page thunder.” One is on page 76, and the and discuss y 82. Review these sections of the stor nd Bradbury is sou t them with your partner. Clarify wha lanations on exp r you describing in each instance. Write the lines provided.

The Glencoe Reader

83

continued

iterary

lement

Foreshadowing When an author provides clues that hint at what will happen later in a story, he or she is using foreshadowing. Foreshadowing prepares readers for what is to come. It is a good way for writers to create excitement or suspense. Read each quotation below from the story “A Sound of Thunder.” Tell whether it represents an example of foreshadowing and explain why or why not.

1. “We don’t want anyone going who’ll panic at the first shot. Six Safari leaders were killed last year, and a dozen hunters.” (page 70)

2. They moved silently across the room, taking their guns with them, toward the Machine, toward the silver metal and the roaring light. (page 71)

3. “It’s an anti-gravity metal. Its purpose is to keep you from touching this world of the past in any way. Stay on the Path. Don’t go off it. . . . If you fall off, there’s a penalty.” (page 72)

84

The Glencoe Reader

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

Which adjectives best describe Travis, the safari leader? A. kind and thoughtful B. controlling and harsh C. humorous and capable D. decisive and hardworking Why does Eckels decide NOT to shoot the Tyrannosaurus rex? A. He thinks Travis is in his way. B. He thinks his rifle has no bullets. C. He thinks that the task is impossible. D. He thinks the animal is turning around.

Why does the author call his story “A Sound of Thunder”? Use details from the story to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the list that belongs in the blank in each sentence. expendable adj. not strictly necessary, capable of being given up without negative effect

1. Let’s

correlate v. to bring (one thing) into relation (with another thing); calculate

3. Charlie is the most runner I know. He springs back after every race, no matter how much effort the event requires.

paradox n. something that seems illogical, opposite, or ridiculous but that may, in fact, be true

4. This

forest has never been cleared or cut. It contains ancient secrets.

5. It’s a

that one day can be both the best and worst day of your life.

our travel plans. We want to arrive at the same time.

2. I have more key chains than I need, so these three are

.

resilient adj. capable of springing back into shape or position after being bent, stretched, or squeezed together primeval adj. related to the first or earliest age; primitive

The Glencoe Reader

85

Reading Poetry is all around you, not just in books. Poets read their describes. Poets choose words carefully, both for their work to audiences. Poetry is in nursery rhymes, in popular meaning and for their sound. Mark th songs, and in slogans for politics or advertising. Poems e text Remember that a poem can be a song, a nursery can make people think “That’s just how I feel” or “I wish rhyme, a playground chant, or an advertising jingle. Write I’d said that" or “I never thought of it like that before.” a line or a verse from a poem that you have recently There is no simple definition of poetry. Poems are read or heard. usually written in lines instead of running text. Many poems rhyme. Some poems create a rhythmic pattern, like the gentle beating of a drum. Poems often use imagery to help readers experience what the poem

Poems can be surprising and delightful, so people read them to have fun. Poems can create a new experience, so people read them to learn about the world. Poems can show new ways to look at something, so people read them to gain insight. Poems can create interesting

sounds, so people read them to enjoy their music. Poems can talk about things that are hard to express in words, so people read them to provoke thought. Poetry can have a power that ordinary language lacks.

Poetry is different from stories, articles, and other kinds of prose in several ways. • Poetry looks different. It can have short lines or long lines—the lines don’t have to go all the way to the margin of the page. Poetry can have groupings of lines, called stanzas. Stanzas connect ideas, something like paragraphs do in prose. • Poetry uses sound more than prose does. Many poems have rhythm—a pattern of beats, or stressed syllables. Some poems have rhyme—repeated sounds at the ends of words. • Poetry uses more imagery than most prose does. Imagery is language that helps readers see, hear, feel, smell, and taste the things that are being described. Poetry and prose are also alike in some ways. Both have themes, or main messages, often about life or about a way of understanding something.

86

The Glencoe Reader

D Even though poems don’t all look the same, many poems share some of the elements of this poem. Each line adds to the meaning of the poem. Stanzas are groups of lines that form a unit in a poem. Often, as in this poem, each stanza is similar in line length, rhythm, and rhyme.

J a m e s We l d o n Johnson

The glory of the day was i n her face, The beauty o f the night w a s in her eyes. And over all her loveliness , the grace Of Morning b lushing in the early skies.

End rhymes appear at the end of lines. In this poem, every other line of each stanza ends with a rhyming word.

5 And in her voice, the cal ling of the do Like music of ve; a sweet, melo dious part. And in her sm ile, the break ing light of lo And all the g ve; entle virtues in her heart.

Figurative language is language that is not literally true. The words help the reader grasp an idea in a different way. 10

Rhythm refers to the pattern that stressed and unstressed syllables make when a line of poetry is spoken.

Mark th e text

And now the g l o r i o u s d a y, the beauteous The birds tha night, t signal to th e ir mates at da To m y d u l l e a w n, r s , t o m y t e a rblinded sight Are one with all the dead, since she is g one.

Try it Out! Circle the words that rhyme in one stanza. Connect rhyming pairs with a line.

These reading strategies will be especially useful when you read poetry. Clarify: Unravel difficult passages by asking yourself, What’s another way of saying this? Then reread slowly. Visualize: As you read, try to picture what the poem is describing. Listen: Whether reading aloud or to yourself, listen to the sounds the words make. Ask yourself how the sounds fit with the meaning of the poem.

Interpret: Look beyond the literal meaning of the words and try to find the larger ideas the poet wants to express. Ask yourself what certain symbols might stand for. Look for new connections in similes and metaphors. For more information on reading strategies, see pages 366–372 in the Reading Handbook.

Read the poems that follow. Be sure to • learn to recognize and make meaning from the literary elements of poetry • use reading strategies to help you get the most from your reading

The Glencoe Reader

87

6

POETRY

Word Web What do know about cows and horses? What adjectives come to mind when you think about these animals? Use this word web to record your thoughts about cows and horses. Be creative! Picture one or both of these animals and jot down what comes to mind. Feel free to expand this web, adding more ovals where you need them.

Vocabulary Preview Read the definitions of these words from “Horses Graze.” Use the pronunciation guides to help you say each word aloud. majestic (mə jestik) adj. stately; grand; having a quality of dignified greatness; p. 89 oblivion (ə bliv¯e ən) n. a lack of awareness or memory; p. 89

Cows and Horses

folly (fol e ¯ ) n. a lack of good sense; a foolish action; p. 89 crest (krest) n. a peak or high point; p. 89 affirmation (af´ər m¯ashən) n. a positive statement or confirmation; p. 89

The poem on the next two pages gives one person’s impressions of cows and horses.

As you read the poem, circle two or three words that you find interesting or that you don’t understand. After reading, add these words to your Hot Words Journal at the back of this book and complete an activity listed there.

Building Background The title of this poem, “Horses Graze,” refers to the way horses—and cows—eat grasses and other plants growing in the field.

• Horses are hooved plant-eating mammals related to the zebra. They have wide, flat teeth for grinding their food and long foot bones for swift running. For centuries horses have been domesticated, or tamed and adapted to living with people. However, some horses still run wild in regions of the United States and in other parts of the world. • In the past, people used horses in warfare, for farming, and for transportation. Many people today use them for sport and show. • Cows are domesticated farm animals that are raised for their milk, meat, and hides.

Setting a Purpose for Reading Read to find out what the speaker finds most appealing about horses and cows.

88

The Glencoe Reader

Key Goals In this lesson, you will learn these key skills, strategies, and concepts.

Reading Focus: Question Think It Over: Draw Conclusions Literary Element: Personification Reading Coach: Reading Thoughts, Not Lines

Question To be sure that you understand a poem, ask questions such as these as you read: What might this mean? Why might the speaker say this? Try answering these questions as best you can. What questions do you have about the first 15 lines of the poem? A

Gwendolyn Brooks

Cows graze. Horses graze. They eat eat eat. Their graceful heads are bowed bowed bowed in majestic oblivion. They are nobly oblivious to your follies, your inflation,1 the knocks and nettles 2 of administration. A They eat eat eat. And at the crest of their brute satisfaction, with wonderful gentleness, in affirmation, they lift their clean calm eyes and they lie down and love the world. B

5

10

15

20

(continued) 1. Inflation is an economic condition that results in increased prices of goods and services. It can also refer to an exaggerated sense of self-importance. 2. A knock is a sharp blow or hit. A nettle is a weedy plant that, if touched, will irritate the skin. Here, nettle is used figuratively to refer to something that is irritating.

Model: The footnotes and definitions help me get what the speaker is saying about how horses and cows look as they eat. But who is meant by “your” in lines 13 and 14? I wonder if the speaker is talking about people in general.

Reading Thoughts, Not Lines In this poem, a period signals the end of a complete thought. Sometimes that thought is one line long, as in line 1, “Cows graze.” Sometimes a complete thought runs through several lines of the poem, as in lines 7–11. As you read, pause at the commas but stop at the periods—and think about what the speaker is saying. B Mark th e text

In lines 20–23, circle the punctuation marks that show where you should pause and where you should stop. Below, write what main thought or idea you think the speaker is trying to say in these lines.

Vocabulary majestic (mə jestik) adj. stately; grand; having a quality of dignified greatness oblivion (ə bliv¯e ən) n. a lack of awareness or memory folly (fol¯e) n. a lack of good sense; a foolish action crest (krest) n. a peak or high point affirmation (af´ər m¯ashən) n. a positive statement or confirmation The Glencoe Reader

89

25

Draw Conclusions When you draw a conclusion, you pull together several pieces of information to make a general statement.

30

Mark th e text

Reread lines 26–40 and underline or highlight the lines that tell you that the speaker thinks horses and cows everywhere have something in common. Below, write what you think that common feature is. C

35

40

Reread the entire poem to see if you understand something new about it that you didn’t understand before. On the lines below, name three qualities that the speaker finds appealing about cows and horses.

90

The Glencoe Reader

They speak with their companions. They do not wish that they were otherwhere. Perhaps they know that creature feet may press only a few earth inches at a time, that earth is anywhere earth, that an eye may see, wherever it may be, the Immediate arc, alone, of life, of love. In Sweden, China, Afrika, in India or Maine the animals are sane; they know and know and know there’s ground below and sky up high. C

Reading Thoughts, Not Lines examined lines What’s the Point? As you read, you e thought. Review plet 20–23. These lines form one com lines that form a of p the poem and choose another grou e the numbers writ w, belo complete thought. On the lines n point the mai t wha tell of the lines you chose and then s. speaker is making in these line

Question parts of the poem 1. A Question of Meaning What understand, and “Horses Graze” do you think you fully about? On the lines s what parts do you still have question k you know the thin below, write one question that you ’t. Discuss your don you answer to and one question that ner. part a with questions—and possible answers—

Draw Conclusions 1. Lasting Impressions Rememb er that you draw a conclusion by putting together seve ral pieces of information and then making a gen eral statement about something. With your group, review the poem, looking for all the adjectives that describe hors es and cows. Below, write what your group decides is the speaker’s overall impression or feeling about these animals.

2. A Second Look Take one more look at the sentence that makes up lines 20–23. Notice that lines 20–21 are made up of three prepositional phra ses divided by commas. But in lines 22–23, there are no punctuation marks that allow you to pause. Disc uss these lines with your group and then draw a conclus ion about why the poet doesn’t want you to stop or slow down as you read the second part of this sentence.

’t get lines 26–31, 2. Take the First Step If you don step in figuring out the you’re probably not alone! The first try is to ask questions. meaning behind difficult lines of poe Together, come up with Discuss these lines with a partner. r questions below. two questions about them. Write you

The Glencoe Reader

91

continued

iterary

lement

Personification Personification is a figure of speech that describes an animal, an object, an idea, or a force of nature as if it had human qualities, feelings, and characteristics. Readers can sometimes relate more easily to something that is described in human terms. Analyze Gwendolyn Brooks’s use of personification in the poem “Horses Graze” by completing the web below. In each oval, write a human quality, feeling, or characteristic used to describe cows and horses in the poem.

Animals in “Horses Graze”

92

The Glencoe Reader

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

This poem is mainly about A. how horses and cows eat. B. how people and horses are different. C. the knocks and nettles of everyday life. D. the calm and knowing ways of horses and cows. Which of the following statements does NOT describe the relationship of the animals to the ground, or earth? A. They stay close to the ground. B. They know the ground is below them. C. They wish they were on a different patch of ground. D. Their feet don’t press into the ground more than a few inches at a time.

What does the speaker in “Horses Graze” find most appealing about horses and cows? Use details from the poem to support your ideas.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the word list that belongs in the blank in each sentence. majestic adj. stately; grand; having a quality of dignified greatness

1. After his surgery, my brother experienced a temporary sense of anesthesia wore off.

oblivion n. a lack of awareness or memory

2. The bride looked absolutely length gown.

folly n. a lack of good sense; a foolish action crest n. a peak or high point affirmation n. a positive statement or confirmation

until the

as she walked down the aisle in her full-

3. Before the actor made those insensitive remarks, he was at the popularity. 4. In the United States, reciting the Pledge of Allegiance is an the country. 5. To ride in a car without a seatbelt is just plain

of his

of loyalty to

.

The Glencoe Reader

93

POETRY

Charting Choices Making choices can be difficult—especially when you have to choose between two things that seem equally good. For example, some kids have to choose between working for extra money in the summer and going to a sport or music camp to build their skills. Think of a time when you had to make a choice between two good things. Then fill out the chart below. What choice did you make? How did you decide (for example, by listing pros and cons)? Do you think you made the right choice? Explain. In this poem, the speaker looks down two paths in the woods, decides to follow one of them, and then thinks about his decision.

Building Background This poem describes “two roads . . . in a yellow wood.” To visualize this scene, you need to know two things. The “roads” are really just walking paths. And the leaves of some trees, such as birches, turn yellow in the fall.

Setting a Purpose for Reading Read to find out what road the speaker took and how he feels about his choice. Graphic Organizer Organizer Graphic





 “she laughed and cried and sighed all night.” The stressed syllables are marked (). The unstressed syllables are marked (
).

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

As you read, use this Foldable to help you keep track of the choices.

1. Place a sheet of paper in front of you so that the short side is at the top. Fold the paper in half from side to side. ad The road he ro h 2. Fold the top of the paper down about one inch. 3. Unfold. Label the left column The road he took. Label the right column The road he didn’t take. 4. Read through the poem once. Then reread it and write down the speaker’s observations and feelings about each road.

94

Poetry Terms Read the terms below. They’ll come in handy as you read, think about, and respond to the poem on the next page. Lyric poem A short musical poem that expresses the thoughts and feelings of the speaker. Repetition The repeating of sounds, words, phrases, lines, or stanzas. For example, the sentence “I would never, never lie to you” repeats the word never. Rhyme The repeating of the final vowel and consonant sounds of words. For example, sat and hat rhyme. In poems, rhyming words often appear at the ends of lines. Rhythm The pattern of beats created by the arrangement of stressed and unstressed syllables in a poem. An example is the phrase

The Glencoe Reader

T ok he to

e didn't take

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Visualize Literary Element: Lyric Poem Reading Coach: Making Meaning

Making Meaning The lines in a stanza work together to express a main idea. If you’re not sure what one line means, try reading the rest of the stanza to see what the lines mean together. A

Robert Frost

Two roads diverged1 in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;2

A

Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden3 black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.

5

Model: I don’t get the first and second lines. I better read on. Oh, I see. The speaker is deciding which path to walk on. He wishes he could choose both paths. He’s looking way down one of the paths, trying to make up his mind.

10

B

I shall be telling this with a sigh Somewhere ages and ages hence:4 Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.

1. Diverged, here, means “went off in different directions.” 2. The small plants that grow beneath the larger trees of a forest are called undergrowth. 3. The leaves had not been pressed down with someone’s feet (trodden); otherwise, the leaves would have turned black. 4. Hence means “from this time.”

15

Visualize When you visualize, you picture in your mind’s eye what the writer describes. Underline the words Mark th e text the speaker uses to describe the roads. Does he find either road more attractive? Circle your answer below. B Yes

No

20

Review the poem and your Foldable. What feature of the road the speaker chose “has made all the difference”?

The Glencoe Reader

95

Visualize

illustrate the scene A Yellow Wood Make a collage to in the materials you described in this poem. Be creative ple, you might use bits use to make your collage. For exam and leaves, foil— of fabric, magazine clippings, twigs scene to life. On the anything that will help you bring the d and why. use lines below, tell what materials you

Making Meaning What’s the Point? With a partner, take turns reading each stanza aloud and summarizing its mai n idea. Then discuss the main message (or theme) that you both got from the poem as a whole. Write that theme on the lines below. THEME:

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

96

Write your answer to open-ended question A in the space provided below. A.

The two roads that the speaker describes A. are very different. B. come together in the distance. C. are both covered over with leaves. D. have both been worn smooth by other travelers. Why does the speaker take the road he does? A. He really can’t see a difference between the two roads, so he just takes one of them. B. The road he takes has been cleared, so it is easier to walk on. C. The road he takes is a shorter walk to where he’s going. D. The road he doesn’t take is too muddy.

The Glencoe Reader

Why will the speaker be telling about his choice of roads “with a sigh”? Use details from the poem to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

iterary

lement

Lyric Poem A lyric poem might be about an object, a person, or an event, but it usually focuses on an emotional experience of the poem’s speaker. Lyric poems are generally short and musical. They often include a variety of sound effects, such as the following: repetition the repeating of sounds, words, phrases, lines, or stanzas, as in “ages and ages” (line 17) rhyme the repeating of vowel and consonant sounds at the ends of words, as in wood/stood/could (lines 1, 3, 4) rhythm the pattern of stressed () and unstressed (
) syllables, as in  



 Two roads diverged in a yellow wood (line 1) Fill in the chart below to show how “The Road Not Taken” has the elements of a lyric poem. Use details from the poem to support your responses.

The Road Not Taken How long is the poem? What’s the poem about? Name one emotion the speaker experiences. Name one phrase that is repeated in the poem. Which words rhyme in the second stanza? Mark the stressed and unstressed syllables in line 12:

The Glencoe Reader

97

POETRY

Think-Pair-Share What does it mean to be alive? Is it simply being alive physically—existing and breathing? Or is there something more that makes a person truly alive? Discuss your ideas with a partner and then share them with the rest of the class. In this poem, an adult remembers a childhood conversation in which her mother taught her a lesson her about dying and living.

Building Background Poets often write about an experience on a literal, surface level, but they hope readers will then make connections to deeper levels of meaning about life. The things the poet’s words describe act as symbols for deeper meanings. For example, in this poem, a little girl asks her mother about how to tell whether she’s dying. The mother answers that people are dying when they can no longer make a fist. As you read the poem, try to figure out what the question and answer might symbolize. • Did you know that a person cannot make a fist if he or she is dying? It’s true. When a person is dying, the flow of blood to the nerves that control the hands stops. Those nerves stop bringing signals from the brain, and the person can no longer make a fist. • People clench their fists when they feel strongly about something. A clenched fist can send a message of strength, anger, excitement, determination, success, power, courage, or daring.

Vocabulary Preview Read the definitions of these words from “Making a Fist.” Use the pronunciation guides to help you say each word aloud. If you’re still unsure about the meaning of one of these words, use context clues as you read to help make the meaning clearer. confidence (kon
fə dəns) n. feeling of certainty; assurance woe (wo ¯ ) n. great sadness or suffering; sorrow; grief clench (klench) v. to close or press together tightly

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts: Reading Focus: Respond

Setting a Purpose for Reading Read to find out what the speaker learns about dying and being alive.

98

The Glencoe Reader

Think It Over: Interpret Literary Element: Speaker

Respond How does this description make you feel? On the lines below, write whatever thoughts come to you. A

Naomi Shihab Nye

For the first time, on the road north of Tampico,° I felt the life sliding out of me, a drum in the desert, harder and harder to hear. I was seven, I lay in the car watching palm trees swirl a sickening pattern past the glass. My stomach was a melon split wide inside my skin. A “How do you know if you are going to die?” I begged my mother. We had been traveling for days. With strange confidence she answered, “When you can no longer make a fist.” B Years later I smile to think of that journey, the borders we must cross separately, stamped with our unanswerable woes. I who did not die, who am still living, still lying in the backseat behind all my questions, clenching and opening one small hand.

5

10

Interpret When you read poetry, you have to look beyond the surface meaning of words. Use your own understanding of the world to interpret, or determine the deeper meaning of, the mother’s answer. Check your interpretation below. B

❏ When you die, you can’t fight 15

anymore.

❏ You are dying when you can’t squeeze your hand into a fist.

❏ Not being able to express yourself and stand up for yourself is like being dead.

In the end, what has the speaker learned from her mother and from her life?

° Tampico (tam p¯e
k¯o) is a port city on Mexico’s east coast.

Vocabulary confidence (kon
fə dəns) n. feeling of certainty; assurance woe (w¯o) n. great sadness or suffering; sorrow; grief clench (klench) v. to close or press together tightly The Glencoe Reader

99

Respond

feelings you had while What Grabs You? Think about the ription produced the reading the poem. Which line or desc below, write the line strongest response in you? On the lines onse. resp r number or numbers and describe you

Interpret The Beat Goes On With your part ner, reread the first stanza. Discuss what the speaker mea ns when she talks about “a drum in the desert” and a “melon split wide inside my skin.” What do these things repr esent? Write your interpretations below.

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

100

Write your answer to open-ended question A in the space provided below. A.

How does the grown-up speaker feel about her childhood car trip? A. It still makes her feel sick to remember it. B. She remembers it fondly and with a smile. C. She’s glad not to sit in the backseat anymore. D. She’s embarrassed that she thought she was dying. Read the following sentence. A good night’s sleep will help you approach your interview with confidence. What does the word confidence mean in the sentence? A. energy B. secrecy C. self-assurance D. physical strength

The Glencoe Reader

What do you think the speaker means when she says she is “still lying in the backseat behind all my questions”? Use details from the poem to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

iterary

lement

Speaker The speaker in a poem is the voice that communicates the actions, emotions, or ideas to the reader. The speaker may be the poet or an invented person, animal, or thing. In this poem, the speaker is an adult remembering a childhood car trip. Complete the chart to show what has changed and what has stayed the same for the speaker since that journey.

Speaker as a Child

Speaker as an Adult

How does she feel?

What type of journey is she on?

What has stayed the same?

The Glencoe Reader

101

POETRY

Anticipation Guide Have you ever hand-washed a car? Baked cookies? Used a shovel to clear snow from a walkway? With a small group, come up with a list of jobs that you have done by hand that could also be done by a machine. Talk about why you do these jobs and how you feel about doing them. Then read the statements below. Decide with your group whether each statement is TRUER of a person doing work by hand or of a machine doing the work mechanically. Put a check mark by your choices. Person

Machine

Rhyming Words In this poem, Toomer uses exact end rhymes. This means that the words at the end of every two lines rhyme (weeds and bleeds), and rhyme exactly. Toomer never varies the rhyme pattern. It is as regular and mechanical as the movement of a machine cutting down rows of grain.

1. Work gets done quickly. 2. Work is done well. 3. Work is hard. 4. Work is rewarding. 5. Work can cause damage or injury.

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of the book and complete one of the activities there.

In this poem, you’ll read about farm work that can be done by humans or by a machine.

Building Background Reaping is cutting down a crop such as wheat or the grass that’s used to make hay. Farm workers used to do the reaping, but it’s now done mainly by machines. • People who reap are called reapers. Machines that reap are called reapers or mowers. • When reaping is done by people, the workers use tools called scythes. A scythe is a cutting tool with a long curved blade attached to a handle. The reaper holds the scythe in front of his or her body and moves it back and forth in wide sweeping arcs. • Although the work of reaping is graceful and rhythmic, like much other farm labor, it is also exhausting. The reaper does the same motion hundreds and thousands of times, and the work is performed in a stooped-over position.

Setting a Purpose for Reading Read to find out how each reaper—human and machine—does its job.

102

The Glencoe Reader

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Visualize Think It Over: Analyze Literary Element: Sound Devices

Visualize Use the words of the poem to create a picture in your mind. Underline the words in the boxed section Mark th e text that help you see what’s going on. Then describe what you see on the lines below. A

Jean Toomer

Black reapers with the sound of steel on stones Are sharpening scythes. I see them place the hones° In their hip-pockets as a thing that’s done, And start their silent swinging, one by one. A Black horses drive a mower through the weeds, And there, a field rat, startled, squealing bleeds. His belly close to ground. I see the blade, Blood-stained, continue cutting weeds and shade. B

5

Analyze What is one way the last four lines of the poem are similar to the first four lines? B

What is one way these lines are different from the first lines?

Name the two kinds of workers in this poem and tell what each does.

° The fine-grained stones used to sharpen any kind of blade are called hones. The Glencoe Reader

103

Visualize

m and look for details An Eye for Details Reread the poe place. Then close your that tell you where the poem takes your imagination take eyes and picture that location. Let t colors do you see? over where the details leave off. Wha What do you see in What’s the sky look like? The ground? place that you the the distance? Write a description of visualize.

Analyze Human Versus Machine With you r group, turn to the Anticipation Guide on page 102 and discuss how the speaker of the poem (the “I” who sees the reapers) might respond to each statement. Use exam ples from the poem in your discussion. Then decide wha t the poem may be saying about the work of reaping by hand and the work of mowing by machine. Write your answ er below.

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

104

Write your answer to open-ended question A in the space provided below. A.

According to the poem, the job of reaping always involves A. large machinery. B. the use of horses. C. the use of sharp blades. D. the death of small field creatures. At the end of the poem, what happens to the mechanical mower? A. It is shut down. B. It keeps on cutting. C. Its blades are cleaned. D. It is no longer driven by black horses.

The Glencoe Reader

How is the mower different from the human reapers? Use details from the poem to explain and support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

iterary

lement

Sound Devices Sound devices are techniques that poets and writers use to emphasize sounds. By emphasizing certain sounds, poets can create rhythm, draw attention to particular words, add to the poem’s meaning, and set a mood. There are many types of sounds devices. One sound device used in “Reapers” is end rhyme, which is discussed in the Word Power box on page 102. Other sound devices used in the poem are alliteration and assonance. • Alliteration is the repetition of sounds at the beginning of words. For example, in the phrase madly mowing the lawn at midnight, the m sound is repeated. • Assonance is the repetition of vowel sounds within words. For example, in the sentence Moving can be s oothing, the oo ¯¯¯ sound is emphasized. Find examples of alliteration and assonance in “Reapers.” For each line of the poem listed, look for words that have the same sounds. Write the words in the center column of the chart and underline the sound that is repeated. In the last column, tell which type of sound device the words are an example of. The first line has been filled in for you. Lines 1

Words st eel, st ones

Type of Sound Device alliteration

2–3

4–5

6–7

8

The Glencoe Reader

105

Reading Drama is all around you. Television shows—from soap operas to cartoons to crime stories—are drama. Movies at the theater or at home are drama. Skits and plays performed at school are drama. Even advertisements on television or radio can be drama.

it may be watched or listened to. Drama may be performed by puppets, cartoon characters, computergenerated images, or real people. Whether it is a TV show, a cartoon, a radio play, or a Broadway stage performance, if it’s acted out for an audience, it’s drama.

A drama, also called a play, is a story meant to be performed for an audience. Drama may be brief or long;

Mark th e text

What kinds of drama do you know? What kinds do you like? Check the boxes next to the kinds of drama you have seen or heard. Then tell about your favorite kind on the lines that follow. television comedy

television serious show

made-for-TV movie

soap opera

movie at the theater

play on stage

radio broadcast of a play or show

skit performed in school

recording of a movie played on a TV

A drama is written to be performed on stage or screen. But reading a script, the written version of a play or movie, has some advantages. You can set your own pace, rereading difficult or enjoyable passages. With the script in front of you, you can see the author’s stage

Like other stories, dramas have a plot, a setting, and characters. But the text of a drama looks different because it’s set up to make the play easy to perform. Some characteristics of drama are listed here. • The printed version of a drama is called a script. The script usually begins with the cast of characters. • The audience follows the story line and learns about the characters through dialogue, or lines spoken by the characters. 106

The Glencoe Reader

directions—the description of the scene and the instructions for the actors. You also have the opportunity to think like a director or a performer. Should this scene be tense or funny? How should that character react? Reading drama lets you stage the play in your mind.

• Story events are usually presented in chronological order, or time order—that is, in the order that the events happen. • Long plays are broken up into shorter sections called acts and scenes. A new act or scene shows that the time or place has changed.

D Most drama scripts have similar text features. Check out this sample page to see some of those text features. The cast of characters is a list of all characters in the play. It sometimes tells who they are.

CHARACTERS MARICA (ma
r e¯kə): the sist er of General

Stage directions—often in brackets and italic type—describe what the stage looks like and how actors should read their lines.

The speaker’s name appears before the lines that the character says.

Dialogue is the conversation between characters in a drama. Dialogue develops a drama’s plot and helps reveal the personalities of the characters.

Mark th e text

Try it out! Circle a stage direction that tells a character how to behave.

Macías General Macías d¯a lə o ¯ ): a captain in

RAQUEL (rə kel ): the wife of ANDRÉS DE LA O (a
n dr¯as

the Revolutionary Army CLETO (kl¯ at¯o): a private in

the Revolutionary

Army




Josephina Niggli

BASILIO FLORES

(bə s¯ely o ¯ flor¯as): a cap tain in the Federal Army Just outside Mexico Cit y. TIME: A night in April 1912. PLACE:

[The living room of General Macías’s hom e is luxuriously furnished MARICA. [Atte mpting a forced lau in the gold and ornate gh.] style of Louis XVI. I? Nothing. Why . . . The room looks do you think I have rather stuffy and un anything? lived in. RAQUEL. [Takin When the curtains par g a step toward her.] t, the stage is in dar Give kness save for the mo it to me. onlight that comes thr ough the French windows. MARICA. [Backi ng away from her.] Then the house doo No. r opens and a young gir No, I won’t. l in negligee enters stealthily. She is car RAQUEL. [Stret ching out her hand.] rying a lighted candle I .... She puts the candle demand that you giv on top of the bookca e it to me. se and begins searching beh MARICA. You have no right to ord ind the books. She fin er me ally finds what she wants about. I’m a marri : a small bottle. While ed woman. I . . . I ... she is searching, the hou [Sh e beg ins to sob and flings her se door opens silentl self down on y and a woman, also in neg the sofa.] ligee, enters. . . . ] MARICA. [Tryin RAQUEL. [Much g to hide the bottle beh gentler.] You should ind n’t be her.] Raquel! Wha up. The doctor tol t are you doing he d you to stay in be re? d. RAQUEL. Wha [Sh e ben ds over MARICA and gen t did you have hid tly takes the den behind the books, bottle out of the girl’s Marica? hand.] It was poiso n. I thought so.

These reading strategies will be especially useful when you read drama. Preview: Before starting the dialogue, read through the character list. Then glance ahead, taking mental note of future scenes and their settings.

Connect: Drama is about life and living. As you read, make connections between the events depicted on stage and events in your own life.

Visualize: Drama is meant to be performed. See it in your mind’s eye by visualizing the stage and the characters as you read. Stage directions can help.

For more information on reading strategies, see pages 366–372 in the Reading Handbook.

Respond: Make running comments as events happen: “I wouldn’t have done that.” “She’s pretty smart.” “He’s going to get in trouble.”

Read the drama excerpts that follow. Be sure to • use the text features to find your way through the script • use reading strategies to help you get the most from your reading The Glencoe Reader

107

DRAMA

Rankings Chart Have you ever had an experience where doing what you thought was right meant disobeying a rule or disregarding a quality you value? For example, your friend asks if you like her peculiar new haircut, and you lie—something you promised yourself never to do— because you want to be kind. When values conflict, how do you choose one value over another? The chart below lists qualities that many people value. Think about how important each quality is to you. Then rank these qualities from 1 (most important) to 6 (least important). In a small group, discuss your rankings and your reasons for them. Value

Rank

Getting good grades Being honest Being popular

Vocabulary Preview Read the definitions of these words from the prologue to Antigone. Use the pronunciation guides to help you say each word aloud. If you’re still unsure about the meaning of the words, use context clues as you read to help make the meaning clearer. repulse (ri puls
) n. an act of beating back or driving away, as with force; p. 109 decree (di kre¯
) n. an order or decision made by a judge, king, or other official; p. 110 meddle (med
əl) v. to concern oneself with other people’s business; p. 112

Obeying school rules Being funny Being respectful

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

In the prologue to Antigone, two sisters argue about whether to obey the law or break the law while performing a valued ritual for their dead brother.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Building Background You are about to read the prologue, or opening, of this play. You will meet only two of the many characters in the play—Antigone and her sister, Ismene. • The action in this part of the play takes place after the death of Oedipus, father of Antigone and Ismene. Oedipus is the famous Greek king who killed his father and married his mother. • The ancient Greeks followed strict rituals for burials. They believed that the souls of the unburied could be forced to wander the earth forever. For this reason, people thought that leaving the dead unburied would anger the gods and bring shame on family members.

Setting a Purpose for Reading Read to find out what the sisters decide to do about their brother and what values are most important to them. 108

The Glencoe Reader

Reading Focus: Summarize Think It Over: Draw Conclusions Literary Element: Protagonist/Antagonist Reading Coach: Reading Long Sentences

from

from Sophocles Translated by Dudley Fitts and Robert Fitzgerald

CHARACTERS ANTIGONE: daughter of Oedipus ISMENE: daughter of Oedipus EURYDICE: wife of Creon CREON: King of Thebes, uncle of Antigone and Ismene HAIMON: son of Creon TEIRESIAS: a blind prophet A SENTRY A MESSENGER

elders of Thebes CHORAGOS: leader of the Chorus CHORUS:

Before the palace1 of CREON, King of Thebes. A central double door, and two lateral 2 doors. A platform extends the length of the façade,3 and from this platform three steps lead down into the “orchestra,” or chorus-ground. TIME: Dawn of the day after the repulse of the Argive army from the assault on Thebes. A SCENE:

1. In an ancient Greek theater, the palace would really be just a small rectangular building where the actors could change costumes and store props. 2. Lateral doors are side doors. 3. Here, the façade (fə sad
) is the front of the small building standing in for the palace.

Vocabulary repulse (ri puls
) n. an act of beating back or driving away, as with force

Summarize Summarizing is retelling main ideas in your own words. Ask yourself who, what, where, why, and when questions to summarize main ideas. Look at the boxed stage directions. They tell you where and when Mark th e text the play begins. Circle the two words that point you to the where and when of this prologue. Then complete the lines below. A Where the play begins: Model: The play begins in Thebes, in front of the king’s palace. When the play begins:

Using Word Parts Use familiar word parts to help you figure out the meaning of an underlined vocabulary word. For example, you may know that one meaning of the prefix re- is “back,” as in rebound. You may also know that pulse means “beat,” as in heartbeat. You can guess, then, that a repulse is “an act of beating back.”

The Glencoe Reader

109

from

Prologue

Summarize Stopping from time to time to summarize will help you check your understanding of this play. In lines 7–10, Ismene mentions key events that happen before the play begins.

[ANTIGONE and ISMENE enter from the central door of the Palace.]

Mark th e text

Underline these events. Then read the side note on the opposite page that explains the events. In your own words, write what has happened on the lines below. B

Ismene,° dear sister, You would think that we had already suffered enough For the curse on Oedipus:° I cannot imagine any grief That you and I have not gone through. And now— Have they told you of the new decree of our King Creon?

ANTIGONE.°

5

I have heard nothing: I know That two sisters lost two brothers, a double death In a single hour; and I know that the Argive army° Fled in the night; but beyond this, nothing. B

ISMENE.

10

I thought so. And that is why I wanted you To come out here with me. There is something we must do.

ANTIGONE.

ISMENE.

Why do you speak so strangely?

Listen, Ismene: Creon buried our brother Eteocles With military honors, gave him a soldier’s funeral, And it was right that he should; but Polyneices, Who fought as bravely and died as miserably,— They say that Creon has sworn No one shall bury him, no one mourn for him, But his body must lie in the fields, a sweet treasure For carrion birds° to find as they search for food. C That is what they say, and our good Creon is coming here To announce it publicly; and the penalty— Stoning to death in the public square! There it is, And now you can prove what you are: A true sister, or a traitor to your family.

ANTIGONE. 15

Mark th e text

Choose your own words As you read, circle words you find interesting or that you don’t understand. You’ll come back to these words later.

Keep This in Mind Use these symbols to record your reactions as you read.

? I have a question about something here.

! This really caught my attention. ★ This information is important.

20

25

ISMENE.

Antigone, you are mad! What could I possibly do?

ANTIGONE. 30 ISMENE.

You must decide whether you will help me or not.

I do not understand you. Help you in what?

ANTIGONE.

Ismene, I am going to bury him. Will you come?

Vocabulary decree (di kr¯e
) n. an order or decision made by a judge, king, or other official 110

The Glencoe Reader

D

from

1 Antigone: (an ti
ə n¯e). Ismene: (is m¯e
n¯e). 3 Oedipus: (ed
ə pəs).

8–9 two sisters . . . Argive army: After the death of Oedipus, King of Thebes (th¯ebz), his sons, Eteocles (¯e t¯e
ə kl¯ez´) and Polyneices (pa´ lə n¯
s¯ez), struggled to gain the throne. Argos, a rival city-state, sent its army in support of Polyneices. Before the Argive (ar
j¯v) army was driven back, Eteocles and Polyneices killed each other in battle. Creon (kr¯e
on), their uncle and Oedipus’s brother-in-law, became king.

Reading Long Sentences This play has a number of long sentences that may be difficult to follow. To understand these sentences, reread the text in smaller chunks, separating sections between punctuation marks. Then think about the meaning one section at a time. Read the following model. C Model: The first section of the sentence, ending at the semicolon, tells me that Creon gave Eteocles a well-deserved soldier’s funeral with military honors. The second section, ending at the dash, tells me that Polyneices also fought bravely in the battle and died. Divide the rest of the sentence into two sections. Think about what each section means. Then summarize the sections on the lines below.

22 carrion birds: birds (such as vultures) that eat dead or decaying flesh (carrion).

iterary

lement

Protagonist/Antagonist Antigone is the protagonist, or main character, of this play. Her actions set the play in motion. Reread line 31. What action is Antigone planning? D

The Glencoe Reader

111

from

iterary

ISMENE.

lement

Protagonist/Antagonist Any character or force that stands in the way of the protagonist is called an antagonist. This means that an antagonist can be someone or something. E

ANTIGONE. ISMENE.

E

Creon is not strong enough to stand in my way.

Ah sister! Oedipus died, everyone hating him For what his own search brought to light, his eyes Ripped out by his own hand; and Jocasta died, His mother and wife at once: she twisted the cords That strangled her life;° and our two brothers died, Each killed by the other’s sword. F And we are left: But oh, Antigone, Think how much more terrible than these Our own death would be if we should go against Creon And do what he has forbidden! We are only women, We cannot fight with men, Antigone! The law is strong, we must give in to the law In this thing, and in worse. I beg the Dead To forgive me, but I am helpless: I must yield To those in authority. And I think it is dangerous business To be always meddling. G

ISMENE.

40

45

Reading Long Sentences Reread the long sentence from lines 37–42. To make sense of this sentence, first read the side note on page 113. Then paraphrase the sentence one section at a time, using the same technique you used on page 111. Write your paraphrase here. F

He is my brother. And he is your brother, too.

But think of the danger! Think what Creon will do!

35 ANTIGONE.

Mark th e text

Circle the words in lines 32–34 that identify two antagonists of Antigone. Do you think that Ismene is an antagonist? Explain why.

Bury him! You have just said the new law forbids it.

50

If that is what you think, I should not want you, even if you asked to come. You have made your choice, you can be what you want to be. But I will bury him; and if I must die, I say that this crime is holy: I shall lie down With him in death, and I shall be as dear To him as he to me. It is the dead, Not the living, who make the longest demands: We die for ever . . .° You may do as you like, Since apparently the laws of the gods mean nothing to you. H

ANTIGONE.

55

60

They mean a great deal to me; but I have no strength To break laws that were made for the public good.

ISMENE.

Vocabulary meddle (med
əl) v. to concern oneself with other people’s business 112

The Glencoe Reader

from

Summarize The boxed passage is part of Ismene’s argument for not burying Polyneices. G Mark th e text

Underline Ismene’s main points in this part of her argument. Then write a brief summary of her points here.

37–41 Oedipus died . . . her life: Oedipus had killed Laïos (l¯
əs), the king of Thebes at the time, and married the queen, Jocasta (j¯o kas
tə). Together, they had four children—Antigone, Ismene, and two sons. When it was revealed that Oedipus had, without realizing it, killed his own father and married his own mother, he blinded himself, was banished from Thebes, and died, and Jocasta hanged herself.

Draw Conclusions Now that you’ve gotten to know Antigone through the things she’s said, you can draw conclusions—or make some general statements—about her character. Reread lines 52–62 and combine what you learn in these lines with what you already know about Antigone. Then check the conclusions below that you can draw about her. H

❏ She respects Ismene’s opinion.

❏ She wants to do the respectful thing for her brother.

❏ The law of the gods is more 60 We die for ever: When we die, we are dead for all eternity.

important to her than Creon’s law.

❏ Obeying Creon’s law is more important to her than honoring her brother.

The Glencoe Reader

113

from

That must be your excuse, I suppose. But as for me, I will bury the brother I love.

ANTIGONE. 65

Step 1 Think about what you’ve read. Look back over the prologue and your notes to be sure you understand this excerpt from the play. Then tell what Antigone plans to do and why.

Antigone,

ISMENE.

I am so afraid for you! You need not be: You have yourself to consider, after all.

ANTIGONE.

But no one must hear of this, you must tell no one! I will keep it a secret, I promise!

ISMENE.

Oh tell it! Tell everyone! Think how they’ll hate you when it all comes out If they learn that you knew about it all the time!

ANTIGONE. 70

ISMENE.

So fiery! You should be cold with fear.

ANTIGONE. ISMENE.

Perhaps. But I am only doing what I must.

But can you do it? I say that you cannot.

Very well: when my strength gives out, I shall do no more.

75 ANTIGONE.

Step 2 Now think about your own discussion about values from earlier in this lesson. Who do you think is right—Antigone or Ismene? Write your answer here.

ISMENE.

Impossible things should not be tried at all.

Go away, Ismene: I shall be hating you soon, and the dead will too, For your words are hateful. Leave me my foolish plan: I am not afraid of the danger; if it means death, It will not be the worst of deaths—death without honor.

ANTIGONE.

80

Go then, if you feel that you must. You are unwise, But a loyal friend indeed to those who love you.

ISMENE.

[Exit into the Palace. ANTIGONE goes off, L.]

Choose three words, either from the underlined vocabulary in the prologue or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete an activity listed there.

114

The Glencoe Reader

from

Reading Long Sentences ticed making long Break It Up As you read, you prac did this by breaking sentences simpler and clearer. You part in your own them up into parts and restating each s line 79–81, the last words. Use this strategy to rewrite gone speaks. sentence in this prologue that Anti

Summarize

over the prologue and 1. In Brief With a partner, go back ing Polyneices. List bury summarize Antigone’s reasons for those reasons on the lines below.

Draw Conclusions 1. What Can You Say? As you read , you drew some conclusions about Antigone. With you r group, review the prologue and discuss what conclus ions you can draw about her sister, Ismene. Be sure you’re able to support your conclusions with information from the play. Write several of your conclusions on the lines below.

2. Sis, I Love You, But . . . Imagine that you are Ismene and you have just come from the heated discussion with your sister, Antigone. You’ve promised not to tell anyone of Antigone’s plan, but you’re too ups et, and so you confide in a friend. In your emotional state , what conclusions might you draw about Antigone as you spe ak to your friend? In your group, decide what Ismene wou ld say. Speaking as Ismene, but using your own informa l language, write your conclusions on the lines below.

e with a partner. 2. Keep It Short Discuss the prologu - or three-sentence Then, work together to write a two brief, but be sure to summary of this part of the play. Be . Use the lines tell who, what, when, where, and why below.

The Glencoe Reader

115

continued

iterary

lement

Protagonist/Antagonist The conflict between opposite forces is what makes a drama or any good story exciting and suspenseful. One force, the protagonist, is the central character in a story. The protagonist is often the character you understand the best or would most like to be. Any character or force that acts against the protagonist is called the antagonist. In the prologue from Antigone, the protagonist, Antigone, wants to bury her brother Polyneices. A number of forces oppose this plan. Answer the questions in the boxes below, explaining how each antagonist stands in Antigone’s way.

1. How does Creon act as an antagonist to Antigone?

2. How does Ismene act as an antagonist to Antigone?

3. How does the law act as an antagonist to Antigone?

116

The Glencoe Reader

from

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

What does Antigone mean by these words, her last line in the prologue? It will not be the worst of deaths—death without honor. A. Creon’s death was the worst of deaths. B. The death of Polyneices was honorable. C. Her own death will be the worst of deaths. D. Her own death will not be the worst, because it will be honorable. Which of the following statements is Ismene LEAST likely to agree with? A. It would be right to bury Polyneices if the law of Thebes allowed it. B. Antigone should keep quiet about her plans to bury Polyneices. C. Antigone does not respect her family. D. Creon’s law is for the public good.

How does Antigone’s plan to bury Polyneices show courage? Support your answer with details and information from the prologue.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the list that belongs in the blank in each sentence. repulse n. an act of beating back or driving away, as with force decree n. an order or decision made by a judge, king, or other official

1. People may think you are nosey if you

in their affairs.

2. The queen expects everyone to obey her royal 3. The citizens celebrated after the

.

of the invading army.

meddle v. to concern oneself with other people’s business

The Glencoe Reader

117

DRAMA

Persuasion Checklist Imagine that this is an election year and that people are debating the effectiveness of the current president of the United States. What kinds of arguments do you find most persuasive? Put a check beside those that attract your attention.

❏ appeals to my emotions ❏ appeals to my patriotism ❏ appeals to my intellect, or reason In this scene from a play, you’ll hear Marcus Brutus and Mark Antony speak persuasively to a crowd following the assassination, or murder, of the great Roman leader Julius Caesar.

Building Background William Shakespeare’s play The Tragedy of Julius Caesar is set in ancient Rome between 44 and 42 B.C. • Julius Caesar was a great Roman general and politician who became dictator of Rome in 48 B.C. He was popular with the people for his military victories and for his reforms of Roman government and society. However, Caesar’s power frightened many people, including several important senators. A group of conspirators, or enemies of Caesar, secretly plotted to kill Caesar. They stabbed him to death in 44 B.C. • Shakespeare wrote this play around 1599. Some words in the play are no longer used, and some words are used but their meanings have changed. Don’t worry. The side notes and the activities in the margin can help you understand the main ideas.

Setting a Purpose for Reading Read to find out how Antony and Brutus try to persuade people to believe their different viewpoints about Julius Caesar and his sudden death. Graphic Organizer Organizer Graphic

Use this Foldable to note examples of persuasion in Brutus’s and Antony’s speeches.

Vocabulary Preview Read the definitions of these words from The Tragedy of Julius Caesar. Use the pronunciation guides to help you say each word aloud. ambitious (am bish
əs) adj. having a strong desire for rank, fame, or power; p. 119 conspiracy (kən spir
ə s¯e) n. a secret agreement to commit an illegal act; a plot; p. 119 valiant (val
yənt) adj. brave; bold; courageous; p. 122 tyrant (t¯
rənt) n. an absolute ruler, especially one who takes power illegally or rules in a cruel or unfair manner; p. 124 compel (kəm pel
) v. to drive or force to action; p. 130 ingratitude (in rat
ə t¯¯¯ ood´) n. a lack of appreciation; ungratefulness; p. 130

As you read, circle words that you find interesting or that you don’t understand. Later, you may add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Clarify

1. Place a sheet of paper in front of you with the short side up. Fold the paper in half from side to side. Then fold down the top inch or so as shown.

Think It Over: Infer

2. Unfold the paper and draw lines along the fold lines. This will be your two-column chart.

Reading Coach: Reading Side Notes

3. Label the left column Brutus and the right column Antony. As you read, record how each man tries to convince his audience that Caesar’s death was either right or wrong. 118

The Glencoe Reader

Literary Element: Blank Verse

from

from The Tragedy of

William Shakespeare

CHARACTERS A JULIUS CAESAR: ambitious military leader and politician; the most powerful man in Rome MARK ANTONY: friend of Caesar, senator, and eloquent orator; member of the triumvirate, the three-man governing body that ruled Rome after Caesar’s death MARCUS BRUTUS: friend of Caesar, appointed by him to high office in the Roman government; a believer in the republic and member of the conspiracy against Caesar CAIUS CASSIUS: brother-in-law of Brutus and member of the conspiracy against Caesar OCTAVIUS CAESAR: Caesar’s great-nephew and official heir; member of the triumvirate M. AEMILIUS LEPIDUS: military leader and member of the triumvirate PLEBEIANS: commoners, the everyday people who live in Rome

Preview The cast list on this page is a list of the characters that take part in the scene you are about to read. Below, write a question that comes to mind after reading this list. A

Using Prior Knowledge An underlined vocabulary word may seem familiar, but you may not be exactly sure of its meaning. If that’s the case, reread the sentence the word is in, replacing the vocabulary word with your best guess. Does the sentence make sense? Check to see if you have it right by reading the definition at the bottom of the page.

SERVANT TO OCTAVIUS

Mark th e text

Vocabulary ambitious (am bish
əs) adj. having a strong desire for rank, fame, or power conspiracy (kən spir
ə s¯e) n. a secret agreement to commit an illegal act; a plot

Choose your own words As you read this scene, circle words that you find interesting or that you don’t understand. You’ll come back to these words later.

The Glencoe Reader

119

from Test FCAT

The scene you are about to read takes place in a great public space in the center of Rome, where a restless crowd of plebeians, or commoners, has gathered for Caesar’s funeral. In the scene before this one, Brutus, Cassius, and several other conspirators assassinate Caesar, stabbing him to death. Caesar’s friend Mark Antony approaches the conspirators after the murder and asks their permission to present Caesar’s body to the public and to speak at the funeral. Cassius objects, but Brutus gives Antony permission with two conditions. Brutus must speak first, and Antony must not blame the conspirators. Antony agrees. B

Clarify This paragraph of italic text is not part of the play. However, it is very important! This paragraph sets the stage by telling you what happened in the scene right before the one you’re about to read. B Make sure you understand this text before you read act 3, scene 2. To clarify, start by rereading. Look up any words you don’t know or ask questions about anything you don’t understand. Clarify this paragraph by answering who, when, where, and what questions about its content. Model: Who? The main characters are Brutus, Cassius, and Mark Antony. When? right after Caesar’s murder, but before the funeral. Where? in a public square in Rome. What? Antony asks the conspirators for permission to speak at Caesar’s funeral. Brutus says OK, but only if he can speak first and only if Antony promises not to blame the conspirators for Caesar’s death.

ACT 3, SCENE 2. The Roman Forum, the city’s great public square. A few days later. [Enter BRUTUS and CASSIUS with the PLEBEIANS.] PLEBEIANS. We

will be satisfied!° Let us be satisfied!

C

BRUTUS. Then

5

follow me, and give me audience, friends. Cassius, go you into the other street, And part the numbers.° Those that will hear me speak, let ’em stay here; Those that will follow Cassius, go with him; And public reasons shall be rendered° Of Caesar’s death.

FIRST PLEBEIAN.

I will hear Brutus speak.

SECOND PLEBEIAN. I 10

will hear Cassius, and compare their reasons, When severally° we hear them rendered.

[Exit CASSIUS with some of the PLEBEIANS. BRUTUS goes into the pulpit.] THIRD PLEBEIAN. The BRUTUS. Be

Keep This in Mind Use the following symbols to record your reactions as you read.

15

? I have a question about something here.

! This really caught my attention. ★ This information is important.

120

The Glencoe Reader

20

noble Brutus is ascended; silence!

patient till the last.° Romans, countrymen, and lovers,° hear me for my cause, and be silent, that you may hear. Believe me for mine honor, and have respect to mine honor,° that you may believe. Censure° me in your wisdom, and awake your senses,° that you may the better judge. If there be any in this assembly, any dear friend of Caesar’s, to him I say, that Brutus’ love to Caesar was no less than his. If then that friend demand why Brutus rose against Caesar, this is my answer; Not that I lov’d Caesar less, but that I lov’d Rome more. Had you rather Caesar were living, and die all slaves, than that Caesar were dead, to live all free men? D As Caesar

from

FCAT Test

Reading Side Notes Notice that a tiny circle sometimes appears at the end of a word or a line of dialogue. The circle tells you there’s a side note on the right-hand page that explains a word’s meaning or translates a phrase into modern English. The boldface number before the side note matches the number of the line in which the word or phrase appears. C 1 We . . . satisfied: The common people (plebeians) demand a full explanation of the assassination.

4 part the numbers: divide the crowd.

Read the first side note on this page. Notice the ellipsis points (. . .), which show that words have been left out. On the Mark th e text left-hand page, underline the sentence that this side note explains. Below, write the words that are replaced by the ellipses points.

7 rendered: presented.

10 severally: separately.

12 last: end of the speech. 13 lovers: dear friends.

15 have respect . . . honor: remember that I am honorable.

Infer When you infer, you use reason and experience— along with clues in the text—to guess at what the author does not say directly. Reread the boxed text. What is Brutus trying to convince his audience to believe about himself and about Caesar? D

16 Censure: judge. 17 senses: reason.

The Glencoe Reader

121

from Test FCAT

25

Draw Conclusions When you combine details to make a general statement about something, you draw a conclusion. Underline the Mark th e text reason that Brutus gives for killing Caesar. Why do you think Brutus appeals to the people’s love for their country as he explains why he killed Caesar? Write your conclusion below. E

30

lov’d me, I weep for him; as he was fortunate, I rejoice at it; as he was valiant , I honor him; but, as he was ambitious, I slew him.° There is tears for his love; joy for his fortune; honor for his valor; and death for his ambition. Who is here so base that would be a bondman?° If any, speak, for him have I offended. Who is here so rude,° that would not be a Roman? If any, speak, for him have I offended. Who is here so vile that will not love his country? If any, speak, for him have I offended. I pause for a reply. E ALL. None,

Brutus, none.

Then none have I offended. I have done no more to Caesar than you shall do to Brutus. The question of his death is enroll’d in the Capitol;° his glory not extenuated,° wherein he was worthy; nor his offenses enforc’d,° for which he suffer’d death. F

BRUTUS. 35

[Enter MARK ANTONY (and others) with CAESAR’s body.] 40

Here comes his body, mourn’d by Mark Antony, who, though he had no hand in his death, shall receive the benefit of his dying, a place in the commonwealth,° as which of you shall not? With this I depart, that, as I slew my best lover for the good of Rome, I have the same dagger for myself, when it shall please my country to need my death. G

45 ALL.

Live, Brutus, live, live!

FIRST PLEBEIAN.

Reading Side Notes What do lines 35–38 mean? The side notes can help you understand these lines. Below, explain the lines in your own words. F

Bring him with triumph home unto his house.

SECOND PLEBEIAN. Give THIRD PLEBEIAN. Let

him a statue with his ancestors.

him be Caesar. Caesar’s better parts°

FOURTH PLEBEIAN.

Shall be crown’d in Brutus. We’ll bring him to his house

FIRST PLEBEIAN. 50

With shouts and clamors.

My countrymen—

BRUTUS. SECOND PLEBEIAN. Peace, FIRST PLEBEIAN. Peace, BRUTUS. Good

H

silence! Brutus speaks.

ho!

countrymen, let me depart alone,

Vocabulary valiant (val
yənt) adj. brave; bold; courageous 122

The Glencoe Reader

from

26 slew: killed.

28 bondman: slave. 29 rude: uncivilized.

FCAT Test

Clarify Stop from time to time to make sure you understand the action of the play. Mark Antony has just entered the stage with others. He is carrying Caesar’s body. What does Brutus want the people to know about Antony? G

35–36 The question . . . Capitol: The reasons for his death are recorded in the public archives of the Capitol. 37 extenuated: diminished; decreased. 38 enforc’d: exaggerated.

What do you think Brutus means when he says “I have the same dagger for myself, when it shall please my country to need my death”?

41 a place in the commonwealth: citizenship in a free republic.

48 parts: qualities.

Synthesize In line 45, the people speak together, as if they have one voice. Then in lines 46–50, four individuals speak out, but they all send similar messages. Below, describe the plebeians’ reaction to Brutus’s speech. H

The Glencoe Reader

123

from Test FCAT

Foldables Don’t forget about your Foldable! Remember to jot down examples from Brutus’s and Antony’s speeches that show how each man tries to convince the audience that Caesar’s death was either right or wrong.

Graphic Organizer Organizer Graphic

55

And, for my sake, stay here with Antony. Do grace to Caesar’s corpse, and grace his speech Tending to Caesar’s glories,° which Mark Antony (By our permission) is allow’d to make. I do entreat you, not a man depart, Save I alone, till Antony have spoke. [BRUTUS exits.]

60 FIRST PLEBEIAN.

Stay, ho, and let us hear Mark Antony.

THIRD PLEBEIAN. Let

him go up into the public chair;° We’ll hear him. Noble Antony, go up.

Visualize When you read a play, it’s important to picture in your mind how the scene might look. Think about who is onstage and where the characters are standing in relation to one another.

ANTONY. For

Brutus’ sake, I am beholding° to you.

[Goes into the pulpit.] FOURTH PLEBEIAN. What

does he say of Brutus? He says, for Brutus’ sake,

THIRD PLEBEIAN.

In the frame below, quickly sketch the scene. Use stick figures to represent the characters, and label the figures with the characters’ names. If you prefer, use the space inside the frame to write a description of what you see in your mind’s eye. I

65

He finds himself beholding to us all. FOURTH PLEBEIAN. ’Twere FIRST PLEBEIAN. This

best he speak no harm of Brutus here!

Caesar was a tyrant. Nay, that’s certain.

THIRD PLEBEIAN.

We are blest that Rome is rid of him. SECOND PLEBEIAN. Peace, 70 ANTONY.

You gentle Romans—

[The noise continues.] ALL.

Your Sketch

let us hear what Antony can say.

I

Peace, ho, let us hear him.

ANTONY. Friends,

75

80

Romans, countrymen, lend me your ears! I come to bury Caesar, not to praise him. The evil that men do lives after them, The good is oft interred° with their bones; So let it be with Caesar. J The noble Brutus Hath told you Caesar was ambitious; If it were so, it was a grievous fault, And grievously hath Caesar answer’d° it. Here, under leave° of Brutus and the rest (For Brutus is an honorable man, So are they all, all honorable men),

Vocabulary tyrant (t¯
rənt) n. an absolute ruler, especially one who takes power illegally or rules in a cruel or unfair manner 124

The Glencoe Reader

from

55–56 Do grace . . . glories: Pay respect to Caesar’s body and listen respectfully to Antony’s speech about Caesar’s glories.

FCAT Test

Clarify Caesar’s friend Mark Antony may be thinking that Brutus is a tough act to follow! The plebeians, who sing Brutus’s praises, are clearly on his side. Reread the boxed lines, which are the beginning of Antony’s speech. Make sure you understand what Antony is saying.

61 public chair: elevated platform or pulpit.

63 beholding: grateful; thankful.

Mark th e text

Underline the two main points he makes in these lines. Below, tell why you think the plebeians might want to continue listening after hearing this opening. J

s Your Note 74 interred: buried.

78 answer’d: paid the penalty for. 79 leave: permission.

The Glencoe Reader

125

from

Reading Side Notes Don’t forget to read the side notes. They will help you understand Shakespeare’s language. Carefully read the side notes for line 87. Below, write whether the people would consider Caesar’s filling the “general coffers” to be an example of a good deed or an act of personal ambition. K

85

90

95

100

Infer Underline or highlight the lines that Antony repeats three times in this part of his speech. What inference can you make about why Antony would repeat these lines? Write your ideas below. L

Mark th e text

105

Come I to speak in Caesar’s funeral. He was my friend, faithful and just to me; But Brutus says he was ambitious, And Brutus is an honorable man. He hath brought many captives home to Rome, Whose ransoms° did the general coffers° fill; Did this in Caesar seem ambitious? K When that the poor have cried, Caesar hath wept; Ambition should be made of sterner stuff: Yet Brutus says he was ambitious; And Brutus is an honorable man. You all did see that on the Lupercal° I thrice presented him a kingly crown, Which he did thrice refuse. Was this ambition? Yet Brutus says he was ambitious; And sure he is an honorable man. I speak not to disprove what Brutus spoke, But here I am to speak what I do know. L You all did love him once, not without cause; What cause withholds you then to mourn for him? O judgment, thou art fled to brutish beasts, And men have lost their reason. Bear with me, My heart is in the coffin there with Caesar, And I must pause till it come back to me. M FIRST PLEBEIAN. Methinks

there is much reason in his sayings.

SECOND PLEBEIAN. If

thou consider rightly of the matter, Caesar has had great wrong.

Has he, masters? I fear there will a worse come in his place.

THIRD PLEBEIAN.

110 FOURTH PLEBEIAN.

Mark’d ye° his words? He would not take the

crown, Therefore, ’tis certain he was not ambitious. FIRST PLEBEIAN. If

it be found so, some will dear abide it.°

SECOND PLEBEIAN. Poor

soul, his eyes are red as fire with weeping.

THIRD PLEBEIAN. There’s 115 FOURTH PLEBEIAN.

126

The Glencoe Reader

not a nobler man in Rome than Antony.

Now mark him, he begins again to speak.

from

87 ransoms: payment for the release of someone who has been captured and imprisoned, in this case, during a military battle; general coffers: public treasury.

Connect Reread the highlighted lines. Antony is so moved with emotion that he must take a break from his speech. If you were one of the plebeians, how would you react to seeing Antony overcome with emotion? M

93 Lupercal: a religious festival celebrated about a month earlier.

Step 1 If you have questions about the scene, use one of these strategies to help you answer your questions. • Read aloud. • Review who is speaking and to whom. • Review the side notes. • Ask a classmate or a teacher, parent, or other adult for help. Step 2 So far Brutus and Antony have spoken at Caesar’s funeral. Briefly summarize each man’s message. Brutus said that

110 Mark’d ye: Did you listen to?

. 112 dear abide it: pay dearly for it.

Antony said that

.

The Glencoe Reader

127

from

iterary

ANTONY. But

lement

Blank Verse Shakespeare wrote much of this play in blank verse, which is a form of unrhymed poetry that has five beats per line. In each line of blank verse, you will hear five pairs of syllables. The stress, or emphasis, falls on the second syllable of every pair. Count out the syllables in line 116, 117, and 118. Below, write the number of syllables in each line. Then practice reading the lines aloud. Emphasize the second syllable of each pair. N

120

125

130

135

Analyze Irony is a contrast between appearance and reality. In verbal irony, a person says one thing and means another. Take another look at what Antony says in lines 119–125. Why might these lines be an example of verbal irony? Explain below. O

yesterday the word of Caesar might Have stood against the world; now lies he there, And none so poor to do him reverence.° N O masters! if I were dispos’d to stir Your hearts and minds to mutiny° and rage, I should do Brutus wrong and Cassius wrong, Who (you all know) are honorable men. O I will not do them wrong; I rather choose To wrong the dead, to wrong myself and you, Than I will wrong such honorable men. But here’s a parchment with the seal of Caesar; I found it in his closet, ’tis his will. Let but the commons° hear this testament— Which, pardon me, I do not mean to read— And they would go and kiss dead Caesar’s wounds, And dip their napkins° in his sacred blood; Yea, beg a hair of him for memory, And dying, mention it within their wills, Bequeathing it as a rich legacy Unto their issue.°

FOURTH PLEBEIAN. We’ll ALL. The

hear the will; read it, Mark Antony.

will, the will! we will hear Caesar’s will!

ANTONY. Have 140

patience, gentle friends, I must not read it. It is not meet° you know how Caesar lov’d you: You are not wood, you are not stones, but men; And being men, hearing the will of Caesar, It will inflame you, it will make you mad. ’Tis good you know not that you are his heirs, For if you should, O, what would come of it? Read the will, we’ll hear it, Antony. You shall read us the will, Caesar’s will.

145 FOURTH PLEBEIAN.

ANTONY. Will

150

you be patient? Will you stay awhile? I have o’ershot myself° to tell you of it. I fear I wrong the honorable men Whose daggers have stabb’d Caesar; I do fear it.

FOURTH PLEBEIAN. They ALL. The

128

The Glencoe Reader

Q

were traitors; honorable men!

will! the testament!

P

from

118 none . . . reverence: No one is humble enough to honor him.

120 mutiny: riot, revolt.

Connect Has anyone ever said that they were not going to tell you something? What effect did that have on you? Check the best box below. P

❏ It made me more curious about the information.

❏ It made me less curious about the information.

128 commons: common people.

131 napkins: handkerchiefs. (Antony refers to the custom of dipping cloths in the blood of martyrs.)

135 issue: children.

Clarify In the two boxed passages, underline what Antony says are his main concerns about reading the will. Mark th e text Is he really concerned about these things? Explain why or why not. Q

139 meet: proper.

148 o’ershot myself: gone further than I intended.

The Glencoe Reader

129

from

SECOND PLEBEIAN. They

were villains, murderers. The will, read

the will! ANTONY. You 155

Review Turn back to page 122 and review the way the plebeians reacted to Brutus as he finished his speech. Mark th e text Underline the things that the plebeians are now saying that show they’ve had a change of heart about Brutus and the other conspirators. Below, tell what the crowd seems to think about Mark Antony now. R

will compel me then to read the will? Then make a ring about the corpse of Caesar, And let me show you him that made the will. Shall I descend? And will you give me leave?

ALL. Come

down.

SECOND PLEBEIAN. Descend. 160 THIRD PLEBEIAN.

You shall have leave.

[ANTONY comes down from the pulpit.] FOURTH PLEBEIAN. A

ring, stand round.

FIRST PLEBEIAN. Stand

from the hearse, stand from the body.

SECOND PLEBEIAN. Room ANTONY. Nay, 165 ALL.

for Antony, most noble Antony.

press not so upon me; stand far° off.

Stand back; room, bear back.

ANTONY. If

170

175

180

you have tears, prepare to shed them now. You all do know this mantle.° I remember The first time ever Caesar put it on; ’Twas on a summer’s evening, in his tent, That day he overcame the Nervii.° Look, in this place ran Cassius’ dagger through; See what a rent° the envious Casca made; Through this the well-beloved Brutus stabb’d, S And as he pluck’d his cursed steel away, Mark how the blood of Caesar followed it, As rushing out of doors, to be resolv’d If Brutus so unkindly knock’d or no;° For Brutus, as you know, was Caesar’s angel.° Judge, O you gods, how dearly Caesar lov’d him! This was the most unkindest cut of all; T For when the noble Caesar saw him stab, Ingratitude, more strong than traitors’ arms, Quite vanquish’d° him. Then burst his mighty heart,

Vocabulary compel (kəm pel
) v. to drive or force to action ingratitude (in rat
ə t¯¯¯ ood´) n. a lack of appreciation; ungratefulness 130

The Glencoe Reader

R

from

Reading Side Notes Remember to use the side notes. They can help you understand the unfamiliar words in the play. On the lines below, briefly summarize what Antony is doing in lines 166–173. S

164 far: farther.

167 mantle: cloak, toga.

Infer What can you infer about Caesar’s thoughts toward Brutus? Check the best answer below. T

170 Nervii (nur
v¯e ¯´): a fierce Gallic tribe defeated by Caesar in 57 B.C.

❏ He thought Brutus was

172 rent: rip.

❏ He thought Brutus was his

unkind. friend.

❏ He thought Brutus was an angel. 176–177 As rushing . . . no: as if rushing outside to learn for certain whether or not Brutus so cruelly and unnaturally “knocked.” 178 angel: favorite.

s Your Note

183 vanquish’d: conquered; defeated.

The Glencoe Reader

131

from

Reading Side Notes Be sure to read the side note that explains the highlighted lines. Does it help you visualize the scene? What is your reaction to Antony’s lifting Caesar’s cloak and showing the people Caesar’s body? Jot your answer below. U

185

190

And, in his mantle muffling° up his face, Even at the base of Pompey’s statue (Which all the while ran blood) great Caesar fell. O, what a fall was there, my countrymen! Then I, and you, and all of us fell down, Whilst bloody treason flourish’d over us.° O now you weep, and I perceive you feel The dint° of pity. These are gracious drops. Kind souls, what weep you when you but behold Our Caesar’s vesture° wounded? Look you here, [Lifting CAESAR’s mantle.] Here is himself, marr’d as you see with traitors.° U

195 FIRST PLEBEIAN.

O piteous spectacle!

SECOND PLEBEIAN. O THIRD PLEBEIAN. O

woeful day!

FOURTH PLEBEIAN. O FIRST PLEBEIAN. O

Analyze Look at what the plebeians say in lines 195–200. Why do most of these lines end with exclamation marks? V

200 SECOND PLEBEIAN.

noble Caesar!

traitors, villains!

most bloody sight! We will be reveng’d.

ALL. Revenge!

About! Seek! Burn! Fire! Kill! Slay! Let not a traitor live! V

ANTONY. Stay,

countrymen.

FIRST PLEBEIAN. Peace 205 SECOND PLEBEIAN.

there, hear the noble Antony.

We’ll hear him, we’ll follow him, we’ll die

with him. Now look at lines 201–202. How do you know that the plebeians are unanimous in their response to seeing Caesar’s body?

ANTONY. Good

210

215

132

The Glencoe Reader

friends, sweet friends, let me not stir you up To such a sudden flood of mutiny. They that have done this deed are honorable. What private griefs° they have, alas, I know not, That made them do it. They are wise and honorable, And will, no doubt, with reasons answer you. W I come not, friends, to steal away your hearts. I am no orator, as Brutus is; But (as you know me all) a plain blunt man That love my friend, and that they know full well That gave me public leave to speak of him.

from

184 muffling: covering up; enveloping.

Main Idea In the boxed passage, underline or highlight the most important point that Antony stresses here. Keep in mind that Antony is repeating a point he has already made several times. Write that idea on the lines below. W

Mark th e text

189 Whilst . . . us: While the effects of betrayal (treason) spread all around us.

191 dint: force; blow.

193 vesture: garment; cloak. 192–194 Kind souls . . . traitors: In a dramatic gesture, Antony uncovers Caesar’s slain body after remarking how much the commoners weep when they look at Caesar’s bloodied clothing.

s Your Note 209 private griefs: personal grievances. Antony suggests that the conspirators killed Caesar not for the public reasons Brutus has declared but rather for personal, and therefore less worthy, motives.

The Glencoe Reader

133

from

Reading Side Notes The side note for lines 217–219 explains the use of several words in these lines. Read the side note carefully. If you were a plebeian listening to Antony’s speech and could speak to Antony right now, what would you say? Write your answer below. X

220

225

For I have neither wit, nor words, nor worth, Action, nor utterance, nor the power of speech To stir men’s blood;° I only speak right on. X I tell you that which you yourselves do know, Show you sweet Caesar’s wounds, poor, poor, dumb mouths, And bid them speak for me. But were I Brutus, And Brutus Antony, there were an Antony Would ruffle up° your spirits, and put a tongue In every wound of Caesar, that should move The stones of Rome to rise and mutiny. Y ALL. We’ll

mutiny. We’ll burn the house of Brutus.

FIRST PLEBEIAN.

THIRD PLEBEIAN. Away ANTONY. Yet 230 ALL.

then, come, seek the conspirators.

hear me, countrymen, yet hear me speak.

Peace, ho, hear Antony, most noble Antony!

ANTONY. Why,

Clarify You may find this boxed passage to be a bit confusing. It’s worth taking a moment to clarify what you don’t understand. Try rereading the passage slowly. Concentrate on the highlighted lines. What does Antony want Caesar’s wounds to say? Y

friends, you go to do you know not what. Wherein hath Caesar thus deserv’d your loves? Alas, you know not! I must tell you then; You have forgot the will I told you of.

235 ALL.

Most true. The will! Let’s stay and hear the will.

ANTONY. Here

is the will, and under Caesar’s seal: To every Roman citizen he gives, To every several° man, seventy-five drachmas.°

SECOND PLEBEIAN. 240 THIRD PLEBEIAN.

ANTONY. Hear ALL. Peace,

Most noble Caesar! we’ll revenge his death!

O royal° Caesar!

me with patience.

ho!

ANTONY. Moreover,

245

134

The Glencoe Reader

Z

he hath left you all his walks, His private arbors and new-planted orchards,° On this side Tiber; he hath left them you, And to your heirs forever—common pleasures,° To walk abroad and recreate yourselves. Here was a Caesar! when comes such another? AA

from

217–219 For I have . . . blood: Antony claims that he doesn’t have the cleverness (wit), fluency (words), high personal standing or reputation (worth), gestures (action), and manner of speaking (utterance) of a skilled pubic speaker.

224 ruffle up: anger; enrage.

238 several: individual. drachmas: silver coins.

240 royal: most generous.

Infer On pages 128 and 130, Antony mentioned Caesar’s will but refused to read it. He said that hearing the will would make the people very angry (line 142). But now that Antony has shown the people Caesar’s body, he seems ready to read the will. What can you infer, or guess, is the reason he waited to read the will? Z

Monitor Comprehension Antony has just told the plebeians what Caesar has left them in his will. Do you understand what their inheritance Mark th e text includes? Underline what the people have inherited. Below, tell whether you think Caesar had the public’s best interests in mind when he wrote the will. AA

244 orchards: gardens. 246 common pleasures: public recreation areas.

The Glencoe Reader

135

from

FIRST PLEBEIAN. Never, 250

Evaluate The people are extremely angry right now. They plan to honor Caesar by cremating, or burning, his body at the most holy Roman temple. Mark th e text Circle the action they plan to take next. What is your opinion of this action? Write your answer below. BB

never! Come, away, away! We’ll burn his body in the holy place,° And with the brands° fire the traitors’ houses. Take up the body.

SECOND PLEBEIAN. Go

fetch fire.

THIRD PLEBEIAN. Pluck 255 FOURTH PLEBEIAN.

down benches.

Pluck down forms,° windows,° anything.

[Exit PLEBEIANS with the body.] ANTONY. Now

let it work. Mischief, thou art afoot, Take thou what course thou wilt!

[Enter SERVANT.] How now, fellow? SERVANT. Sir,

Octavius is already come to Rome.

ANTONY. Where 260 SERVANT.

is he?

He and Lepidus° are at Caesar’s house.

ANTONY. And

thither will I straight to visit him;° He comes upon a wish.° Fortune is merry, And in this mood will give us anything.

Mark th e text

Choose three words, either from the underlined vocabulary in the scene or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete an activity listed there.

Your Note s

136

The Glencoe Reader

SERVANT. I 265

heard him say, Brutus and Cassius Are rid° like madmen through the gates of Rome.

ANTONY. Belike°

they had some notice of the people, How I had mov’d them. Bring me to Octavius.

[They exit.]

BB

from

250 the holy place: the site of the most sacred Roman temples. 251 brands: pieces of burning wood.

255 forms: benches. windows: shutters.

Step 1 Take a moment to think about this scene from Julius Caesar. Look back at the notes you wrote and the passages you marked. Also review your Foldable. Think about how Brutus and Antony tried to persuade the audience. Who do you think has been more persuasive? On the lines below, tell how you draw this conclusion.

260 Lepidus: one of Caesar’s generals. 261 thither will . . . him: I will go there immediately to visit him. 262 upon a wish: just as I had wished.

265 Are rid: have ridden. 266 Belike: probably.

Step 2 In his speech, Antony appeals to the people’s emotions, patriotism, and intellect. Which of these appeals do you find the most persuasive?

The Glencoe Reader

137

Reading Side Notes

lines) from the play that In Other Words Select a line (or ng one or two words. has a side note defining or translati s a complete (Do not choose a side note that give line or lines below in explanation of the text.) Rewrite the your own words.

Blank Verse Plainly Speaking The dialogue in Julius Caesar is a mixture of prose and blank verse. Pros e is literature that is written in sentence and paragraph form, while blank verse is unrhymed lines of poetry. In Sha kespeare’s plays, commoners often speak in prose, and members of the educated upper class often speak in blank verse. With your group, review Brutus’s and Antony’s speeches. Whose speech is written in prose, and who se speech is written in blank verse? Write your answer belo w. Tell why you think Shakespeare chose to have one spe ak in prose and the other in blank verse.

Clarify

ner, review and discuss 1. I Plead Not Guilty With a part 122. Below, list two Brutus’s speech on pages 120 and his murder of port sup to arguments Brutus provides Caesar.

Infer a Way With a 2. Where There’s a Will There’s important to read partner, discuss why Antony felt it was g to prove to the tryin Caesar’s will in public. What was he will to have? the t people, and what effect did he wan Write your answers below.

138

The Glencoe Reader

The People’s Choice With your grou p, discuss the plebeians’ reactions to Brutus’s and Antony’s speeches. On the lines below, summarize their reac tions. Then tell what you can infer about the crowd on the basis of their responses to the speeches.

from

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

After Brutus finishes speaking, he A. warns the people not to listen to Antony. B. asks the people to listen to Antony. C. declares that he is the new Caesar. D. immediately gets out of Rome. What is the last thing you hear about Brutus in this scene? A. He flees Rome. B. He takes his own life. C. He calls himself dishonorable. D. He asks for Antony’s forgiveness.

In his speech, does Antony keep his promise not to blame the conspirators for Caesar’s death? Use details from the play to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the list that belongs in the blank in each sentence. ambitious adj. having a strong desire for rank, fame, or power

1. Many people would have been thankful for such a gift, but the woman showed only .

conspiracy n. a secret agreement to commit an illegal act; a plot

2. Because the dictator made unfair laws and punished innocent people, his subjects called him a .

valiant adj. brave; bold; courageous

3. Helping the child to escape the burning house was a to do.

tyrant n. an absolute ruler, especially one who takes power illegally or rules in a cruel or unfair manner compel v. to drive or force to action ingratitude n. a lack of appreciation; ungratefulness

thing

4. My brother, who is not a serious student, doesn’t tackle his homework until my parents him to do so. 5. Wanting to be elected to public office by the age of thirty is an goal. 6. There had been a to kidnap the millionaire’s baby, but the suspects were arrested before the crime took place.

The Glencoe Reader

139

Reading You know that George Washington was a real person— he was the first president of the United States. But did he really cut down a cherry tree and tell his father “I cannot tell a lie. I did it with my little hatchet”? And did he really throw a coin across the Delaware River? Some legends have grown up around George Washington. A legend is a traditional story passed down by word of mouth that is believed to be based on historical events and an actual hero. Over the years, most legends

become exaggerated. Many legends have grown up about Abraham Lincoln, Teddy Roosevelt, and other U.S. presidents. Legendary figures from the days of knighthood include Robin Hood, Sir Launcelot, and William Tell. Legends from the old West include stories about Wild Bill Hickock, Crazy Horse, and Annie Oakley— to name a few. We even talk about sports legends and movie legends.

Mark th e text

Legends often focus on a hero. Write the name of someone you think of as a hero. Then explain what qualities make him or her heroic.

People read legends to enjoy interesting stories about well-known people. Even though it is hard to know which events in a legend are true and which are exaggerated, legends are full of action and excitement. Like other folktales, legends can give you a glimpse of the kinds of heroes that people admired long ago.

In this section of the Glencoe Reader, you will read a legend about Sir Launcelot, one of the knights of King Arthur’s round table.

Legends are organized like other stories. They are usually told in chronological order—that is, in the order that events happened. They have a plot, a setting, and characters. Often legends focus more on plot than on character development. They tend to care more about what happens than about why the characters act as they do.

140

The Glencoe Reader

D Legends that are written down are similar to short stories in many ways. Check out this legend to see some common story elements.

The setting is a particular place, even though now no one knows where Camelot was or if it ever existed.

Heroism is what makes a legend survive from generation to generation. Sometimes the hero has superhuman strength, character, or courage.

Point of view refers to who is telling the story. In a legend, an anonymous narrator usually tells the tale and refers to the hero as “he” or “she.” This is known as third-person point of view.

The plot is often a loosely connected series of events or heroic deeds.

When King Arthu r returned from Ro me he settled his court at Camelot, and there gathered about him his knigh ts of the Round Tab le, who diverted themselves with jousting and tournaments. Of all his kn ights one was suprem e, both in prowess at arms and in nobility of bearing, and this was Sir Lau ncelot, who was also the favorite of Queen Gwynevere, to wh om he had sworn oaths of fidelit y. One day Sir Launce lot, feeling weary of his life at the court, and of only playing at arms, decided to set forth in search of advent ure. He asked his nephew Sir Lyonel to accom pany him, and when bot h were suitably arm ed and mounted, they rod e off together throug h the forest. At noon they starte d across a plain, but the intensity of the sun made Sir Launcelot feel sleepy, so Sir Lyonel suggested that the y should rest beneath the sha de of an apple tree that grew by a hedge no t far from the road. They

Sir Thomas M alory retold by Kei th Baines

Characters do the action in the story. Often in legends, the characters are "flat," or not well developed.

Mark th e text

Try it out! Circle a passage that describes Sir Launcelot.

These reading strategies will be especially useful when you read legends. Preview: Before reading, look at the title, the illustrations, and the chapter titles or subheadings to get a sense of where the story is set, what the story is about, and what culture it comes from. Visualize: Legends are a lot like cartoons or adventure films. Recreate the action on the big screen in your mind!




dismounted, tether ed their horses, and settled down. “Not for seven yea rs have I felt so sle epy,” said Sir Launcelot , and with that fell fast asleep, while Sir Lyo nel watched over him. Soon three knights came galloping pas t, and Sir Lyonel noticed that they were being pursued by a fourth knight, who was one of the most powerful he had yet seen. The pursuing knight overtook each of the others in turn, and as he did so, knocked eac h off his horse with a thrust of his spear. When all three lay stunned he dismounted, bound the m securely to their horses with the reins, and led them away. Without waking Sir Launcelot, Sir Lyo nel mounted his horse and rode after the knight, and as soon as he had drawn close enough , shouted his challen ge. The knight tur ned about and they charged at each other, with the result that Sir Lyonel wa s likewise flung fro m his horse, bound, and led away a prisoner.

Connect: How do the characters or themes relate to your life? Summarize: Sometimes a legend takes unexpected twists. Stop every so often to recap what has happened. For more information on reading strategies, see pages 366–372 in the Reading Handbook.

Read the legends that follow. Be sure to • notice the literary elements in the legend • use reading strategies to help you get the most from your reading The Glencoe Reader

141

LEGEND

List Ideas What does it take for a person to become a leader? Are some people born to lead others and achieve great things, or do leaders have to overcome terrible hardships to become great? With a small group of classmates, brainstorm about someone you might consider a true leader—maybe a political figure, a sports figure, a humanitarian, or even a friend. Then list the qualities you think that person exemplifies. This legend takes you back to the Middle Ages—the time period roughly from A.D. 400 to 1450—when the legendary King Arthur was born and became the leader of all of Britain.

Building Background The title Le Morte d’Arthur, the work from which this excerpt is taken, means “the death of Arthur” in French. This story not only tells about the end of Arthur’s life but also about his adventures as head of the fellowship of the Knights of the Round Table. • Historians don’t know whether Arthur was real or not. Some people think that a real-life Arthur may have fought several important battles as early as A.D. 500. • The action of this story takes places mainly in what is now southern England and Wales. • Sir Thomas Malory wrote his work about Arthur and his legendary deeds in the late 1400s.

Setting a Purpose for Reading Read to learn the legend about how Arthur is born and becomes a king.

Vocabulary Preview Read the definitions of these words from Le Morte d’Arthur. Use the pronunciation guides to help you say each word aloud. If you’re still unsure about the meaning of the words, use context clues as you read to make the meaning clearer. accost (ə ko  st) v. to approach and speak to, especially in a pushy or unpleasant way; p. 144 abashed (ə basht) adj. self-conscious; embarrassed or ashamed; p. 146 inscribe (in skr¯b) v. to write, carve, or mark on a surface; p. 148 ignoble (i no ¯ bəl) adj. of low status or position; without honor or worth; p. 149 tumultuous (too mulchoo ¯¯¯ əs) adj. wildly excited or enthusiastic; p. 150

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Monitor Comprehension Think It Over: Draw Conclusions Literary Element: Dialogue Reading Coach: Understanding Formal Language

142

The Glencoe Reader

Understanding Formal Language If some words or sentences in this story seem stuffy or uppity, don’t worry. That’s the way people wrote in the author’s time. You can figure out what the formal language means by using these strategies. First reread the passage slowly. Determine the meanings of key words, using context or a dictionary. Then put the words in an order that makes sense. Reread the highlighted words on this page and look at the model below. A

Sir Thomas Malory retold by Keith Baines

ing Uther1 Pendragon,2 ruler of all Britain, had been at war for many years with the Duke of Tintagil in Cornwall when he was told of the beauty of Lady Igraine,3 the duke’s wife. Thereupon he called a truce and invited the duke and Igraine to his court, where he prepared a feast for them, and where, as soon as they arrived, he was formally reconciled to the duke through the good offices of his courtiers. A In the course of the feast, King Uther grew passionately desirous of Igraine and, when it was over, begged her to become his paramour.4 Igraine, however, being as naturally loyal as she was beautiful, refused him. “I suppose,” said Igraine to her husband, the duke, when this had happened, “that the king arranged this truce only because he wanted to make me his mistress. I suggest that we leave at once, without warning, and ride overnight to our castle.” The duke agreed with her, and they left the court secretly. B

K

1. Uther (oo ¯¯¯thər) 2. In ancient Britain, Pendragon, meaning "supreme leader," was a title attached after a ruler’s name. 3. Igraine (¯e r¯an) 4. A man’s lover or mistress is his paramour.

Model: I know the narrator is talking about the king and the duke. I looked up “formally” and “reconciled” in a dictionary. The words mean that the two men made up, at least in public. I’m not sure what “through the good offices of his courtiers” means. Maybe the guys in the king’s court helped him patch things up with the duke. That makes sense. 10

Monitor Comprehension Reading this legend can be a little tricky, so be sure you monitor your comprehension, or check whether you’ve understood what you’ve read. Stop to ask yourself, Am I getting this? Do I know what just happened? B Model: I’ll review to see if I understand what’s going on. King Uther wants the Duke of Tintagil’s wife, Igraine, for himself. The Duke and Igraine learn about this plan, so they leave the King’s fancy feast. The Glencoe Reader

143

Draw Conclusions When you use bits of information from your reading to make a general statement about a character or situation, you are drawing a conclusion. Underline Mark th e text information you learn about the king in this boxed paragraph. Write a general statement about him below. C

20

30

iterary

lement

Dialogue Conversation between characters in a literary work is called dialogue. Writers use dialogue to show what characters are like or to tell readers about important story events. Quotation marks (“ “) most often enclose the words a character speaks. Underline on Mark th e text this page the dialogue between King Uther and Sir Ulfius. Then below, write what you learned from their conversation. D

READ ALOUD

Read Aloud When you see an underlined vocabulary word, read aloud the sentence the word appears in. Then reread the sentence, substituting the definition at the bottom of the page for the underlined word.

144

The Glencoe Reader

40

The king was enraged by Igraine’s flight and summoned his privy council.5 They advised him to command the fugitives’ return under threat of renewing the war; but when this was done, the duke and Igraine defied his summons. He then warned them that they could expect to be dragged from their castle within six weeks. C The duke manned and provisioned6 his two strongest castles: Tintagil for Igraine, and Terrabyl, which was useful for its many sally ports, for himself. Soon King Uther arrived with a huge army and laid siege to Terrabyl; but despite the ferocity of the fighting, and the numerous casualties suffered by both sides, neither was able to gain a decisive victory. Did You Know? Still enraged, and now despairing, King Sally ports were the gates or in the castle walls Uther fell sick. His friend Sir Ulfius came openings through which the duke’s troops could make sudden to him and asked what the trouble was. attacks. “Igraine has broken my heart,” the king replied, “and unless I can win her, I shall never recover.” “Sire,” said Sir Ulfius, “surely Merlin the Prophet could find some means to help you? I will go in search of him.” D Sir Ulfius had not ridden far when he was accosted by a hideous beggar. “For whom are you searching?” asked the beggar; but Sir Ulfius ignored him. “Very well,” said the beggar, “I will tell you: You are searching for Merlin, and you need look no further, for I am he. Now go to King Uther and tell him that I will make Igraine his if he will reward me as I ask; and even that will be more to his benefit than to mine.” “I am sure,” said Sir Ulfius, “that the king will refuse you nothing reasonable.” “Then go, and I shall follow you,” said Merlin. 5. A privy council is the group of a ruler’s closest advisors. (Privy comes from the same Latin root as private.) 6. The duke supplied (provisioned) the castles with food and goods.

Vocabulary accost (ə kost) v. to approach and speak to, especially in a pushy or unpleasant way

Well pleased, Sir Ulfius galloped back to the king and delivered Merlin’s message, which he had hardly completed when Merlin himself appeared at the entrance to the pavilion. The king bade him welcome. “Sire,” said Merlin, “I know that you are in love with Igraine; will you swear, as an anointed7 king, to give into my care the child that she bears you, if I make her yours?” E The king swore on the gospel that he would do so, and Merlin continued: “Tonight you shall appear before Igraine at Tintagil in the likeness of her husband, the duke. Sir Ulfius and I will appear as two of the duke’s knights: Sir Brastius and Sir Jordanus. Do not question either Igraine or her men, but say that you are sick and retire to bed. I will fetch you early in the morning, and do not rise until I come; fortunately Tintagil is only ten miles from here.” The plan succeeded: Igraine was completely deceived by the king’s impersonation of the duke, and gave herself to him, and conceived Arthur. The king left her at dawn as soon as Merlin appeared, after giving her a farewell kiss. But the duke had seen King Uther ride out from the siege on the previous night and, in the course of making a surprise attack on the king’s army, had been killed. When Igraine realized that the duke had died three hours before he had appeared to her, she was greatly disturbed in mind; however, she confided in no one. F Once it was known that the duke was dead, the king’s nobles urged him to be reconciled to Igraine, and this task the king gladly entrusted to Sir Ulfius, by whose eloquence8 it was soon accomplished. “And now,” said Sir Ulfius to his fellow nobles, “why should not the king marry the beautiful Igraine? Surely it would be as well for us all.” The marriage of King Uther and Igraine was celebrated joyously thirteen days later; and then, at the king’s request, Igraine’s sisters were also married: Margawse, who later bore Sir Gawain, to King Lot of Lowthean and Orkney; Elayne, to King Nentres of Garlot. Igraine’s daughter, Morgan le Fay, was put to

50

Monitor Comprehension Remember to keep asking yourself whether you understand what’s happening in the selection. Review the unusual request Merlin makes of the king. On the lines below, describe that request in your own words. E

60

Keep This in Mind Use these symbols to record your reactions as you read. 70

? I have a question about something here.

! This really caught my attention. ★ This information is important.

80

Summarize Reread the boxed paragraph. Then check the box that best summarizes what has happened. F

❏ Igraine falls in love with the king because of his kindness.

❏ Igraine is tricked into thinking the king is her husband.

❏ Igraine has successfully 7. An anointed king was believed to have been chosen by God to be king. 8. Here, eloquence is speech or writing that is expressive, stirring, and effective.

worked out a plan to trick the king into marrying her.

The Glencoe Reader

145

Draw Conclusions On this page, what do you learn about Igraine from her conversation with the king? Now think about what you already know about her. What conclusion or general statement can you make about Igraine? G

90

100

Mark th e text

Choose your own words As you continue reading this story, circle any words that you find interesting or that you don’t understand. You’ll come back to these words later.

110

iterary

lement

Dialogue Underline or highlight Merlin’s portion of his conversation with the king. Merlin’s words tell about important events. They also tell you something about Merlin. On the lines below, write what you learn about Merlin from what he says. H

Mark th e text

120

school in a nunnery; in after years she was to become a witch, and to be married to King Uryens of Gore, and give birth to Sir Uwayne of the Fair Hands. A few months later it was seen that Igraine was with child, and one night, as she lay in bed with King Uther, he asked her who the father might be. Igraine was greatly abashed . “Do not look so dismayed,” said the king, “but tell me the truth and I swear I shall love you the better for it.” “The truth is,” said Igraine, “that the night the duke died, about three hours after his death, a man appeared in my castle—the exact image of the duke. With him came two others who appeared to be Sir Brastius and Sir Jordanus. Naturally I gave myself to this man as I would have to the duke, and that night, I swear, this child was conceived.” “Well spoken,” said the king; “it was I who impersonated the duke, so the child is mine.” He then told Igraine the story of how Merlin had arranged it, and Igraine was overjoyed to discover that the father of her child was now her husband. G Sometime later, Merlin appeared before the king. “Sire,” he said, “you know that you must provide for the upbringing of your child?” “I will do as you advise,” the king replied. “That is good,” said Merlin, “because it is my reward for having arranged your impersonation of the duke. Your child is destined for glory, and I want him brought to me for his baptism. I shall then give him into the care of foster parents who can be trusted not to reveal his identity before the proper time. Sir Ector would be suitable: he is extremely loyal, owns good estates, and his wife has just borne him a child. She could give her child into the care of another woman, and herself look after yours.” H Sir Ector was summoned, and gladly agreed to the king’s request, who then rewarded him handsomely. When the child was born he was at once wrapped in a gold cloth and taken by two knights and two ladies to Merlin, who stood waiting at the rear entrance to the castle in his beggar’s disguise. Merlin took the child to a priest, who baptized him with the name of Arthur, and thence to Sir Ector, whose wife fed him at her breast.

Vocabulary abashed (ə basht) adj. self-conscious; embarrassed or ashamed 146

The Glencoe Reader

Two years later King Uther fell sick, and his enemies once more overran his kingdom, inflicting heavy losses on him as they advanced. Merlin prophesied that they could be checked only by the presence of the king himself on the battlefield, and suggested that he should be conveyed there on a horse litter.9 King Uther’s army met the invader on the plain at St. Albans, and the king duly appeared on the horse litter. Inspired by his presence, and by the lively leadership of Sir Brastius and Sir Jordanus, his army quickly defeated the enemy and the battle finished in a rout.10 The king returned to London to celebrate the victory. I But his sickness grew worse, and after he had lain speechless for three days and three nights Merlin summoned the nobles to attend the king in his chamber on the following morning. “By the grace of God,” he said, “I hope to make him speak.” In the morning, when all the nobles were assembled, Merlin addressed the king: “Sire, is it your will that Arthur shall succeed to the throne, together with all its prerogatives?”11 The king stirred in his bed, and then spoke so that all could hear: “I bestow on Arthur God’s blessing and my own, and Arthur shall succeed to the throne on pain of forfeiting my blessing.”12 Then King Uther gave up the ghost. He was buried and mourned the next day, as befitted his rank, by Igraine and the nobility of Britain.

Understanding Formal Language Reread this first paragraph slowly. Try using context to determine the meanings of key words. When you understand the ideas in the passage, complete the following sentence. I

130

140

The King’s army is able to defeat the enemy after

Step 1 Stop now and ask yourself, Do I understand this legend so far? Did you put a question mark next to anything as you read? If so, use these strategies to answer your questions. • Reread confusing passages slowly or read them aloud.

During the years that followed the death of King Uther, while Arthur was still a child, the ambitious barons fought one another for the throne, and the whole of Britain stood in jeopardy. Finally the day came when the Archbishop of Canterbury, on the advice of Merlin, summoned the nobility to London for Christmas

• Read on to see if new information makes a difficult passage clear. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 On the lines below, answer this question: What long-term plan is Merlin trying to accomplish?

9. The king was to be carried (conveyed) on a stretcher (litter) pulled by a horse. 10. A rout (rout) is an overwhelming defeat. 11. Prerogatives (pri ro ə tivz) are the rights and privileges belonging solely to a particular person (such as a king) or group. 12. Forfeiting my blessing means that Uther is withholding his blessing if Arthur does not eventually become king. The Glencoe Reader

147

Clarify These words in Middle English look like words you already know, don’t they? Figure out what this message says. Then write it here the way you would say it. J

150

160

Monitor Comprehension Reread the boxed text. Underline or highlight words or sentences that Mark th e text tell why Arthur goes to retrieve the sword from the stone. Sum up the explanation on the lines below. K 170

180

morning. In his message the Archbishop promised that the true succession to the British throne would be miraculously revealed. Many of the nobles purified themselves during their journey, in the hope that it would be to them that the succession would fall. The Archbishop held his service in the city’s greatest church (St. Paul’s), and when matins13 were done the congregation filed out to the yard. They were confronted by a marble block into which had been thrust a beautiful sword. The block was four feet square, and the sword passed through a steel anvil which had been struck in the stone, and which projected a foot from it. The anvil had been inscribed with letters of gold: WHOSO PULLETH OUTE THIS SWERD OF THIS STONE AND ANVLYD IS RIGHTWYS KYNGE BORNE OF ALL BRYTAYGNE J The congregation was awed by this miraculous sight, but the Archbishop forbade anyone to touch the sword before mass had been heard. After mass, many of the nobles tried to pull the sword out of the stone, but none was able to, so a watch of ten knights was set over the sword, and a tournament proclaimed for New Year’s Day, to provide men of noble blood with the opportunity of proving their right to the succession. Sir Ector, who had been living on an estate near London, rode to the tournament with Arthur and his own son Sir Kay, who had been recently knighted. When they arrived at the tournament, Sir Kay found to his annoyance that his sword was missing from its sheath, so he begged Arthur to ride back and fetch it from their lodging. Arthur found the door of the lodging locked and bolted, the landlord and his wife having left for the tournament. In order not to disappoint his brother, he rode on to St. Paul’s, determined to get for him the sword which was lodged in the stone. The yard was empty, the guard also having slipped off to see the tournament, so Arthur strode up to the sword, and, without troubling to read the inscription, tugged it free. He then rode straight back to Sir Kay and presented him with it. K 13. Matins (mat inz) are morning prayers.

Vocabulary inscribe (in skr¯b) v. to write, carve, or mark on a surface 148

The Glencoe Reader

Sir Kay recognized the sword, and taking it to Sir Ector, said, “Father, the succession falls to me, for I have here the sword that was lodged in the stone.” But Sir Ector insisted that they should all ride to the churchyard, and once there bound Sir Kay by oath to tell how he had come by the sword. Sir Kay then admitted that Arthur had given it to him. Sir Ector turned to Arthur and said, “Was the sword not guarded?” “It was not,” Arthur replied. “Would you please thrust it into the stone again?” said Sir Ector. Arthur did so, and first Sir Ector and then Sir Kay tried to remove it, but both were unable to. Then Arthur, for the second time, pulled it out. Sir Ector and Sir Kay both knelt before him. “Why,” said Arthur, “do you both kneel before me?” “My lord,” Sir Ector replied, “there is only one man living who can draw the sword from the stone, and he is the true-born King of Britain.” Sir Ector then told Arthur the story of his birth and upbringing. “My dear father,” said Arthur, “for so I shall always think of you— if, as you say, I am to be king, please know that any request you have to make is already granted.” L Sir Ector asked that Sir Kay should be made Royal Seneschal,14 and Arthur declared that while they both lived it should be so. Then the three of them visited the Archbishop and told him what had taken place. All those dukes and barons with ambitions to rule were present at the tournament on New Year’s Day. But when all of them had failed, and Arthur alone had succeeded in drawing the sword from the stone, they protested against one so young, and of ignoble blood, succeeding to the throne. The secret of Arthur’s birth was known only to a few of the nobles surviving from the days of King Uther. The Archbishop urged them to make Arthur’s cause their own; but their support proved ineffective. The tournament was repeated at Candlemas and at Easter,15 and with the same outcome as before. M

190

Draw Conclusions You might conclude that Arthur is already behaving as a true leader. What details help you draw that conclusion? L

200

210

Monitor Comprehension How does Arthur convince the ambitious dukes and barons that he really is the rightful king of Britain? Write your answer here. M

14. In medieval times, the Royal Seneschal (sen ə shəl) managed the king’s estate, ran his household, and sometimes also had official state duties or a military command. 15. Candlemas and Easter are Christian festivals; Candlemas is celebrated on February 2 and Easter in early spring.

Vocabulary ignoble (i n¯o bəl) adj. of low status or position; without honor or worth The Glencoe Reader

149

Step 1 Think back over the legend you’ve just read. Review the notes you wrote and the passages you marked. Then on the lines below, explain how and when Arthur proves himself worthy to lead all of Britain.

220

Finally at Pentecost,16 when once more Arthur alone had been able to remove the sword, the commoners arose with a tumultuous cry and demanded that Arthur should at once be made king. The nobles, knowing in their hearts that the commoners were right, all knelt before Arthur and begged forgiveness for having delayed his succession for so long. Arthur forgave them, and then, offering his sword at the high altar, was dubbed first knight of the realm. The coronation took place a few days later, when Arthur swore to rule justly, and the nobles swore him their allegiance.

Step 2 Think back to your own thoughts about the qualities of a good leader. On the basis of your thoughts, does Arthur deserve to lead Britain?

Choose three words, either from the underlined vocabulary in the story or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete an activity listed there.

16. Pentecost, a religious observance, is the seventh Sunday after Easter.

Vocabulary tumultuous (too mul choo ¯¯¯ əs) adj. wildly excited or enthusiastic

150

The Glencoe Reader

Understanding Formal Language

nd, you used active Be Reconciled! As you read this lege fashioned language reading strategies to turn formal, oldy. Here’s one more into sentences you might use toda sentence to try your hand on. uld all ride to the “But Sir Ector insisted that they sho Sir Kay by oath to tell nd bou e ther churchyard, and once (page 149) how he had come by the sword.” e in your own words. tenc sen the e writ On the lines below,

Monitor Comprehension 1. Asked and Answered Work with a small group to write a question you had as you read and then answer it on the lines below.

2. Legendary Advice Think about what strategies worked best to help you keep your underst anding on track as you read this legend. Work with a small group to write three useful tips for readers on how to mon itor their understanding of the characters and events in this selection from Le Morte d'Arthur.

Draw Conclusions partner, review the 1. Like Father, Like Son? With a er and Arthur. Uth King legend for information about what general ide dec and Discuss the two characters contrast the two. or pare com to statements you can make below. Write your conclusions on the lines

look back over the 2. Another World With your partner, about what their lives characters in the legend and think Arthur rule? Who had were like. What sort of society did women treated the right to govern? Were men and and about what you equally? Think about what you read e one conclusion writ w, already know. On the lines belo ety. soci n you might draw about Arthuria

The Glencoe Reader

151

continued

iterary

lement

Dialogue Dialogue is the conversation between characters in a work of literature. Writers use dialogue to show readers what characters are like. They also use dialogue to give readers information about important events in a selection. Read the following examples from Le Morte d’Arthur. Then go back to the legend to review the conversation these examples are taken from. On the lines below, explain what each character’s words show about him.

1. “Do not look so dismayed,” said the king, “but tell me the truth and I swear I shall love you the better for it.” (page 146)

2. “That is good,” said Merlin, “because it is my reward for having arranged your impersonation of the duke. Your child is destined for glory, and I want him brought to me for his baptism. I shall give him into the care of his foster parents who can be trusted not to reveal his identity before the proper time.” (page 146)

3. “My dear father,” said Arthur, “for so I shall always think of you—if, as you say, I am to be king, please know that any request you have to make is already granted.” (page 149)

152

The Glencoe Reader

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

What does King Uther do after he proclaims Arthur his successor? A. He dies. B. He marries Igraine. C. He is carried into battle on a litter. D. He pulls the sword from the stone. Which word BEST describes Merlin? A. soldier B. prophet C. emperor D. nobleman

Why is Merlin such an important character in this legend? Use story events and details in your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the word list that belongs in the blank in each sentence. accost v. to approach and speak to, especially in a pushy or unpleasant way

1. The prince would not let his daughter marry a laborer of

ancestry.

2. Robert feels so angry about the results of the school election that I’m afraid he may us with his viewpoint.

abashed adj. selfconscious; embarrassed or ashamed

3. Anna was greatly traffic ticket.

inscribe v. to write, carve, or mark on a surface

4. For five extra dollars, the jeweler will

ignoble adj. of low status or position; without honor or worth

5. The audience was so impressed with the concert that they broke into applause.

to find out that her brother had told everyone about her

your initials on your new locket.

tumultuous adj. wildly excited or enthusiastic

The Glencoe Reader

153

TALL TALE

Quickwrite What makes people do great things? What would inspire you to go the extra mile or take an extra risk? Jot down some ideas on the lines below.

In this tall tale, you’ll meet people who do extraordinary things as they prepare to save their homeland from an evil sorcerer.

Building Background According to legend, a hero named Sundiata created the empire of Mali (ma
le¯) in western Africa about 1230. • Sundiata didn’t win Mali single-handedly. He had help from people you will read about in this excerpt. • One of the people who helped Sundiata was a griot (re¯o¯), a person whose job was to memorize and pass on information about the history, laws, and customs of the land. Griots were great storytellers.

Setting a Purpose for Reading Read to learn what inspires Sundiata and his supporters to gather their strength and bravery.

Graphic Organizer Organizer Graphic

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of the book and complete one of the activities there.

As you read, use the following Foldable to keep track of characters, their deeds, and the people or things that inspire them to greatness.

1. Place a sheet of paper in front of you so that the short side is at the top. Fold the paper in half from top to bottom. 2. Working in the same direction, fold the paper in thirds. 3. Fold the paper in thirds from left to right. You now have a character matrix with eighteen parts or cells. 4. Unfold the paper. With the short side at the top, write these labels across the top three cells: Character, Great Deeds, Inspired By. Under Character, write these names at the top of the five cells on the left: Sundiata, Balla Fasséké, Nana Triban, Fran Kamara, and Kamandjan. Underline each name. 5. As you read, record notes about the characters, their great deeds, and the people or things that inspire them. 154

Vocabulary Preview Read the definitions of these words from Sundiata. Use the pronunciation guides to help you say each word aloud. As you read, use context clues to help unlock the meanings of these and other words you don’t know. vanquish (vankwish) v. to conquer or overcome; p. 156 scrupulous (skr¯¯¯¯ oopyə ləs) adj. thoroughly attentive to even the smallest details; precise; p. 156 elude (i l¯¯¯¯ ood) v. to avoid or escape, especially through cleverness or quickness; p. 156 confidante (konfə dant) n. a person who is entrusted with secrets or private affairs; p. 157 perpetuate (pər pech¯¯¯¯ oo a ¯ t´) v. to cause to continue to be remembered; p. 158

The Glencoe Reader

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Clarify Think It Over: Evaluate Literary Element: Tall Tale Reading Coach: Keeping Track of Characters

Keeping Track of Characters The text on this page provides background about the characters and events you’ll read about in the excerpt that starts on page 156. When you’re reading about a lot of characters with unfamiliar names, jotting notes to yourself can help you remember who’s who. For this selection, you can jot notes on your Foldable. A

Recorded by D. T. Niane Translated by G. D. Pickett

Even before he was born, Sundiata was destined for greatness. Acting on the instructions of a fortune-teller, his father, the king of Mali, had married a hideous, hunchbacked woman named Sogolon. As foretold, the couple had a son. It seemed, however, that the boy was unlikely to become a great leader as the fortune-teller had predicted. The young Sundiata could not even walk. He and his ugly mother became the object of cruel jokes and jealous abuse by the old king’s first wife. At the age of seven, Sundiata suddenly reacted to an insult by standing up and tearing a tree from the ground. He instantly became the center of attention, a boy with great charm and the strength of ten men. Among his constant companions were the princes Fran Kamara (kämä rä) and Kamandjan (kämän jän). Even more important to him was his griot, Balla Fasséké (bälä fä sa ¯ka ¯), who taught him the history of his people and of the world beyond. A Still fearing mistreatment from the jealous queen, Sogolon escaped with Sundiata to neighboring Ghana. B There the amazing boy grew up. In his absence, Mali was taken over by the king of Sosso, a cruel sorcerer named Soumaoro, (soo ¯¯¯¯m r o ¯¯) whose secret chamber was tapestried with human skins and adorned with the skulls of his enemies. Soumaoro captured Balla Fasséké and Sundiata’s half-sister, Nana Triban. (nänä tribän) Angered by Soumaoro’s barbarism, Sundiata raised an army and prepared to restore his country to its rightful people. Although he succeeded in defeating Soumaoro in a great battle, he could not capture or kill the man himself, for the magician had the power to appear and disappear at will. While Sundiata rested in the town of Sibi, (sibe ¯¯) Soumaoro once again raised a powerful army. The two prepared to meet in a final battle. C

Mark th e text

10

Underline all the characters named in this paragraph. Then check your Foldable to see which of these names are listed there. Write notes under the names of these characters to help you sort out who’s who as you read. Clarify When you clarify, you slow down or reread to clear up anything that might be confusing you. B

e

20

Model: Who’s Sogolon again? When I reread the first paragraph, I see that’s Sundiata’s mother. Why did she need to escape? When I look back, I see that the king’s first wife was jealous of her and her son.

iterary

lement

Tall Tale In tall tales, characters have super-human abilities and can do impossible deeds. Read the highlighted sentence. Then on the lines below, tell who has what amazing ability. C

The Glencoe Reader

155

30

Mark th e text

Choose your own words As you continue reading, circle words you find interesting or difficult. You’ll come back to these words later.

Keeping Track of Characters In the Character column of your Foldable, make a note of the name variations that appear in the boxed paragraph. Footnote 2 states that Sundiata also goes by the name Djata. In another part of the selection, readers learn that Fran Kamara also goes by the name Tabon Wana, which is the name used here. D Other characters in this selection go by two or more names or by their first names and their full names. Keep your eyes open and use your Foldable to keep track of who’s who.

Using Context Clues and Word Parts When you don't know a word, always use both context clues and familiar word parts to help you uncover meaning. Whether you think you know the word or not, it is almost always a good idea to double-check the meaning given at the bottom of the page. This meaning is specific to this context.

156

The Glencoe Reader

40

50

S

undiata and his mighty army stopped at Sibi for a few days. The road into Mali lay open, but Soumaoro was not yet vanquished. The king of Sosso had mustered a powerful army and his sofas were numbered by the thousand. He had raised contingents1 in all the lands over which he held sway and got ready to pounce again on Mali. With scrupulous care, Sundiata had made his preparations at Sibi. Now he had sufficient sofas to meet Soumaoro in the open field, but it was not a question of having a lot of troops. In order to defeat Soumaoro it was necessary first of all to destroy his magical power. At Sibi, Sundiata decided to consult the soothsayers, of whom the most famous in Mali were there. On their advice Djata2 had to sacrifice a hundred white bulls, a hundred white rams and a hundred white cocks. It was in the middle of this slaughter that it was announced to Sundiata that his sister Nana Triban and Balla Fasséké, having been able to escape from Sosso, had now arrived. Then Sundiata said to Tabon Wana, “If my sister and Balla have been able to escape from Sosso, Soumaoro has lost the battle.” D Leaving the site of the sacrifices, Sundiata returned to Sibi and met his sister and his griot. “Hail, my brother,” said Nana Triban. “Greetings, sister.” “Hail Sundiata,” said Balla Fasséké. “Greetings, my griot.” After numerous salutations, Sundiata asked the fugitives to relate how they had been able to elude the vigilance of a king such as Soumaoro. But Triban was weeping for joy. Since the time of their childhood she had shown much sympathy towards the crippled child that Sundiata had been. Never had she shared the hate of her mother, Sassouma Bérété.

1. The sofas are soldiers or warriors, and contingents are additional troops. 2. Djata (dy
a tə) is a shortened form of Sundiata.

Vocabulary vanquish (van kwish) v. to conquer or overcome scrupulous (skr¯¯¯ oo pyə ləs) adj. thoroughly attentive to even the smallest details; precise elude (i l¯¯¯ ood) v. to avoid or escape, especially through cleverness or quickness

“You know, Djata,” she said, weeping, “for my part I did not want you to leave the country. It was my mother who did all that. Now Niani is destroyed, its inhabitants scattered, and there are many whom Soumaoro has carried off into captivity in Sosso.” She cried worse than ever. Djata was sympathetic to all this, but he was in a hurry to know something about Sosso. Balla Fasséké understood and said, “Triban, wipe away your tears and tell your story, speak to your brother. You know that he has never thought ill of you, and besides, all that was in his destiny.” E Nana Triban wiped her tears away and spoke. “When you left Mali, my brother sent me by force to Sosso to be the wife of Soumaoro, whom he greatly feared. I wept a great deal at the beginning but when I saw that perhaps all was not lost I resigned3 myself for the time being. I was nice to Soumaoro and was the chosen one among his numerous wives. I had my chamber in the great tower where he himself lived. I knew how to flatter him and make him jealous. Soon I became his confidante and I pretended to hate you, to share the hate which my mother bore you. It was said that you would come back one day, but I swore to him that you would never have the presumption4 to claim a kingdom you had never possessed, and that you had left never to see Mali again. However, I was in constant touch with Balla Fasséké, each of us wanting to pierce the mystery of Soumaoro’s magic power. One night I took the bull by the horns and said to Soumaoro: ‘Tell me, oh you whom kings mention with trembling, tell me Soumaoro, are you a man like others or are you the same as the jinn5 who protects humans? No one can bear the glare of your eyes, your arm has the strength of ten arms. Tell me, king of kings, tell me what jinn protects you so that I can worship him also.’ These words filled him with pride and he himself boasted to me of the might of his Tana. That very night he took me into his magic chamber and told me all. 3. When Nana resigned herself, she gave in without resistance or complaint. 4. Here, presumption means “excessive boldness in thought or conduct.” 5. In Arab folklore, a jinn, or genie, was an angel-like spirit that had magical powers and could take on human or animal form.

Vocabulary confidante (kon´ fə dant) n. a person who is entrusted with secrets or private affairs

60

Evaluate When you evaluate, you make a judgment about something or form an opinion about it. You’ve already seen that some pretty unbelievable things happen in this tall tale. How about Sundiata and his sister’s reaction to one another? Is it believable? Explain your opinion on the lines below. E

70

80

90

Keep This in Mind Use these symbols to record your reactions as you continue to read.

? I have a question about something here.

! This really caught my attention. ★ This information is important. The Glencoe Reader

157

“Then I redoubled my zeal to show myself faithful to his cause, I seemed more overwhelmed than him. It was even he who went to the extent of telling me to take courage, that nothing was yet lost. During all this time, in complicity6 with Balla Fasséké, I was preparing for the inevitable flight. Nobody watched over me any more in the royal enclosure, of which I knew the smallest twists and turns. And one night when Soumaoro was away, I left that fearsome tower. Balla Fasséké was waiting for me at the gate to which I had the key. It was thus, brother, that we left Sosso.”

Your foldable isn’t only for keeping track of who characters are. Don’t forget to use it to note characters’ great deeds and their inspirations. If the selection doesn’t spell out what the inspiration is, take your best guess from what you know about the characters and the situation.

Graphic Organizer Organizer Graphic

Step 1 Think back over all you’ve read so far and ask yourself what’s clear and what’s not. For anything you don’t get, try one or more of these strategies:

100

• Reread. • Ask a classmate or a teacher, parent, or other adult for help. • Read on to see if new story information helps.

Step 2 On the lines below, write a brief summary of the story up to this point. Be sure your summary tells who, what, when, where, and why.

110

Balla Fasséké took up the story. “We hastened to you. The news of the victory of Tabon made me realize that the lion had burst his chains. Oh son of Sogolon, I am the word and you are the deed, now your destiny begins.” Sundiata was very happy to recover his sister and his griot. He now had the singer who would perpetuate his memory by his words. There would not be any heroes if deeds were condemned to man’s forgetfulness, for we ply our trade to excite the admiration of the living, and to evoke the veneration7 of those who are to come. Djata was informed that Soumaoro was advancing along the river and was trying to block his route to Mali. The preparations were complete, but before leaving Sibi, Sundiata arranged a great military review in the camp so that Balla Fasséké, by his words, should strengthen the hearts of his sofas. In the middle of a great circle formed by the sofas, Balla Fasséké extolled8 the heroes of Mali. To the king of Tabon he said: “You whose iron arm can split ten skulls at a time, you, 6. People acting in complicity are involved together, as accomplices in a crime or, as here, in secret activities. 7. To evoke veneration is to call up feelings of deep respect. 8. Balla highly praised (extolled) the heroes.

Vocabulary perpetuate (pər pech oo ¯¯¯ a¯ t´) v. to cause to continue to be remembered 158

The Glencoe Reader

Tabon Wana, king of the Sinikimbon and the Djallonké,9 can you show me what you are capable of before the great battle is joined?” The griot’s words made Fran Kamara leap up. Sword in hand and mounted on his swift steed he came and stood before Sundiata and said, “Maghan Sundiata, I renew my oath to you in the sight of all the Mandingoes gathered together. I pledge myself to conquer or to die by your side. Mali will be free or the smiths10 of Tabon will be dead.” The tribes of Tabon shouted their approval, brandishing their weapons, and Fran Kamara, stirred by the shouts of the sofas, spurred his charger and charged forward. The warriors opened their ranks and he bore down on a great mahogany tree. With one stroke of his sword he split the giant tree just as one splits a paw-paw.11 The flabbergasted army shouted, “Wassa Wassa . . . Ayé . . .” F Then, coming back to Sundiata, his sword held aloft, the king of Tabon said, “Thus on the Niger plain will the smiths of Tabon cleave those of Sosso in twain.”12 And the hero came and fell in beside Sundiata. Turning towards Kamandjan, the king of Sibi and cousin of the king of Tabon, Balla Fasséké said, “Where are you, Kamandjan, where is Fama Djan? Where is the king of the Dalikimbon Kamaras? Kamandjan of Sibi, I salute you. But what will I have to relate of you to future generations?” G Before Balla had finished speaking, the king of Sibi, shouting his war cry, started his fiery charger off at full gallop. The sofas, stupefied, watched the extraordinary horseman head for the mountain that dominates13 Sibi. . . . Suddenly a tremendous din filled the sky, the earth trembled under the feet of the sofas and a cloud of red dust covered the mountain. Was this the end of the world? . . . But slowly the dust cleared and the sofas saw

120

Clarify Take a moment to make sure you understand what’s going on in this boxed passage. Circle any confusing words or phrases. Then use the Mark th e text footnotes on this page or a dictionary to help you figure out the meanings. F

130

Now use the lines below to tell what Fran Kamara does in this section. If you’re not sure, reread the passage slowly.

140

Evaluate With these words, the griot is warning Kamandjan that he’ll be forgotten unless he does great things. Do you think the griot’s style of motivating is effective? Explain why or why not below. G

150

9. Sinikimbon (si´ n¯e kim b¯on), Djallonké ( j
a lon k¯a) 10. The Mandingoes were various peoples who inhabited the upper and middle Niger River valley. Smiths make or repair metal objects, such as swords, but Fran Kamara is speaking figuratively, referring to his swordbearing troops. 11. Paw-paw is a banana-like fruit. 12. To cleave in twain is to split in two. 13. The mountain dominates Sibi because it towers over the city. The Glencoe Reader

159

Step 1 Take a moment to look back over the entire selection, reread your notes, and clarify anything you don’t understand. Review your Foldable. Then describe at least two great deeds in this story and who or what inspires them.

Step 2 What would inspire you to greatness? Would you risk your life for fame, or would you need another reason? Explain.

Mark th e text

Choose three words, either from the underlined vocabulary in the story or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete one of the activities listed there.

160

The Glencoe Reader

Kamandjan coming back holding a fragment of a sword. The mountain of Sibi, pierced through and through, disclosed a wide tunnel! Admiration was at its highest pitch. The army stood speechless and the king of Sibi, without saying a word, came and fell in beside Sundiata. Balla Fasséké mentioned all the chiefs by name and they all performed great feats; then the army, confident in its leadership, left Sibi.

Keeping Track of Characters

er listed in column 1, Who’s Who? Next to each charact who he or she is. write the letter in column 2 that tells Nana Triban

a. Sundiata’s griot

Balla Fasséké

b. the king who splits a tree in half

Fran Kamara

c. the evil sorcerer who’s taken over Mali

Soumaoro Kamandjan

Evaluate 1. That’s Unbelievable! With you r group, come up with a list of all the main events in this exce rpt of Sundiata. Then decide which of those events are the most believable and which are the most unbelievable. Ran k the events on the scale below. Mark the most believab le event at the bottom of the scale and the most unbelievab le event at the top of the scale. Then show where on the scale at least two other events fall. Unbelievable

d. Sundiata’s loyal sister e. the king who tunnels through a mountain

Clarify

a partner, figure 1. When the Dust Cleared . . . With graph starting para the in out exactly what’s happening ther to restate toge k wor n on line 144 (page 159). The ds. wor the paragraph in your own

Believable 2. The Main Man Why was Sundiat a successful in regaining Mali? Who helped him the most? Discuss these questions with your group. Use the notes in your Foldable to support what you hav e to say. Then decide with your group on the one charact er who really made it all happen for Sundiata. Write his or her name below and give reasons for your opinion.

out the scene 2. What a Scene With a partner, act line 138 (pages begining on line 116 and ending on the part of Balla 158–159). One of you should play Fran Kamara. Use Fasséké and the other should play racters’ meanings. your own words to get across the cha ize it below. mar After you perform the scene, sum

The Glencoe Reader

161

continued

iterary

lement

Tall Tale Sundiata is a tall tale. Tall tales are wildly imaginative stories. Often they were passed down by word of mouth for many years before being written down. The heroes of tall tales have extraordinary traits—for example, they might have superhuman strength or the ability to fly. They might have giant hands or ears or feet. These traits allow them to do amazing deeds. Although crazy things happen in tall tales, the stories are usually told seriously—as if the events were true. Fill out the two web diagrams below. In the first web, find examples in the excerpt from Sundiata of the extraordinary traits that some of the characters have. In the second, add examples of the amazing deeds that the characters perform.

Exaggerated Traits

Exaggerated Deeds

162

The Glencoe Reader

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

Who is Sundiata’s army getting ready to fight? A. Tabon Wana B. the sorcerer Soumaoro C. the griot Balla Fasséké D. Sundiata’s stepmother, Sassouma Bérété How does Sundiata’s sister escape from Sosso? A. She digs a tunnel to Ghana. B. She tricks Balla Fasséké into helping her. C. She makes Soumaoro think she’s on his side. D. She poisons the guards and runs off with her mother.

One way to describe the story of Sundiata is as a triumph of good over evil. Why is this a good description? Use details from the story to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write each vocabulary word on the line next to the words and phrases with similar meanings. vanquish v. to conquer or overcome

1. friend, secret keeper,

scrupulous adj. thoroughly attentive to even the smallest details; precise

2. continue, keep going,

elude v. to avoid or escape, especially through cleverness or quickness

4. evade, keep away from,

3. defeat, subdue,

5. careful, exact,

confidante n. a person who is entrusted with secrets or private affairs perpetuate v. to cause to continue to be remembered The Glencoe Reader

163

LEGEND

Think-Pair-Share Think about heroes you know, have read about, or have seen on television or in movies. What made them heroic? Did they act with courage? Did they save a life? Discuss your answer with a classmate. Then as a class, list qualities that make a person a hero. In this legend, you’ll read about a young woman who acts heroically in a time of crisis.

Building Background The characters and events described in this legend are based on fact. The battle that sparked these events took place on June 17, 1876, at Rosebud Creek in southern Montana. • When gold was discovered in the Black Hills of South Dakota in the early 1870s, miners rushed into the area. But a treaty with the U.S. government had guaranteed the land to the Sioux (soo ¯¯¯) people. As a result, the miners and the Sioux began to fight. • Brigadier General George Crook of the United States Army ordered the Sioux to leave the area. The Sioux ignored the order, so the army planned to attack them. Sioux chief Sitting Bull asked the Sioux, the Cheyenne, and some Arapaho to come to Montana to help him defend his land. They came, and the group surprised Crook’s troops at Rosebud Creek. Part of the battle is described in this legend.

Vocabulary Preview Read the definitions of these words from “Where the Girl Rescued Her Brother.” Use the pronunciation guides to say each word aloud. As you read the story, use context clues to help unlock the meaning of these words and any others you don’t know. confront (kən frunt) v. to come face to face with; oppose; p. 167 vault (volt) v. to jump; spring; p. 169 strategic (strə te¯ jik) adj. very important to reaching a goal; p. 170

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Summarize

Setting a Purpose for Reading Read to find out what makes the young woman in this legend a hero.

Think It Over: Evaluate Literary Element: Suspense Reading Coach: Understanding Figures of Speech

164

The Glencoe Reader

iterary

A

Joseph Bruchac & Gayle Ross

lement

Suspense is what makes you feel uneasy or uncertain about what’s going to happen next. This title creates suspense because it makes you wonder what will happen in the story. What question would you ask after reading the title? A

I

t was the moon when the chokecherries were ripe. A young woman rode out of a Cheyenne camp with her husband and her brother. The young woman’s name was Buffalo Calf Road Woman. Her husband, Black Coyote, was one of the chiefs of the Cheyenne, the people of the plains who call themselves Tsis-tsis-tas, meaning simply “The People.” Buffalo Calf Road Woman’s brother, Comes-in-Sight, was also one of the Cheyenne chiefs, and it was well-known how close he was to his sister. Like many of the other young women of the Cheyenne, Buffalo Calf Road Woman was respected for her honorable nature. Although it was the men who most often went to war to defend the people—as they were doing on this day—women would accompany their husbands when they went to battle. If a man held an important position among the Cheyenne, such as the keeper of the Sacred Arrows, then his wife, too, would have to be of the highest moral character, for she shared the weight of his responsibility. Buffalo Calf Road Woman was well aware of this, and as she rode by her husband she did so with pride. She knew that today they were on their way to meet their old allies, the Lakota.1 They were going out to try to drive back the veho, the spider people who were trying to claim all the lands of the Native peoples. B

Summarize In a summary, you tell the main ideas in your own words. When you want to check how well you’re understanding your reading, summarize. B 10

Model: So far this story is about Buffalo Calf Road Woman, an important and honorable person. Her husband and her brother are Cheyenne chiefs. She rides with them to the battlefield where they’ll fight the U.S. Army for land rights. Buffalo Calf Road Woman is proud to go to battle.

20

Keep This in Mind Use these symbols to record your reactions as you read.

? I have a question about something here.

! This really caught my attention. 1. The Lakota were the largest group of the Sioux peoples. Their traditional hunting grounds were in the western Dakotas and Nebraska.

★ This information is important. The Glencoe Reader

165

Evaluate When you evaluate, you make a judgment or form an opinion about what Mark th e text you read. Circle the details in this paragraph that describe what black widow spiders and white people have in common, according to the Cheyenne. Do you think this is a good comparison? Why or why not? C

30

40

iterary

lement

Suspense Details in the boxed paragraphs give you a sense that something bad or scary happened during the events that are being recalled. Mark th e text

Underline details that help create suspense. Then write what you think will happen next. D

Mark th e text

Choose your own words As you continue reading this story, circle any words that you find interesting or that you don’t understand. You’ll come back to these words later.

166

The Glencoe Reader

50

The Cheyenne had been worried about the veho, the white people, for a long time. They had given them that name because, like the black widow spider, they were very beautiful but it was dangerous to get close to them. And unlike the Cheyenne, they seemed to follow a practice of making promises and not keeping them. Although their soldier chief Custer had promised to be friendly with the Cheyenne, now he and the others had come into their lands to make war upon them. C Buffalo Calf Road Woman wore a robe embroidered with porcupine quills. The clothing of her brother and her husband, Black Coyote, was also beautifully decorated with those quills, which had been flattened, dyed in different colors, folded, and sewed on in patterns. Buffalo Calf Road Woman was proud that she belonged to the Society of Quilters. As with the men’s societies, only a few women—those of the best character—could join. Like the men, the women had to be strong, honorable, and brave. Buffalo Calf Road Woman had grown up hearing stories of how Cheyenne women would defend their families when the men were away. The women of the Cheyenne were brave, and those in the Society of Quilters were the bravest of all. Buffalo Calf Road Woman smiled as she remembered one day when the women of the Society of Quilters showed such bravery. It was during the Moon of Falling Leaves. A big hunt had been planned. The men who acted as scouts had gone out and located the great buffalo herd. They had seen, too, that there were no human enemies anywhere near their camp. So almost none of the men remained behind. On that day, when all the men were away, a great grizzly bear came into the camp. Such things seldom happened, but this bear was one that had been wounded in the leg by a white fur-trapper’s bullet. It could no longer hunt as it had before, and hunger brought it to the Cheyenne camp, where it smelled food cooking. D

When the huge bear came walking into the camp, almost everyone scattered. Some women grabbed their little children. Old people shut the door flaps of their tepees, and the boys ran to find their bows and arrows. Only a group of seven women who had been working on the embroidery of an elk-skin robe did not run. They were members of the Society of Quilters, and Buffalo Calf Road Woman was among them. The seven women put down their work, picked up the weapons they had close to hand, and stood to face the grizzly bear. Now of all of the animals of the plains, the only one fierce enough and powerful enough to attack a human was the grizzly. But confronted by that determined group of women, the grizzly bear stopped in its tracks. It had come to steal food, not fight. The head of the Society of Quilters stepped forward a pace and spoke to the bear. “Grandfather,” she said, her voice low and firm, “we do not wish to harm you, but we will protect our camp. Go back to your own home.” The grizzly shook its head and then turned and walked out of the camp. The women stood and watched it as it went down through the cottonwoods and was lost from sight along the bend of the stream.

Buffalo Calf Road Woman turned her mind away from her memories. E They were close to Rosebud Creek. The scouts had told them that a great number of the veho soldiers would be there and that the Gray Fox, General George Crook, was in command. The Cheyenne had joined up now with the Oglala,2 led by Crazy Horse. The Lakota people were always friends to the Cheyenne,

60

Step 1 Ask yourself, Have I understood what I’ve read so far? These strategies can help you answer your questions. • Reread confusing passages. • Read on. New details may help make a passage clear. • Ask a classmate or a teacher, parent, or other adult for help.

70

80

Step 2 Now answer this question on the lines below: What do Buffalo Calf Road Woman’s actions in the past tell you about her?

Understanding Figures of Speech A figure of speech is an expression that describes something in a new or interesting way. Read the highlighted phrase. To understand this figure of speech, picture turning away from something. Then think again about the phrase. Check the correct meaning below. E

❏ She turned and walked away. ❏ She thought about something else.

❏ She changed her mind. 2. Also a Sioux people, the Oglala (¯o la lə) lived in what is now South Dakota.

Vocabulary confront (kən frunt) v. to come face-to-face with; to oppose The Glencoe Reader

167

Evaluate Underline words or phrases that tell about the Mark th e text battle preparations. Do you think the writers do a good job of describing the scene leading up to the battle? Explain your answer. F

90

100

110

but this man, Crazy Horse, was the best friend of all. Some even said that he was one of their chiefs, too, as well as being a war leader of his Oglala. There were Crow and Shoshone3 scouts with Crook, and the veho had many cannons. The Lakota and the Cheyenne were outnumbered by the two thousand men in Crook’s command. But they were prepared to fight. They had put on their finest clothes, for no man should risk his life without being dressed well enough so that if he died, the enemy would know a great warrior had fallen. Some of the men raised their headdresses three times, calling out their names and the deeds they had done. Those headdresses of eagle feathers were thought to give magical protection to a warrior. Other men busied themselves painting designs on their war ponies. Now they could hear Crook’s army approaching. The rumble of the horses’ hooves echoed down the valley, and there was the sound of trumpets. War ponies reared up and stomped their feet. Many of the Cheyenne men found it hard to put on the last of their paint as their hands shook from the excitement of the coming battle. F Crazy Horse vaulted onto his horse and held up one arm. “Hoka Hey,” he cried. “It is a good day to die.” Buffalo Calf Road Woman watched from a hill as the two lines of men—the blue soldiers to one side, and the Lakota and Cheyenne to the other—raced toward each other. The battle began. It was not a quick fight or an easy one. There were brave men on both sides. Two Moons, Little Hawk, Yellow Eagle, Sitting Bull, and Crazy Horse were only a few of the great warriors who fought for the Cheyenne and the Lakota. And Crook, the Gray Fox general of the whites, was known to be a tough fighter and a worthy enemy. Buffalo Calf Road Woman’s husband, Black Coyote, and her brother, Comes-in-Sight, were in the thick of the fight. The odds in the battle were almost even. Although the whites had more soldiers and guns, the Lakota and the Cheyenne were better

3. The Crow and Shoshone (shə sh¯o n¯e) peoples lived primarily in the Rocky Mountains.

Vocabulary vault (volt) v. to jump; spring 168

The Glencoe Reader

shots and better horsemen. Had it not been for the Crow and Shoshone scouts helping Crook, the white soldiers might have broken quickly from the ferocity of the attack. From one side to the other, groups of men attacked and retreated as the guns cracked, cannons boomed, and smoke filled the air. The war shouts of the Lakota and the Cheyenne were almost as loud as the rumble of the guns. The sun moved across the sky as the fight went on, hour after hour, while the confusion of battle swirled below. G Then Buffalo Calf Road Woman saw something that horrified her. Her brother had been drawn off to one side, surrounded by Crow scouts. He tried to ride free of them, but his pony went down, struck by a rifle bullet and killed. Now he was on foot, still fighting. The Crow warriors were trying to get close, to count coup4 on him. It was more of an honor to touch a living enemy, so they were not firing their rifles at him. And he was able to keep them away with his bow and arrows. But it was clear that soon he would be out of ammunition and would fall to the enemy. H Buffalo Calf Road Woman waited no longer. She dug her heels into her pony’s sides and galloped down the hill. Her head low, her braids streaming behind her, she rode into the heart of the fight. Some men moved aside as they saw her coming, for there was a determined look in her eyes. She made the long howling cry that Cheyenne women used to urge on the warriors. This time, however, she was the one going into the fight. Her voice was as strong as an eagle’s. Her horse scattered the ponies of the Crow scouts who were closing in on her brother, Comes-in-Sight. She held out a hand; her brother grabbed it and vaulted onto the pony behind her. Then she wheeled, ducking the arrows of the Crow scouts, and heading back up the hill.

120

Summarize What’s happening in these paragraphs? Who is fighting? Who is winning? Using your own words, write a summary on the lines below. G

130

READ ALOUD

140

Build Fluency Find a quiet place and practice reading aloud the boxed paragraph. Reread the paragraph several times until you can read it smoothly and easily. H

Mark th e text

4. Among some Native Americans, to count coup (k¯¯¯ oo) was to touch a living enemy and get away safely—an act requiring both skill and courage.

Choose three words to record in your Hot Words Journal at the back of this book. Then complete one of the activities listed there.

The Glencoe Reader

169

Respond How does this reaction from the soldiers make your feel? I

150

160

Step 1 Review your notes and any passages you marked as you read the legend. Think about Buffalo Calf Road Woman—what kind of person she was and what she did. Then on the lines below, tell how the “girl” rescued her brother.

That was when it happened. For a moment, it seemed as if all the shooting stopped. The Cheyenne and the Lakota, and even the veho soldiers, lowered their guns to watch this act of great bravery. A shout went up, not from one side but from both, as Buffalo Calf Road Woman reached the safety of the hilltop again, her brother safe behind her on her horse. White men and Indians cheered her. I So it was that Buffalo Calf Road Woman performed the act for which the people would always remember her. Inspired by her courage, the Cheyenne and Lakota drove back the Gray Fox— Crook made a strategic withdrawal. “Even the veho general was impressed,” said the Cheyenne people. “He saw that if our women were that brave, he would stand no chance against us in battle.” So it is that to this day, the Cheyenne and the Lakota people do not refer to the fight as the Battle of the Rosebud. Instead, they honor Buffalo Calf Road Woman by calling the fight Where the Girl Rescued Her Brother.

Step 2 Think back to the Connect activity on page 164. Does Buffalo Calf Road Woman fit your description of a hero? Explain.

Vocabulary strategic (strə t¯e jik) adj. very important to reaching a goal 170

The Glencoe Reader

Understanding Figures of Speech the story, find the Try them out! On the last page of the sentences around following figures of speech and read to figure out the them. Visualize what is happening . Then on the lines, meaning of these figures of speech them. write a sentence that uses each of

Summarize 1. Sum It Up In a small group, brai nstorm to make a list of the main ideas you would include in a summary of “Where the Girl Rescued Her Brother. ” Write the main ideas on the lines below.

1. a shout went up

2. stand no chance

Evaluate ner, discuss your 1. You Be the Judge! With a part grizzly bear. Do you opinions about the episode with the not? Explain below. why believe it really happened? Why or

t has made this 2. Standing the Test of Time Wha s? Work with a story worth retelling through the year that make the story partner to identify three elements ing. Write your interesting, memorable, or entertain ideas on the lines below.

2. Battle Report In your group, sum marize the battle. Answer the questions who, what, whe n and where. Be sure to include the final result. Writ e the information on the lines below.

Now retell the story of the battle the way it might be told on a newscast. Use the information you wrote on the lines above. Add a few interesting highlight s as well. Then present your newscast to the class.

The Glencoe Reader

171

continued

iterary

lement

Suspense Suspense is the tension that builds in a story. Suspense makes readers wonder what will happen next. Writers can build suspense through characters’ actions or words. Writers also know that you will use what you know to guess about what will happen next. How does suspense build in this story? Look at the chart below. The bottom step tells what happens at the beginning of the story. The top step tells what happens at the most exciting part of the story. In each middle step, write one detail that helps build the suspense between these two steps. Make sure you write the details in the order in which they happen. Buffalo Calf Road Woman rescues her brother.

The Cheyenne gather for the battle against the veho.

172

The Glencoe Reader

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

Who are the Lakota? A. a group of brave women B. friends of the Cheyenne C. friends of General Crook’s army D. Buffalo Calf Road Woman’s people What do the Cheyenne think about the veho? A. They are good friends. B. They make nice neighbors. C. They can’t be trusted. D. They aren’t good-looking.

How does Buffalo Calf Road Woman’s action affect the outcome of the battle? Use details from the story to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the list that belongs in the blank in each sentence. confront v. to come face to face with; oppose

1. You can get to the neighbor’s yard if you

vault v. to jump; spring

2. Our success in this game depends on our next

strategic adj. very important to reaching a goal

3. When problems arise, it is usually best to

over the fence. move. them directly.

The Glencoe Reader

173

Reading Have you ever heard people say “I couldn’t put that book down” or “This book really carried me away”? You can be pretty sure that the book they were talking about is a novel. Reading a good novel compares to no other reading experience. It is like opening a door to an alternative existence—suddenly you are in a different place. For a few hours, at least, the real world falls away, and the world of fiction becomes reality. Simply defined, a novel is a very long story—book length. Novels are fiction—their situations and characters are mostly imaginary. But because the novel is a long story, the author can develop and expand the fictional world. Novelists describe the time and place in detail,

People read novels for various reasons. Some novels let you escape to an imaginary world. Some lead you to think about what people are like or about what the world is like. Many novels give you experiences that most people never encounter. Have you ever • crossed the plains in a covered wagon? • fought in a worldwide war?

Like other fiction, a novel has a plot, characters, and setting. But because a novel is longer than a short story, it can be more complex and detailed.

they may introduce a crowd of characters, and they often weave into their narrative several different plots, or story lines. When a novel succeeds, the reader is caught in a web spun by the author’s imagination. Mark th e text

Characters in novels can be all sorts of people. What kind of character do you especially enjoy reading about? Write your answer on the lines below. Then write the reasons that you enjoy that kind of character. I like characters who are __________________________ because _______________________________________ _______________________________________________

• sailed on a voyage to search for buried treasure? • lived in a royal court? • traveled on a mission to outer space? Few people have such exciting or dangerous experiences. But with your imagination—and a good novel to help you along—you can experience these adventures and many more.

—The falling action is what happens after the climax. —The resolution tells how everything turns out.

• The length of a novel can allow the reader to get to know the major characters very well.

Climax

• A novel can have several different settings—times and places where the action happens.

Falling action

• A novel usually has a main plot that continues throughout the book. It can also have a number of subplots. The diagram shows a main plot with two subplots. • Each plot and subplot has several main parts. —Exposition starts a problem or conflict. —Rising action adds to the conflict. —The climax is the time of greatest interest or suspense.

174

The Glencoe Reader

Exposition

Rising action

Resolution

D Look over this excerpt from All Quiet on the Western Front by Erich Maria Remarque to see some common elements of novels. Chapters are the sections of a novel. Chapters begin or end with a change in time or place.

Setting, the time and place in which the events occur, is generally presented near the opening.

The exposition includes information that introduces the characters, setting, and situation.

Characters are what drive the action of a novel. Here, in a very short space, the reader encounters several characters.

Point of view is the relationship of the storyteller to the story. When a story is told by a character in the story who uses the words I, me, and we, the story is being told in first-person point of view. When the narrator is outside of the story, the story is being told in third-person point of view.

Mark th e text

Find It! Circle a word that shows that the story is told by a first-person narrator.

WE AR E AT RE

Chapter 1

ST five miles behind the front. our bellies are full Yesterday we were of beef and haricot relieved, and now beans. We are satisfi has another messed and at peace. Ea tin full for the even ch man ing; and, what is mo sausage and bread re, there is a doub . That puts a man le ration of in fine trim. We ha a long time. The co ve not had such luc ok with his carrot k as this for y head is begging ladle to every one us to eat; he beckon that passes, and spo s with his ons him out a great he can empty his dollop. He does no stewpot in time for t see how coffee. Tjaden and washbasins and ha Müller have produ d them filled up to ced two the brim as a reserv in Müller it is foresi e. In Tjaden this is ght. Where Tjaden voracity, puts it all is a myste be as thin as a rak ry, for he is and alw e. ays will What’s more impo rtant still is the iss ue of a double rat twenty cigarettes, ion of smokes. Ten and two quids of ch cigars, ew per man; now tha my chewing tobac t is decent. I have co with Katczinsky exchanged for his cigarettes, altogether. That’s en which means I ha ough for a day. ve forty It is true we have no right to this wi ndfall. The Prussian have only a misca is not so generous. lculation to thank We for it. Fourteen days ago we had to go up an d relieve the front our sector, so the qu line. It was fairly qu artermaster who rem iet on ained in the rear ha quantity of rations d requisitioned the and provided for the usual full company of on But on the last day e hundred and fift an astonishing numb y men. er of English heav high-explosive, dru ies opened up on us mming ceaselessly with on our position, so came back only eig that we suffered sev hty strong. ere ly and Last night we move d back and settled down to get a good is right when he say sleep for once: Ka s it would not be suc tczinsky h a bad war if only sleep. In the line we one could get a litt have had next to le more none, and fourteen stretch. days is a long time at one It was noon before the first of us crawl ed out of our quart every man had his ers. Half an hour lat mess-tin and we gat er hered at the cook-ho and nourishing. At use, which smelt gre the head of the qu asy eue of course were Kropp, the clearest the hungriest—litt thinker among us le Albert and therefore only still carries his sch a lance-corporal; Mü ool textbooks with ller, who him , dreams of examina bombardment mu tions, and during tters propositions a in physics; Leer, wh o wears a full beard and has a

These reading strategies will be especially useful when you read novels. Predict: Read the title, any chapter title, and the first page. Ask yourself, What will happen in this book? Then read to find out.

Visualize: Most novels don’t have illustrations. Let your imagination create portraits of the characters and snapshots of the setting.

Question: In fiction—as in life—characters behave in strange ways. Don’t let their behavior pass unchallenged. Ask those important “why” questions. Why did she say that? Why did they treat him that way?

Sequence: A lot can happen in a novel. Avoid confusion by pausing every so often to review the sequence of events. For more information on reading strategies, see pages 366–372 in the Reading Handbook.

Read All Quiet on the Western Front or another novel. Be sure to • notice the literary elements and the author’s plan • use reading strategies to help you get the most from your reading The Glencoe Reader

175

Reading Literary Nonfiction . . . . . . . . . . . . . . . . . 178 Jeanne Wakatsuki and James D. Houston from Farewell to Manzanar Martin Luther King Jr. I’ve Seen the Promised Land Jane Ellen Stevens Exploring Antarctic Ice

Reading Mass Media . . . . . . . . . . . . . . . . . . . . . . . . . . 228 from inTIME magazine In a Legend’s Steps from inTIME magazine Changing Stripes from USA TODAY Training leads to big break from USA TODAY Wild and woolly ‘Ice Age’ is a gem Glencoe Literature Web site Literature: Course 5 Print advertisement N–ERGY

Reading Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 from Glencoe World History The Development of Civilizations in Africa from Glencoe Geometry: Angles Concepts and Applications

Reading Functional Documents. . . . . . . . . . . . . 282 Workplace Document Memo Government Document An American Promise Technical Directions User’s Manual Application Job Application Chart Commuter-Train Fare Chart The Glencoe Reader

177

Reading What do the following have in common? • an account of a trip to the Great Wall of China • a memoir of growing up in Alabama in the 1930s • an essay about preserving the rain forests The first thing you might notice is that all are examples of nonfiction—they deal with real people and events. They also share something that is harder to define.

Literary nonfiction is a term that applies to many types of writing. Biography, autobiography, memoirs, essays, travelogues, letters, and feature articles can be literary nonfiction—if they are “literary.” What’s needed is the sense that the author has worked skillfully to engage the reader’s interest. Gripping narrative, vivid description, figurative language, dialogue, and even humor can all contribute to the literary quality of a work.

Mark th e text

Literary nonfiction can deal with many topics. This list mentions some of them. Check one subject that you like to read about or write a subject of your own on the blank line. __ the experiences of a traveler

__ the history of a sport

__ the causes of violent weather

__ the life story of a famous person

__ how people live in a distant part of the world

? People read literary nonfiction because they are curious. What was it like to live in a Japanese internment camp? How does it feel to be struck by lightning? What do people have in common with wolves? At first glance,

Various kinds of nonfiction use different plans of organization. Biographies and autobiographies tell a story about a person’s life, so they usually follow chronological order, or time order. Essays and other kinds of literary nonfiction don’t tell a story. Writers may use cause and effect, problem/solution, or comparison and contrast as the text structure. Signal words can help you discover and follow the text structure. Look for words such as

178

The Glencoe Reader

these questions may not seem urgent, but a good writer can capture a reader’s curiosity and make the information interesting and meaningful.

• first, then, or later to signal time order • because or as a result for cause and effect • help, problem, need, or must for problem/solution • but, like, or more than for comparison and contrast When you read literary nonfiction, also look for literary elements such as characters, theme, and figurative language.

D Literary nonfiction shares many of the elements of fiction, as this example shows. The opening, or introduction, serves to capture the reader’s attention.

Conflict is a part of everyone’s life. In literature, conflict is the central struggle between two opposing forces.

Direct speech, or dialogue, makes writing more lively and helps bring characters to life.

Setting refers to more than just time and place. It also suggests the atmosphere and tells about the culture of that time and place.

Point of view indicates who is telling the story. Here, as in all autobiographies, the author speaks in the first person, referring to himself as “I.” Mark th e text Mark th e text

Find It! Circle a line of dialogue, or quoted speech.




“EDUCATION WI LL OPEN DOOR Mark Mathabane S WHERE NONE SE They, like myself, EM TO EXIST.” had grown up in environment where an the value of an ed When my mothe cation was never ur began droppin em ph asi zed , g where the hints that I would soon first thing a child be going to schoo lea rn ed wa s not how to l, I vowed never to read and write an go because schoo d spell, but how l was a waste of time. Sh to fight and steal an e laughed and sai d reb el; where the d, “We’ll see. You do money to send ch n’t know what yo ild ren to school was u’re talking about.” My grossly lacking, for philosophy on sch survival was first oo was that of a gang priority. I kept my me of ten-, eleven-, an l mbership in the d twelve-year-olds wh gang, knowing that for om I so revered tha as long as I was un their every word t der its influence, I wo seemed uld never go to sch These boys had lon that of an oracle. ool. On e da y my mother woke g lef t the ir me up at homes and were now liv four in the morn ing in various ne ing . ighborhood junkyards, “Are they here? I making it on the didn’t hear any ir own. They slept in aban noises,” I asked in doned cars, smok the usual way. ed glue and benzen “N o,” my mother sai e, ate pilchards an d. “I want you to d brown bread, snea get into that wash ke tub over there.” world to caddy an d into the white “What!” I balked, d, if unsuccessful, upon hearing the came back to the towns word washtub. I fea hip to steal beer red taking baths and soda bottles from like on e fea red the shebeens, or good plague. Througho s from the Indian ut seven years of he traders on First Av cti c liv ing the number enue. Their life style wa of baths I had tak s exciting, adven en could be coun turous, and full of surpr ted on one hand wit ises; and I was att h sev era l fingers missing. racted to it. My mother I simply had no na told me that they tur al inclination for were no-gooders, that water; cleanliness they would amou was a trait I still ha nt to nothing, that I sh d to acquire. Besides, ould not associat we had only one e with them, but I paid bathtub in the house no heed. What do , and it constantly es know? I used to tel she sprung a leak. l myself. One thi ng she did not know “I said get into tha was that the gang t tub!” My mothe ’s way of life had captiv shook a finger in r ated me wholly, pa my face. rticularly their philosop Re luctantly, I obeye hy on school: the d, yet wondered y hated it and cons why all of a sudde idered an educati n I had to take a on a waste of time. bath. My mother, armed with a scropbrush and

These reading strategies will be especially useful when you read literary nonfiction. Question: Don’t sweep your problems under the rug. Ask questions and reread passages that puzzle you. After rereading, ask the questions again. You may come up with different answers.

Connect: Make connections between your own life and your reading. Has this ever happened to you? Do you know people like this? Does this place look familiar to you?

Evaluate: You don’t have to agree with everything the author says. Stop every so often to give your own opinion on the author’s style and ideas.

Monitor Comprehension: Sometimes the ideas expressed in nonfiction are complex. Stop now and then to make sure that you understand the main ideas. For more information on reading strategies, see pages 366–372 in the Reading Handbook.

Read the works of literary nonfiction that follow. Be sure to • recognize and interact with the literary elements in literary nonfiction • use reading strategies to help you get the most from your reading The Glencoe Reader

179

AUTOBIOGRAPHY

ELL/ESOL

Think-Pair-Share What would it be like to have to pack your belongings and move to a new home in two days? List the three things you would find most difficult. Share your list with a partner. Together decide on and list the three most difficult parts of such a quick move. Share your ideas with the class. In this excerpt from an autobiography, you’ll read about how a seven-year-old girl reacts to the sudden moves her family has to make.

ELL/ESOL

Building Background In 1941, Japan attacked the U.S. naval base at Pearl Harbor in Hawaii. The day after this attack, the United States entered World War II by declaring war on Japan. Because of the attack and the war, some Americans became suspicious of people of Japanese descent who lived in the United States. During the war, life changed dramatically for many Japanese Americans living on the West Coast. In 1942, President Franklin D. Roosevelt issued an order that gave the U.S. War Department the authority to remove Japanese Americans from their homes and send them to live in areas away from possible military targets. This order was issued because some leaders feared Japanese Americans would try to spy on or damage military property. As a result, many Japanese Americans in California and other West Coast states were forced to move from their homes. • Approximately 110,000 Japanese Americans were sent to live in Manzanar and other internment camps—camps built to detain Japanese Americans during the war. • Fearing that some Japanese American men were spies, the government separated these men from their families and sent them to live in camps far from their homes. • Two-thirds of the people sent to live in the internment camps were American citizens.

Vocabulary Preview ELL/ESOL Read the words and definitions below. Use the pronunciation guides to help you say each word aloud. You may already know the meaning of some of these words, but others might still be unclear. As you read, use context clues to help unlock the meaning of words you find difficult. exclusively (iks kl¯¯¯¯ oo
siv l¯e) adv. only; shutting out any other; p. 182 internment (in turn
mənt) n. the act of restricting or being restricted to a particular place, especially during a war; p. 184 irrational (i rash
ən əl) adj. going against reason; not logical; p. 185 designation (dez
i n¯a
shən) n. a distinctive name or mark; p.186 alleviate (ə l¯e
ve a¯ t´) v. to make easier to bear; relieve; lessen; p. 189 whimsical (hwim
zi kəl) adj. comical; humorous; playful; p. 190 subordinate (sə bor
də n¯at´) v. to cause to be, or treat as, secondary, inferior, or less important; p. 195

As you read, circle words that you find interesting or that you don’t understand. Later, you may add them to your Hot Words Journal at the back of this book.

• In 1988, the U.S. Congress issued an apology to Japanese Americans who had been interned in these camps. Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Setting a Purpose for Reading Read to find out how a young girl copes with sudden moves and then with harsh living conditions in an internment camp.

Reading Focus: Respond Think It Over: Analyze Literary Element: Autobiography Reading Coach: Understanding Cultural Context ELL/ESOL

180

The Glencoe Reader

Dale-Chall Readability: 6.2

Respond You’ll get more out of your reading if you pay attention to your thoughts and feelings about what you read. Reread what the writer says about her father’s disappearance. Does her comment surprise you? A Model: I was surprised by the writer’s comment about her father’s disappearance—that it “didn’t bother me nearly so much as the world I soon found myself in.” I can’t imagine what would be worse than having my dad disappear. It makes me wonder what will happen next.

Jeanne Wakatsuki Houston and James D. Houston

I

n December of 1941 Papa’s disappearance didn’t bother me nearly so much as the world I soon found myself in. A He had been a jack-of-all-trades. When I was born he was farming near Inglewood. Later, when he started fishing, we moved to Ocean Park, near Santa Monica,1 and until they picked him up, that’s where we lived, in a big frame house with a brick fireplace, a block back from the beach. We were the only Japanese family in the neighborhood. Papa liked it that way. He didn’t want to be labeled or grouped by anyone. But with him gone and no way of knowing what to expect, my mother moved all of us down to Terminal Island.2 B Woody already lived there, and one of my older sisters had married a Terminal Island boy. Mama’s first concern now was to keep the family together; and once the war began, she felt safer there than isolated racially in Ocean Park. But for me, at age seven, the island was a country as foreign as India or Arabia would have been. It was the first time I had lived among other Japanese, or gone to school with them, and I was terrified all the time. This was partly Papa’s fault. One of his threats to keep us younger kids in line was “I’m going to sell you to the Chinaman.” When I had entered kindergarten two years earlier, I was the only Oriental3 in the class. They sat me next to a Caucasian4 girl who

iterary 10

lement

Autobiography An autobiography is a person’s life story written by that person. Mark th e text Circle the words in the boxed passage that help you understand that the writer of Farewell to Manzanar is telling her own story. (Hint: What words do you use when you are talking about yourself?) B

20

1. Inglewood, Ocean Park, and Santa Monica are towns in California. 2. Terminal Island, part of the Port of Los Angeles, is at the city’s southern tip. 3. Oriental is the term that used to be used for Asian. 4. Caucasian is a term for “white people,” people of European descent. The Glencoe Reader

181

Keep This in Mind Use these symbols to record your reactions as you read.

? I have a question about something here.

! This really caught my attention.

30

★ This information is important.

Using Prior Knowledge When you see an underlined vocabulary word in the selection, think about what it might mean. Do you have a hunch about the meaning? Replace the word with your best guess. If the sentence makes sense, your hunch was probably right. If not, check the definition at the bottom of the page.

Understanding Cultural Context The Japanese Americans in Terminal Island are culturally different from the writer and her family. Mark th e text As you reread the paragraph beginning on line 41 (“The house we lived in . . .”), underline the words or phrases that show the differences between the writer’s family and their new neighbors. What effect did those differences have on the writer and her family? C

40

50

happened to have very slanted eyes. I looked at her and began to scream, certain Papa had sold me out at last. My fear of her ran so deep I could not speak of it, even to Mama, couldn’t explain why I was screaming. For two weeks I had nightmares about this girl, until the teachers finally moved me to the other side of the room. And it was still with me, this fear of Oriental faces, when we moved to Terminal Island. In those days it was a company town, a ghetto owned and controlled by the canneries. The men went after fish, and whenever the boats came back—day or night—the women would be called to process the catch while it was fresh. One in the afternoon or four in the morning, it made no difference. My mother had to go to work right after we moved there. I can still hear the whistle—two toots for French’s, three for Van Camp’s— and she and Chizu would be out of bed in the middle of the night, heading for the cannery. The house we lived in was nothing more than a shack, a barracks with single plank walls and rough wooden floors, like the cheapest kind of migrant workers’ housing. The people around us were hardworking, boisterous, a little proud of their nickname, yo-go-re, which meant literally uncouth one, or roughneck, or deadend kid. They not only spoke Japanese exclusively , they spoke a dialect peculiar to Kyushu,5 where their families had come from in Japan, a rough, fisherman’s language, full of oaths and insults. Instead of saying ba-ka-ta-re, a common insult meaning stupid, Terminal Islanders would say ba-ka-ya-ro, a coarser and exclusively masculine use of the word, which implies gross stupidity. They would swagger and pick on outsiders and persecute anyone who didn’t speak as they did. That was what made my own time there so hateful. I had never spoken anything but English, and the other kids in the second grade despised me for it. They were tough and mean, like ghetto kids anywhere. Each day after school I dreaded their ambush. My brother Kiyo, three years older, would wait for me at the door, where we would decide whether to run straight home together, or split up, or try a new and unexpected route. C 5. Kyushu is the southernmost of Japan’s four main islands.

Vocabulary exclusively (iks kl¯¯¯ oo
siv l¯e) adv. only; shutting out any other 182

The Glencoe Reader

None of these kids ever actually attacked. It was the threat that frightened us, their fearful looks, and the noises they would make, like miniature Samurai, in a language we couldn’t understand. At the time it seemed we had been living under this reign of fear for years. In fact, we lived there about two months. Late in February the navy decided to clear Terminal Island completely. Even Did You Know? though most of us were American-born, For centuries, the Samurai (sam
oo r¯´) were a class it was dangerous having that many of fearsome warriors. Japan abolished its class system in Orientals so close to the Long Beach the 1860s. Naval Station, on the opposite end of the island. We had known something like this was coming. But, like Papa’s arrest, not much could be done ahead of time. There were four of us kids still young enough to be living with Mama, plus Granny, her mother, sixty-five then, speaking no English, and nearly blind. Mama didn’t know where else she could get work, and we had nowhere else to move to. On February 25 the choice was made for us. We were given forty-eight hours to clear out. D The secondhand dealers had been prowling around for weeks, like wolves, offering humiliating prices for goods and furniture they knew many of us would have to sell sooner or later. Mama had left all but her most valuable possessions in Ocean Park, simply because she had nowhere to put them. She had brought along her pottery, her Did You Know? silver, heirlooms like the kimonos A kimono (ki m o ¯
nə) is a loose robe or gown tied Granny had brought from Japan, tea with a sash, traditionally sets, lacquered tables, and one fine old worn as an outer garment by Japanese men and set of china, blue and white porcelain, women. almost translucent.6 E On the day we were

60

70

Infer When you infer, you use your reason and experience to guess at what an author does not come right out and say. For instance, why would the navy think it was “dangerous” for so many Japanese Americans to be living near a naval station? Recall what you have read so far. Then check the box next to the statement that best explains the navy’s decision. D

❏ The residents of Terminal Island were poor and hungry.

❏ The navy thought Japanese Americans might spy on or attack military bases.

❏ The writer’s father and many other Japanese American men were in prison. 80

Visualize The writer lists her mother’s most precious possessions. In the frame below, sketch one or two of those items as you visualize them. E

Your Sketch 90

6. A material that is translucent, such as frosted glass, allows light to pass through but doesn’t permit objects on the other side to be clearly seen. The Glencoe Reader

183

Interpret Why does the writer’s mother smash her valuable set of china? Interpret her behavior by completing the following sentence. F

100

She smashes the china because

110

Respond What were your thoughts as you read about the dealer’s treatment of Mama and her reaction to it? Respond by completing the sentence below. G When the dealer tried to take advantage of Mama, I felt

120

leaving, Woody’s car was so crammed with boxes and luggage and kids we had just run out of room. Mama had to sell this china. One of the dealers offered her fifteen dollars for it. She said it was a full setting for twelve and worth at least two hundred. He said fifteen was his top price. Mama started to quiver. Her eyes blazed up at him. She had been packing all night and trying to calm down Granny, who didn’t understand why we were moving again and what all the rush was about. Mama’s nerves were shot, and now navy jeeps were patrolling the streets. She didn’t say another word. She just glared at this man, all the rage and frustration channeled at him through her eyes. He watched her for a moment and said he was sure he couldn’t pay more than seventeen fifty for that china. She reached into the red velvet case, took out a dinner plate and hurled it at the floor right in front of his feet. The man leaped back shouting, “Hey! Hey, don’t do that! Those are valuable dishes!” Mama took out another dinner plate and hurled it at the floor, then another and another, never moving, never opening her mouth, just quivering and glaring at the retreating dealer, with tears streaming down her cheeks. He finally turned and scuttled out the door, heading for the next house. When he was gone she stood there smashing cups and bowls and platters until the whole set lay in scattered blue and white fragments across the wooden floor. F G The American Friends Service7 helped us find a small house in Boyle Heights, another minority ghetto, in downtown Los Angeles, now inhabited briefly by a few hundred Terminal Island refugees. Executive Order 9066 had been signed by President Roosevelt, giving the War Department authority to define military areas in the western states and to exclude from them anyone who might threaten the war effort. There was a lot of talk about internment , or moving inland, or something like that in store for 7. The American Friends Service is a Quaker charity that provides assistance to political and religious refugees and other displaced persons.

Vocabulary internment (in turn
mənt) n. the act of restricting or being restricted to a particular place, especially during a war 184

The Glencoe Reader

all Japanese Americans. I remember my brothers sitting around the table talking very intently about what we were going to do, how we would keep the family together. They had seen how quickly Papa was removed, and they knew now that he would not be back for quite a while. Just before leaving Terminal Island Mama had received her first letter, from Bismarck, North Dakota. He had been imprisoned at Fort Lincoln, in an all-male camp for enemy aliens. Papa had been the patriarch.8 He had always decided everything in the family. With him gone, my brothers, like councilors in the absence of a chief, worried about what should be done. The ironic thing is, there wasn’t much left to decide. These were mainly days of quiet, desperate waiting for what seemed at the time to be inevitable. H There is a phrase the Japanese use in such situations, when something difficult must be endured. You would hear the older heads, the Issei,9 telling others very quietly, “Shikata ga nai” (It cannot be helped). “Shikata ga nai” (It must be done). Mama and Woody went to work packing celery for a Japanese produce dealer. Kiyo and my sister May and I enrolled in the local school, and what sticks in my memory from those few weeks is the teacher—not her looks, her remoteness. In Ocean Park my teacher had been a kind, grandmotherly woman who used to sail with us in Papa’s boat from time to time and who wept the day we had to leave. In Boyle Heights the teacher felt cold and distant. I was confused by all the moving and was having trouble with the classwork, but she would never help me out. She would have nothing to do with me. This was the first time I had felt outright hostility from a Caucasian. Looking back, it is easy enough to explain. Public attitudes toward the Japanese in California were shifting rapidly. In the first few months of the Pacific war, America was on the run. Tolerance had turned to distrust and irrational fear. The

130

140

Clarify In the highlighted sentence, the writer says that they were all waiting for the inevitable. From the context, what do you think inevitable means? Why did the situation seem that way? Write your response on the lines below. H

150

Mark th e text

160

As you continue reading this autobiography, circle words that you find interesting or that you don’t understand. You’ll come back to these words later.

8. A patriarch (p¯a
tr¯e a rk´) is the male head of a family or group. 9. Issei (¯es
s¯a
) literally means “first generation” and refers to Japanese natives who immigrated to the United States.

Vocabulary irrational (i rash
ən əl) adj. going against reason; not logical The Glencoe Reader

185

Sequence The writer uses sequence to arrange the order of events in her story. The writer may not tell these events in the order they actually happened. Reread the boxed paragraph. What happens when the family sets out for Manzanar? Number the events in the order they occur. I The family arrives at the Buddhist church.

170

Someone hands out box lunches. The writer tries to make friends with the bus driver. The writer’s mother buys heavy coats for the family.

Summarize Underline words that describe how the writer is feeling as her bus speeds towards Manzanar. Summarize Mark th e text how she feels on the lines below. J

180

190

hundred-year-old tradition of anti-Orientalism on the west coast soon resurfaced, more vicious than ever. Its result became clear about a month later, when we were told to make our third and final move. The name Manzanar meant nothing to us when we left Boyle Heights. We didn’t know where it was or what it was. We went because the government ordered us to. And, in the case of my older brothers and sisters, we went with a certain amount of relief. They had all heard stories of Japanese homes being attacked, of beatings in the streets of California towns. They were as frightened of the Caucasians as Caucasians were of us. Moving, under what appeared to be government protection, to an area less directly threatened by the war seemed not such a bad idea at all. For some it actually sounded like a fine adventure. Our pickup point was a Buddhist church in Los Angeles. It was very early, and misty, when we got there with our luggage. Mama had bought heavy coats for all of us. She grew up in eastern Washington and knew that anywhere inland in early April would be cold. I was proud of my new coat, and I remember sitting on a duffel bag trying to be friendly with the Greyhound driver. I smiled at him. He didn’t smile back. He was befriending no one. Someone tied a numbered tag to my collar and to the duffel bag (each family was given a number, and that became our official designation until the camps were closed), someone else passed out box lunches for the trip, and we climbed aboard. I J I had never been outside Los Angeles County, never traveled more than ten miles from the coast, had never even ridden on a bus. I was full of excitement, the way any kid would be, and wanted to look out the window. But for the first few hours the shades were drawn. Around me other people played cards, read magazines, dozed, waiting. I settled back, waiting too, and finally fell asleep. The bus felt very secure to me. Almost half its passengers were immediate relatives. Mama and my older brothers had succeeded in keeping most of us together, on the same bus, headed for the same camp. I didn’t realize until much later what a job that was. The strategy had been, first, to Vocabulary designation (dez´i n¯a
shən) n. a distinctive name or mark

186

The Glencoe Reader

have everyone living in the same district when the evacuation began, and then to get all of us included under the same family number, even though names had been changed by marriage. Many families weren’t as lucky as ours and suffered months of anguish while trying to arrange transfers from one camp to another. We rode all day. By the time we reached our destination, the shades were up. It was late afternoon. The first thing I saw was a yellow swirl across a blurred, reddish setting sun. The bus was being pelted by what sounded like splattering rain. It wasn’t rain. This was my first look at something I would soon know very well, a billowing flurry of dust and sand churned up by the wind through Owens Valley.10 We drove past a barbed-wire fence, through a gate, and into an open space where trunks and sacks and packages had been dumped from the baggage trucks that drove out ahead of us. I could see a few tents set up, the first rows of black barracks, and beyond them, blurred by sand, rows of barracks that seemed to spread for miles across this plain. People were sitting on cartons or milling around, with their backs to the wind, waiting to see which friends or relatives might be on this bus. As we approached, they turned or stood up, and some moved toward us expectantly. But inside the bus no one stirred. No one waved or spoke. They just stared out the windows, ominously silent. I didn’t understand this. Hadn’t we finally arrived, our whole family intact? I opened a window, leaned out, and yelled happily. “Hey! This whole bus is full of Wakatsukis!” K Outside, the greeters smiled. Inside there was an explosion of laughter, hysterical, tension-breaking laughter that left my brothers choking and whacking each other across the shoulders.

We had pulled up just in time for dinner. The mess halls11 weren’t completed yet. An outdoor chow line snaked around a half-finished building that broke a good part of the wind. They

200

Visualize The writer describes Manzanar as she arrives. Reread the paragraph and underline three details that Mark th e text help you picture the scene at Manzanar. On the lines below, write your impression of Manzanar. K

210

Step 1 Have you understood what you’ve read so far? Think carefully. You marked important and interesting passages, but did you put a question mark next to anything? Choose one or more of these strategies to help answer your questions. • Reread confusing passages slowly or aloud. 220

• Read on to see if new story information helps make a passage clear. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 Imagine that the writer asked her mother why the family had to go to Manzanar. On the lines below, write what you think the mother would reply.

230

10. Manzanar was built in Owens Valley, near Death Valley, about two hundred miles north of Los Angeles. 11. In the army, a mess hall is the place where meals are eaten. The Glencoe Reader

187

Connect The writer is disgusted by the idea of eating rice with apricots. Have you ever had to be polite and eat something you didn’t like? What did you do? Write your experience on the lines below. L

240

Infer Reread the descriptions of Block 16 in the boxed passage. Then use your reason and experience to infer how the writer feels about Manzanar. In your opinion, what does she think about her new home? Check the description below that you feel best suits Block 16.

250

M

❏ spacious ❏ poorly built ❏ warm and cozy ❏ solid and strong

260

issued us army mess kits, the round metal kind that fold over, and plopped in scoops of canned Vienna sausage, canned string beans, steamed rice that had been cooked too long, and on top of the rice a serving of canned apricots. The Caucasian servers were thinking that Did You Know? the fruit poured over rice would make a A soldier in the field eats good dessert. Among the Japanese, of from a mess kit, which is a metal container that holds course, rice is never eaten with sweet eating utensils and opens into a plate with two foods, only with salty or savory foods. compartments. Few of us could eat such a mixture. But at this point no one dared protest. It would have been impolite. I was horrified when I saw the apricot syrup seeping through my little mound of rice. I opened my mouth to complain. My mother jabbed me in the back to keep quiet. We moved on through the line and joined the others squatting in the lee12 of half-raised walls, dabbing courteously at what was, for almost everyone there, an inedible concoction. L After dinner we were taken to Block 16, a cluster of fifteen barracks that had just been finished a day or so earlier—although finished was hardly the word for it. The shacks were built of one thickness of pine planking covered with tarpaper. They sat on concrete footings, with about two feet of open space between the floorboards and the ground. Gaps showed between the planks, and as the weeks passed and the green wood dried out, the gaps widened. Knotholes gaped in the uncovered floor. Each barracks was divided into six units, sixteen by twenty feet, about the size of a living room, with one bare bulb hanging from the ceiling and an oil stove for heat. We were assigned two of these for the twelve people in our family group; and our official family “number” was enlarged by three digits—16 plus the number of this barracks. We were issued steel army cots, two brown army blankets each, and some mattress covers, which my brothers stuffed with straw. M The first task was to divide up what space we had for sleeping. Bill and Woody contributed a blanket each and partitioned off 12. Lee is shelter or protection, especially on the side of something facing away from the wind.

188

The Glencoe Reader

the first room: one side for Bill and Tomi, one side for Woody and Chizu and their baby girl. Woody also got the stove, for heating formulas. The people who had it hardest during the first few months were young couples like these, many of whom had married just before the evacuation began, in order not to be separated and sent to different camps. Our two rooms were crowded, but at least it was all in the family. My oldest sister and her husband were shoved into one of those sixteen-by-twenty-foot compartments with six people they had never seen before— two other couples, one recently married like themselves, the other with two teenage boys. Partitioning off a room like that wasn’t easy. It was bitter cold when we arrived, and the wind did not abate.13 All they had to use for room dividers were those army blankets, two of which were barely enough to keep one person warm. They argued over whose blanket should be sacrificed and later argued about noise at night—the parents wanted their boys asleep by 9:00 P.M.—and they continued arguing over matters like that for six months, until my sister and her husband left to harvest sugar beets in Idaho. It was grueling14 work up there, and wages were pitiful, but when the call came through camp for workers to alleviate the wartime labor shortage, it sounded better than their life at Manzanar. They knew they’d have, if nothing else, a room, perhaps a cabin of their own. That first night in Block 16, the rest of us squeezed into the second room—Granny, Lillian, age fourteen, Ray, thirteen, May, eleven, Kiyo, ten, Mama, and me. I didn’t mind this at all at the time. Being youngest meant I got to sleep with Mama. And before we went to bed I had a great time jumping up and down on the mattress. The boys had stuffed so much straw into hers, we had to flatten it some so we wouldn’t slide off. I slept with her every night after that until Papa came back. N

270

otes Your N

280

290

Respond The writer and her family have come to the end of a long day. What are your thoughts about their experiences at this point? N

300

13. The fact that the wind did not abate means that it did not lessen in force or intensity. 14. Grueling work is very difficult, exhausting work.

Vocabulary alleviate (ə l¯e
v¯e a¯ t´) v. to make easier to bear; relieve; lessen The Glencoe Reader

189

READ ALOUD

Build Fluency Find a quiet corner and practice reading aloud the boxed passage. Reread the passage several times until you can read it smoothly and easily. O

310

Analyze Reread the paragraphs about Woody, starting at line 318. Underline words that Mark th e text suggest something about Woody’s personality. Then, on the lines below, describe what this passage tells you about Woody. How does his personality help him cope with difficulties?

320

P

330

We woke early, shivering and coated with dust that had blown up through the knotholes and in through the slits around the doorway. During the night Mama had unpacked all our clothes and heaped them on our beds for warmth. Now our cubicle looked as if a great laundry bag had exploded and then been sprayed with fine dust. A skin of sand covered the floor. I looked over Mama’s shoulder at Kiyo, on top of his fat mattress, buried under jeans and overcoats and sweaters. His eyebrows were gray, and he was starting to giggle. He was looking at me, at my gray eyebrows and coated hair, and pretty soon we were both giggling. I looked at Mama’s face to see if she thought Kiyo was funny. She lay very still next to me on our mattress, her eyes scanning everything—bare rafters, walls, dusty kids—scanning slowly, and I think the mask of her face would have cracked had not Woody’s voice just then come at us through the wall. He was rapping on the planks as if testing to see if they were hollow. O “Hey!” he yelled. “You guys fall into the same flour barrel as us?” “No,” Kiyo yelled back. “Ours is full of Japs.” All of us laughed at this. “Well, tell ’em it’s time to get up,” Woody said. “If we’re gonna live in this place, we better get to work.” He gave us ten minutes to dress, then he came in carrying a broom, a hammer, and a sack full of tin can lids he had scrounged somewhere. Woody would be our leader for a while now, short, stocky, grinning behind his mustache. He had just turned twenty-four. In later years he would tour the country with Mr. Moto, the Japanese tag-team wrestler, as his sinister assistant Suki—karate chops through the ropes from outside the ring, a chunky leg reaching from under his kimono to trip up Mr. Moto’s foe. In the ring Woody’s smile looked sly and crafty; he hammed it up. Offstage it was whimsical , as if some joke were bursting to be told. P “Hey, brother Ray, Kiyo,” he said. “You see these tin can lids?” “Yeah, yeah,” the boys said drowsily, as if going back to sleep. They were both young versions of Woody. “You see all them knotholes in the floor and in the walls?” Vocabulary whimsical (hwim
zi kəl) adj. comical; humorous; playful

190

The Glencoe Reader

They looked around. You could see about a dozen. Woody said, “You get those covered up before breakfast time. Any more sand comes in here through one of them knotholes, you have to eat it off the floor with ketchup.” “What about sand that comes in through the cracks?” Kiyo said. Woody stood up very straight, which in itself was funny, since he was only about five-foot-six. “Don’t worry about the cracks,” he said. “Different kind of sand comes in through the cracks.” He put his hands on his hips and gave Kiyo a sternly comic look, squinting at him through one eye the way Papa would when he was asserting his authority. Woody mimicked Papa’s voice: “And I can tell the difference. So be careful.” The boys laughed and went to work nailing down lids. May started sweeping out the sand. I was helping Mama fold the clothes we’d used for cover, when Woody came over and put his arm around her shoulder. He was short; she was even shorter, under five feet. He said softly, “You okay, Mama?” She didn’t look at him, she just kept folding clothes and said, “Can we get the cracks covered too, Woody?” Outside the sky was clear, but icy gusts of wind were buffeting our barracks every few minutes, sending fresh dust puffs up through the floorboards. May’s broom could barely keep up with it, and our oil heater could scarcely hold its own against the drafts. “We’ll get this whole place as tight as a barrel, Mama. I already met a guy who told me where they pile all the scrap lumber.” “Scrap?” “That’s all they got. I mean, they’re still building the camp, you know. Sixteen blocks left to go. After that, they say maybe we’ll get some stuff to fix the insides a little bit.” Her eyes blazed then, her voice quietly furious. “Woody, we can’t live like this. Animals live like this.” Q It was hard to get Woody down. He’d keep smiling when everybody else was ready to explode. Grief flickered in his eyes. He blinked it away and hugged her tighter. “We’ll make it better, Mama. You watch.”

340

otes Your N

350

360

Analyze Reread the highlighted paragraph and think about how Mama reacts to the changes in their lives. Circle a Mark th e text word or phrase that gives a clue about Mama’s reaction. On the lines below, write a one-sentence description of how that reaction reflects Mama’s personality. Q 370

The Glencoe Reader

191

Infer Woody has more on his mind than plugging up holes for his mother. What else is he thinking about? Mark the box in front of the answer from the choices below. R

380

❏ Woody is worried about his mother’s health.

We could hear voices in other cubicles now. Beyond the wall Woody’s baby girl started to cry. “I have to go over to the kitchen,” he said, “see if those guys got a pot for heating bottles. That oil stove takes too long— something wrong with the fuel line. I’ll find out what they’re giving us for breakfast.” R “Probably hotcakes with soy sauce,” Kiyo said, on his hands and knees between the bunks. “No.” Woody grinned, heading out the door. “Rice. With Log Cabin Syrup and melted butter.”

❏ Woody is figuring out how to feed his baby girl.

❏ Woody is hoping that they’ll get rice with syrup for breakfast. 390

iterary

lement

Autobiography A person writing an autobiography is often remembering events that happened long ago. Sometimes details get lost with time, but important things stay in memory. S Mark th e text

In the boxed passage, underline the details about where they ate that first breakfast in Manzanar and what was happening while they ate. Why might these details be important to the writer? Write your answer on the lines below.

400

410

I don’t remember what we ate that first morning. I know we stood for half an hour in cutting wind waiting to get our food. Then we took it back to the cubicle and ate huddled around the stove. Inside, it was warmer than when we left, because Woody was already making good his promise to Mama, tacking up some ends of lath15 he’d found, stuffing rolled paper around the door frame. S Trouble was, he had almost nothing to work with. Beyond this temporary weather stripping, there was little else he could do. Months went by, in fact, before our “home” changed much at all from what it was the day we moved in—bare floors, blanket partitions, one bulb in each compartment dangling from a roof beam, and open ceilings overhead so that mischievous boys like Ray and Kiyo could climb up into the rafters and peek into anyone’s life. The simple truth is the camp was no more ready for us when we got there than we were ready for it. We had only the dimmest ideas of what to expect. Most of the families, like us, had moved out from southern California with as much luggage as each person could carry. Some old men left Los Angeles wearing Hawaiian shirts and Panama hats and stepped off the bus at an altitude of 4000 feet, with nothing available but sagebrush and tarpaper to stop the April winds pouring down off the back side of the Sierras. 16

15. In construction, lath is any of the thin, narrow strips of wood used as a foundation for plaster or tiles. 16. The Sierras, or Sierra Nevada Mountains, run through eastern California. Manzanar was between these mountains and Death Valley. 192

The Glencoe Reader

The War Department was in charge of all the camps at this point. They began to issue military surplus from the First World War—olive-drab knit caps, earmuffs, peacoats, canvas leggings. Later on, sewing machines were shipped in, and one barracks was turned into a clothing factory. An old seamstress took a peacoat of mine, tore the lining out, Did You Know? opened and flattened the sleeves, added A peacoat is a doublea collar, put arm holes in and handed breasted jacket of thick woolen cloth, worn me back a beautiful cape. By fall dozens especially by sailors. of seamstresses were working full-time transforming thousands of these old army clothes into capes, slacks and stylish coats. But until that factory got going and packages from friends outside began to fill out our wardrobes, warmth was more important than style. I couldn’t help laughing at Mama walking around in army earmuffs and a pair of widecuffed, khaki-colored wool trousers several sizes too big for her. Japanese are generally smaller than Caucasians, and almost all these clothes were oversize. They flopped, they dangled, they hung. T It seems comical, looking back; we were a band of Charlie Chaplins marooned in the California desert. But at the time, it was pure chaos. That’s the only way to describe it. The evacuation had been so hurriedly planned, the camps so hastily thrown together, Did You Know? The great actor and director nothing was completed when we got Charlie Chaplin gained fame there, and almost nothing worked. U for his role as a tramp in baggy pants in a series of I was sick continually, with stomach movies in the 1920s. cramps and diarrhea. At first it was from the shots they gave us for typhoid, in very heavy doses and in assembly-line fashion: swab, jab, swab, Move along now, swab, jab, swab, Keep it moving. That knocked all of us younger kids down at once, with fevers and vomiting. Later, it was the food that made us sick, young and old alike. The kitchens were too small and badly ventilated. Food would spoil from being left out too long.

Understanding Cultural Context Underline the Mark th e text sentence that tells what was wrong with the clothes from the War Department. Then, on the lines below, describe why you think this problem happened. T

420

430

iterary

440

lement

Autobiography Sometimes things seem very different when you look back on them. Reread the boxed Mark th e text paragraph. Circle the phrase that shows the writer’s perspective now. Then circle the phrase that shows the writer’s perspective back then. How has her perspective changed? Write your answer on the lines below. U

The Glencoe Reader

193

Respond What were your thoughts as you read the description of conditions at Manzanar? Rank the following items 1 to 5, with 1 representing the least difficult to bear and 5 the worst. V

450

illness filthy toilets lack of privacy rotten food

460

secondhand clothes

Question The writer describes the conditions at Manzanar in detail. As you read, what questions do these descriptions make you think of? Write your questions in the space below. W

470

480

194

The Glencoe Reader

That summer, when the heat got fierce, it would spoil faster. The refrigeration kept breaking down. The cooks, in many cases, had never cooked before. Each block had to provide its own volunteers. Some were lucky and had a professional or two in their midst. But the first chef in our block had been a gardener all his life and suddenly found himself preparing three meals a day for 250 people. “The Manzanar runs” became a condition of life, and you only hoped that when you rushed to the latrine, one would be in working order. That first morning, on our way to the chow line, Mama and I tried to use the women’s latrine in our block. The smell of it spoiled what little appetite we had. Outside, men were working in an open trench, up to their knees in muck—a common sight in the months to come. Inside, the floor was covered with excrement, and all twelve bowls were erupting like a row of tiny volcanoes. Mama stopped a kimono-wrapped woman stepping past us with her sleeve pushed up against her nose and asked, “What do you do?” “Try Block Twelve,” the woman said, grimacing. “They have just finished repairing the pipes.” It was about two city blocks away. We followed her over there and found a line of women waiting in the wind outside the latrine. We had no choice but to join the line and wait with them. Inside it was like all the other latrines. Each block was built to the same design, just as each of the ten camps, from California to Arkansas, was built to a common master plan. It was an open room, over a concrete slab. The sink was a long metal trough against one wall, with a row of spigots for hot and cold water. Down the center of the room twelve toilet bowls were arranged in six pairs, back to back, with no partitions. My mother was a very modest person, and this was going to be agony for her, sitting down in public, among strangers. V W One old woman had already solved the problem for herself by dragging in a large cardboard carton. She set it up around one of the bowls, like a three-sided screen. OXYDOL was printed in large black letters down the front. I remember this well, because that was the soap we were issued for laundry; later on,

the smell of it would permeate these rooms. The upended carton was about four feet high. The old woman behind it wasn’t much taller. When she stood, only her head showed over the top. She was about Granny’s age. With great effort she was trying to fold the sides of the screen together. Mama happened to be at the head of the line now. As she approached the vacant bowl, she and the old woman bowed to each other from the waist. Mama then moved to help her with the carton, and the old woman said very graciously, in Japanese, “Would you like to use it?” Happily, gratefully, Mama bowed again and said, “Arigato” (Thank you). “Arigato gozaimas” (Thank you very much). “I will return it to your barracks.” “Oh, no. It is not necessary. I will be glad to wait.” The old woman unfolded one side of the cardboard, while Mama opened the other; then she bowed again and scurried out the door. Those big cartons were a common sight in the spring of 1942. Eventually sturdier partitions appeared, one or two at a time. The first were built of scrap lumber. Word would get around that Block such and such had partitions now, and Mama and my older sisters would walk halfway across the camp to use them. Even after every latrine in camp was screened, this quest for privacy continued. Many would wait until late at night. Ironically, because of this, midnight was often the most crowded time of all. Like so many of the women there, Mama never did get used to the latrines. It was a humiliation she just learned to endure: shikata ga nai, this cannot be helped. X She would quickly subordinate her own desires to those of the family or the community, because she knew cooperation was the only way to survive. At the same time she placed a high premium on personal privacy, respected it in others and insisted upon it for herself. Almost everyone at Manzanar had inherited this pair of traits from the generations before them who had learned to live in a small, crowded country like Japan. Y Because of the first

490

Evaluate The writer’s mother says “shikata ga nai”—this cannot be helped—about the lack of privacy in the latrines. Do you think this attitude would be helpful to the residents of Manzanar? Why or why not? Write your thoughts on the lines below. X

500

510

Understanding Cultural Context Reread the highlighted sentence. Then reread the Mark th e text paragraph and circle the two traits you think the writer means. Why do you think people developed these traits in a “small, crowded country like Japan”? Write your answer on the lines below. Y 520

Vocabulary subordinate (sə bor
də n¯at´) v. to cause to be, or treat as, secondary, inferior, or less important The Glencoe Reader

195

Think about what you’ve just read. Look over notes you wrote and passages you marked. Then imagine that the writer is telling a friend about how her family coped with the situation. Think of two difficult living conditions that the writer’s family faced. On the lines below, write the difficult living conditions and the coping strategies the family used. 1. Difficult Living Condition:

Coping Strategy:

2. Difficult Living Condition:

Coping Strategy:

Choose three words, either from the underlined vocabulary in the story or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete the activity listed there.

196

The Glencoe Reader

530

they were able to take a desolate stretch of wasteland and gradually make it livable. But the entire situation there, especially in the beginning—the packed sleeping quarters, the communal mess halls, the open toilets—all this was an open insult to that other, private self, a slap in the face you were powerless to challenge.

Respond

rent reactions to what I Remember . . . We all have diffe people, with different we read because we are all different s. As you read the story, experiences and different emotion in your mind? Why? what event stuck out most clearly

Understanding Cultural Context

1. You Want Jelly with That? Rere ad the passage on pages187–188 about the first dinn er at Manzanar. With your group, imagine that you have gone to summer camp. The first day, the cafeteria serves pizz a with hot fudge and hamburgers with jelly and honey. How would it make you feel about the people feeding you? Discuss your thoughts with your group and write your answ er on the lines below.

Analyze

person was the writer’s 1. Full of Character What kind of partner. Then, on the r you mother? Share your ideas with agree describe both you lines below, list two words that tion in the text situa a tify iden fly her. Beside each word, brie that supports your description. Word: Situation:

2. Change in Attitude On page 185 , the writer says that she felt “outright hostility” toward her and that “public attitudes toward the Japanese in Cali fornia were shifting rapidly.” With your group, discuss the reasons these attitudes were changing. Instead of sending Japanese Americans to internment camps, wha t else could the U.S. government have done? Summar ize your ideas on the lines below.

Word: Situation:

discuss the strengths 2. We Are Family With a partner, family members stay of the writer’s family. How did the s they experienced? together throughout all the change lines below. Summarize your conclusions on the

The Glencoe Reader

197

continued

iterary

lement

Autobiography An autobiography is a person’s account of his or her own life. The author shares memories of people and events and reveals his or her thoughts and feelings. An autobiography can show readers what society was like during the author’s lifetime. Answer each question about the excerpt from Farewell to Manzanar. 1. What did you learn about the writer and her family?

2. What did you learn about American society after Pearl Harbor?

3. What did you learn about life in an internment camp?

198

The Glencoe Reader

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

The secondhand dealer offered the mother such a low price for the china because A. he thought that she was a fool. B. he didn’t think it was worth very much. C. he knew that she couldn’t take it with her. D. he was prejudiced against Japanese Americans. Why was rice topped with apricots a poor choice to serve to the newcomers? A. It gave the children diarrhea. B. The food had spoiled in the heat. C. The cook had been a gardener all his life. D. Traditional Japanese cooking doesn’t combine rice with sweet foods.

Explain how the writer and her family were unprepared for life at Manzanar. Use details from the reading to support your ideas.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the list that belongs in the blank in each sentence. exclusively adv. only; shutting out any other

1. Anne’s illness forced her to

internment n. the act of being restricted to a particular place, especially during a war

2. The audience laughed when the storyteller told a

her dream of teaching. tale.

3. Jill’s Russian improved after three months of speaking it

irrational adj. going against 4. A training program could reason; not logical

.

the need to hire additional workers.

designation n. a distinctive name or mark

5. Henry’s fear of elevators makes no sense; it’s

alleviate v. to make easier to bear; relieve; lessen

6. This house, built in 1871, has received

whimsical adj. comical; humorous; playful

7. To this day, many Japanese Americans have strong memories of their during World War II.

. as a landmark.

subordinate v. to cause to be, or treat as, secondary, inferior, or less important

The Glencoe Reader

199

SPEECH

Think-Pair-Share Imagine that someone is trying to harm you— maybe even kill you—because you’ve been standing up for what you believe in. Then think about these two questions. • Could you be happy under those circumstances? • Would you stop standing up for what you believe in? Discuss the questions with a partner. Then share your answers with the class and compare responses. In this speech, you’ll hear from a man who risked his life by leading the Civil Rights movement.

Building Background In 1968 civil rights leader Martin Luther King Jr. traveled to Memphis, Tennessee, to support African American sanitation workers who were on strike there. King had already led one march in support of the workers, and he was planning to lead another one when, on April 3, he gave the speech you are about to read. The next evening King was murdered outside his motel room.

Setting a Purpose for Reading Read to discover why Martin Luther King Jr. was happy to live during the troubled, violent times of his era and what advice he had for people in the Civil Rights movement. King talks about his personal feelings in the beginning and end parts of his speech. In the middle of the speech, he tells his audience what they must do to win civil rights. As you read, use the following Foldable to help you keep track of the main ideas in each of the three parts of the speech.

Graphic Organizer Organizer Graphic

Vocabulary Preview Read the definitions of these words from “I’ve Seen the Promised Land.” Use the pronunciation guides to help you say each word aloud. As you read the speech, use context clues to help unlock the meaning of these and other words you don’t know. grapple (
rapəl) v. to try to deal with; struggle; p. 203 articulate (ar tikyə la¯t) v. to put into words; express clearly and effectively; p. 206 relevant (relə vent) adj. connected with the matter at hand; meaningful; p. 206 agenda (ə jendə) n. a program or schedule of things to be done; p. 207 compassionate (kəm pashə nit) adj. having sympathy for another’s suffering, combined with a desire to help; p. 208 speculate (spekyə la¯t) v. to guess; p. 208

As you read, circle words that you find interesting or that you don’t understand. Later you will add them to your Hot Words Journal at the back of the book and complete one of the activities there.

1. Place a sheet of paper in front of you so that the long side is at the top. Fold the paper in half from top to bottom. 2. Fold the paper in thirds from side to side to divide the paper into three columns. Unfold the paper so that the three columns show. 3. Through the top layer of paper, cut along the folded lines, forming three tabs.

Begining

Middle

End

4. Label the tabs Beginning, Middle, and End. 5. Under each tab, note the main ideas in that part of the speech.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Summarize Think It Over: Analyze Literary Elements: Allusions Reading Coach: Reading a Speech

200

The Glencoe Reader

I’ve Seen the Promised Land

I’ve Seen the Promised Land

Reading a Speech When you read a speech, make sure you know when and where the words were spoken and who they were spoken to. Use the clues underlined in the text to figure out when, where, and to whom this speech was given. On the lines below, give as many details as you can. A

Martin Luther King Jr.

T

hank you very kindly, my friends. As I listened to Ralph Abernathy1 in his eloquent and generous introduction and then thought about myself, I wondered who he was talking about. It’s always good to have your closest friend and associate say something good about you. And Ralph is the best friend that I have in the world. I’m delighted to see each of you here tonight in spite of a storm warning. You reveal that you are determined to go on anyhow. Something is happening in Memphis, something is happening in our world. A As you know, if I were standing at the beginning of time, with the possibility of general and panoramic view of the whole human history up to now, and the Almighty said to me, “Martin Luther King, which age would you like to live in?”—I would take my mental flight by Egypt through, or rather across the Red Sea, through the wilderness on toward the promised land. B And in spite of its magnificence, I wouldn’t stop there. I would move on by Greece, and take my mind to Mount Olympus. And I would see Plato, Did You Know? Aristotle, Socrates, Euripides and

The Parthenon, a temple Aristophanes2 assembled around the built in the fifth century B.C., still stands in Athens, Parthenon as they discussed the great Greece. and eternal issues of reality. But I wouldn’t stop there. I would go on, even to the great heyday of the Roman Empire. And I would see developments around there, through various emperors and leaders. But I

1. With King and other black ministers, Ralph Abernathy founded the Southern Christian Leadership Conference (SCLC), an organization devoted to the nonviolent struggle against racism and discrimination. 2. The lives of these five Greek teachers and writers spanned a 160-year period ending with Aristotle’s death in 322 B.C. Their ideas greatly influenced modern Western civilization.

Where: When:

10

To whom:

iterary

20

lement

Allusions An allusion is a reference to history, literature, or art. In the highlighted passage, King uses an allusion. He speaks about the flight “across the Red Sea,” which refers to the Bible story that tells how the Israelites escaped from Egypt when God parted the waters of the Red Sea. Circle another allusion in Mark th e text the same sentence that tells where the Israelites were going. (Hint: Look at the title of this selection.) B King makes many allusions in this speech. Footnotes explain some of them, and you may be familiar with others. But if you don’t get an allusion, don’t worry about it. The important thing is to understand King’s main points. The Glencoe Reader

201

I’ve Seen the Promised Land

Keep This in Mind Use these symbols to record your reactions as you read.

30

? I have a question about something here.

! This caught my eye. ★ This information is important.

40

Mark th e text

Choose Your Own Words As you continue reading this speech, circle any words that you find interesting or that you don’t understand. You’ll come back to these words later.

50

Summarize When you summarize what you’ve read, you state the main ideas of a selection in your own words and in a logical order. Stopping to summarize while you’re reading a long or complicated selection can help you keep the main ideas of the selection straight. C Model: If King could choose when to live, he wouldn’t choose any of the great eras of history. He would choose to live when he does, because he’s been able to see people rising up and demanding freedom.

60

wouldn’t stop there. I would even come up to the day of the Renaissance, and get a quick picture of all that the Renaissance did for the cultural and esthetic life of man. But I wouldn’t stop there. I would even go by the way that the man for whom I’m named had his habitat. And I would watch Martin Luther as he tacked his ninety-five theses3 on the door at the Did You Know? church in Wittenberg. Martin Luther (1483–1546) But I wouldn’t stop there. I would was a German theologian come on up even to 1863, and watch a whose arguments challenging certain teachings of the vacillating president by the name of Roman Catholic Church led to the Protestant Abraham Lincoln finally come to the Reformation. conclusion that he had to sign the Emancipation Proclamation. But I wouldn’t stop there. I would even come up to the early thirties, and see a man grappling with the problems of the bankruptcy of his nation. And come with an eloquent cry that we have nothing to fear but fear itself.4 But I wouldn’t stop there. Strangely enough, I would turn to the Almighty, and say, “If you allow me to live just a few years in the second half of the twentieth century, I will be happy.” Now that’s a strange statement to make, because the world is all messed up. The nation is sick. Trouble is in the land. Confusion all around. That’s a strange statement. But I know, somehow, that only when it is dark enough, can you see the stars. And I see God working in this period of the twentieth century in a way that men, in some strange way, are responding—something is happening in our world. The masses of people are rising up. And wherever they are assembled today, whether they are in Johannesburg, South Africa; Nairobi, Kenya; Accra, Ghana; New York City; Atlanta, Georgia; Jackson, Mississippi; or Memphis, Tennessee— the cry is always the same—“We want to be free.” C And another reason that I’m happy to live in this period is that we have been forced to a point where we’re going to have to

3. Here, theses means “arguments.” 4. In these two sentences, King is referring to President Franklin D. Roosevelt, who led the United States during the Great Depression of the 1930s. 202

The Glencoe Reader

I’ve Seen the Promised Land

grapple with the problems that men have been trying to grapple with through history, but the demands didn’t force them to do it. Survival demands that we grapple with them. Men, for years now, have been talking about war and peace. But now, no longer can they just talk about it. It is no longer a choice between violence and nonviolence in this world; it’s nonviolence or nonexistence. That is where we are today. And also in the human rights revolution, if something isn’t done, and in a hurry, to bring the colored peoples of the world out of their long years of poverty, their long years of hurt and neglect, the whole world is doomed. Now, I’m just happy that God has allowed me to live in this period, to see what is unfolding. And I’m happy that he’s allowed me to be in Memphis. D I can remember, I can remember when Negroes were just going around as Ralph has said, so often, scratching where they didn’t itch, and laughing when they were not tickled. But that day is all over. We mean business now, and we are determined to gain our rightful place in God’s world. And that’s all this whole thing is about. We aren’t engaged in any negative protest and in any negative arguments with anybody. We are saying that we are determined to be men. We are determined to be people. We are saying that we are God’s children. And that we don’t have to live like we are forced to live. Now, what does all of this mean in this great period of history? It means that we’ve got to stay together. We’ve got to stay together and maintain unity. You know, whenever Pharaoh5 wanted to prolong the period of slavery in Egypt, he had a favorite, favorite formula for doing it. What was that? He kept the slaves fighting among themselves. But whenever the slaves get together, something happens in Pharaoh’s court, and he cannot hold the slaves in slavery. When the slaves get together, that’s the beginning of getting out of slavery. Now let us maintain unity. Secondly, let us keep the issues where they are. The issue is injustice. The issue is the refusal of Memphis to be fair and 5. In the Bible, the Pharaoh (ruler) of ancient Egypt enslaved the Israelites until Moses led them out of Egypt and into Canaan, which they called the “promised land.”

Vocabulary

70

Analyze To analyze something is to look at its separate parts to see how they relate to the whole thing. So far in this speech King has spent a number of paragraphs talking about his own happiness. How do you think this relates to his larger message? Choose one of the answers below. D

❏ It shows that the world is a good place.

❏ It shows other people how to be happy.

❏ It shows that the civil rights 80

struggle is very important.

You’ve finished reading the beginning of the speech. Remember to use your Foldable to note the main ideas in this part.

Graphic Organizer Organizer Graphic

90

Using Related Meanings You may have heard the word grapple used to describe a physical fight. This isn’t exactly the way that King uses the word. He speaks of grappling with problems. Of course, you can’t physically fight a problem, but you can struggle in your mind with a problem. Words often have related meanings like this. When you come across a familiar word in a strange situation, think creatively!

grapple (
rap əl) v. to attempt to deal with; struggle The Glencoe Reader

203

I’ve Seen the Promised Land

Clarify “That’s always the problem with a little violence,” writes King in the boxed paragraph. What exactly does he mean? Reread the passage; then finish the sentence below. E

100

The problem with violence is

110

Evaluate King’s purpose in giving this speech is to persuade people to continue a unified nonviolent fight for civil rights. Mark th e text Underline or highlight the sentence or two on this page that you think is the most OR the least persuasive. Then rank the speech’s persuasiveness on a scale of one to five, with five being the most persuasive. Check your answer below. F

120

5 4 3 2 1 130

honest in its dealings with its public servants, who happen to be sanitation workers. Now, we’ve got to keep attention on that. That’s always the problem with a little violence. You know what happened the other day, and the press dealt only with the window-breaking. I read the articles. They very seldom got around to mentioning the fact that one thousand, three hundred sanitation workers were on strike, and that Memphis is not being fair to them, and that Mayor Loeb is in dire6 need of a doctor. They didn’t get around to that. E Now we’re going to march again, and we’ve got to march again, in order to put the issue where it is supposed to be. And force everybody to see that there are thirteen hundred of God’s children here suffering, sometimes going hungry, going through dark and dreary nights wondering how this thing is going to come out. That’s the issue. And we’ve got to say to the nation: we know it’s coming out. For when people get caught up with that which is right and they are willing to sacrifice for it, there is no stopping point short of victory. We aren’t going to let any mace stop us. We are masters in our nonviolent movement in disarming police forces; they don’t know what to do. I’ve seen them so often. I remember in Birmingham, Alabama, when we were in that majestic struggle there we would move out of the 16th Street Baptist Church day after day; by the hundreds we would move out. And Bull Connor7 would tell them to send the dogs forth and they did come; but we just went before the dogs singing, “Ain’t gonna let nobody turn me round.” Bull Connor next would say, “Turn the fire hoses on.” And as I said to you the other night, Bull Connor didn’t know history. He knew a kind of physics that somehow didn’t relate to the transphysics8 that we knew about. And that was the fact that there was a certain kind of fire that no water could put out. F And we went before the fire hoses; we had known water. If we were Baptist or some other denomination, we had been immersed. If 6. Dire means “dreadful” or “terrible.” 7. Bull Connor, whose given name was Eugene, was Birmingham’s Commissioner of Public Safety and a candidate for mayor in the 1964 election. 8. Physics is the study of the physical properties of light, heat, electricity, magnetism, and so on. With the invented word transphysics, King refers to things that transcend, or go beyond, the physical, such as morality and philosophy.

204

The Glencoe Reader

I’ve Seen the Promised Land

we were Methodist, and some others, we had been sprinkled, but we knew water.9 That couldn’t stop us. And we just went on before the dogs and we would look at them; and we’d go on before the water hoses and we would look at it, and we’d just go on singing “Over my head I see freedom in the air.” And then we would be thrown in the paddy wagons, and sometimes we were stacked in there like sardines in a can. And they would throw us in, and old Bull would say, “Take them off,” and they did; and we would just go in the paddy wagon singing, “We Shall Overcome.” And every now and then we’d get in the jail, and we’d see the jailers looking through the windows being moved by our prayers, and being moved by our words and our songs. And there was a power there which Bull Connor couldn’t adjust to; and so we ended up transforming Bull into a steer, and we won our struggle in Birmingham.

Now we’ve got to go on to Memphis just like that. I call upon you to be with us Monday. Now about injunctions: We have an injunction10 and we’re going into court tomorrow morning to fight this illegal, unconstitutional injunction. All we say to America is, “Be true to what you said on paper.” If I lived in China or even Russia, or any totalitarian country, maybe I could understand the denial of certain basic First Amendment privileges, because they hadn’t committed themselves to that over there. But somewhere I read of the freedom of assembly. Somewhere I read of the freedom of speech. Somewhere I read of the freedom of the press. Somewhere I read that the greatness of America is the right to protest for right. And so just as I say, we aren’t going to let any injunction turn us around. We are going on. We need all of you. And you know what’s beautiful to me, is to see all of these ministers of the Gospel. It’s a marvelous picture.

Step 1 Have you understood what you’ve read so far? Think carefully. You marked important and interesting passages with stars and exclamation marks, but did you put a question mark next to anything? Choose one or more of these strategies to help answer your questions. 140

• Reread confusing passages slowly or read them aloud. • Read on to see if new information helps make a passage clear. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 Get into a time machine and whisk yourself back to the year 1968. You are listening to King deliver this very speech when an acquaintance comes in late and sits down beside you. Your friend wants a brief summary of what King has said. Write your response on the following lines. 150

160

9. King is referring to the Christian ritual of baptism, which may involve immersion in water or the sprinkling or pouring of water over a person’s head. 10. An injunction is a court order barring a specific action, such as a march, demonstration, or strike. The Glencoe Reader

205

I’ve Seen the Promised Land

iterary

lement

Allusions King refers to “long white robes over yonder” in the highlighted passage. (Yonder is an old-fashioned word for there.) What is he alluding to? Choose the word or phrase below that best defines over yonder. G

❏ Memphis

170

❏ the church choir ❏ the garment district ❏ heaven

Monitoring Comprehension In this passage, King mentions two things that have to be done. Reread the passage and Mark th e text underline the sentences in which he tells what those two things are. Make sure you understand the sentences. Reread or read ahead if you think it will help you. Use a dictionary to look up words you don’t know. Then use your own words to tell on the lines below what two things must be done. H

180

190

Who is it that is supposed to articulate the longings and aspirations of the people more than the preacher? Somehow the preacher must be an Amos,11 and say, “Let justice roll down like waters and righteousness like a mighty stream.” Somehow, the preacher must say with Jesus, “The spirit of the Lord is upon me, because he hath anointed me to deal with the problems of the poor.”12 And I want to commend the preachers, under the leadership of these noble men: James Lawson, one who has been in this struggle for many years; he’s been to jail for struggling; but he’s still going on, fighting for the rights of his people. Rev. Ralph Jackson, Billy Kiles; I could just go right on down the list, but time will not permit. But I want to thank them all. And I want you to thank them, because so often, preachers aren’t concerned about anything but themselves. And I’m always happy to see a relevant ministry. It’s alright to talk about “long white robes over yonder,” in all of its symbolism. But ultimately people want some suits and dresses and shoes to wear down here. G It’s alright to talk about “streets flowing with milk and honey,” but God has commanded us to be concerned about the slums down here, and his children who can’t eat three square meals a day. It’s alright to talk about the new Jerusalem, but one day, God’s preacher must talk about the New York, the new Atlanta, the new Philadelphia, the new Los Angeles, the new Memphis, Tennessee. This is what we have to do. Now the other thing we’ll have to do is this: Always anchor our external direct action with the power of economic withdrawal. Now, we are poor people, individually, we are poor when you compare us with white society in America. We are poor. Never stop and forget that collectively, that means all of us together, collectively we are richer than all the nations in the world, with the exception of nine. H Did you ever think about that? After you 11. The Hebrew prophet Amos lived in the eighth century B.C. 12. Here, King has freely paraphrased the words that Jesus was reading from the prophet Isaiah.

Vocabulary articulate (ar tik yə l¯at) v. to put into words; express clearly and effectively relevant (rel ə vənt) adj. connected with the matter at hand; pertinent; meaningful 206

The Glencoe Reader

I’ve Seen the Promised Land

leave13 the United States, Soviet Russia, Great Britain, West Germany, France, and I could name the others, the Negro collectively is richer than most nations of the world. We have an annual income of more than thirty billion dollars a year, which is more than all of the exports of the United States, and more than the national budget of Canada. Did you know that? That’s power right there, if we know how to pool it. We don’t have to argue with anybody. We don’t have to curse and go around acting bad with our words. We don’t need any bricks and bottles, we don’t need any Molotov cocktails, we just need to go around to these stores, and to these massive industries in our country, and say, “God sent us by here, to say to you that you’re not treating his children right. And we’ve come by here to ask you to make the first item on your agenda—fair treatment, where God’s children are concerned. Now, if you are not prepared to do that, we do have an agenda that we must follow. And our agenda calls for withdrawing economic support from you . . .” But not only that, we’ve got to strengthen black institutions. I call upon you to take your money out of the banks downtown and deposit your money in Tri-State Bank—we want a “bank-in” movement in Memphis. So go by the savings and loan association. I’m not asking you something that we don’t do ourselves at SCLC. Judge Hooks and others will tell you that we have an account here in the savings and loan association from the Southern Christian Leadership Conference. We’re just telling you to follow what we’re doing. Put your money there. You have six or seven black insurance companies in Memphis. Take out your insurance there. We want to have an “insurance-in.” I Now these are some practical things we can do. We begin the process of building a greater economic base. And at the same time, we are putting pressure where it really hurts. I ask you to follow through here. J Now, let me say as I move to my conclusion that we’ve got to give ourselves to this struggle until the end. Nothing would be 13. Here, the expression after you leave means “not counting” or “apart from.”

200

Reading Speeches King refers to people, places, and things—such as the Tri-State Bank—that would be familiar to his Memphis audience but not to most readers today. If you don’t recognize local references in speeches that you read, don’t get bogged down in trying to understand them. You can skim over those details and concentrate on understanding Mark th e text the main ideas. Circle the local references in this paragraph. Then, on the lines below, tell the main idea of the paragraph. I

210

220

Summarize When King says “these are some practical things we can do,” he’s talking about the main points he’s made on this page. Summarize those points on the lines below. J

You might want to add this summary to your Foldable under the middle flap.

Vocabulary agenda (ə jen də) n. a program or schedule of things to be done The Glencoe Reader

207

I’ve Seen the Promised Land

Connect King urges his listeners to develop “a kind of dangerous unselfishness.” When could it be dangerous to be unselfish? Think of an example that might arise in your own life and describe it on the lines below. K

230

240

Now read on to hear King talk about someone from the Christian Bible who took a risk to help another person.

Your N otes

250

260

more tragic than to stop at this point, in Memphis. We’ve got to see it through. And when we have our march, you need to be there. Be concerned about your brother. You may not be on strike. But either we go up together, or we go down together. Let us develop a kind of dangerous unselfishness. K One day a man came to Jesus; and he wanted to raise some questions about some vital matters in life. At points, he wanted to trick Jesus, and show him that he knew a little more than Jesus knew, and through this, throw him off base. Now that question could have easily ended up in a philosophical and theological debate. But Jesus immediately pulled that question from mid-air, and placed it on a dangerous curve between Jerusalem and Jericho. And he talked about a certain man, who fell among thieves. You remember that a Levite and a priest passed by on the other side. They didn’t stop to help him. And finally a man of another race came by. He got down from his beast, decided not to be compassionate by proxy.14 But with him, administered first aid, and helped the man in need. Jesus ended up saying, this was the good man, this was the great man, because he had the capacity to project the “I” into the “thou,” and to be concerned about his brother. Now you know, we use our imagination a great deal to try to determine why the priest and the Levite didn’t stop. At times we say they were busy going to church meetings—an ecclesiastical gathering—and they had to get on down to Jerusalem so they wouldn’t be late for their meeting. At other times we would speculate that there was a religious law that “One who was engaged in religious ceremonials was not to touch a human body twenty-four hours before the ceremony.” And every now and then we begin to wonder whether maybe they were not going down to Jerusalem, or down to Jericho, rather to organize a “Jericho Road Improvement Association.” That’s a possibility. Maybe they felt that it was better to deal with the problem from 14. In ancient Israel, men of the Levite tribe were temple priests or assistants. One might expect the two religious men to help, especially since the victim is also Jewish. Instead, it is a man of another race who decides not to leave it to someone else—a proxy, or substitute—to help.

Vocabulary compassionate (kəm pash ə nit) adj. having or showing sympathy for another’s suffering or misfortune, combined with a desire to help speculate (spek yə l¯at´) v. to guess 208

The Glencoe Reader

I’ve Seen the Promised Land

the causal root, rather than to get bogged down with an individual effort. But I’m going to tell you what my imagination tells me. It’s possible that these men were afraid. You see, the Jericho road is a dangerous road. I remember when Mrs. King and I were first in Jerusalem. We rented a car and drove from Jerusalem down to Jericho. And as soon as we got on that road, I said to my wife, “I can see why Jesus used this as a setting for his parable.”15 It’s a winding, meandering road. It’s really conducive for ambushing. You start out in Jerusalem, which is about 1200 miles, or rather 1200 feet above sea level. And by the time you get down to Jericho, fifteen or twenty minutes later, you’re about 2200 feet below sea level. That’s a dangerous road. In the days of Jesus it came to be known as the “Bloody Pass.” And you know, it’s possible that the priest and the Levite looked over that man on the ground and wondered if the robbers were still around. Or it’s possible that they felt that the man on the ground was merely faking. And he was acting like he had been robbed and hurt, in order to seize them over there, lure them there for quick and easy seizure. And so the first question that the Levite asked was, “If I stop to help this man, what will happen to me?” But then the Good Samaritan came by. And he reversed the question: “If I do not stop to help this man, what will happen to him?” That’s the question before you tonight. Not, “If I stop to help the sanitation workers, what will happen to all of the hours that I usually spend in my office every day and every week as a pastor?” The question is not, “If I stop to help this man in need, what will happen to me?” “If I do not stop to help the sanitation workers, what will happen to them?” That’s the question. L Let us rise up tonight with a greater readiness. Let us stand with a greater determination. And let us move on in these powerful days, these days of challenge to make America what it ought to be. We have an opportunity to make America a better nation. And I want to thank God, once more, for allowing me to be here with you.

270

Analyze In biblical times, Samaritans were enemies of Jews, yet a Samaritan stopped to help an injured Jewish traveler. How does the story of the Good Samaritan relate to two important ideas in this speech? Write your answers next to each idea. L Nonviolence

Dangerous Unselfishness

280

You’ve finished the middle part of King’s speech. Don’t forget to note the main ideas in this part under the second tab of your Foldable.

Graphic Organizer Organizer Graphic

290

15. A parable is a brief story intended to illustrate some truth or moral lesson. The Glencoe Reader

209

I’ve Seen the Promised Land

Your Not es 300

310

READ ALOUD

Build Fluency Find someplace quiet and practice reading aloud the boxed section. Read it several times, until you can say it smoothly, without stumbling over any words. M

320

Interpret Why did the letter King received from the ninthgrade girl stick in his mind much longer than letters from more important people? On the lines below, write your interpretation of King’s reaction to the letter. N 330

You know, several years ago, I was in New York City autographing the first book that I had written. And while sitting there autographing books, a demented16 black woman came up. The only question I heard from her was, “Are you Martin Luther King?” And I was looking down writing, and I said yes. And the next minute I felt something beating on my chest. Before I knew it I had been stabbed by this demented woman. I was rushed to Harlem Hospital. It was a dark Saturday afternoon. And that blade had gone through, and the X rays revealed that the tip of the blade was on the edge of my aorta, the main artery. And once that’s punctured, you drown in your own blood—that’s the end of you. It came out in the New York Times the next morning, that if I had sneezed, I would have died. Well, about four days later, they allowed me, after the operation, after my chest had been opened, and the blade had been taken out, to move around in the wheel chair in the hospital. They allowed me to read some of the mail that came in, and from all over the states, and the world, kind letters came in. I read a few, but one of them I will never forget. I had received one from the President and the Vice-President. I’ve forgotten what those telegrams said. I’d received a visit and a letter from the Governor of New York, but I’ve forgotten what the letter said. But there was another letter that came from a little girl, a young girl who was a student at the White Plains High School. And I looked at that letter, and I’ll never forget it. It said simply, “Dear Dr. King: I am a ninth-grade student at the White Plains High School.” She said, “While it should not matter, I would like to mention that I am a white girl. I read in the paper of your misfortune, and of your suffering. And I read that if you had sneezed, you would have died. And I’m simply writing you to say that I’m so happy that you didn’t sneeze.” M And I want to say tonight, I want to say that I am happy that I didn’t sneeze. Because if I had sneezed, I wouldn’t have been around here in 1960, when students all over the South started sitting in at lunch counters. N And I knew that as they were sitting in, they were really standing up for the best in the American dream. And taking the whole nation back to those 16. Demented means “insane.”

210

The Glencoe Reader

I’ve Seen the Promised Land

great walls of democracy which were dug deep by the Founding Fathers in the Declaration of Independence and the Constitution. If I had sneezed, I wouldn’t have been around in 1962, when Negroes in Albany, Georgia,17 decided to straighten their backs up. And whenever men and women straighten their backs up, they are going somewhere, because a man can’t ride your back unless it is bent. If I had sneezed, I wouldn’t have been here in 1963, when the black people of Birmingham, Alabama, aroused the conscience of this nation, and brought into being the Civil Rights Bill. If I had sneezed, I wouldn’t have had a chance later that year, in August, to try to tell America about a dream that I had had. If I had sneezed, I wouldn’t have been down in Selma, Alabama,18 to see the great movement there. If I had sneezed, I wouldn’t have been in Memphis to see a community rally around those brothers and sisters who are suffering. I’m so happy that I didn’t sneeze. O And they were telling me, now it doesn’t matter now. It really doesn’t matter what happens now. I left Atlanta this morning, and as we got started on the plane, there were six of us, the pilot said over the public address system, “We are sorry for the delay, but we have Dr. Martin Luther King on the plane. And to be sure that all of the bags were checked, and to be sure that nothing would be wrong with the plane, we had to check out everything carefully. And we’ve had the plane protected and guarded all night.” And then I got into Memphis. And some began to say the threats, or talk about the threats that were out. What would happen to me from some of our sick white brothers? Well, I don’t know what will happen now. We’ve got some difficult days ahead. But it doesn’t matter with me now. Because I’ve been to the mountaintop. And I don’t mind. Like anybody, I would like to live a long life. Longevity has its place. But I’m not concerned about that now. P I just want to do God’s will. And He’s allowed me to go up to the mountain. And I’ve looked over. And I’ve seen the promised land. I may not get there with you.

iterary

340

lement

Allusions In this paragraph, King alludes to many of the historic events he was involved with. Two of the events are described in the footnotes on Mark th e text this page. Underline any other allusions you recognize. On the lines below, tell why King might be using these allusions to show why he’s “so happy that [he] didn’t sneeze.” O

350

360

Analyze King talks about threats that are being made on his life and says “I’m not concerned about that now.” How does his attitude toward dying relate to his ideas about dangerous unselfishness? How does it relate to his feelings about this moment in history? Explain below. P

370

17. In 1962 King took part in demonstrations in Albany, Georgia, protesting the segregation of public facilities. 18. In Selma, Alabama, in 1965, King led a march to protest restrictions on black voting rights. Soon afterward, the Voting Rights Act of 1965 was passed. The Glencoe Reader

211

I’ve Seen the Promised Land

Graphic Organizer Organizer Graphic

Remember to use your Foldable to note the main ideas in this part.

Step 1 Look back over King’s speech and review your notes and your Foldable. Then imagine that you are a reporter for a local radio station. You’ve been given a 15second spot to summarize King’s remarks. Write your summary below.

Step 2 King gave his life for the cause of civil rights. Would you be willing to dedicate your life to a cause you strongly believed in? Why or why not? Explain.

Choose three words, either from the underlined vocabulary in the speech or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete an activity listed there.

212

The Glencoe Reader

But I want you to know tonight, that we, as a people will get to the promised land. And I’m happy, tonight. I’m not worried about anything. I’m not fearing any man. Mine eyes have seen the glory of the coming of the Lord.

I’ve Seen the Promised Land

Summarize

e, summarize King’s Great One Liners In one sentenc listed below. main idea about each of the topics The times we live in

Analyze 1. Analyze This With your group, choose one of the following sections of King’s speech and discuss how it relates to the whole speech. Write your answer below. a. the story of Pharaoh and the slav es, lines 87–95 (page 203) b. the struggle in Birmingham, line s 116–146 (pages 204–205)

Violence

Money

2. Good Relationships Use your Fold able to start thinking about the similarities and differences between the beginning, middle, and end of King’s speech. The n with your group, discuss the ways the three parts of the speech relate to each other. Together, come up with a state ment about the relationship of the parts. Write the state ment below.

Reading a Speech the speech silently. Speak up Read the last paragraph of re, and why King As you read, keep in mind when, whe g the words to his was speaking. Try to imagine him sayin emphasized? audience. What words do you think he s. Now read the Underline at least ten important word or she can guess paragraph aloud to a partner. See if he the words you which words you underlined. Compare e. In the space underlined with those your partner chos . cted below, list the words that you both sele

rding of King’s speech Search the Internet for an audio reco the way King spoke. and compare your interpretation with

The Glencoe Reader

213

continued

iterary

lement

Allusions An allusion is a reference to a person, place, or thing from history or from a work of literature, music, or art. In “I’ve Seen the Promised Land,” Martin Luther King Jr. makes many historical and biblical allusions. Even the title of his speech contains an allusion to the Bible. “The promised land” alludes to the land that God promised to the Israelites when they were enslaved in Egypt. In the chart below, record historical and biblical allusions you recognize in King’s speech. “The promised land” has been added for you.

Historical Allusions

Biblical Allusions

The promised land

214

The Glencoe Reader

I’ve Seen the Promised Land

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

How does King persuade his audience that nonviolence is effective? A. He tells about the Good Samaritan who stopped to help the man injured on the roadside. B. He tells about when Bull Connor tried to stop civil rights protesters. C. He tells about the letter the ninth-grade girl sent him. D. He tells what it was like to be stabbed.

Write your answer to open-ended question A in the space provided below. A.

Explain why Martin Luther King Jr. was happy to be living in the middle of the twentieth century.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

When King says “I’ve seen the promised land,” he means that A. he thinks African Americans will have equal rights someday. B. he’s visited the Holy Land. C. he has lived much of his life in the North. D. he thinks he is Moses.

Vocabulary Check Write the word from the word list that belongs in the blank in each sentence. grapple v. to attempt to deal with; struggle

1. Vicky’s volunteer hospital work shows how

articulate v. to put into words; express clearly and effectively

2. We’re going to make a serious effort to

relevant adj. connected with the matter at hand; meaningful agenda n. a program or schedule of things to be done

3. Rather than unrelated information, we need

she is. with the problem. facts.

4. The president distributed the

for the student council meeting.

5. To be understood, you must

your ideas carefully.

6. Sometimes I like to daydream and

about my future.

compassionate adj. having or showing sympathy for another’s suffering or misfortune, combined with a desire to help speculate v. to guess

The Glencoe Reader

215

SCIENCE ARTICLE

Share Prior Knowledge Where in the world is Antarctica? Who do you suppose has actually been there? Is it possible for anything to live in such a climate? With a partner, discuss these questions and share anything you might know about Antarctica. Then discuss with your class what it might be like to travel to this faraway spot on the globe. In this science article, Jane Ellen Stevens takes you to the huge and mysterious ocean that surrounds one of the coldest places in the world.

Building Background Antarctica is an ice-covered region surrounding the South Pole. • Antarctica lies mainly within the Antarctic Circle, an imaginary line around the earth about 1,600 miles from the South Pole. • Sea ice exists year-round on the waters that circle Antarctica. During the winter, the ice expands and covers an area that is almost twice as large as the United States.

Setting a Purpose for Reading Read to discover what it is like to live and work on the sea ice that surrounds Antarctica. Graphic Organizer Organizer Graphic

As you read, use the following Foldable to help you keep track of the writer’s vivid descriptions of Antarctic ice as well as the scientific information she provides.

1. Place a sheet of paper in front of you so the short side is at the top. Fold the bottom of the paper to the top, stopping about an inch from the top.

Vocabulary Preview Read the definitions of these words from “Exploring Antarctic Ice.” Use the pronunciation guides to say each word aloud. You may already know some of these words, but others might still be unclear. As you read, use context clues to help unlock the meaning and make these words clearer. ephemeral (i fem
ər əl) adj. short-lived; temporary; p. 219 ecosystem (¯e
k¯o sis´təm) n. a group of organisms working with their environment as one unit; p. 219 proliferation (pro¯ lif´ə r¯a
shən) n. growth by quickly producing new cells or new life; p. 219 tedious (t¯e
d¯e əs) adj. boring; tiresome; p. 220 disconcerting (dis´kən surt
in) adj. disturbing, confusing, or frustrating; p. 221 devoid (di void
) adj. not having; lacking (with of ); p. 222 transient (tran
shənt) adj. of a temporary or brief time period; not lasting; p. 224

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

2. Write Antarctic Ice at the top of the page. 3. Fold the paper in half from left to right and then unfold. Cut along the fold line on the front flap to make two tabs. 4. Label the left tab Descriptions and the right tab Scientific Facts. 5. As you read, record under the left tab the writer’s descriptions of life on and around the Antarctic ice. Under the right tab, record the scientific facts that the writer includes about Antarctic ice.

Arctic Ice

Descriptions

Scientific Facts

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Identify Sequence Think It Over: Main Idea Literary Element: Author’s Purpose Reading Coach: Understanding Jargon

216

The Glencoe Reader

Understanding Jargon This selection includes technical or special language used by scientists who work at sea. Don’t worry. Use what you already know—along with context clues, footnotes, and a dictionary—to figure out what the jargon means. For example, look at the highlighted jargon in the boxed passage. Then read the thinking model below. A

Jane Ellen Stevens

T

he temperature is 1°F, not very cold for this part of the world, and a moderate breeze ruffles the fur around the hoods of our regulation-issue bloodred parkas. It’s our first day out on the ice, and with a dozen other people I am shoveling snow from a frozen ocean that stretches to the horizon like a white desert. I hear a radio crackle with the voice of second officer Michael Watson. Like a plantation manager supervising his field hands, Watson eyes us through binoculars from the bridge of the Nathaniel B. Palmer. “Greg, be advised that there’s a crack from the bow that’s crossing the end of your line.” Watson refers to the marker line along which we are digging holes to measure the snow and ice thickness. “Roger that,” says Greg Packard, the marine projects coordinator. “We’ll keep an eye on it.” The skies, which dawned a clear, blazing blue, have grayed. Watson’s disembodied voice emerges again from Packard’s radio: “Greg, be advised, a section of ice under the ship’s starboard wing just buckled and it’s filling with water.” “Roger that.” A As I push the shovel into the snow, a hairline crack streaks from the ship’s bow a hundred yards away right past the tips of my boots. I point it out to Martin Jeffries, our chief scientist. Jeffries, a 37-year-old glaciologist1 from the Geophysical Institute of the University of Alaska Fairbanks, has 14 years’ experience with Arctic and Antarctic sea ice. “Watch it,” he advises. The icy landscape looks solid enough, but just two feet below my white rubber boots lies 12,000 feet of frigid water. Padded

10

Model: I know that “Roger that” means that the person speaking understands the radio message. I can use context clues to figure out that “bow” and “starboard” are parts of the ship. I don’t think it matters if I know exactly where these places are on the ship. I get the idea that the scientists are in danger.

Keep This in Mind Use these symbols to record your reactions as you read.

? I have a question about something here 20

! This really caught my attention. ★ This information is important.

Mark th e text

Choose your own words As you read, circle any words that you find interesting or that you don’t understand. You’ll come back to these words later.

1. A scientist who studies glaciers is a glaciologist. The Glencoe Reader

217

Identify Sequence Writers put their thoughts in a logical order—such as time order, order of importance, or spatial order—to help you understand important ideas. When you discover the logical order in a selection, you identify the sequence. Look for signal words such as first, then, now, as, and after to identify the time order sequence in this selection. B

30

Reread the boxed paragraph. Underline or highlight the signal words that indicate time order. Then number the following events in the order in which they happen.

40

Mark th e text

The group hurries back to the ship. The ice that the group was standing on begins to disappear. The ice breaks, and seawater flows through it.

50

The group grabs the tools.

Here’s a good spot to stop and think about your Foldable! As you read, don’t forget to jot down under the right tab these scientific facts about the Antarctic ice. C

Graphic Organizer Organizer Graphic

60

with 20 pounds of clothes, I might survive in the water a few minutes—if I had the presence of mind to inflate my life vest. Suddenly Packard shouts a warning. The crack at the end of the line is widening. We stop digging and, in the silence, hear Watson’s calm voice: “Greg, the pool under the wing is getting deeper.” Jeffries doesn’t hesitate. “Get back to the ship!” he yells. We seize shovels, tape measures, ice corers, and sledges and shuffle across the floe as fast as we can. The buckled section of ice is now a large pond from which seawater pours onto the rest of the floe like a mountain stream. As we gather inside the ship, the flat ice we stood on with all the confidence of explorers on Did You Know? A floe is a large sheet of newly conquered land begins floating ice. disintegrating. B “Rats!” Jeffries says. Then relief swells his voice: “Thanks to all for coming in alive.” We’re at day seven of a fifty-day international scientific expedition that will take us 8,400 miles through the winter sea ice encircling Antarctica. It is early August, and a little more than a month from now the ice will reach its greatest expanse—twice the area of the entire United States. The ice appears and disappears every year. Beginning in March, the Antarctic autumn, it grows rapidly—at a rate of 22 square miles a minute—to an average thickness of three feet. By October, the middle of spring, it is melting twice as fast. C With me on the Palmer, a privately owned research icebreaker under contract to the National Science Foundation (NSF), are 35 men and 7 other women. It’s my second voyage on the ship; this year, as a science journalist with an NSF fellowship,2 I’ve signed on as a working member of Jeffries’s group of ten researchers. We’re as zealous as Nathaniel B. Palmer himself, the American seal hunter who in 1820 was one of the first people to see Antarctica. . . .

2. A fellowship is a sum of money granted to allow work or advanced study in one’s chosen field. 218

The Glencoe Reader

Martin Jeffries and his fellow scientists call this ephemeral frontier the “Antarctic winter sea-ice ecosystem ” —a dull name that doesn’t even hint at the dangers and mysteries that kept all but a handful of humans away until a decade ago. Science began nibbling at the winter sea ice in 1974, but it was not until 1986 that the first research ship, the German icebreaker Polarstern, ventured deep into it. People criticized that expedition as foolhardy 3 and unnecessary: The ice had trapped or crushed every ship that had gone in, and everyone assumed the place was a wasteland. Yet the researchers on the Polarstern found life in abundance. Penguins, seals, and seabirds appeared out of nowhere on their way to no known place. They were fatter than those observed in summer. Even the sea ice itself seemed to breathe, opening into what looked like rivers meandering through a snowy prairie and then, without warning, closing again. D Since that pioneering voyage, only ten other scientific expeditions have explored the winter sea ice, seven of them on the Nathaniel B. Palmer. The information collected so far shows that the ice is vital for the proliferation of life throughout the southern oceans. In winter, algae living in the ice provide a rich pasture for krill, tiny shrimp-like creatures that are a staple food of larger Did You Know? animals such as whales. Dust particles Krill are tiny marine animals blown in from distant landmasses are belonging to the same family as lobsters, crabs, and trapped in the ice. In spring when the shrimp. ice melts, algae—perhaps fertilized by iron in the dust—bloom in the meltwater. E But we don’t yet know, for instance, why the sea ice varies in thickness, structure, and distribution from one area to another or how changes in its mass affect ocean currents and climate. We don’t know exactly how algae in the ice survive the winter, and we

70

Pronouncing Unfamiliar Words Saying an unfamiliar word aloud helps you remember it. Look at the pronunciation key before a word’s definition. Sound out the individual syllables; then say them together. Be sure to note which syllable to accent.

iterary

80

lement

Author’s Purpose An author’s purpose is the reason he or she writes. Authors may write to describe something or to give you information about a topic. They may want to persuade you to do something, or they may simply want to tell an entertaining story. Authors may have more than one purpose as they write. What is the author’s main purpose for writing this article? D

90

Main Idea The main idea is the most important idea in a paragraph or in an entire piece. In most paragraphs, one sentence contains the main idea. The other sentences support that thought. Mark th e text

3. Foolhardy means “bold or daring in a foolish or unthinking way.”

Vocabulary ephemeral (i fem
ər əl) adj. short-lived; temporary ecosystem (¯e
k¯o sis´təm) n. a group of organisms working with their environment as one unit proliferation (pr¯o lif´ə r¯a
shən) n. growth by quickly producing new cells or new life

Underline or highlight the sentence in the boxed paragraph that tells the most important idea. Then write that main idea in your own words on the lines below. E

The Glencoe Reader

219

Understanding Jargon Reread the highlighted sentence on this page. Use the footnotes at the bottom of the page to figure out what the jargon means. Then restate the sentence in your own words. (Hint: 69˚ south means 69 degrees latitude south of the equator.) F

100

110

Step 1 Ask yourself, Have I understood what I’ve read so far? Think carefully. Did you put question marks next to anything as you read? These strategies can help you answer your questions. • Reread confusing passages or read them aloud. • Read on. New information in the article may help make a passage clear. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 Now answer this question on the lines below. What are the scientists doing in the Antarctic?

120

know hardly anything about the winter lives of the millions of Adélie and emperor penguins, Antarctic and snow petrels, and Weddell, crabeater, and leopard seals. Solving these “whys” requires hours of tedious work, observing and measuring to first sort out the “whats” and “hows.” How thick is the sea ice? How much snow covers it? How much of the ice is flooded with seawater? What is the temperature of the snow and ice? What kinds of crystals are present? Our expedition will help answer these questions. After the ominous4 incident our first day on the ice, we push south in the Ross Sea along longitude 180°, the date line,5 meandering between yesterday and today through a world that will disappear two months from now. The Palmer makes 60 nautical miles—one degree of latitude—every 24 hours, and four days later, on Julian day 220,6 we reach 69° south. At 9:30 A.M., as a neon orange rim appears along the horizon, we make a stop to collect atmospheric and oceanographic data. . . . F

I consider myself lucky to be part of the snow and ice thickness team: Our time is vigorously spent. With shovels, four of us begin digging holes a yard apart along the 164-yard (150-meter) line. Even though the snow is fluffy and only about a foot deep, I soon work up a sweat. Five emperor penguins slide toward us on their white-pillowed bellies, push themselves up with their beaks, and spend the rest of the afternoon studying us. The next job is to drill small holes through the ice itself. Each time I haul out the gas-powered drill, seawater spouts through the hole like a geyser. (We employ gas-powered machinery as little as possible to keep pollution to a minimum.) We then use 4. Here, ominous means “unfavorable” or “threatening.” 5. The date line is the imaginary north-south line on the earth that marks the time boundary between one day and the next. 6. Julian day 220 is August 8. The Julian calendar numbers the days of the year from 1 to 365 (or 366 in a leap year).

Vocabulary tedious (t¯e
d¯e əs) adj. boring; tiresome 220

The Glencoe Reader

a measuring stick to record the depth of the snow and tailor’s tape attached to a weighted piece of string to measure the thickness of the ice. There’s an irony in sailing to the Antarctic in a ship that costs more than $25,000 a day to run so we can work with a wooden stick and a piece of string. At 3 P.M., three hours after we began shoveling, we trudge back to our warm metal cocoon—a daily routine that hardly ever varies. This evening, though, I pause at the gangway. The sun, huge and vermilion7 as it drops toward the western horizon, is framed by sun dogs, rainbows of brilliant color that appear when ice crystals are thick in the sunlit air. In the east a stark white moon rises against a cerulean8 sky. The penguins, their white necks streaked with the colors of the sun, are standing on their heels, the tops of their feet tucked under their bellies for warmth. G If day 220 was tolerably comfortable, there are times on the ice when the windchill drops to minus 50°F, and the wind, blinding us with snow that turns the Palmer into a dim ghost ship, sucks the life heat from our fingers and toes so they ache and grow numb. Sometimes the floes are partly submerged under a burden of several feet of snow, and I find myself sloshing ankle-deep in water—a disconcerting reminder of the thinness of the skin between me and eternity. . . .

130

Identify Sequence Reread this paragraph. Underline or highlight any words that signal time order sequence. What does the writer do on this particular day after she finishes shoveling snow? Write your answer below and then add the information to your Foldable. G

140

Clarify The symbol for degrees is a small circle used after a number, as in 32°. Both temperature and units of distance are measured in degrees. H Mark th e text

The ship rams the ice, stops, slides back, and rams again. Back and ram. Back and ram. It’s day 224, and for the past three days we’ve been stopped at 70° south. H Jeffries faces a dilemma. If he pushes on toward the Ross Ice Shelf as he had planned, he risks wasting fuel and precious time. However long it takes to get in, it will take that long to get out. The ice here is four to five feet thick, with ridges of nine feet, and the weather changes so quickly we also risk being trapped without warning. Jeffries decides to change course. You can’t fight Antarctic sea ice, he says. “You’ve got to go with the flow.” We will retrace the route he took the year before, northeast through the frozen Amundsen and Bellingshausen Seas.

150

Circle the two references to degrees on this page. Which refers to temperature and which to a unit of distance? Figure out the references and complete the sentences below by writing in temperature or unit of distance. 1. Minus 50°F refers to .

2. 70° south refers to .

7. Vermilion is a bright red color. 8. Cerulean (sə r¯¯¯ oo
l¯e ən) is a bright blue, often described as sky-blue.

Vocabulary disconcerting (dis´kən surt
in) adj. disturbing, confusing, or frustrating The Glencoe Reader

221

iterary

lement

160

Author’s Purpose Remember that an author can have more than one purpose for writing. Besides providing information, what other purposes might the author have in this paragraph? I

170

180

Main Idea Underline the details that tell what’s in the test tube and what Belém says about it. What main idea do you learn from these details? Write your answer below. J

Mark th e text

190

Minke9 whales off the bow! The word goes out at dawn on day 227, a morning so gray no horizon divides sky from ice. I run to the bridge and see two minkes, gray-black and about 30 feet long, break a hole in the thin, frozen sheet, then submerge. Out of the mist a dozen or so Adélie penguins scuttle single file across the ice to the hole and, like kids at a Did You Know? In 1911 Roald Amundsen, a swimming hole, mill around before Norwegian, became the first jumping in. They pop back out and spy person to reach the South another hole made by the minkes farther Pole. The Amundsen Sea is named after him. on. Again they rush over, inspect the hole, and plunge in. I Most likely the whales are feeding on krill, and the Adélies are probably tagging along to exploit the ready-made fishing holes. Penguins, seals, and birds such as snow petrels also use natural cracks in the ice to feed and, in the case of minke whales, to breathe. That the great, shifting expanses of ice around us, utterly devoid of soil and Did You Know? rooted plants, support any life at all—let From 1819 to 1821, Fabian Bellingshausen, a Russian, alone in such profusion—seems led an expedition that sailed impossible. André Belém, a graduate completely around Antarctica. The Bellingshausen Sea is student from the University of Rio named after him. Grande in Brazil, offers me a dramatic insight when he shows me a test tube in which he has melted a small chunk of sea ice. “Look,” he says in amazement. A thick yellowish sludge of algae floats in the bottom. “There’s more life in there than in the water of an estuary.”10 J

9. Minke (min
k¯e) 10. An estuary is the wide mouth of a river where the ocean’s tide meets the river’s current. Estuaries are very fertile ecosystems that are believed to account for more than half of the life in all oceans.

Vocabulary devoid (di void
) adj. not having; lacking (with of ) 222

The Glencoe Reader

Indeed algal concentrations in the sea ice are among the highest ever recorded in any ocean. As the ice grows, the crystals snag algae. Channels winding among the crystals bring seawater— and nutrients—to the algae, which lure krill and krill larvae to the bottom of the ice floes, where they graze like tiny cows. One day during our last week I climb with Jim Cooper, the electronics technician, to the top of the science mast, 130 feet above the ice. As he rubs the frost off the satellite receivers and meteorological sensors, I look down at a quilt of ice floes spreading to the horizon under the clear blue sky. Smoky wisps curl up around the ship like genies—ice crystals forming as water vapor from the lead we’re gliding through encounters the colder air. This transfer of heat from water to air is expressive of a much grander redistribution triggered by the sea ice: the streaming of cold water from the Antarctic toward the Equator. As seawater around Antarctica freezes, it squeezes out cold, dense brine,11 some of which sinks to deeper water then moves north. It eventually mixes with warmer water, rises, and begins flowing back toward Antarctica. K One place where this warmer water comes to the surface is the Weddell Sea. On a Palmer expedition there two years ago, scientists measured the heat flow from a 38,000-square-mile area at 20 watts per square yard—enough energy during the austral12 winter to power every U.S. household more than 20 times over. What disruptions would occur if a warming or cooling trend were to shrink or expand the winter sea ice? Presumably ocean currents would shift, perhaps causing drastic shifts in climate. The Palmer’s next two winter voyages will look into such questions. Our last working day, Julian day 254—Monday, September 11—is typically dreary and windy. After watching the crew hoist the gangway for the last time, I stroll to the stern deck and stare at the ice around me as the Palmer’s engines rumble to life. I have grown to love this cold, strange place with an intensity that I could never have anticipated. Such a reaction may seem odd to those who have never heard the sigh of ice floes jostling

Identify Sequence Reread this paragraph. Pay attention to the time order of the events described. Then number the items below in the order in which they occur. K Brine and warm waters mix. Seawater freezes, squeezing out brine. 200

Cold brine sinks and then moves north. Mixed waters rise and flow back to Antarctica.

210

otes Your N

220

11. Here, the brine is water that has a much higher salt content than ordinary sea water, which is also sometimes called brine. 12. Austral means “southern.” It comes from the same Latin word that gives Australia its name. The Glencoe Reader

223

Step 1 Look back at your notes and any passages you marked as you read the article. Review your Foldable. Think about what you’ve learned from the writer’s descriptions and the scientific explanations. Then on the lines below, answer this question. What has the writer learned on this expedition?

230

on the swells or watched the vapors curling up out of a lead or felt the knife blade of an Antarctic gale. Alighting here briefly, like a bird of passage, I have come to see this transient frontier not as a harsh place but as a living creature that nurtures a multitude of other lives. Yet no humans can ever live here. We can’t conquer it, settle it, even own it. The winter ice belongs only to itself.

Step 2 If you could go on a scientific expedition to Antarctica, would you go? Why or why not? Explain on the lines below.

Choose three words, either from the underlined vocabulary in the selection or from the words you circled as you read. Write them in your Hot Words Journal at the back of this book. Then complete one of the activities listed there.

224

The Glencoe Reader

Vocabulary transient (tran
shənt) adj. of a temporary or brief time period; not lasting

Identify Sequence

Main Idea

its sequence of As the World Turns Antarctica has in the Southern seasons, just as we do. But seasons same months as they Hemisphere don’t occur during the h beginning “We’re at do in the north. Reread the paragrap write the correct month day seven . . .” on page 218. Then d sequence below. following each step in the numbere

1. The Big Picture Imagine that Jane Ellen Stevens, the writer, has to summarize the most important ideas in her article in just two sentences. What would she say? Identify the main ideas of the selection in your group. Then write those thoughts in two sentences on the lines below.

1. Ice begins to grow quickly. 2. The ice is as large as it will get. 3. The ice melts fast.

Understanding Jargon er that jargon is the 1. Translation Needed Rememb a certain type of special language used by people in sentence before the work. With a partner, reread the last with “At 9:30 A.M.”). Reading Check on page 220 (starting then rewrite it so and Decide what the sentence means ing home from writ are it sounds like part of a letter you uage. lang y ryda eve the expedition. Be sure to use

2. Photo Op You are magazine edit ors, and your magazine is going to publish Stevens ’s article. You need to choose photographs that will help readers understand the article’s main ideas. With your grou p, brainstorm to identify five photographs that you believe wou ld illustrate the main ideas in this article. Briefly describe each picture on the lines below. 1. 2. 3. 4. 5.

ad this tricky 2. Say What? With your partner, rere sentence from the article. , why the sea ice “But we don’t yet know, for instance ibution from one distr and e, varies in thickness, structur mass affect ocean its in s nge area to another or how cha currents and climate.” (page 219) e means. You may Work to figure out what the sentenc ller chunks and then need to break the sentence into sma rite the ideas in Rew determine what each chunk means. w. your own words on the lines belo

The Glencoe Reader

225

continued

iterary

lement

Author’s Purpose Recognizing an author’s purpose, or reason for writing, helps you understand important ideas. Authors may write to give you information about a certain topic or to describe an event. At other times, they may want to persuade you to think or act in a certain way or perhaps to buy something. Sometimes authors simply want to entertain you with a good story. Many authors have more than one purpose as they write. Jane Ellen Stevens’s main purpose in “Exploring Antarctic Ice” is to give you scientific information about sea ice in Antarctica, but she also describes beautiful scenes and tells an exciting and entertaining story. In the left-hand column of the chart below are three purposes. Review “Exploring Antarctic Ice” and find a brief passage that illustrates each purpose. Write the example in the right-hand column. Author’s Purpose To inform

To describe

To entertain

226

The Glencoe Reader

Example

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

Which words best describe the writer’s feelings toward her environment? A. angry and bothered B. fearful and cautious C. fascinated and respectful D. relaxed and confident Researchers have only recently discovered that A. the Antarctic is bitterly cold. B. the ocean begins freezing in March. C. cracks can develop quickly in the ice. D. many living things depend on the sea ice.

Why does the writer say that she has “grown to love” the Antarctic ice? Use details from the article to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the word list that belongs in the blank in each sentence. ephemeral adj. shortlived; temporary

1. The algae grew so quickly that we were amazed by their

ecosystem n. a group of organisms working with their environment as one unit

2. Pollution can destroy a lake and the living things in its

proliferation n. growth by quickly producing new cells or new life

.

3. The special treatment I received on my birthday was an thing. 4. The

news about Grandma’s health has us all worried.

tedious adj. boring; tiresome

5. The singer’s solo was completely emotionless,

disconcerting adj. disturbing, confusing, or frustrating

6. Mari was a

devoid adj. not having; lacking (with of )

.

of feeling.

guest, staying only for the weekend.

7. Amad is looking for interesting work that is neither too too easy.

nor

transient adj. of a temporary or brief time period; not lasting

The Glencoe Reader

227

Reading Did you hear . . . ? Did you see . . . ? Did you read . . . ? Questions like these come fast and furiously. They may be about the latest fashion, a new movie, a final sports score, or a news item. And since you live in the modern world, you probably respond “Yes, I saw the headlines” or “No, but I’m going to watch it tonight.” Like it or not, anyone involved in life in the twenty-first century gets lots of information, opinions, and just plain fun from the mass media.

The mass media aren’t one thing. They’re lots of things. Mass media include radio, television, the Internet, movies, advertisements, comic strips, magazines, and newspapers. The term refers to all means of communication (media) that are designed to reach great numbers of people (the masses). The mass media speak to everyone, and they speak with many voices. They entertain, persuade, educate, and challenge. You don’t have to enjoy all of these voices—most people don’t—but it would be difficult to imagine life without them.

Mark th e text

How do you use mass media? Mark with an E the media you use for entertainment. Mark with an I the media you use to get information. Some media may get both marks.

__ television

__ newspapers

__ books

__ radio

__ magazines

__ movies

__ advertisements

__ Web sites

__ CDs

? People read mass media to be informed, to be entertained, and to be persuaded. It’s true that some people don’t read the mass media much at all. Television provides plenty to watch; radio gives us music; surfing the Net is entertainment in itself. And if you want news . . . Well, you can watch or listen to that

too. What this view of life leaves out is the fact that serious information is crucial to surviving in a complex world. And no medium communicates ideas in depth better than print. For all our flat screens, digital sound, and rapid online access, there is still no substitute for magazines and newspapers.

People who create mass media use a plan of organization, or a text structure, to help you understand and remember their main points. Once you recognize that plan, it will be easier for you to understand what you read. Some common text structures are • chronological (time) order

• cause and effect

• description

• problem/solution

• compare and contrast Signal words help you discover the text structure. For example, words like first, next, and later show chronological order. Words and phrases such as because and as a result signal cause and effect. For more information on text structures, look at pages 372–374 in the Reading Handbook.

228

The Glencoe Reader

D

SOCIETY

The deck or subtitle is a secondary headline. It is often longer than the main headline, and it generally gives more information.

The lead, a catchy opening paragraph, is written to make the reader want to learn more.

Captions give brief descriptions of visual material. Often the information in a caption is not included in the body of the article.

Direct quotations, often from experts, makes the information sound important and reliable.

Mark th e text

Find it! Circle the name of a person who is quoted in the article.

The U.S. programs generally treat the ir featured attractions well: Dolph ins are no longer captured in the and there are gui wild, delines that limit the mammal’s wo (no more than two rkday hours) and provid e enough office space (a sanctuary away from humans is required). Some facilities wor More tourists are k harder than oth ers to make dolgetting up close and phins feel at hom e. Dolphins Plus, personal with dolphins. But the in Key Lar fen go, Fla., ces off an area of stress for the anima the Florida Bay, ls can be fatal connecting the pla area to the ocean. By NADYA LABI y Orlando’s Discov ery Cove has thre human-made lago e ons, a pool for sick animals, and a staf e homo sapiens 70plu s wor f of kers to tend to the are easily flattere needs of 30 dolphi d. We like dolphins bec ns. But such standar ause they seem ds are less likely to like us. They smile— to be followed in parks outside or rather, their the U.S. Several mouths curve upw cases have been reported of dolphi ard in an illusion ns suffering from of cheeriness—and stress, chlowe feel the urge rine tox icit y, or an overdose to touch, to pet, to be nea of human affection. rer. It hardly reg Defenders of the isters that se aquariums insi dolphins smile eve st their n when they hav goal is to educate e , not exploit. “Th nothing to be hap ere are bilpy about. lions of people wh o have no access Luna died smiling to ani mals or [any way to] lear . The bottle-nosed n about nature,” dolphin was captur says Rick ed off the southw Borguss, an owner est coa of st Do of Baja California. lphins Plus. “Peopl For two hours, she e who leave here app HARD AT WORK traveled reciate the anima in a coffin-like trai ls.” A 2000 A resident of a dolp ler with virtually federal study app hin no water. ear s to When she arrive bac k up the claim tha park entertains tou d at her destination playing with peo t rists. , an ple is no more har aquarium at La Con mful to the cha Beach Resort dolphins than per forming for them. in La Paz, Mexico she was carried , That doesn’t add in a makeshift ham ress a more fundam mock and deposit a sandy beach. She ental question: ed on Should dolphins tried to bite her become human handlers, but her pets? “I can show protest went unh dol phi n you a eeded. She was forc born inside of a bui ed ldin to frolic and swi g that has never with tourists in a ocean, live fish, m seen the pen. After five wee or the sky,” says ks, she died—from Ric O’Barry, a con stomach inflamma for the World Soc sult tion and ulcers cau ant iety for the Protec sed by stress, acc ing to the autops tion of Animals. “These are freaks ordy report. A leading we have created Mexican environ tal organization, for our own amusemenment.” He advises the Group of On tourists not to buy e Hundred, is pre for the release of tickets for dolphi ssing swims or shows. Luna’s seven trav n But that flies in eling companion the fac Mexico isn’t the e of another fact s. of nature—human only place where nature. tourists can swim with dolphi ns. Aquatic —From TIME, Ma parks throughou y 21, 2001 t the Caribbean and in the U.S. offer similar opp ortunities.

W

STEVE SZEROY —SEAWORLD

Headlines are the first—sometimes the only— words people will read. They are often written to catch the reader’s eye.

EDUCATION OR EXPLOITATION?

HELENE O’BARRY

No single example can show the many kinds of mass media. The article below, from inTIME magazine, includes several elements typical of a printed news article.

Dolphins at SeaWor ld in Orlando, Fla., get handled by hum ans.

inT IM E Gle nco e Lan gua ge Art s Lin ks

These reading strategies will be especially useful when you read mass media. Scan: Quickly glance over the article or the Web site. Read headlines and captions to get an idea of the information covered.

Question: Just because it’s in print doesn’t mean it’s true! Stop to question information or opinions that seem unusual—or wrong—to you.

Set a purpose: Decide why you want to read the material. Skim for quick information. Take more time to read something you want to remember.

Summarize: What were the key points of the article? Putting these ideas together in a sentence or two will help you remember what you have read. For more information on reading strategies, see pages 366–372 in the Reading Handbook.

Read the mass media selections that follow. Be sure to • examine text features and the author’s plan • use reading strategies to help you get the most from your reading The Glencoe Reader

229

MAGAZINE ARTICLE

Quickwrite Imagine what it would be like to climb Mount Everest or to skydive over the Pacific Ocean. Think a moment about the obstacles and harsh conditions you might have to face. Would you be turned off by the risks or tempted by the adventure? On the lines below, explain how you might feel about taking on such a challenge. What would be your reason for passing up the opportunity or making a decision to go for it?

In this magazine article, you’ll learn about three men and their reasons for wanting to retrace the journey of one of the world’s greatest adventurers.

Building Background This article describes an amazing expedition traveled by the famous explorer Ernest Shackleton. In August 1914, Shackleton set out from England in an attempt to make the first crossing of the Antarctic. Before he reached land, ice trapped and then crushed his ship. Shackleton and his men survived on the ice for six months before reaching the uninhabited Elephant Island. From there Shackleton and five companions sailed 1,200 miles across treacherous, stormy water in an open boat to the island of South Georgia.

Vocabulary Preview Read the words and definitions below. Try pronouncing each word aloud. As you read the article, use context clues to help unlock the meaning of the words you don’t know. replica (rep
li kə) n. a close or exact copy or reproduction; p. 231 tote (t¯ot) v. to haul or carry, especially on one’s back or in one’s arms; p. 232 homage (hom
ij) n. an expression of respect or honor; p. 232 pristine (pris
t¯en) adj. pure; unspoiled; p. 232 jibe ( j¯b) adj. a mocking remark; taunt; jeer; p. 233 horrendous (ho ren
dəs) adj. horrible; dreadful; frightful; p. 233 suffocate (suf
ə k¯at) v. to die from lack of air; p. 234

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of the book.

Setting a Purpose for Reading Read to learn why three men are setting out to repeat Ernest Shackleton’s famous hike across a subAntarctic island. Graphic Organizer Organizer Graphic

Use the following Foldable to help you keep track of the explorers’ reasons for repeating Shackleton’s journey and the challenges they might encounter along the way.

1. Place a sheet of paper in front of you so that the short side is at the top. Fold the paper in half from left to right.

ns Reaso oing for G

Challe nges Along the W ay

2. Unfold the paper to show two columns. 3. Label the left column Reasons for Going and the right column Challenges Along the Way. 4. As you read “In a Legend’s Steps,” use the left column to record the men’s reasons for going on the expedition. Use the right column to record the challenges they may face. 230

The Glencoe Reader

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Monitor Comprehension Think It Over: Main Idea Author’s Plan: Text Features Reading Coach: Understanding Phrases with Dashes

IN A LEGEND’S STEPS

IN A LEGEND’S STEPS

Author’s Plan

Shackleton’s brave Antarctic trip still awes the world. Now three Britons are on his trail. A

Text Features Notice how the title of this article is in two sections. The first section is called the title. The second section is called the deck or subtitle.

by Maryann Bird From inTIME, Volume 3, ©2003

A

JUDITH CAUL—GUARDIAN

s spring slowly gives way to summer in the Southern Hemisphere, three British men plan to step ashore on a small remote island this week for at least five days of hiking, climbing, and videotaping. But the trip will be no walk in the woods—there are no woods on the glaciated1 South Atlantic island of South Georgia. Weather permitting, the trio of adventurers intend to cross the sub-Antarctic island in the 1916 footsteps of the legendary Anglo-Irish2 explorer Ernest Shackleton, re-enacting a chapter in one the greatest survival epics ever documented. B Clad in replicas of the wind-and-waterproof garb worn by Shackleton and other early polar3 explorers, the three Britons— Jock Wishart, Jonathan Chastney, and Duncan Nicoll—will be

Mark th e text

Circle the title and then underline the subtitle. How are these two parts different from each other? Write your answer on the lines below. A

10

Monitor Comprehension The first paragraph of an article often contains the basic facts of the story to come. Review the opening to make sure you’ve got a good idea of what’s going on. Reread the first paragraph. Then summarize it in one or two sentences below. B

RE-ENACTING AN EPIC Nicoll, Wishart, and Chastney (from left) embark on their journey. 1. A land covered with permanent rivers of ice (or glaciers) is said to be glaciated. 2. A person born in Ireland, but from an English family, is Anglo-Irish. 3. Polar refers to Earth’s extreme north and south regions.

Vocabulary replica (rep
li kə) n. a close or exact copy or reproduction The Glencoe Reader

231

IN A LEGEND’S STEPS

20

Reread the boxed sentence. Underline the phrase between the dashes. What information does the dashed phrase provide?

Mark th e text

Using Context Clues Sometimes the meaning of an unfamiliar word becomes clear when you examine its context clues—the words and sentences around it. For example, look at the word “toting” on this page. You read that these three men will be toting food, supplies, and other equipment. With the help of surrounding words and sentences, we get the idea that they’ll be carrying these things around with them. And that’s what toting means!

Mark th e text

Choose your own words As you read this article, circle any words that you find interesting or that you don’t understand. After you finish reading, choose three words and write them in your Hot Words Journal. Then complete an activity listed there.

232

The Glencoe Reader

30

40

FRANK HURLEY—SCOTT POLAR RESEARCH INSTITUTE—ROYAL GEOGRAPHIC SOCIETY

Understanding Phrases with Dashes The author uses dashes to let you know that she is providing extra information in the middle of a sentence. The phrase between the dashes will provide an example or tell you more about an idea in the first part of the sentence. C

toting 10 days’ worth of dehydrated food and other supplies, as well as video gear. “What we’re trying to do,” says Wishart, the Scot who leads the team, “is pay homage to a great man and try to make a film that can show the public just a little bit of what he achieved.” Their adventure comes at a time of increased interest in extreme sports and ever more exotic travel experiences. And a century after the “Heroic Age”—stretching roughly from the 1890s through the early 1920s—there is a renewed fascination with the icy pristine places at the ends of the Earth and the people who were among the first to explore them: Robert Peary, Roald Amundsen, Robert Falcon Scott, and Shackleton. C Shackleton’s crossing of South Georgia, with crewmen Frank Worsley and Thomas Crean, was indeed “just a little bit” of what he achieved. It represented only 36 hours of an unmeasurable twoyear odyssey,4 part of a tale of survival that almost defies imagination. His courage and leadership— Ernest Shackleton and the survival of his entire 27-man crew—have made “The Boss” a legend. “He was a very lucky man,” says Wishart. In October, Wishart, Nicoll, and Chastney—the only one of the trio with previous Antarctic mountaineering experience—spent a week of intensive training in the French Alps, working on techniques and safety measures. While Wishart and Nicoll consider crevasses5 and the 4. An odyssey is a long voyage. 5. Crevasses, here, are deep cracks in glaciers.

Vocabulary tote (to ¯ t) v. to haul or carry, especially on one’s back or in one’s arms homage (hom
ij) n. an expression of respect or honor pristine (pris
te¯n) adj. pure; unspoiled

IN A LEGEND’S STEPS

unpredictable weather in the island’s mountainous interior as the biggest potential hazards, Chastney’s worries lie closer to the coast. “Fur seals are not cute and cuddly. Fur seals have two big fangs, can probably run faster than Linford Christie, and if you’re caught they’ll murder you,” says the 35-year-old, who spent seven years in the British Army. A three-day sail from the tip of Argentina to South Georgia’s King Haakon Bay marks the start of their trek to Stromness Bay, approximating as closely as possible the uncharted route taken by Shackleton. The explorers say they have full confidence in the clothing they’ll be wearing in temperatures as low as 14o F (-10°C): an outer suit of gabardine6 like Shackleton’s, covering fleece and woolen underlayers. Laughing off jibes that his team will be “picking flowers” by taking up to 10 days to make a crossing that Shackleton did in a day and a half, Wishart notes: “As soon as you start to make a film, time goes out the window. And also, down there, the weather can be horrendous —so we’re confidently expecting to spend five days stuck in a tent somewhere.”

Author’s Plan 50

Text Features The author includes a map to provide you with additional information. What do you learn about this part of Shackleton’s journey from the map? D

60

Main Idea Read the boxed paragraph. Then circle the sentence below that best describes its main idea. E Shackleton was not prepared for mountain climbing.

This map shows Shackleton’s journey across South Georgia.

Wishart has had lots of experience hiking near the North Pole.

D

A “professional adventurer” living in a London suburb, Wishart was, in 1992, a member of the first team to walk unsupported to the geomagnetic North Pole, the northern end of Earth’s geomagnetic field. Four years later, he organized the first televised trek to the magnetic North Pole, to which all magnetic compasses point. “I’m no mountaineer,” he acknowledges, “but neither was Shackleton.” E

Keep This in Mind 70

Use these symbols to record your reactions as you read.

? I have a question here. 6. Gabardine is a closely woven fabric, often used for outdoor wear.

Vocabulary

! This caught my attention. ★ This information is important.

jibe ( j ¯ b) n. a mocking remark; taunt; jeer horrendous (ho  ren
dəs) adj. horrible; dreadful; frightful The Glencoe Reader

233

IN A LEGEND’S STEPS

Main Idea What do the boxed sentences at the end of the article tell you about the three explorers? Write your answer below. F

80

Step 1 Take a moment to reflect on the article you have just read. Think about the expedition and the men who are undertaking it. Review your Foldable. Then consider these questions: How is the modern expedition similar to the one led in 1916 by Ernest Shackleton? How is it different? Write your answers below. Similar:

90

Nicoll, a sales manager, says he balances his “very stressful” job with climbing, skiing, and mountain biking. “My parents brought me up to work hard,” he says. “I brought myself up to play hard.” Holder of several British rowing titles, Nicoll says he decided long ago not to be someone “whose greatest achievement was playing football at school.” “I know that on a mountainside I’m at my best,” asserts Chastney, director of a property development company. He joined the Smith Island Antarctic expedition in 1995 and was on the summit team that made the first ascent of Mt. Katherine-Jane on that frigid island, the most isolated of the Southern Ocean’s South Shetland group. “Unzipping your tent at 8 o’clock in the morning to see beautiful sunshine, to look out over the ocean and watch icebergs with penguins playing on them floating past as a whale spouts—that is heaven,” he says. “However, the next night you could be up at 3 or 4 in the morning, digging your tent out of 8 feet of snow because you’re about to suffocate .” For Wishart, “the defining moment for me was competing in the America’s Cup race in 1980. You do things like that and suddenly normal 9-to-5 life is never the same.” Still, eight years working in public relations did him good, he acknowledges, because he learned about organizing and selling events—and himself. “At the end of my days,” he says, “I want to be able to look at my toes and say, ‘What have you done, toes? Done a lot, toes?’” For Wishart, as for Nicoll and Chastney as they set off in Shackleton’s footsteps, the answer is already yes. F —From TIME, December 4, 2000

Different:

Step 2 Would you like to be a part of the expedition across South Georgia? Why or why not? Write your explanation below.

Vocabulary suffocate (suf
ə ka¯t´) v. to die from lack of air 234

The Glencoe Reader

IN A LEGEND’S STEPS

Main Idea

you had to change the Making Headlines Imagine that wing new titles would title of this article. Which of the follo r of your preference—1, you choose? Rank each title in orde ice. Make notes about 2, or 3—with 1 being the best cho your reasons below.

Monitor Comprehension Smell the Roses Read aloud with your partner the paragraph which begins “A three-da y sail . . .” on page 247. Why might some people laugh at the modern-day expedition for “picking flowers”? Writ e your explanation below.

Shackleton: A Great Leader

Dangers on an Antarctic Island

An Epic Journey

Standardized Test Practice Georgia High School Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

How do the three adventurers feel toward Shackleton? A. envious B. superior C. respectful D. competitive What do the three men have in common? A. an obsession with the Antarctic B. an urge to test themselves C. a hatred of being second best D. a fear of growing old

Do you think it is likely that the modern explorers will successfully complete their journey? Why or why not?

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

The Glencoe Reader

235

MAGAZINE ARTICLE

Knowledge Rating What do you know about Tiger Woods? Rate your knowledge of several aspects of Tiger’s life and character. Mark an X in the right category in each row. Then share your chart and your knowledge of Tiger Woods with a classmate.

Category

Know Lots

Know Little

Don’t Know Anything

Personal qualities Childhood achievements Interests In this magazine article, you’ll learn what some people think of Tiger Woods and how he has changed since he started his career as a professional golfer.

Building Background The object of a game of golf is to hit a small hard ball into a series of holes, using a set of clubs. After eighteen holes, the player with the fewest strokes, or swings at the ball, wins. Tiger Woods is a professional golfer who has broken many records. He was ranked as the number-one golfer in the world by the time he was twenty-four.

Setting a Purpose for Reading Read to learn about Tiger Woods’s personality and his adjustment to life as a celebrity. Graphic Organizer Organizer Graphic

Vocabulary Preview Read the words and definitions below. Use the pronunciation guides to help you say each word aloud. As you read, use context clues to help unlock the meanings and make those words clearer. smug (smu
) adj. overly pleased with oneself; self-satisfied; p. 237 scrutiny (skroo ¯¯¯ tən e¯) n. close observation; careful inspection; p. 238 platitude (platə too ¯¯¯ d´) n. a dull or ordinary remark; p. 238 relish (relish) v. to greatly enjoy something; p. 238 debut (da¯ bu¯) n. first public appearance, especially of a performer or athlete; p. 240 fatigued (fə te¯
d) adj. lacking energy; tired; p. 241 mentor (mentər) n. a wise and trusted adviser; p. 242 prodigy (prodə je¯) n. a very gifted person, especially a child; p. 242

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of the book.

As you read, use the following Foldable to help you make a profile of Tiger Woods’s personality.

1. Hold a sheet of paper so the short side is at the top. Fold the paper in half from left to right. 2. Now fold it in half from top to bottom. Then fold it in half this way a second and a third time.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts.

3. Unfold the last three folds you made and cut along the seven fold lines through the top thickness of paper. This will create eight tabs.

Reading Focus: Sequence

4. As you read, write words or phrases that describe Tiger Woods on the front of the tabs. Under each tab, write an example of something Woods said or did that supports the description on the front.

Author’s Plan: Author’s Purpose

236

The Glencoe Reader

Think It Over: Draw Conclusions

Reading Coach: Understanding Unusual Expressions

CHANGING STRIPES

CHANGING STRIPES

Understanding Unusual Expressions The highlighted expression contains jargon, or specialized language that is used in a specific profession. In this case, the profession is golf. Use context clues and reference books to figure out what the jargon means. Then use the meaning of the jargon to understand the unusual expression. A

Just as with his golf game, Tiger has had to adjust his life to meet the demands of celebrity by Romesh Ratnesar From inTIME, Volume 3, ©2003

H

e can be smug . When a young girl in New Orleans asked Tiger Woods how much he makes, the world’s richest golfer gathered his thoughts and then said, “More than you.” A little rude? On occasion. “There isn’t enough time in the day or in my life to please everybody,” he told TIME. “Even if you do that every day for the rest of your life, I guarantee you haven’t done enough.” He is legendary among his friends as a cheapskate: He rarely carries cash, traveling, as one friend says, “like the Queen.” Want more? Tiger Woods is a neat freak. He makes his bed every day, even when he stays in hotels, and he irons shirts that have already been pressed by the dry cleaners. But if that’s the worst that can be said about him, then in life’s par-five, Tiger is on the green in two. A He is not only the most accomplished and recognizable athlete alive, he may also be the most uncritically embraced person on Earth. Talk to people who know him, and rhapsodies1 flow. “I love Tiger,” says fellow pro Hal Sutton. “He has always been cordial with me. He’s considerate when I play with him. He’s just a great guy.” Mark Steinberg, Tiger’s agent and friend, says that “as good a golfer as Tiger is, he’s an even better person.” Almost everybody who knows Woods finds it hard not to like him. “He is a tremendously well-balanced young man,” says South African veteran Gary Player. “He is a gracious loser. He dresses well. He speaks well. He will be a great influence on generations of people throughout the world.” B

1. Here the word rhapsodies refers to emotional praise.

10

Model: I see in the dictionary that “par” is a golf term for the standard number of strokes for a hole of golf. “Green” refers to the area of short grass around the hole. If life has a par of five and Tiger is “on the green in two,” Tiger must be doing really well in life.

Author’s Plan

20

Author’s Purpose A writer’s reason for writing an article is called the author’s purpose. Review the first two paragraphs of this article. Why do you think the writer begins by describing Tiger’s bad characteristics and then goes on to say that everyone likes him? Circle the letter next to the best answer below. B a. to give the reader a bad impression of Tiger b. to reveal how Tiger acts when he’s not around his parents c. to show that Tiger has faults, but they are small compared to his good qualities

Vocabulary smug (smu
) adj. overly pleased with oneself; self-satisfied The Glencoe Reader

237

CHANGING STRIPES

Draw Conclusions As you read, combine information to draw conclusions—or to make general statements—about what you’ve read. Try it here. Why did so many Americans watch the final round of the British Open in 2000? Check the box next to the best conclusion below. C

30

❏ People had heard about Tiger Woods, and they were fascinated with watching him play.

❏ The competition was close,

40

and people wanted to find out who the winner would be.

❏ There was a huge increase in the number of Americans learning to play golf.

Mark th e text

Choose your own words As you continue reading this article, circle any words that you find interesting or that you don’t understand. You’ll come back to these words later.

Keep This in Mind Use these symbols to record your reactions as you read.

? I have a question about

50

That influence is already apparent. In July 2000, 28 million Americans—a 32% increase over 1999—watched one of the least dramatic final rounds in the history of the British Open. Tiger had a huge lead, and the outcome was never in doubt. C Tiger has changed since he left college at Stanford University, but he has matured in the glare of intense public scrutiny that has at times proved painful. Woods has adjusted, in some sense refining his personality in much the way he has his golf swing— purposefully and with great success. It’s that personality that has allowed him to become all things to all people. He is youthful but not unsophisticated, self-assured but never cocky, intelligent without seeming intellectual. And he remains, in his megastardom, a wary and private man. Woods reveals little about himself that can be exploited and rarely offers opinions that might offend. When he speaks to reporters and fans, his voice stays in a single register, and he often rounds off well-crafted answers with vague platitudes. On the course, he doesn’t play to the crowds, even as they close in on him. Woods has become the world’s most popular athlete by conducting himself with a graceful dullness that actually seems cool. In an interview with TIME, dressed in his now signature2 loosefitting, all-black ensemble, Woods practically boasted that his life is almost merely routine. “I’m a professional athlete. That’s my job. That takes me around the world, so right there that’s not your average 24-year-old,” he said. “But in every other respect, I do everything the same. I may go out to a movie, to a restaurant; the only difference is there are consequences for my doing it. But you can do the same things like anybody else. And that’s what people don’t quite understand. Do you have to live in a shadow or in disguises? No. You just be yourself.” For Woods, that means being courteous to those who demand his time, without pretending to relish the interaction. In conversation, he fixes a hard stare on others in the room,

something here.

! This really caught my attention. ★ This information is important.

2. Signature describes something that uniquely identifies a person.

Vocabulary scrutiny (skroo ¯¯¯ tən e¯) n. close observation; careful inspection platitude (platə too ¯¯¯ d´) n. a dull or ordinary remark relish (relish) v. to greatly enjoy something

238

The Glencoe Reader

CHANGING STRIPES

60

Sequence In this article, the writer provides information about Tiger’s childhood, his time in college, his early professional golf career, and the present. To understand the sequence, or order of events, pay attention to time clues such as words like then and after and references to Tiger’s age. D Mark th e text

70

Circle the time clues in the boxed text. What did Tiger do at each of the ages listed below? Write your answers on the lines provided.

10 months

2 years

6 years

80

Connect Connecting means linking what you’ve read to your own life. Are there any sports or hobbies you love as much as Tiger seems to love golf? Write your response and give reasons for your answer on the lines below. E

COURTESY OF THE WOODS FAMILY

allowing questions to unspool in full before he launches into a response. The approach was honed3 by Woods’ father, Earl, who gave his son his first lesson in handling the media when Tiger was 4: “Answer the question, and tell the truth.” It’s a technique that stresses directness, not warmth. From the start, Tiger’s life was dotted with feats of genius that even now seem incomprehensible. At 10 months, having spent his infancy watching his dad hit golf balls in the family garage in Cypress, Calif., Tiger picked up one of Earl’s clubs and smacked a ball into the practice net—left-handed. He won a putting contest against Bob Hope at 2. By 6 he was playing and beating 18-year-olds. D But off the course there were struggles. At 6, Woods developed a speech impediment that took two years of special reading classes to correct. “I couldn’t even read out loud to myself,” he told an audience in New Orleans at a golf clinic for inner-city youths, one of five clinics he gave in 2000 on behalf of the Tiger Woods Foundation. The speech impediment still prevents him from speaking foreign languages, though he reads Spanish and understands spoken Thai, his mother’s native tongue. While not exactly withdrawn, the young Tiger had a steady, quiet personality. “He was a very calm individual,” says John Anselmo, 78, AT 3, Tiger had that fearsome who began coaching Tiger when he swing. was 10. “He seemed to understand everything in life. Everything we talked about he absorbed.” Tiger dabbled in team sports, but “the only [other] sport I truly loved competing in was track and cross-country. For some reason I loved it—I’m sorry, I liked it. I loved golf.” E He was a dedicated student. “I never had to ask Tiger to practice,” says Earl, “and I never had to ask him if he had his homework done.”

90

3. Here honed means “perfected.” The Glencoe Reader

239

CHANGING STRIPES

100

Draw Conclusions Reread the boxed text. What general statement can you make about the type of person Tiger Woods is? Write your answer on the lines below. Be sure to support your answer with details from the boxed passage. F

110

Step 1 Have you understood what you’ve read so far? Did you put question marks next to anything? If so, these strategies might help you answer your questions.

By the time he entered Stanford in 1994, Woods had won the first of his three straight U.S. Amateur titles, but there were volleyball players who were better known on campus. Woods loved it. “Anonymity4 was one of the best things about being at Stanford,” he says. “I was sort of a lower-tier athlete.” One college roommate, Yves Zinggeler, remembers that Woods “was a humorous guy who liked to have fun and go out on weekends.” He watched The Simpsons religiously and cued up videotapes of PGA tournaments. He made his bed, of course; but as a sophomore, when Woods lived in a suite with Zinggeler and four other students, he would bring home take-out food “and leave the remnants lying around all the time.” And Woods never paid his full share of the phone bill. F Still, he was a bighearted guy who offered friends his car keys and inquired about their classes and career goals. Though Woods, an economics major, left school after two years, he has promised his parents that he will get his degree. He told TIME that he is looking into finishing his undergraduate requirements through a University of California online-learning program. “I’d like to be able to do that,” he says. “We’ll just have to see if it’s realistic or not.”

• Reread confusing passages slowly or read them aloud. • Read on to see if new information helps make a passage clear. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 On the lines below, summarize what you have learned about Tiger Woods so far.

120

After leaving Stanford, Woods electrified the PGA Tour. He joined the tour in late August of 1996 and immediately won two tournaments that fall. He signed $60 million worth of deals with sports equipment companies. And he became miserable. At 20, he was living alone in his own place near Orlando. “I feel completely overwhelmed,” he told a friend after his first pro tournament. Woods was unprepared for the crush of attention that accompanied his astonishing debut . He had difficulty making friends with other players. “He couldn’t walk anywhere without 4. Anonymity is the state of having no identity.

Vocabulary debut (da¯ bu¯) n. first public appearance, especially of a performer or athlete 240

The Glencoe Reader

CHANGING STRIPES

being mobbed,” says golfer Lee Janzen. “So he didn’t spend any time in the locker room. Most of us didn’t even get the chance to see him.” The spotlight was blinding, Woods says. “It was a big change in my life. I turned pro, and suddenly, overnight, people knew who I was. I felt uncomfortable with it. There I was, enjoying dinner with family and friends, and to have people run up to you and want to talk to you and have your picture taken or get your autograph—I didn’t think it was right for people to do that.” G There was also the HE WON THE CAREER unavoidable issue of race. It GRAND SLAM OF FOUR had been decades since race MAJOR PRO played so integral a part in an CHAMPIONSHIPS BY A athlete’s career. But here was COMBINED 36 STROKES an Afro-Asian American dominating golf, traditionally the whitest of games. “Tiger is totally aware of [race] because he’s been taught from the get-go that he’s got to be above reproach or he’s going to get it,” Earl says. “In our society, whites and non-whites have not been equal, and they aren’t equal now. Do you realize there are people out there trying to dig up dirt on Tiger? Do you think they’re out there trying to dig up dirt on Jack Nicklaus? Give me a break.” Tiger takes a more muted, progressive view of race relations— and of his own identity. “It is kind of neat to be able to be raised in two cultures and understand them both and fit in,” he said. “In this country I’m a minority, but around the world I’m treated a little bit differently. We would be ignorant to say racism doesn’t exist. But I think things are changing, and changing for the good.” H By the beginning of 1998, Woods was so fatigued that some associates worried about burnout. “I told him, ‘You’re not enjoying your life right now. You need to refocus,’ ”says friend Greg Nared. Just as he began to reinvent his golf swing, Woods redrew his inner circle—dumping his lawyer, his caddie,5 and his agent. The new Team Tiger pared down Woods’ commitments and began reshaping his image. “We had an in-depth discussion 5. A caddie carries a golfer’s bag and gives advice about playing the course.

Vocabulary

130

Respond You’ll enjoy a selection more if you pause to respond, or react, to what you read. Reread the highlighted text. How does Tiger’s statement make you feel? Jot down your thoughts on the lines below. G

140

150

Monitor Comprehension Do you understand the two views of race that you just read? Review the boxed text. Mark th e text Underline words or phrases that show how each man feels about race. Then briefly explain each view. H

160

Don’t forget about your Foldable! As you read, remember to jot down words and phrases that describe Tiger and examples that support each description.

fatigued (fə te¯
d) adj. lacking energy; tired The Glencoe Reader

241

CHANGING STRIPES

Summarize When you summarize, you use your own words to state the main ideas of a selection or a part of a selection. Review the last two paragraphs (starting with the last paragraph on page 241). Mark th e text Underline the changes Tiger has made to adjust to life as a celebrity. On the lines below, summarize the changes Tiger has made since he first started playing professional golf. I

170

180

Sequence The writer uses time clues to help you follow his ideas. Circle two time clues in the first sentence Mark th e text of this paragraph. According to these clues, when do you think Tiger spoke the words in the highlighted text? Circle the letter next to the best answer below. J a. when he was in his early twenties b. about the same time the article was written c. before he became a professional golfer

190

about humanizing him, changing the perception that he was out on an island and untouchable,” says Steinberg. The early sports apparel TV ads, which depicted Tiger as foremost a racial pioneer, were replaced with spots that showed Tiger juggling a golf ball on a wedge and then knocking it into oblivion, to the rhythm of a salsa track. He also needed less from his parents, their guidance no longer so necessary or offered. “My dad and I don’t talk as much,” Tiger says. “He’s doing his thing, I’m doing my thing.” Earl says he wants no part in decisions about Tiger’s finances or personal life. “It was part of the game plan that he would assume these things,” he says. “We’re right on schedule.” Tiger’s parents live separately in Southern California, and while Earl, who has been ill, often stays home during tournaments, Tiger’s mother, Tida, has become a visible presence. But she doesn’t interfere either. “He’s a big boy now,” she says. I Stretched by the trials of his early 20s, Tiger is now more at ease in his celebrity skin. “Over time, I got used to it to the point where I accept it and I understand it. And people have gotten to know the persona of Tiger Woods. That newness has worn off to a huge extent.” J He is popular with fellow pros for his gracious manner. Even in the heat of the final round of a tournament, he flashes a thumbs-up to opponents when they hit a good shot. Woods surrounds himself with a small group of friends and mentors —including Michael Jordan and Ken Griffey Jr.—and while some college buddies say they haven’t heard from him in two years, he is not sealed off. Nared was stunned to receive a bouquet of flowers from Woods, consoling him on the death of his grandmother. Woods was in the middle of playing the British Open when he had the flowers sent. The obsessive child prodigy still calibrates the details of his life to maintain a Zen-like6 calm. “There are things in your life that you don’t feel are quite right, so you change them,” he told TIME. “And you’ve got to tweak them every day—because it’s very 6. Zen is a form of the Buddhist religion. Zen-like means extremely calm and focused.

Vocabulary mentor (mentər) n. a wise and trusted adviser prodigy (prodə je¯) n. a very gifted person, especially a child 242

The Glencoe Reader

CHANGING STRIPES

PETER READ MILLER—SPORTS ILLUSTRATED

easy to get out of balance and not have everything exactly as you would like to have it. It could be that you’re sleeping too much or not sleeping enough. Or you’re not eating enough or eating too much. You’ve just got to keep the right balance.” Friends say Woods has managed to strike a healthy balance. “He’s more open and more accepting,” says Mark O’Meara. “I’m proud of him as a friend for the way he’s conducting himself off the course.” Tiger is still evolving: ABOUT 50% OF “Each year I’ve learned much more THOSE WHO WATCH about myself,” he says. “I’ll be a WOODS PLAY ON TV totally different person next year ARE NOT GOLFERS from who I am now.” K His passions remain prosaic.7 Between tournaments, he passes time by fly-fishing, playing video games, and watching sports with his friends. But he rarely sits still. Before dismantling the field at the British Open, he went salmon fishing in Ireland with O’Meara. The week after his triumph, Tiger scubadived in the Bahamas. L He will place a friendly wager on just about anything—but forget about getting him to pay up. Kelly Manos, one of Woods’ childhood golf partners, won $20 from Tiger the last time they played together, in 1995. Manos hasn’t seen the cash: “Whenever I ask him about it, he always says, ‘I’ll play you for it.’ ” Meanwhile, Tiger is building a home in Isleworth, Fla. He says there’s no timeline for INFLUENCES Tiger’s mother Tida has become marriage or kids.

200

Evaluate Tiger says that he learns more about himself every year and that he’ll be a “totally different person” in a year. What do you think about Tiger’s statement? Explain your opinion on the lines below. K

210

READ ALOUD

Build Fluency Find a quiet place to practice reading aloud the boxed passage. Reread the passage several times until you can read it smoothly. L

220

Choose three words from the underlined vocabulary in the article or from the words you circled as you read. Record them in your Hot Words Journal and complete one of the activities listed there. 230

the most visible fixture in his new life.

7. Prosaic means “commonplace” or “ordinary.” The Glencoe Reader

243

CHANGING STRIPES

Author’s Plan Author’s Purpose Reread the boxed paragraph. Circle the Mark th e text words we and us every time they appear in the text. Why do you think the writer uses these words in the last paragraph of the article? Write your answer below. M

240

It is surely gratifying to know that you can make any child’s day by merely flashing a smile or a wink. The danger will come if Tiger copes with the increasing demands by turning inward. Woods said he doesn’t worry much about how the public perceives him: “When I’m out there, in life in general, I just want to be me. The person I am. That’s all I need to do.” He’s right. We don’t need him to be a savior or a hero or a role model. We simply want the spectacle: Tiger gliding down the fairway, Tiger hitting rainmaker drives, Tiger pummeling8 his opponents and then putting his arm around them, Tiger hugging his mom. If he turns and winks back at us every once in a while, that will be good enough. M —From TIME, August 14, 2000

Step 1 Take a moment to think about what you’ve just read. Then review the notes you made about Tiger Woods in your Foldable. From what you have learned about Tiger, would you say that he is a good role model? Explain your answer below.

Step 2 Now think about your own life. In what ways would you like to be more like Tiger Woods?

8. Pummeling, here, means “soundly defeating.” 244

The Glencoe Reader

CHANGING STRIPES

Understanding Unusual Expressions paragraph of the Bring an Umbrella Reread the last er drive” is? Work with article. What do you think a “rainmak in a dictionary. Then a partner to look up the two words n in the context of discuss what the expression may mea “rainmaker drive” on the the article. Write your definition of lines below.

Author’s Purpose Reason Behind the Writing With a group, discuss whether the writer’s main purpose is to present facts about Tiger or to persuade readers that Tige r is a great person. Support your conclusions on the line s below.

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

Which of the following conclusions explains how the writer feels about Tiger Woods? A. Tiger still has a lot to learn about life. B. Race is a major issue in golf. C. Tiger is a model champion. D. Tiger leads a lonely life. Read this excerpt from the article. “You just be yourself.” For Woods, that means being courteous to those who demand his time, without pretending to relish the interaction. What does relish mean? A. dislike B. like a lot C. be surprised by D. be confused by

Why do you think this article is called “Changing Stripes”? Use details from the article to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

The Glencoe Reader

245

NEWSPAPER ARTICLE

Think-Pair-Share Do you think that all jobs should be open equally to both men and women? Why or why not? On the lines below, jot down what you think and why. Get together with a classmate and share what you wrote. Then discuss your ideas with the rest of the class.

In this newspaper article, you will read about Ariko Iso, a young woman who has a job that was once only for men.

Building Background Many sports teams have athletic trainers on their staffs. Athletic trainers help athletes learn ways to keep from getting injured when playing sports or working out. These trainers also help injured athletes heal faster and better.

Setting a Purpose for Reading Read to see how Ariko Iso made football history as an athletic trainer and what her coworkers have to say about her.

Vocabulary Preview Read these words from “Training leads to big break” and their definitions. Try pronouncing each word aloud. As you read, use context clues for help in unlocking the meaning of these and other words you don’t know. aspiration (as´pə r¯ashən) n. a strong desire to achieve; high ambition; p. 247 rehabilitation (r¯e´hə bil´ə t¯ashən) n. the process of helping an injury to heal through the use of exercise or therapy; p. 247 domain (d¯o m¯an) n. the area over which a person or thing exercises control; field of knowledge or experience; p. 247 credentials (kri denshəlz) n. proof of a person’s ability or right to do something; p. 248 enthusiasm (en th¯¯¯¯ ooz¯e az´əm) n. great interest in or excitement about a subject; p. 248 gender (jender) n. the condition of being male or female; p. 248 ailment (¯almənt) n. an illness or injury; p. 249

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of the book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Question Think It Over: Evaluate Author’s Plan: Text Features Reading Coach: Understanding Jargon 246

The Glencoe Reader

Training leads to big break

Training leads to big break NFL’s first female trainer concentrates on health of Steelers

Author’s Plan Text Features Don’t skip over text features like the headline (title) and the deck (subtitle). These reading aids preview what Mark th e text the article will say. Circle the headline and the deck. Think about what they tell you. On the lines below, tell what you think the article will be about. A

A

By Gary Mihoces

August 6, 2002

LATROBE, Pa.—Recently, 6-5 Lisa Leslie made the leap that produced the first dunk in a WNBA game. Ariko Iso stands 5-4. She, too, had basketball aspirations until she tore a knee ligament as a 14-year-old player in her native Japan and began a long rehabilitation . B But this summer, Iso has made a leap of her own as a new assistant athletic trainer with the Pittsburgh Steelers—the first full-time, female athletic trainer in the history of the NFL. The training room has evolved with the rest of the NFL. In the league’s early decades, the stereotypical trainer was a cigarchomping guy who taped ankles, tended the whirlpool and listened to players’ worries and gripes. Their modern counterparts prefer to be called athletic trainers—so as not to be confused with fitness trainers, personal trainers, etc.—and they typically have master’s degrees and rooms full of the latest high-tech equipment. But it has remained a male domain . Until now. “I would like to do a good job. That way they can say, ‘Oh, guess what happened? We hired a female, and she’s good at this and that.’ So I’m trying to do my best,” says Iso, 31, who worked the past two summers with the Steelers as a part-time training intern.1 Iso has a master’s degree in her field. She worked the last six years at Portland (Ore.) State, where she rose from assistant to associate athletic trainer and worked with the football team and other sports. 1. Young people often gain experience in their professions by working under supervision as interns.

Vocabulary aspiration (as´pə ra ¯shən) n. a strong desire to achieve; high ambition rehabilitation (re¯´hə bil´ə ta¯shən) n. the process of helping an injury to heal through the use of exercise or therapy domain (do ¯ ma¯n) n. the area over which a person or thing exercises control; field of knowledge or expertise

10

20

Using Definitions If you can’t figure out what an underlined vocabulary word means, read the definition at the bottom of the page. Then reread the sentence, putting the definition in place of the vocabulary word.

Understanding Jargon This article contains sports jargon—specialized terms that are used in sports. If you don’t know what a term means, use context clues to make a good guess. B Model: What does “dunk” mean in the first sentence? The words “leap” and “game” make me think that “dunk” is a play in a game. I think the game is basketball, because the word “basketball” is in the next sentence.

The Glencoe Reader

247

Training leads to big break

Step 1 Make sure you understand what you’ve read so far. These strategies can help you understand difficult parts.

30

• Reread the parts slowly or aloud. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 When you’re sure you understand what you’ve read, answer the following question on the lines provided.

Under a hot afternoon sun on the Steelers practice field, she displays another of her credentials : enthusiasm for her work. As she pushes a water cart on wheels the length of the practice field, she isn’t just hurrying. She’s running full tilt, like a player sprinting for the end zone. “You see her work ethic,” says John Norwig, Pittsburgh’s head athletic trainer. “Ariko was hired because she’s an outstanding athletic trainer and a good person, not because of her gender. She was the best candidate. I’m proud that she’s the first female in the NFL, but really, she was the best athletic trainer for the job.”

How did Ariko Iso make football history?

40

Author’s Plan Text Features Circle and read the subheading. What do you think this section of the article will be about? Check one. C

Mark th e text

❏ why Ariko Iso is a good trainer ❏ why women shouldn’t be athletic trainers

50

TAKING PRIDE IN HER WORK C According to the latest figures from the National Athletic Trainers’ Association (NATA), 14,459 of its 30,207 members are women (47.9%). Julie Max, head athletic trainer at Cal State Fullerton, is the first female president of the NATA, which represents athletic trainers at all levels. However, gender breakthroughs have been few in the ranks of male professional sports. According to NATA, there are two fulltime female assistant trainers in the NBA, Michelle Leget of the Houston Rockets and Janet Panek of the Washington Wizards. There are none in the NHL or Major League Baseball. But when Iso reports for work at 6:45 a.m. each day in the Steelers training room at St. Vincent College in Latrobe, she doesn’t see herself as a woman in a man’s world. “I understand that it’s still a male-dominated sport. But I see myself as a health care professional, and you go to see a male or female physician or nurse,” she says. “I try to be professional. That way athletes see me not as a female athletic trainer, but just as an athletic trainer.”

Vocabulary credentials (kri denshəlz) n. proof of a person’s ability or right to do something enthusiasm (en thoo ¯ ze¯ az´əm) n. great interest in or excitement about a subject gender (jendər) n. the condition of being male or female 248

The Glencoe Reader

Training leads to big break

Pro Bowl linebacker Jason Gildon of the Steelers obviously sees her that way. While he’s on his back stretching before practice, Iso provides assistance in helping him loosen his hamstrings. She leans her shoulder against the back of his upraised leg and pushes back. “She’s a very good trainer. She’s very thorough. She takes a lot of pride in her work,” Gildon says. Gildon also notices how she’s all over the practice field, making sure players are drinking during breaks and tending to their ailments . “She really seems to enjoy it,” Gildon says. D But she’s also no-nonsense, according to Steelers rookie fullback Albert Tuipulotu, who played at Portland State while Iso was on the staff there. “She pushes you when you’re in the training room, like if you’re hurt and you’ve got to go in there and rehab,” Tuipulotu says. “It’s not like a day off where you’re not practicing. She’s pushing you and trying to help you be on the field as soon as possible. You’d better be on time with her. . . . She isn’t weak because she’s a lady. I mean, she’s tough. She’s a professional lady.” E At camp, the Steelers training room is located adjacent to the locker room, where the players shower and dress. How does Iso handle the matter of the locker room? “If something like an emergency occurs, yes, I will walk into the locker room,” she says. “But there is male staff, so if they can do it, I won’t necessarily rush into it.” Norwig, in his 12th season as Pittsburgh’s head trainer, hired Iso this summer when a position opened up for a second fulltime assistant. “She has very good academic credentials. She has outstanding work experience. She’s a good fit for us,” Norwig says. “She’s worked our last two camps, so that made it easy. “I talked with my assistant (Ryan Grove), and we talked about this over and over. ‘Are you worried about hiring a female?’ Both

Mark th e text

60

70

Choose your own words As you continue reading, circle any words that you find interesting or that you don’t understand. You’ll come back to these words later.

Question Make sure that you understand what you read. Ask yourself who, what, where, when, why, and how questions and then answer them. Here you might ask, What does Jason Gildon think of Ariko Iso? Underline the right answer below. D He thinks she is (too proud of herself to be a good trainer / a good trainer who takes pride in her work).

80

90

Evaluate Be a smart reader. Evaluate, or form an opinion about, whether Jason Gildon and Albert Tuipulotu are good sources of information about how well Ariko Iso does her job. E Model: Jason Gildon and Albert Tuipulotu have worked with Ariko Iso, so they know what her work is like. I doubt that they’d say nice things about her for no reason. If anything, I’d expect them to be against a female trainer. So I think they are good sources.

Vocabulary ailment (a ¯ lmənt) n. an illness or injury The Glencoe Reader

249

Training leads to big break

he and I came to the conclusion that no, we’re hiring the best athletic trainer that we know of now.” Iso’s mother, Ayako, and her father, Mitsuru, live in Tokyo. “They have watched some football, and I think they are very happy” about the Steelers job, Iso says. “But I’m not sure how much they know about it, like how big the NFL really is. It’s a great opportunity.” F

Evaluate Do you think Ariko Iso’s parents would be good sources of information about how well she does her job? On the lines below, tell what you think and why. F 100

Author’s Plan Text Features Circle and read the subheading. On the lines below, tell what you think this section will be about. G

Mark th e text

Question Why does Kelly Liermann think that Ariko Iso’s job with the Steelers is a huge step for women? Check one. H

❏ because Ariko Iso makes more money than most other women

❏ because Ariko Iso proves that women can be good athletic trainers

110

120

NOT JUST A MAN’S WORLD G Iso got interested in training as a career while rehabbing from surgery to repair a torn anterior cruciate ligament2 in her left knee. “I had to work with physical therapists, and that kind of made me think I’d like to work in the profession,” she says. She came to the USA to study, earning her undergraduate degree from Oregon State and her master’s from San Jose (Calif.) State. At both schools, she worked with male and female athletes in multiple sports. Now she’s made the NFL. “It’s very symbolic,” the NATA’s Max says. “It’s a very positive breakthrough, and I’m thrilled about the decision.” So is Kelly Liermann, 22, a female training intern in the Steelers camp. Liermann is a student at Duquesne University in Pittsburgh, where she’s nearing completion on undergraduate and master’s degrees in athletic training. Liermann got interested in the profession when she hurt her back as a high school cross country runner in suburban Pittsburgh and began rehab work at Duquesne’s sports medicine clinic. With the Steelers, she’s getting experience in everything from pre-practice taping to treatment methods like electrical stimulation and ultrasound. “Ariko being hired by the Steelers is a huge step for women in athletic training,” Liermann says. “A lot of football mentality is ‘It’s a man’s sport, it’s a man’s world.’ A lot of people don’t realize that women can do things just as well as men in the health profession.” H

2. The anterior cruciate ligament connects bones in the knee. Tearing it causes serious injury. 250

The Glencoe Reader

Training leads to big break

As she pursued her college studies and job opportunities, Iso says she didn’t set a specific goal of becoming an NFL athletic trainer. “I like my profession, and I think I would enjoy it at any level,” she says. “Of course, the higher level you go, the competition is higher and you might enjoy it more. I was just looking for a perfect fit and great people to work with.”

130

Step 1 Now that you’ve finished reading the article, take a moment to think about it. Look back over the passages that you marked and the questions that you answered. Then, in one or two sentences, sum up what Ariko Iso’s coworkers have to say about her.

Step 2 Ariko Iso’s dream of becoming an athletic trainer came true. Think about your own dreams for the future. What would you like to be someday? Jot down your thoughts on the lines below.

Choose three words, either from the underlined vocabulary in the story or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete one of the activities listed there.

The Glencoe Reader

251

Text Features t of text features Find the Features Read the checklis to each text feature that below. Put a check in the box next iew the article if you appears in the newspaper article. Rev need to. ❏ pull-out quotation ❏ headline (title)

❏ deck (subtitle)

❏ subheading

❏ photograph

❏ chart

feature (or features) On the lines below, tell which text . was the most help to you and why

Question Q and A On the lines below, have each group member write a who, what, where, when, why , or how question about the article and present it to the group. Then have group members take turns answerin g the questions. Group members may look back at the artic le if they need help figuring out a correct answer.

Evaluate Whose Job Is It? With your group, discuss the skills that a person needs for each of the jobs belo w. Together, evaluate whether a job should be labeled “M” (for men only), “W” (for women only), or “B” (for both men and women). Have reasons for your answers. On the lines provided, jot down the group’s responses.

Understanding Jargon el on page 247 Sports Talk The Reading Coach mod figure out the meaning shows how to use context clues to Then, with a partner, of sports jargon. Review the model. rts terms below. Write use context clues to define the spo . your definitions on the lines provided

• childcare worker

• sportscaster

) • practice field (line 26, page 248

• end zone (line 30, page 248)

• linebacker (line 56, page 249)

252

The Glencoe Reader

• president of the United States

Training leads to big break

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

When did Ariko Iso first become interested in a career in athletic training? A. when her mother became a trainer B. when she saw a TV interview with a trainer C. when a teacher suggested that she become a trainer D. when she had to get physical therapy for a knee injury

The article contains several quotations from Ariko Iso’s coworkers. What do those quotations add to the article?

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question

Why did John Norwig hire Ariko Iso to be an athletic trainer for the Pittsburgh Steelers? A. He had worked with her in college. B. He was old friends with her parents. C. He thought she was the best-qualified person for the job. D. He thought having a woman trainer would make the Steelers famous.

A.

Vocabulary Check Write the word from the word list that belongs in the blank in each sentence. aspiration n. a strong desire to achieve; high ambition

1. To be a lawyer, you must have the proper passed the bar exam.

rehabilitation n. the process of helping an injury heal through the use of exercise or therapy

2. The chef rules the kitchen; the serving floor is the waiter’s

domain n. the area over which a person or thing exercises control; field of knowledge or experience

3. Doctors could not cure her mysterious 4. Jamal’s highest in being a dentist.

such as proof that you

.

.

is to become a football star, but he is also interested

credentials n. proof of a person’s ability or right to do something

5. Claire’s ankle is so badly broken that she’ll have a long period of

enthusiasm n. great interest in or excitement about a subject

6. The father-to-be said, “I don’t care about the baby’s with either a boy or a girl.”

gender n. the condition of being male or female

7. Her

.

, I’ll be happy

for science inspires her to study hard.

ailment n. an illness or injury

The Glencoe Reader

253

MOVIE REVIEW

Whole-class discussion How do you feel about movie reviews? Have you ever gone to a movie that a reviewer said was wonderful and come out thinking it was just the opposite? Have you ever been pleasantly surprised by a movie that was supposed to be a flop? Share your opinions with your classmates. In this review of the movie Ice Age, you’ll learn one writer’s opinion about an animated feature film.

Building Background Ice Age is an animated film with Ice Age animals as its main “characters.” The movie takes place about 20,000 years ago, during a period known as the Ice Age, when snow and ice covered much of the Northern Hemisphere. Among the Ice Age animal characters in the movie are

Vocabulary Preview Read the definitions of these words from the review “Wild and woolly ‘Ice Age’ is a gem.” Use the pronunciation guides to help you say each word aloud. As you read, use context clues to help unlock the meanings of the words you don’t know. peril (per
əl) n. danger; a chance of injury or destruction; p. 255 pester (pes
tər) v. to bother; annoy; p. 255 crony (kro ¯
ne¯) n. a close friend; pal; p. 256 inevitable (i nev
ə tə bəl) adj. something that cannot be avoided; p. 256

• the woolly mammoth, which looked like a hairy elephant • the saber-toothed cat, which was like a tiger with huge fangs • the sloth, a slow-moving beast that looked like a large hamster There’s one big difference between the animals then and those in the Hollywood version: The real animals didn’t talk!

Setting a Purpose for Reading Read to learn how one reviewer describes a full-length cartoon with characters such as Sid the sloth and Manfred the mammoth. See if reading this review makes you want to rent the video. Graphic Organizer Organizer Graphic

As you read, use the following Foldable to record the reviewer’s comments and your responses.

1. With the short edge at the top, fold a sheet of paper in half from left to right. 2. Fold down the top inch or so of the paper to make a row across the top.

the What er w Revie Says

What I Thin k

4. Along the top row, label the left column What the Review Says and the right column What I Think. 5. As you read the review, make notes in the left column of the reviewer’s ideas or comments. In the right column, record your response to the review.

The Glencoe Reader

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Skim Think It Over: Evaluate

3. Unfold the paper and draw lines along the fold lines.

254

As you read, circle words from the selection that you find interesting or difficult. After reading, you may record those words and further explore their meanings in your Hot Words Journal at the back of this book.

Reading Coach: Understanding Slang

Wild and woolly ‘Ice Age’ is a gem

Wild and woolly ‘Ice Age’ is a gem

Skim If you’re not sure whether you’re interested in reading a review or another newspaper article, try skimming it. Skimming is looking over a selection quickly to get a general idea of what it’s about. A

A

Model: I know this is a movie review of Ice Age. The heading says the movie is “a gem.” As I skim, I also notice the words “a minor delight” in the last paragraph on page 256. This might be a movie I would enjoy seeing. I think I’ll read the review.

by Mike Clark March 15, 2002

Ice Age * * * (out of four) Stars: Voices of Ray Romano, John Leguizamo, Denis Leary, Jack Black Director: Chris Wedge Distributor: 20th Century Fox Rating: PG for mild peril

Understanding Slang Words or phrases used in an informal, unusual, and often striking way are known as slang. Look at the highlighted phrase. Imagine what a day at the beach would be like. What do you see— sun, sand, water, fun, relaxing? Apply those feelings to the sentence to see how they fit. Now, how would you explain what “a day at the beach” means? B

Opens today nationwide

P

arts of Ice Age go all warm and fuzzy, just as we expect from family-friendly Hollywood animation. But no one ever said the setting was a day at the beach, which means hot tempers and insults are story constants. B Characters can’t be too cuddly when they’re being pestered by Sid the sloth, whose laziness is a steady irritant to his fellow trekkers.1 Though Ice marks no evolutionary leaps2 in digital animation storytelling, its bright landscape whites are splendorous3—as if someone doused the negative with Clorox. This naturally befits a story set 20,000 years ago, in which snow overtakes the movie’s stars, who include woolly mammoth Manfred (Ray Romano) and

10

1. Trekkers are people (or animals) on a long overland journey, or trek. 2. The phrase evolutionary leaps is used here to mean major development. 3. Splendorous means “brilliant” or “magnificent.”

Vocabulary peril (per
əl) n. danger; a chance of injury or destruction pester (pes
tər) v. to bother; annoy The Glencoe Reader

255

Wild and woolly ‘Ice Age’ is a gem

Evaluate When you evaluate, you make a judgment or form an opinion about something. What’s your opinion of the review you just read? How many stars would you award the review if one star meant poor and four stars meant excellent? Give reasons for your evaluation. C

20

30

saber-toothed tiger Diego (Denis Leary). These would-be enemies are recruited by Sid (John Leguizamo) to take in a human child after Diego’s bloodthirsty cronies force his mother to leap off a cliff. (This is what a PG rating means by “mild peril”?) The unlikely trio sets out on a cross-country trek in an attempt to locate the child’s father, while tough-guy Diego tries locating his inner self. But it is supporting-player Scrat who keeps things lively. He’s so preoccupied with trying to bury an acorn in squirrelly fashion that he’s memorable even without any dialogue. Nudging his nut over what seems like half a continent, Scrat’s misfortunes bookend the story and guarantee that the movie opens and ends on extremely high notes. In between, there’s some inevitable low humor, because whenever there’s a baby, there’s going to be a diaper, even 20,000 years ago. A minor delight but a delight just the same, Ice Age is the brainchild of Chris Wedge, an Oscar winner for the 1998 animated short Bunny. Though it falls short of Pixar/Disney or the best from DreamWorks, 20th Century Fox’s Ice Age deserves to pass animation’s survival-of-the-fittest test. C

Think about the review and look at your Foldable notes. Then imagine a friend asking if Ice Age is worth seeing. Quote the review in your reply.

Vocabulary crony (kro ¯
ne¯) n. a close friend; pal inevitable (i nev
ə tə bəl) adj. something that cannot be avoided 256

The Glencoe Reader

Wild and woolly ‘Ice Age’ is a gem

Understanding Slang includes the Get Informal The review of Ice Age the review to find expression “a day at the beach.” Skim r unusual language. two more examples of slang or othe means. Use the Tell what you think each expression context of the expression for help.

Evaluate Be a Critic Discuss the review with your group. Did it make you want to see the movie? Summarize your group’s opinion on the lines below.

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

The central characters make an “unlikely” trio because A. they were natural enemies. B. everyone knows that animals can’t talk. C. most of what occurs in a cartoon is unlikely. D. it’s unlikely they would care for a human baby. The reviewer’s summary might have been A. “Any Disney movie is better.” B. “See it if you get the chance.” C. “You must see this movie.” D. “Don’t waste your time.”

How is the plot of Ice Age connected to its setting? Support your answer with information from the movie review.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

The Glencoe Reader

257

WEB PAGE

Chart It It’s hard to remember what the world was like without the Internet. Chances are you go online for a variety of reasons—from completing homework assignments to communicating with friends and playing games. With a partner, brainstorm to list ways students use the Internet. Chart your ideas in the table below. Internet Uses Information

Communication

Fun

The Web page “Literature Course 5” goes along with a literature textbook. The page offers users additional information and extra help for the lessons in that book. Users are just a click away from games, activities, reading practice, and writing tips.

Building Background The World Wide Web (a part of the Internet) is such a familiar place that it’s easy to forget how new it is. In fact, until 1989 the Web didn’t exist, and it wasn’t until the mid-1990s that “surfing the Web” became a popular pastime. • Certain words on a Web page are links. Links may be underlined or set in dark or colored type. When the cursor is moved over a link, the text may change color, and the cursor will change to a hand or another symbol. Sometimes a selection box will pop up. Click on these links to get from page to page or from site to site. • Most Web pages also have navigation menus in a bar along the top or the side. A navigation menu helps you “travel” around the site. Like a restaurant menu, a navigation menu gives you choices about places to visit on the Web site. • Many Web pages have a main menu—like the table of contents in a book. There are six links listed in the main menu at the center of the Web page you are about to read.

Setting a Purpose for Reading Read to learn about the useful resources this Web site offers.

258

The Glencoe Reader

Vocabulary Preview Web pages sometimes use familiar words in new or special ways. Read the words and definitions below. Try saying each word aloud. As you read the Web page, use clues in the text to help you understand how these words are used in a technology context. interactive (in tə raktiv) adj. able to perform two-way electronic communication in which a user can give orders and get responses resource (r¯esors) n. a link to additional information that can be used for help or support sponsor (sponsər) n. an organization, business, institution, or nonprofit foundation that pays the costs of keeping a Web page going

As you look at the Web page, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Preview Author’s Plan: Text Features

Web Page

Preview Before you get into any one part of the Web page, preview—or look over the entire page—to see what features are offered and where they are located. What is the purpose of this particular Web page? A A

Author’s Plan

B

Text Features This Web page designer uses eye-catching text features—such as colored type, bullets, and horizontal lines— to make it easy for you to spot what you’re looking for. How can you tell that the heading Genre Study is a link? B

Mark th e text

Now circle the heading you’d click on to find more information about a particular author.

For what school assignment might you use this Web page?

The Glencoe Reader

259

Text Features

tner, look back over 1. Check It Out! With a par headings you might the Web page. Decide which more information about investigate if you need to find n need to test how well a literature selection and the . Write your answer on you understand the selection the lines below.

links to other information or 2. Hyper-Cool! Web page s. You learned that these sites are also called hyperlink variety of ways. Hyperlinks links can be presented in a erent-colored type; they can can be set off in dark or diff . n be presented as a picture be underlined; they can eve s ich of the words or phrase With your partner, decide wh resent hyperlink text. List on the Glencoe Web page rep them on the lines below.

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

260

Write your answer to open-ended question A in the space provided below. A.

Which description below best describes the “Literature Course 5” Web page? A. a textbook B. an advertisement C. a resource for students D. a lesson planner for teachers Which heading would you click on for advice on editing a paper you’d written? A. Genre Study B. Games and Quizzes C. Selection Web Resources D. TIME Improving Your Writing

The Glencoe Reader

Use examples from the Web page to explain two ways the site would be useful to you if your class used the Glencoe Literature, Course 5 textbook.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

PRINT ADVERTISEMENT

Whole-Class Discussion You’ve probably heard about high-energy nutritional bars—the ones that are supposed to improve your performance in sports. Maybe you want to try one. But which one? Each brand says it’s the best! Can you learn anything from reading the advertisements? With your class, discuss how advertising does or does not help you decide which product to buy. This print ad makes eating a nutritional bar called N-ERGY seem like the best way to prepare for sports competition.

Building Background U.S. law requires advertisements to be true. Advertisers cannot lie about facts. However, advertisers can use many methods to make their products appealing. For example, they often present positive opinions. A fact—such as “Orangola is 100% pure juice”—is a statement that can be proven. An opinion— such as “Orangola is the world’s tastiest drink!”—is a statement based on personal preference or belief.

Setting a Purpose for Reading Read this ad to learn about N-ERGY bars so you can decide if you would like to try one. Graphic Organizer Organizer Graphic

As you read, use this Foldable to track the facts and opinions the advertisers use to try to persuade readers to buy N-ERGY bars.

1. Place a sheet of paper in front of you so that the short side is at the top. Fold the paper in half from left to right. 2. Fold down the top inch or so of the folded paper. 3. Unfold the paper and draw lines along the folds. Label the top of the left column Facts. Label the top of the right column Opinions. 4. List all the ad’s facts under the Facts heading. List all the opinions under the Opinions heading. Then mark an asterisk (*) next to each fact or opinion that makes you want to buy an N-ERGY bar.

Facts

Opinio ns

Advertising Tactics Advertisers try to influence your behavior or thinking. Here are some ways they do this. Endorsements People—often famous people—claim how good a product is. Would you buy a certain basketball shoe if your favorite player endorsed it? Slogans These are catchy phrases that stick in your mind. For example: “For nutrition that’s ready when you are, drink Jiffy Juice!” The Bandwagon Effect Ad writers try to make you believe that “everyone who counts” is buying the product. You should “join the crowd” or “get on the bandwagon.” Image Ad writers try to connect the product with an attractive, fun lifestyle. They hope that this connection will make you want to buy the product. Generalities Ad writers use words and phrases—such as new, improved, country, homemade, and super—that sound great but don’t mean much.

As you read, circle words that you find interesting or that you don’t understand. Later you may record those words and further explore their meanings in your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Author’s Plan: Author’s Purpose Reading Coach: Understanding Writing Style

The Glencoe Reader

261

Print Advertisement

Understanding Writing Style Ad writers sometimes use sentence fragments— phrases that are missing either a subject or a verb. Look at the boxed fragment. On the lines, rewrite it as a complete sentence. A

YOU NEED

-ERGY TO WIN!

-ERGY The energy-boosting bar!

Mark th e text

Highlight or underline the complete sentence that begins “On and off . . . ”

Author’s Plan Author’s Purpose The purpose of any print ad for a product is to persuade you to try that product. Reread the ad, looking for statements that tell you to buy or use the product. Write one of those statements below. B

Review your Foldable. On the lines below, write one statement from the ad and tell if it is a fact or an opinion. Also tell if the statement made you want to try an N-ERGY bar.

262

The Glencoe Reader

A

Take it from champion runners Ben Bensen and Caltrice Marín. On and off the track, if you want to run with the winners, you need

-ERGY. • CONTAINS B-VITAMINS, CARBOHYDRATES, CALCIUM • NO ADDED SUGARS It’s available wherever health foods are sold.

Tr y it today !

B

Print Advertisement

Understanding Long Sentences Understanding Writing Style

n includes a 1. Keep This in Mind A print ad ofte the reader’s in slogan, or catchy phrase, that sticks N-ERGY ad to the mind. With your partner, read through it below. e Writ an. find a phrase that serves as a slog seen? Write or rd, hea , What other slogans have you read one example below.

Inferring ad claims that 2. Expert Opinion The N-ERGY bar Caltrice Marín” both “champion runners Ben Bensen and s who endorse a britie use the product. Sometimes cele What might these . ision product appear on radio or telev ner, write a few part two say about N-ERGY? With your tes to read on athle e thes lines about N-ERGY for one of w. the radio. Write your lines belo

N-ERGY slogan:

Other example:

Visualizing

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

The writer of this ad assumes that the reader A. is a great athlete. B. buys another brand of bar. C. wants to be a winner at sports. D. is worried about his or her weight. Which of the following phrases is an opinion? A. It’s available wherever health foods are sold. B. You need N-ERGY to win! C. Contains B-vitamins D. No added sugar

Review the persuasive techniques in the Word Power box on page 261. Choose one of these techniques and explain how the N-ERGY ad uses it.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

The Glencoe Reader

263

Reading Do you think that the main reason you have textbooks is to fill your book bag? Think again! Textbooks are your main source of knowledge. From the day you first colored a map of the United States (trying to stay within the lines) to the day you began to understand algebra, you have been using textbooks. Textbooks are often big, they are sometimes difficult, and they are certainly heavy. Textbooks are invaluable, and they are here to stay.

Textbooks are books designed to teach a subject in school in a systematic way. Their content is geared to the students’ age and previous knowledge. They are generally divided into logical segments—from units (which may take several weeks to complete) to daily lessons. Photographs and graphics enrich the text.

Mark th e text

Take out one of the textbooks that you are using this year. Write its subject on the line below. Then look at this list of features that appear in most textbooks. Check the ones that appear in the textbook you chose.

❏ table of contents

❏ definitions

❏ chapter tests

❏ headings and subheadings

❏ charts and diagrams

❏ summaries

❏ preview items

❏ illustrations

❏ glossary

❏ key terms or vocabulary

❏ questions

❏ index

? One reason that people read textbooks is because they have to! After all, teachers hand out textbooks on the first day of school. But imagine trying to learn geometry, U.S. history, or biology without a textbook. No other source of information presents subject matter in such a

Textbooks are designed to help you learn and remember what you need to know about a subject. Writers of textbooks choose the text structure that is most suitable for the subject matter. • A history text would probably be organized chronologically, starting with the earliest times and continuing up to the present time. • A literature text might present works by genre— short stories, poetry, drama, and so forth.

264

The Glencoe Reader

manageable way. Good textbooks provide a direction for the teacher and a lively mix of information and activities for the student. Without them, the process of learning could be chaotic.

• A biology text might arrange units by topic, from the simplest life forms to the most complex. An easy way to figure out the text structure of a textbook is to examine the table of contents and look at the main heads. For more about text structures, see pages 372–374 in the Reading Handbook.

D Even though textbooks deal with many subjects, they often share some of the same elements. Check out the example below. Chapter and lesson headings identify where you are in the book and briefly describe the topic.

Learning objectives state the purpose of the lesson so you know what you need to learn.

The main teaching text runs through the book. It includes all the key information for a course.

Illustrations may include maps, diagrams, charts, numerical examples, photographs, or reproductions of fine art. They can help you visualize the ideas in a lesson.

4.1 Parallel L ines and Pla uppose you could nes

S

measure the distan ce between the colum ns of a bui lding at various What You’ll Learn points. You would find You’ll learn to tha t the distance remains describe relationship s the same at all points. among lines, parts of Th e columns are par lines, and planes. allel. In geo metry, two lines Why It’s Important in a plane that are the Construction same distance apa Carpenters use rt are par alle l lines. parallel lines and planes in the construction of National Galler y of Art, Washi ngton, D.C. furniture. Definition of Tw o lin es are parallel if and See Exercise 11. Parallel Lines only if they are the same plane in and do not inters ect.

Text boxes set off special information.

Mark th e text

Find It! Circle the learning objective of this lesson.

These reading strategies will be especially useful when you read textbooks. Review: How did you get to this point in the text? What did you learn in the last lesson? Before starting a new lesson, review what you have recently learned. Preview: Don’t plunge into new material without looking ahead. Read the heading, objectives, subheads, and anything in boldface type. Glance at the illustrations and other graphic elements.

Monitor comprehension: Textbooks are like ladders— they take you where you’re going rung by rung. Stop frequently to make sure that you understand what you have just read. For more information on reading strategies, see pages 366–372 in the Reading Handbook.

Read the textbook selections that follow. Be sure to • use the text structure and features in the text to understand and remember the material • use reading strategies to help you get the most from your reading

The Glencoe Reader

265

HISTORY TEXTBOOK LESSON

K-W-L Chart What do you know about Africa—its land, climate, and history? Write Africa at the top of a sheet of paper. Under that, create three columns. Label them Know, Want to Know, and Learned. Then, with two or three classmates, pool your knowledge about Africa. Write the facts you know in the Know column. Next come up with questions that you might have about Africa’s land, climate, and history. Write them under Want to Know. Write one of your Want to Know questions on the lines below.

Keep your own copy of the K-W-L chart. As you read the selection, record information that you find interesting or important in the Learned column of your chart. The Development of Civilizations in Africa—from the textbook Glencoe World History—takes you across Africa’s landscape and back to a time when African civilizations developed into great powers.

Building Background Henry Louis Gates Jr., a well-known expert on Africa, asks: “How many of us really know anything at all about the truly great African civilizations, which in their day, were just as splendid and glorious as any on the face of the earth?” Until recently, Gates says, U.S. students learned little about Africa. The selection you are about to read, however, will teach you about Africa. It tells of a time when Africa had few equals in trade, prosperity, and military power.

Vocabulary Preview Read the words and definitions below. Try pronouncing each word aloud. As you read, use context clues to help unlock the meaning of the words you don’t know. diverse (di vurs
) adj. made up of differing or unlike parts; p. 268 loom (loo ¯¯¯ m) v. to have a large appearance; p. 268 abundant (ə bun
dənt) adj. more than enough; plentiful; p. 270 prosperity (pros per
ə te¯) n. wealth; p. 272 flourish (flur
ish) v. to grow or develop vigorously; be at the height of development, power, or achievement; p. 272

As you read, circle words from the selection that you find interesting or difficult. After reading, you may record those words and further explore their meanings in your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Preview

Setting a Purpose for Reading Read to learn about the land and climate of Africa and about two great civilizations that arose there long ago.

Think It Over: Main Idea Author’s Plan: Text Features Reading Coach: Reading a Thematic Map

266

The Glencoe Reader

The Development of Civilizations in Africa Chapter 7, Section 1

The Development of Civilizations in Africa

Author’s Plan

Axum stele 1 with record of King Ezana A

Guide to Reading

Main Ideas

Preview Questions

• Africa’s four distinct

1. What were the main

climate zones affected

occupations of early

the development of

Africans?

African civilizations. • The mastery of farming gave rise to the first civilizations in Africa: Egypt, Kush, and Axum.

2. How did the introduction of Christianity and Islam affect African states?

Reading Strategy Cause and Effect As you read

Key Terms

this section, create a chart that

plateau, savanna

lists a significant event that

People to Identify Kushites, King Ezana

effect this event had on early African civilization. Refer to this section’s main ideas for

Sahara, Great Rift Valley,

causes.

Nubia, Ethiopia

Cause

Keep This in Mind Effect

Use the following symbols to react to what you are reading or to mark a passage to return to later.

Preview of Events ◆700 B.C. 750 B.C. Kush conquers Egypt

◆100 B.C. 663 B.C. Assyrians drive Kushites out of Egypt

Preview Now preview this history lesson to get an idea of what’s ahead. First, review this Guide to Reading. Notice the ideas, places, people, words, and questions to keep in mind as you read. Next, look at all of the main headings in the chapter. That will give you an outline of what the lesson will be about. List the main headings below. B

occurred (cause) and the

Places to Locate Congo River, Kalahari Desert,

Text Features Look at the Guide to Reading box. A textbook lesson usually starts with a feature like this to introduce important ideas. Find the heading Mark th e text Main Ideas. Draw a box around each of the main ideas listed under that heading. Keep those ideas in mind as you read the selection. A

◆A.D. 500 A.D. 150 Kush declines as Axum emerges

? I have a question about something here.

◆A.D. 1100 A.D. 1100 Conflicts arise between Christians and Muslims

B

! This really caught my attention. ★ This information is important.

1. A stele is an engraved stone slab or pillar. The Glencoe Reader

267

The Development of Civilizations in Africa

The Land of Africa Mark th e text

Choose your own words As you read, circle words you find interesting or difficult. You’ll come back to these words later.

10

Main Idea The main idea—or most important point—in each section is the idea that all the details in the section support. Read the section The Land of Africa. Then check the sentence below that best tells the section’s main idea. C

❏ Africa is diverse and vast and has several geographical zones.

❏ Africa south of the Sahara is divided into a number of major regions.

20

C

After Asia, Africa is the largest of the continents. It stretches nearly five thousand miles (around eight thousand km) and is almost completely surrounded by two oceans and two seas. As diverse as it is vast, Africa includes several distinct geographical zones. The northern fringe, on the coast washed by the Mediterranean Sea, is mountainous. South of the mountains lies the largest desert on Earth, the Sahara. Africa south of the Sahara is divided into a number of major regions. In the west is the so-called hump of Africa, which juts like a massive shoulder into the Atlantic Ocean. Here the Sahara gradually gives way to grasslands in the interior and then to tropical jungles along the coast. Far to the east is a very different terrain of snowcapped mountains, upland plateaus, and lakes. A distinctive feature is the Great Rift Valley, where mountains loom over deep canyons. Much of this region is grassland populated by wild animals. Further to the south lies the Congo basin, with its dense vegetation watered by the mighty Congo River. The tropical rain forests of this area then fade gradually into the hills, plateaus (relatively high, flat land areas), and deserts of the south. Reading Check Describing Describe the distinct geographical zones in Africa.

Author’s Plan Text Features Like The Glencoe Reader, this textbook lesson has Reading Checks to help you monitor your understanding of your reading. What is this Reading Check asking you to do? How would answering this help you check your understanding? D

Vocabulary diverse (d¯ vurs
) adj. made up of differing or unlike parts loom (loo ¯¯¯m) v. to have a large appearance 268

The Glencoe Reader

D

The Development of Civilizations in Africa

E

Climate Zones and Geography of Africa Desert Mild zone Rain forest

▲

Black Sea

At

las

tains

er

ra

nea

Liby R.

Tibesti Mountains

Se ne

ea dS Re

Ahaggar Mountains

esert an D

20°N

Desert

n Se a

SAHARA

R OP IC OF CANCER

Mild zone

Nile

30°N

Moun

it

▲

Med

Strait of Gibraltar

Savanna

ARABIAN PENINSULA

ga .

er ig N

lR

Savanna

▲

R

Kordofan Plateau

Lake Chad

.

G ul

f of

A de

n

Amhara Plateau

10°N

Lake Volta

Lake Turkana

Lake Victoria

INDIaN OCEaN

t


Mount Kilimanjaro

Grea

n Co

E

W


Mount Kenya

t

R.

N

go

ATLaNTIC OCEaN

Congo Basin

Rif

EQUATOR

Va

lle

y

Gulf of Guinea 0°

Reading a Thematic Map This is a thematic map—a map that focuses on one topic, or theme. The map’s title tells its theme. Find the title and write it on the lines. E

Lake Tanganyika

S 10°S

The map uses colors to show different climate zones. The map key tells which color on the map stands for each climate zone. Mark th e text Find and circle the map key in the upper right corner. Notice what color stands for desert on the map. Then find the largest desert zone on the map. Label it desert. Next, label the largest mild zone, the largest rain forest, and the largest savanna.

Lake Nyasa mbezi R. Za

L

T R O P I C O F C A P R I COR N

Author’s Plan

dag asc a

popo R. im

erg

M t s.

Kalahari Desert

Ma

▲

20°S

r

F Rain forest

en

sb

Orange R.

Dr 30°S

ak

Cape of Good Hope 20°W

10°W

0°

10°E

0

1,000 miles

0

1,000 kilometers

Lambert Azimuthal Equal-Area projection 20°E

30°E

40°E

50°E

Text Features On this map, the writer adds pictures of the four climate zones of Africa. Study the pictures. Then, on the lines below, describe one of Africa’s climate zones from what you see in the picture. F

Geography Skills Africa is divided into several distinct geographical and climatic zones that affect the way its people live. 1. Interpreting Maps Using the text’s descriptions of the climate zones, analyze Africa’s food production capabilities relative to its total area. 2. Applying Geography Skills Explain how Africa’s geography would have affected its trading patterns.

The Glencoe Reader

269

The Development of Civilizations in Africa

The Climate of Africa Main Idea A writer may state a section’s main idea in one sentence. Reread the section Mark th e text The Climate of Africa. Draw a box around the sentence that tells the main idea. (Hint: It’s in the first paragraph.) G

Reading a Thematic Map Reread the paragraph about savannas. Notice that two main ways of making a living on the savanna are farming and herding. Turn back to the map on page 269. Find the savanna Mark th e text on the map. After the label you wrote for savanna, add a colon (:) and the words farming and herding. H

Step 1 Have you understood what you've read so far? Did you put question marks next to anything? If so, one of these strategies might help you answer your questions.

30

40

Africa includes four distinct climate zones, which help to explain the different lifestyles of the peoples of Africa. A mild climate zone stretches across the northern coast and southern tip of Africa. Moderate rainfall and warm temperatures result in fertile land that produces abundant crops. This crop production can support large populations. Deserts form another climate zone. The Sahara in the north and the Kalahari in the south are the two largest deserts. Altogether, deserts cover about 40 percent of Africa. A third climate zone is the rain forest that stretches along the equator and makes up about 10 percent of the continent. Heavy rains and warm temperatures produce dense forests where little farming and little travel are possible. The rain forest is also home to disease-carrying insects, especially the tsetse (SET• see) fly, which infects both animals and humans with sleeping sickness. As a result, people who live in the rain forest do not raise cattle or use animals, hoping in this way to avoid the tsetse fly. A final climate zone consists of the savannas, broad grasslands dotted with small trees and shrubs. Savannas stretch across Africa both north and south of the rain forest and cover perhaps 40 percent of Africa’s land area. The savannas receive enough rainfall to allow for farming and the herding of animals, but the rain is unreliable. G H Reading Check Summarizing How do the four different climate zones affect daily life in Africa?

• Read confusing passages slowly or read them aloud. • Reread earlier parts, looking for answers to questions. • Ask a classmate or a teacher, parent, or other adult for help.

Step 2 Review your notes in the Learned column of your K-W-L chart. Below, write one important fact you learned about the land or climate of Africa.

Vocabulary abundant (ə bun
dənt) adj. more than enough; plentiful 270

The Glencoe Reader

The Development of Civilizations in Africa

Emerging Civilization and the Rise of Islam

I

About seven or eight thousand years ago, hunters and gatherers2 in Africa began to tame animals and grow crops. The mastery of farming gave rise to the first civilizations in Africa: Egypt (discussed in Chapter 2), Kush, and Axum. Much later, Islam became an important factor in the development of African empires. Kush By 2000 B.C., a busy trade had arisen between Egypt and the area to the south known as Nubia. Egyptian merchants traveled to Nubia to obtain ivory, ebony,3 frankincense (a fragrant tree resin), and leopard skins. Although Nubia was subject to Egyptian control for many centuries, it freed itself around 1000 B.C. and became the independent state of Kush. J In 750 B.C., Kush conquered Egypt. In 663 B.C., however, the Kushites, who were still using bronze and stone weapons, were overwhelmed by the Assyrians, who were armed with iron spears and swords. The Kushites, driven out of Egypt, returned to their original lands in the upper Nile valley. The economy of Kush was based at first on farming. Kush soon emerged, however, as one of the major trading states in the region, with its center at the city of Meroë (MEHR•oh•EE). Meroë was well located at the point where a newly opened land route across the desert to the north crossed the Nile. It was also blessed with a large supply of iron ore. Having learned iron ore smelting4 from the Assyrians, the Kushites made iron weapons and tools. For the next several hundred years, Kush was a major trading empire with links to other states throughout the region. Kush provided iron products and goods from central and eastern Africa to the Roman Empire, as well as to Arabia and India. Other major exports were ivory, gold, ebony, and slaves. In return, the Kushites received luxury goods, including jewelry and silver lamps from India and Arabia.

50

60

70

Preview To preview this section, look again at the Guide to Reading on page 267. Rewrite one of the Preview Questions in your own words. I

Now look at the subheadings in this section. A subheading is a boldfaced word or phrase at the Mark th e text beginning of a paragraph. Circle each subheading in the section. That will help give you an outline of what you are about to read.

Identify Sequence The first dates the author mentions are 2000 B.C. and 1000 B.C. Remember, since these years are B.C., the year 2000 came before 1000. Read the events and dates below. Mark a check before the event that happened last. J

❏ Nubia became the state of Kush, 1000 B.C.

❏ The Kushites were driven from Egypt, 663 B.C.

❏ Kush conquered Egypt, 750 B.C.

80

2. Hunters and gatherers are primitive people who live on wild food they harvest or catch. 3. Ebony is a hard, black wood from Africa. 4. The melting process in which metal is separated from its ore is known as smelting. The Glencoe Reader

271

The Development of Civilizations in Africa

Not much is known about Kushite society. It seems likely that it was mostly urban. At first, state authorities probably controlled foreign trade. The presence of extensive luxury goods in the numerous private tombs in the area indicates that at one time material prosperity was relatively widespread. This suggests that at some point a large merchant class prospered from trade activities.

Main Idea As you read these paragraphs about Axum, Mark th e text underline the sentences that tell how the people made a living. K

90

Identify Sequence Reread this page, paying special attention to the order of the events. Number the following events in the order in which they happened. L Kush flourished. Arab forces took control of Egypt. King Ezana converted Axum to Christianity.

100

110

Mark th e text

Choose three words, either from the underlined vocabulary in the textbook lesson or from the words you circled as you read. Record them in your Hot Words Journal at the back of this book and complete an activity listed there.

272

The Glencoe Reader

The Rise of Axum K Kush flourished from about 250 B.C. to about A.D. 150, but declined because of the rise of a new power in the region. This new power, known as Axum, was located in the highlands of what is now Ethiopia. Axum was founded as a colony by Arabs from the southern tip of the Arabian Peninsula. Eventually, Axum emerged as an independent state that combined Arab and African cultures. Axum owed much of its prosperity to its location along the Red Sea, on the trade route between India and the Mediterranean. Axum exported ivory, frankincense, myrrh (another aromatic tree resin), and slaves. It imported textiles, metal goods, wine, and olive oil. For a time, Axum competed with the neighboring state of Kush for control of the ivory trade. Probably as a result of this competition for ivory, in the fourth century A.D., King Ezana, the Axumite ruler, launched an invasion of Kush and conquered it. Perhaps the most distinctive feature of Axumite civilization was its religion. About A.D. 330, King Ezana converted to Christianity, which was first brought to Axum by shipwrecked Syrians. The king made Christianity the official religion of Axum. When Ezana died, Axum was a flourishing kingdom. Within a few centuries, however, a new religious force—Islam—brought profound challenges to the kingdom of Axum. The Coming of Islam The rise of Islam in the Arabian Peninsula had an impact on neighboring areas. In 641, Arab forces took control of Egypt. L By the early eighth century, the entire coastal Vocabulary prosperity (pros per
ə t¯e) n. wealth flourish (flur
ish) v. to grow or develop vigorously; be at the height of development, power, or achievement

The Development of Civilizations in Africa

region of North Africa as far west as the Strait of Gibraltar was under Arab rule. By the eighth century, a number of Muslim5 trading states had been established on the African coast of the Red Sea. For hundreds of years, relations between Christian Axum and its Muslim neighbors were relatively peaceful. Beginning in the twelfth century, however, problems arose as the Muslim states along the coast began to move inland to gain control over the trade in slaves and ivory. Axum, which had dominated this trade, fought back. By the early fifteenth century, Axum had become deeply involved in an expanding conflict with the Muslim state of Adal, located at the point where the Indian Ocean meets the Red Sea.

Author’s Plan

120

Text Features Most textbooks have Assessment boxes at the end of chapters to help you see if you understand what you’ve read. Read these Assessment questions. To the left Mark th e text of questions 4, 5, 6, and 7, write the numbers of the pages where you would find the answers. Then answer question 5 on the lines below M A241, A242

Reading Check Summarizing How did conquest and trade affect the people of Kush and Axum?

M

Checking for Understanding 1. Define plateau, savanna. 2. Identify Kushites, King Ezana. 3. Locate Sahara, Great Rift Valley, Congo River, Kalahari Desert, Nubia, Ethiopia. 4. Explain the significance of Christianity in the history of Axum. 5. List Axum’s exports. What product led to King Ezana’s decision to invade Kush?

Critical Thinking 6. Analyze Why did the rise of a new power in the region cause the decline of Kush? 7. Compare and Contrast Complete the chart below, comparing the

occupations, natural resources, imports, and exports of Kush and Axum. Kush

Axum

Writing About History 8. Persuasive Writing Christian Axum traded peacefully with its Muslim neighbors. Do you think that two major religious groups can be peaceful neighbors? Write an essay explaining your opinion.

Think about what you’ve read and review the notes in the Learned column of your K-W-L chart. Then, on the lines, write at least one important fact about each topic below. Kush (how people made a living)

The rise of Axum

The coming of Islam

5. The word Muslim (məz
ləm) refers to people who follow the religious faith of Islam. The Glencoe Reader

273

Preview

Reading on page 267 Coming Attractions The Guide to on. Now that you’ve helped you preview this history less e. Which part of the read the lesson, look back at the Guid the lesson? Why? to Guide was most helpful as a preview w. Write your answer on the lines belo

Reading a Thematic Map up with one question 1. Map Quiz With a partner, come ate Zones and Clim the that can be answered by 269. Write your page on Geography of Africa map below. Then ask lines the on er question and the answ know the answer. the class your question and see if they

map on page 269. 2. Where Am I? Look again at the e on the map— Tell your partner the name of one plac partner find r you e for example, Mount Kenya. Hav ate zone it’s clim h whic that place on the map and tell . On the way this in r in. Take turns quizzing each othe your and you es plac e lines below, write the first thre in. is each e zon ate partner mention and the clim

274

The Glencoe Reader

Main Idea 1. What’s the Idea? With a small group, choose one of the main ideas from the lesson. The n write three questions about the details that sup port that main idea. Write your main idea and question s on the lines below. When you’re finished, use your que stions to quiz another group.

2. Be the Designer! Imagine that your group is designing a poster to illustrate this lesson. You r poster should illustrate two main ideas—one abo ut Africa’s land and climate and one about its early civil izations. With your group, discuss what the poster will show. Use the library and the Internet to research pictures you can use. Have group members draw rough sketche s to plan the poster. What will you show on the poster? List your ideas here.

The Development of Civilizations in Africa

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

Which words best describe Africa’s savanna? A. mild and fertile B. dry and treeless C. grassy with scattered trees D. always infested with tsetse flies

How did the location of Kush and Axum help each civilization become successful in trade? Use details from the lesson to support your answer.

Multiple-Choice Questions

1. ABCD

The main reason that King Ezana of Axum invaded and conquered Kush was to A. get more farmland. B. obtain iron weapons. C. control the rich ivory trade. D. convert Kush to Christianity.

2. ABCD

Open-Ended Question A.

Vocabulary Check Write the word from the word list that belongs in the blank in each sentence. diverse adj. made up of differing or unlike parts

1. The plants will

loom v. to have a large appearance

2. After winning the lottery, Elena enjoyed her sudden

abundant adj. more than enough; plentiful

3. Our tour included a

prosperity n. wealth

4. The forest trees

flourish v. to grow or develop vigorously; be at the height of development, power, or achievement

5. Lisa had

in that sunny window. .

group of travelers, speaking a variety of languages. menacingly over the river at night. opportunities to study for the exam.

The Glencoe Reader

275

MATH TEXTBOOK LESSON

List Ideas How often do you think about angles? Probably not often! But if you look around, you’ll see angles everywhere. The slice of pizza on your dinner plate? Its size depends on the angle at which it’s cut! Get together with a partner and make a list on the lines below of some other real-life angles that you see around you. Share your examples with the class.

In this math textbook lesson, you’ll learn about angles—what they are and how to identify their parts.

Building Background The study of angles is central to geometry, one of the oldest branches of mathematics.

Vocabulary Preview Read the definitions of these words from the math lesson on angles that you’re about to read. Use the pronunciation guides to help you say each word aloud. As you read, use context clues to help clarify the meanings of these and other words you may not know. symbol (sim
bəl) n. something that stands for or represents something else; p. 277 interior (in te¯r
e¯ ər) n. the inner side, surface, or part; p. 279 exterior (eks te¯r
e¯ ər) n. the outer side, surface, or part; p. 279

As you read, circle words that you find interesting or that you don’t understand. After reading, record those words in your Hot Words Journal at the back of this book and complete an activity listed there.

• The word geometry comes from two Greek words: ge or geo (meaning “earth”) and metria (meaning “measurement”). • When the Nile River flooded the surrounding farmland, ancient Egyptians used geometry to redefine the boundaries of their fields. • Ancient Egyptians also used geometry to design the pyramids. • Knowledge of angles is essential today for people working in many professions—including carpentry, architecture, construction, engineering, and astronomy.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Review Author’s Plan: Text Structure Reading Coach: Reading Text and Diagrams Together

Setting a Purpose for Reading Read to learn the basics about angles—how to make them and how to talk about them.

276

The Glencoe Reader

Angles

3-1

Angles What You’ll Learn

Author’s Plan

You’ll learn to name and identify parts of an angle.

Why It’s Important Design Bicycle manufacturers use angles in their bicycle designs.

The hands on a clock at 6:00 are an example of opposite rays.1 Opposite rays are two rays that are part of the same line and have only their endpoints in common. 11 12 1 Y 2 10 X 9 3

Z

8 7


 and XZ
 are opposite rays. XY

Mark th e text

4

6 5

The figure formed by opposite rays is sometimes referred to as a straight angle. There is another case where two rays can have a common endpoint. This R figure is called an angle. Some parts of side angles have special names. The common vertex 1 S endpoint is called the vertex, and the side two rays that make up the angle are T called the sides of the angle. Unless otherwise noted, the term “angle” in this book means a nonstraight angle. A B There are several ways to name the angle shown above. Method 1. Use the vertex and a point from each side.

Symbol
RST or
TSR

The vertex letter is always in the middle.

2. Use the vertex only. If there is only one angle at a vertex, then the angle can be named with that vertex. 3. Use a number.


S

Text Structure Typically, each lesson in a math textbook will follow the same text structure pattern. For example, a lesson often begins with explanatory text that defines the terms used in the lesson. Sometimes the text will include a model or an example that uses numbers or a graphic aid to demonstrate the use of those terms. A

Read the symbol as angle.


1

1. A ray is a straight line that extends from a point.




Circle the special math terms that are defined in context—that is, in the words and sentences around them. Below, write how you were able to find which words to circle.

Reading Text and Diagrams Together As you read, it’s important to shift your attention from the explanatory teaching text to the diagram or figure beside the text that shows what that text means. B Model: After I read the definition of angle, I look at the figure to the right. That whole drawing must be of an angle. Now I keep reading. Another sentence defines two more terms. As I read each definition, I find the words labeled on the diagram. Looking at the diagram helps the words make sense!

Vocabulary symbol (sim
bəl) n. something that stands for or represents something else The Glencoe Reader

277

Angles

Review When you review, you go back over what you’ve already read to help you remember important concepts. Sometimes the textbook itself will help you take that step! Look at the information in the Definition of Angle box. Words, symbols, and a diagram are used to review the concepts explained on page 277. Choose one of the four symbols listed in the box. Below, use words to explain what that symbol means. C

Words: Definition of Angle

Model:

An angle is a figure formed by two noncollinear rays2 that have a common endpoint. Symbols:
DEF D
FED
E E 2
2 F

Example

C

1

Name the angle in four ways. A Then identify its vertex and its sides. The angle can be named in four ways:
ABC,
CBA,
B, and
1.
 and BC
. Its vertex is point B. Its sides are BA

1

B

C

Your Turn a.

b.

E

I

2

F

D

Author’s Plan Text Structure In Example 1, the math lesson takes on a familiar pattern—instructions for a task; a model of how to do the task; and problems to complete on your own. Take a look at Example 1. Read the instructions and the model. Make sure you understand how the problem Mark th e text was solved. Circle the boldface instructions for completing problems a and b. Write the answers to the problem b below. D

3

G

Look at the figure at the right. Three angles have P as their vertex. So, you have to be careful to avoid confusion when you name angles. Whenever there is more than one angle at a given vertex, use three points or use a number to name an angle.

Example

D

H

O

N

1 2

M

P

2

Name all angles having W as their vertex. There are three distinct angles with vertex W:
3,
4, and
XWZ. What other names are there for
3? What other names are there for
4? What other name is there for
XWZ ? Is there an angle that can be named
W ?

X 3 W 4

Y

2. Noncollinear (non´kə lin
e¯ ər) rays are rays that do not lie on the same straight line. 278

The Glencoe Reader

Z

Angles

Review Where would you look to find the directions for completing problem c? E

Your Turn c.

d. A

U

W

B

5 34

T

W

1 2

C

R

S

E

An angle separates a plane into three exterior V Y parts: the interior of the angle, the X exterior of the angle, and the angle itself. In the figure shown, point W and interior all other points in the dark gray region Z W are in the interior of the angle. Point V and all other points in the light gray region are in the exterior of the angle. Points X, Y, and Z are on the angle. F

Examples Tell whether each point is in the interior, exterior, or on the angle. 3

4

E

D

5

Now complete problem c on the lines below.

Reading Text and Diagrams Together A diagram can provide a visual display of the information described in the text beside it. Reread this paragraph. Stop often to look at Mark th e text the diagram. Every time you shift your eyes to the diagram, circle the last word you read. F

F

Point D is in the interior of the angle.

Point E is on the angle.

Point F is in the exterior of the angle.

Your Turn e.

f.

g. S

R

Vocabulary interior (in te¯r
e¯ ər) n. the inner side, surface, or part exterior (eks te¯r
e¯ ər) n. the outer side, surface, or part

T

Using Other Contexts The words interior and exterior are not defined in the text. Have you heard those words in another context? For example, What is the interior and exterior of a house? See if you’re right by reading the definitions at the bottom of the page.

The Glencoe Reader

279

Angles

Author’s Plan Text Structure A math lesson often ends with a set of math problems. Solving these problems lets you show that you understand—and can put into practice—what you have read. Mark th e text Circle the part of the directions that tell you where you can look back in the lesson for help in answering problems 6 and 7. Write the answer to problem 7 below. G

Check for Understanding Communicating Mathematics Study the lesson. Then complete the following. opposite rays straight angle angle vertex sides interior exterior


 1. Sketch and label an angle with sides EF
. and EG

2. Draw an angle MNP that has a point Q in

the interior of the angle. 3. Explain why angle PTR cannot be labeled


T. P

Q

T

R

Guided Practice Step 1 Take a moment to review this lesson and all that you have learned about angles. Below, name three things that you learned in this lesson.

4. Name the angle in four ways.

5. Name all angles having

Then identify its vertex and

K as their vertex.

its sides.

(Example 2)

(Example 1) X

Y

E

D

3 1 2

K

Z

F

Tell whether each point is in the interior, exterior, or on the angle. (Examples 3–5) 6. Step 2 Look around the room. Identify an object with angles and make a simple drawing of it below. Circle the vertex of each angle.

280

The Glencoe Reader

7.

H

C

G

8. Science

The constellation Cassiopeia is one of the 88 constellations in the sky. a. How many angles are formed by the arrangement of the stars that make up the constellation? b. Name each angle in two ways.

A B C D E

Cassiopeia

(Examples 1 & 2)

Angles

Review of the lesson that 1. Penny Wise Review the section of angles. Get teaches about the interior and exterior large angle on a together with your group and draw a floor. Let each group sheet of paper. Put the paper on the penny on the paper member take three turns dropping a below, keep a tally from a standing position. On the lines e’s interior or exterior of where the penny falls—in the angl up the scores and or on one of the rays. At the end, add write a summary statement.

Get together with 2. A New Angle on the Alphabet angles. Make sure your group and review the lesson on Then imagine that that everyone understands the lesson. letters of the your group is going to use the capital graders about angles. alphabet to teach a group of fourth use in your lesson Discuss which letters you would not Also name the and name four of those letters below. capital letter that has the most angles.

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

In
TUV, point V is A. the vertex. B. on one of the sides. C. in the interior of the angle. D. in the exterior of the angle. Which phrase best describes the vertex? A. an angle B. a point C. a side D. a ray

Picture
NOP in your mind. Using the terms you learned in this lesson, name the vertex and the rays of the angle. What else could this angle be called? Why could it be called that?

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

The Glencoe Reader

281

Reading What do these activities have in common?

Each of them provides you with useful information. They are all functional documents.

• applying for a job • learning to use new software • finding your way around an unfamiliar city • eating at a restaurant Not much, you might think. But each task requires that you read some information. There’s the job application, the instruction booklet, the tourist map, and the menu. And what do these reading materials have in common?

Functional documents are created for a purpose—to help people through the maze of modern life. Do you want to know what’s on TV tonight? Check the listings in the paper. What’s on track 4 of your new CD? Read the back cover. How much fat is in that yogurt? Look at the nutritional information on the container. Functional documents pop up everywhere—in tax bills, notice boards, bus schedules, and cereal boxes. A day doesn’t pass when you don’t use them.

Mark th e text

Think back over the last twenty-four hours. What functional documents have you used? Make a check beside each document you’ve used. TV or movie listings

billboards

signs

instructions

maps

posters

CD or DVD covers

forms

labels

schedules

rules or handbooks

flyers

applications

menus

warranties

People read functional documents to find useful information. Think what would happen if you didn’t read functional documents! Ignore the instructions on how to service your printer and you may end up with

ink-smeared documents. Misread the schedule and you may miss your train. Overlook that sign at the beach about a shark alert and you could be in big trouble.

Functional documents should be easy to follow. They are often short and clear, and sometimes they don’t include a lot of details. Most functional documents use a logical plan—a text structure—to help you find and understand the information you need. Here are some text structures, or patterns of organization, that you’ll find in functional documents. Functional Document

Text Structure

Application or form to fill out

Questions and write-on lines

Schedule

Time order

Map or seating plan

Space order

Directions for a process

Sequence, or step-by-step order

282

The Glencoe Reader

D

TRUTH IN LEND ING DISCLOSU RE STATEMENT ANNUAL

PERCENTAGE RA TE

Functional documents come in a great variety of forms. Even so, many have some elements in common. This sample from a loan agreement includes some of them.

The cost of your cred it on a yearly rate

____ 9.74% estimate

Main headings identify the main topics covered by the document.

NUMBER OF PAYMENTS

Graphics arrange facts in a way that makes information easy to locate and understand. Graphics may include diagrams, graphs, illustrations, symbols, and logos.

Boldfaced print highlights important terms and information.

Lists serve to organize information.

Mark th e text

Find It! Circle the part of the form that tells about late charges.

48

* FINANCE CHARGE

The dollar amount the credit will cost you

Amount Finance d The amount of cred it provided to you

$ ___ 2,114.24 estimate

$ ___ 10,000.00 estimate

Total of Paymen ts The amount you will have paid after you hav e made all payments as sch eduled

$ ___ 12,114.24 estimate

PAYMENT SCHE DULE AMOUNT OF PAYMENTS

$ 252.38

MONTHLY PAYME NTS ARE DUE BEGIN NING

October 12, 2004

PREPAYMENT:

If you prepay this loan in full or in par t, you may will not have to pay a penalty. may will not be ent itled to a refund of par t of the fina LATE CHARGES: nce charge. If your payment is more than 10 _____ days late, you in an amount sho will be charged a wn below for you late charge r state of residence . Connecticut the lesser of 6% of the payment or Massachusetts $10 the lesser of 5% of the payment or New Hampshire $6 the greater of 8% of the New York or Maine payment or $13 the lesser of 6% of the payment or See your contra $35 ct documents for any additional inform required repaym ation regarding ent in full before no sch np edu aym led date, and pay ent, default, * Includes mortg ment refunds and age insurance pre penalties. miums. Excludes taxes, hazard ins urance, and floo d insurance.

These reading strategies will be especially useful when you read functional documents. Set a purpose: Why are you reading this document? Know what you have to find. Don’t spend valuable time reading unnecessary information.

bogged down, pause for a moment. Then try putting the information into words of your own.

Scan: You probably don’t need to read all the fine print. Look quickly for key words that point to the information that’s most useful to you.

Monitor Comprehension: After reading a long document, give yourself a mental quiz. “Is that really what it means?” “Have I understood all the important points?”

Clarify: Not all functional documents are as simple as that “Shark Alert” sign! If you find that you’re getting

For more information on reading strategies, see pages 366–372 in the Reading Handbook.

Read the functional documents that follow. Be sure to • examine text structures to understand the organizational plan • use reading strategies to help you get the most from your reading

The Glencoe Reader

283

MEMO

Questionnaire Think about the kinds of short messages that you’ve written or received—either electronically or on paper. Then complete the questionnaire below by putting a check in the “yes” or “no” box. yes

no

❏

❏

1. Have you ever written a note to somebody or responded to a note?

❏

❏

2. Have you ever written a letter to a family member or a friend or received such a letter?

❏

❏

3. Have you ever written an e-mail message or replied to an e-mail message?

❏

❏

4. Have you ever written a list of instructions or directions or received such a list?

The interoffice memorandum on the next page is the kind of short written message that business people often send and receive.

Building Background An interoffice memorandum, or memo, is a workplace message from one person (or a group of people) to another. Memos are easy to read when you know what kinds of information they contain and how that information is organized.

Vocabulary Preview Read these words from the interoffice memorandum and their definitions. Try pronouncing each word aloud. As you read, use context clues for help in unlocking the meaning of these and other words you don’t know. evacuation (i vak´u a¯
shən) n. the act of leaving a dangerous area or clearing people out of such an area tenant (ten
ənt) n. person or business that pays rent to use a property or a space severity (sə ver
ə te¯) n. the degree to which something is dangerous; harshness notify (no ¯¯
tə f¯´) v. to inform hesitate (hez
ə ta¯t´) v. to wait a moment

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of the book.

• Memos usually begin with these headings, or lines: —the subject line, which tells what the memo is mainly about —the to line, which tells who the memo has been sent to —the from line, which tells who the memo is from —the date line, which tells when the memo was written • The first paragraph of the memo usually gives the purpose, or the writer’s reason for writing. • The middle paragraph or paragraphs usually give facts and details that help fulfill the purpose. • The last paragraph is often a friendly closing that invites readers to ask questions if they need more information.

Setting a Purpose for Reading Read the memo to understand what procedures, or steps, to follow in an office emergency.

284

The Glencoe Reader

Key Goals In this lesson, you will learn these key skills, strategies, and concepts: Reading Focus: Question Author’s Plan: Text Features

Memo

▲ CENTRE CITY PLAZA ▲ OFFICE OF FACILITIES MANAGEMENT 100 SOUTH MADIGAN STREET CHICAGO, IL 60601 Phone (312) 555-1222 Fax (312) 555-1000

Author’s Plan Text Features Circle the subject line of the memo. On Mark th e text the lines below, restate the subject in your own words. A

INTEROFFICE MEMORANDUM SUBJECT: Fire Evacuation Procedures TO:

A

FROM:

Carl Martinez

COMPANY:

EXT:

0911

FLOOR:

DATE:

October 1

All Tenants

October is Fire Safety Month. Do you know what to do if a fire occurs on your floor? Please familiarize yourself with the following procedures. Knowing in advance what to do in case of fire will help you respond quickly, calmly, and effectively if a real emergency occurs. STEP 1:

Dial 555-1010 (the number of the Centre City Plaza security department). Tell the officer on duty the following:

Question Ask yourself who, what, where, when, why, and how questions to make sure that you understand the evacuation procedures. On the lines below, write a what question about the first step of the procedure. Then answer your question. B

• Location of fire • Severity of fire • Names and locations of employees who need special help evacuating B STEP 2:

Notify your company’s Fire Drill and Evacuation Team.

STEP 3:

Do NOT use elevators to leave the floor. Walk to the nearest fire exit.

STEP 4:

Make sure that the exit is free of smoke and heat before you enter. If the exit is safe, proceed down the stairs. If all exits are unsafe, return to your floor and call the Fire Department at 911.

Please don’t hesitate to call me if you would like further information about our building’s evacuation procedures or would like help setting up a Fire Evacuation Team. As always, I welcome the opportunity to serve you.

On the lines below, tell what you should do if all the fire exits are unsafe.

The Glencoe Reader

285

Text Features fire evacuation Feature That With a partner, skim the features: boldface procedures to find the following text a bulleted list, and (dark) type, words in all capital letters, features help readers a numbered list. Discuss how these Jot down your understand and follow the procedures. ideas on the lines below.

Question w, write a who, Five Ws and an H On the lines belo stion about the what, where, when, why, or how que question. Then memo. Ask your partner to answer your back at the memo answer your partner’s question. Look answer. if you need help figuring out a correct

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

286

Write your answer to open-ended question A in the space provided below. A.

What is the main purpose of the memo? A. to inform readers about Fire Safety Month B. to explain to readers what to do if there is a fire C. to warn readers that there will soon be a fire drill D. to help readers set up a Fire Drill and Evacuation Team According to the memo, whom should tenants call first to report a fire? A. their supervisor B. the city fire department C. the security officer on duty D. the Centre City Plaza management office

The Glencoe Reader

Explain the four steps in the fire evacuation procedure.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

GOVERNMENT DOCUMENT

Quickwrite Think of all the laws you know about—the laws of the United States, your state, your city or town, and even your school. What should people do if they believe that an existing law is unfair? On the lines below, jot down some thoughts about what should happen to old laws that are no longer considered to be just.

The government document you’re about to read is a proclamation, or official statement, from the president of the United States declaring that an old unjust law is no longer in force.

Building Background The title of this government document is “An American Promise.” Its history began in the early 1940s. • On December 7, 1941, Japanese planes attacked the U.S. naval base at Pearl Harbor, Hawaii. The United States responded by declaring war against Japan and entering World War II. • After the Pearl Harbor attack, a wave of fear and prejudice against people of Japanese descent swept over much of the United States—particularly along the West Coast. • In February 1942, President Franklin D. Roosevelt signed Executive Order No. 9066 that forced more than 100,000 people of Japanese descent to leave their homes, farms, and businesses to live in internment camps until the war ended. • In this document, President Gerald Ford officially announces that the power of Executive Order No. 9066 was terminated, or ended, in 1946.

Vocabulary Preview Read the words and definitions below. Use the pronunciation guides to help you say each word aloud. As you read, use context clues to help unlock the meanings of the words you don’t know. subsequently (sub
sə kwənt l¯e) adv. later; afterwards; p. 288 statute (stach
¯¯¯¯ oot) n. a formally established law or rule; p. 288 detain (di ta¯n
) v. to keep in custody; confine; p. 288 evacuation (i vak´u ¯¯ a¯
shən) n. the act or process of clearing people out of an area; p. 289 obsolete (ob´sə le¯t
) adj. no longer in use or practice; out of date; p. 289 affirm (ə furm
) v. to state positively; declare firmly; p. 289

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Think It Over: Interpret

Setting a Purpose for Reading Read this government document to understand the action President Ford took and his reasons for taking that action.

Author’s Plan: Text Structure Reading Coach: Reading Difficult Terms

The Glencoe Reader

287

Government Document

Author’s Plan

A

Text Structure Like many government documents, this one is divided into three main parts. • In the first part, the writer explains the background and the reasons for the action being taken.

An American Promise

• In the second part, the writer announces what action will be taken.

By the President of the United States of America A Proclamation

• In the third part, the writer signs and dates the document so it becomes official. A

In this Bicentennial Year,1 we are commemorating the anniversary dates of many of the great events in American history. An honest reckoning, however, must include a recognition of our national mistakes as well as our national achievements. Learning from our mistakes is not pleasant, but as a great philosopher once admonished,2 we must do so if we want to avoid repeating them. B February 19th is the anniversary of a sad day in American history. It was on that date in 1942, in the midst of the response to the hostilities that began on December 7, 1941, that Executive Order No. 9066 was issued, subsequently enforced by the criminal penalties of a statute enacted March 21, 1942, resulting in the uprooting of loyal Americans. Over one hundred thousand persons of Japanese ancestry were removed from their homes, detained in special camps, and eventually relocated. The tremendous effort by the War Relocation Authority and concerned Americans for the welfare of these Japanese-Americans may add perspective to that story, but it does not erase the setback to fundamental American principles. Fortunately, the JapaneseAmerican community in Hawaii was spared the indignities suffered by those on our mainland.

Mark th e text

Put a star beside the places where each of the three parts starts. (Clue: Look for different kinds of type.)

10

Reading Difficult Terms When you come to unfamiliar words, you might be able to get the meaning of the text without knowing the word. You can also look for words you do know inside unfamiliar words. B Model: I don’t know the word “commemorating.” But inside the word, I see memor, as in memory. That makes sense because the anniversary of the United States is being remembered.

20

1. Bicentennial means “two hundredth.” In 1976 the United States was celebrating its two hundredth birthday. 2. Admonished means “gave a warning.”

Vocabulary

288

The Glencoe Reader

subsequently (sub
sə kwənt l¯e) adv. later; afterwards statute (stach
¯¯¯¯ oot) n. a formally established law or rule detain (di ta¯n
) v. to keep in custody; confine

Government Document

We now know what we should have known then—not only was that evacuation wrong, but Japanese-Americans were and are loyal Americans. On the battlefield and at home, Japanese-Americans— names like Hamada, Mitsumori, Marimoto, Noguchi, Yamasaki, Kido, Munemori and Miyamura—have been and continue to be written in our history for the sacrifices and the contributions they have made to the well-being and security of this, our common Nation. The Executive Order that was issued on February 19, 1942, was for the sole purpose of prosecuting the war with the Axis Powers, and ceased to be effective with the end of those hostilities. Because there was no formal statement of its termination,3 however, there is concern among many Japanese Americans that there may yet be some life in that obsolete document. I think it appropriate, in this our Bicentennial Year, to remove all doubt on that matter, and to make clear our commitment in the future. C NOW, THEREFORE, I, GERALD R. FORD, President of the United States of America, do hereby proclaim that all the authority conferred by Executive Order No. 9066 terminated upon the issuance of Proclamation No. 2714, which formally proclaimed cessation of the hostilities of World War II on December 31, 1946. D I call upon the American people to affirm with me this American Promise—that we have learned from the tragedy of that long-ago experience forever to treasure liberty and justice for each individual American, and resolve that this kind of action shall never again be repeated. IN WITNESS WHEREOF, I have hereunto set my hand this nineteenth day of February in the year of our Lord nineteen hundred seventy-six, and of the Independence of the United States of America the two hundredth.

Interpret Read the highlighted sentence carefully. Then explain what it was that concerned some Japanese Americans. C

30

Author’s Plan 40

Text Structure In this part, President Ford announces what action he is taking. Think about what the president is saying here. Write the main point of the paragraph on the lines below. D

50

Below, summarize one main reason President Ford wrote “An American Promise.”

3. A termination is an ending. The proclamation says that the earlier executive order had never been formally repealed.

Vocabulary evacuation (i vak´u ¯¯ a¯
shən) n. the act or process of clearing people out of an area obsolete (ob´ sə le¯t
) adj. no longer in use or practice; out of date affirm (ə furm
) v. to state positively; declare firmly

The Glencoe Reader

289

Interpret

of his proclamation, Never Again In the last sentence the United States to President Ford asks the people of l never again be promise “that this kind of action shal er be done again? nev repeated.” What is he saying should n put his The ner. Discuss this statement with a part w. belo s line the promise in your own words on

Reading Difficult Terms IN WITNESS WHEREOF Look at the last paragraph of the proclamation. The words that begin this paragraph are very common in legal documents. But wha t do they mean? In a small group, discuss what you kno w about witnesses and look for word clues inside the words you don’t know. Try to translate this paragraph into languag e that’s easier to understand. Write your translation on the lines below.

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

290

Write your answer to open-ended question A in the space provided below. A.

The purpose of this document is to A. call an end to World War II. B. apologize to Japanese American families. C. make sure people know that Executive Order No. 9066 can no longer be enforced. D. celebrate with everyone the two hundredth anniversary of U.S. independence. President Ford says that the authority of Executive Order No. 9066 ended on A. February 19, 1942. B. March 21, 1942. C. December 31, 1946. D. February 19, 1976.

The Glencoe Reader

According to this document, what was Executive Order No. 9066?

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

USER’S MANUAL

Share Experiences Does this sound familiar? You install a new printer, using the instruction booklet. Then you switch the printer on, try printing a document, and . . . nothing happens. What do you do next? Chances are you’ll turn to the computer user’s manual and hope that it will provide a solution. Lots of people have had an experience like this. Share with your classmates a problem you’ve had with a computer or another machine. What went wrong? How did you deal with the problem? This page from a computer user’s manual shows how to fix a problem with a computer mouse.

Building Background One thing’s certain about using a personal computer—at some point, you’re going to have trouble. The good news is that you can often find a way of solving the problem yourself. Before you look for outside help, take a look at the user’s manual that came with your computer. The company that built the computer will usually give you enough information to solve most of your minor problems. Most manuals, set-up guides, and handbooks that come with a product are written with the average user in mind.

Vocabulary Preview Read the definitions of these words from the user’s manual page. Use the pronunciation guides to help you say each word aloud. You may already know these words, but other words in the selection might be unclear. As you read, use context clues to help unlock the meaning and make those words clearer. mouse (mous) n. a small movable device that controls the action of the cursor (see below) on a computer display cursor (kur
sər) n. a symbol used to show a position; the pointer on a computer display swab (swob) n. a small piece of cotton, sponge, or other material attached to the tip of a small stick, used for cleaning small spaces or applying medicine reassemble (re¯´ə sem
bəl) v. to put back together; fit parts together to make a whole

• The language avoids highly technical words and details. • The pages may have boldfaced heads, boxed text, and bulleted lists to help you locate information quickly. • Tasks are broken down into numbered steps or stages so you can do things in the right order. • Many directions come with simple illustrations that show you what to do, how to do it, or what various parts look like.

Setting a Purpose for Reading Read this page from a user’s manual to learn how to clean a mouse that isn’t working properly.

As you look at the user’s manual page, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Author’s Plan: Text Features Reading Coach: Understanding Illustrations

TheThe Glencoe Glencoe Reader Reader

291291

User’s Manual

MIB Computer Manual

Author’s Plan Text Features This page is set up with several text features to help you find information quickly. For example, the boldface heads help you know what’s on this page. A Mark th e text

Circle the head that shows where to find out about supplies you’ll need. On the lines below, write the head that shows where you’ll find out what to do.

Problem 1

Troubleshooting

Mouse

mouse does not control cursor properly

Solution 1.1 clean the mouse Gather the following supplies • 80 percent isopropyl alcohol solution, available at many drugstores • Foam-tip cleaning swab of the type used to clean audiotape heads, available at most electronics stores, OR dust-free tissue paper of the type used to clean eyeglasses

Follow these steps 1 Turn off the computer and unplug the mouse. 2 Turn the mouse over and find the locking ring. (See fig. 1.) 3 Twist the ring to unlock it. (Follow the direction of the arrows on the ring.)

4 CAREFULLY remove the ball. Handle it as little as possible. Understanding Illustrations In a user’s manual, illustrations are often called figures. They generally show an object or a process at various steps in a sequence.

5 LIGHTLY moisten the foam swab or tissue with the isopropyl alcohol. 6 GENTLY clean the ball with the alcohol. 7 Using the alcohol moistened swab, clean the open cavity. Take care not to drip any alcohol into the cavity. B

Which step is shown by figure 1?

8 Use a clean fingernail to scrape dirt off the rollers in the cavity. (See fig. 2.)

9 Reassemble the mouse.

figure 2?

A

fig. 1

Now that you’ve read the user’s manual page, write a threesentence summary of what to do to clean a mouse.

fig. 2

cavity

locking ring

rollers B

292

The Glencoe Reader

User’s Manual

Understanding Illustrations and 2 on page 292. Picture This Look again at figures 1 r from the one in How does the mouse in figure 2 diffe below. figure 1? Write your answer on the lines

Text Features ner, look carefully Putting It All Together With your part on the user’s at the headings, lists, and illustrations what comes last, manual page. Notice what comes first, think about why the and what happens in between. Then arranged the page writer of this user’s manual might have lines below. the in this order. Write your conclusion on

Why are the two figures different?

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

The user’s manual page suggests that the problem might be caused by A. a broken mouse. B. a missing ring. C. a dirty mouse. D. alcohol in the cavity. The three words in capital letters in steps 4–6 suggest that A. this is not a difficult task. B. the mouse is easy to break. C. you should hire an expert to fix the mouse. D. these steps have illustrations to help you.

Explain the problem and the solution described on the user’s manual page. Use details from the selection to support your response.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

The Glencoe Reader

293

APPLICATION

Brainstorm What does an employer want to know about someone who’s applying for a job? In a group, brainstorm to list information that you would most likely find on a job application. Then use your ideas to create a job application of your own. Think about the questions you would ask, the appearance (the spacing and the lettering) of the application, and the organization of the form. Select one group member to draw your application on the board. This job application form for a fast food restaurant asks for a variety of information.

Building Background Chances are you’ll fill out a number of job applications over the next few years. They may be for different positions, but they will all need careful attention. Remember, your potential employers usually see your application—not you—first. The tips below will help you make a good impression. • If you can fill out an application at home, photocopy it before you begin. You can use the copy for practice. • Read the entire application before starting to fill it out. • Print in blue or black ink. Don’t change color! • Neatness counts. Misspellings and crossed-out words will send a message that you don’t care.

Vocabulary Preview Read the definitions of these words from the job application form on page 295. Use the pronunciation guides to say each word aloud. As you read, use context clues to help unlock the meaning of words that you don’t know and make those words clearer. reference (ref
ər əns) n. a person who can give information about another person waiver (wa¯
ver) n. a voluntary giving up of something, such as a legal right authorize (o
thə r¯z´) v. to give authority or power to dismissal (dis mis
əl) n. the act of removing from a job; firing

As you read, circle words that you find interesting or that you don’t understand. Later you may add them to your Hot Words Journal at the back of this book.

• You may be asked for references (see Vocabulary Preview). Choose adults—but not family members—who know your personal strengths: your skills, enthusiasm, honesty, and reliability. • Don’t forget to sign and date the form. Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Author’s Plan: Text Features Setting a Purpose for Reading Read to see what information a job application asks for.

294

The Glencoe Reader

Reading Coach: Understanding Unique Style

Application

3300 West Wolf Road Mattson, NH 03030 (603) 555-9898

Burger Barn An equal opportunity employer

Text Features This job application includes visual clues, like blank lines, so you know where to write your answers.

Application for Employment Personal Information A

Name (last, first)

Mark th e text

Circle another kind of visual clue. What is its purpose? Explain on the lines below. A

Address Telephone U.S. Citizen?

Author’s Plan

Date of Birth (mm/dd/yy) Y

N B If No, Permit Expiration Date (mm/dd/yy)

Position Applying for Crew Manager Fry Cook

Register (front) Register (window)

Beverage Tender Clean Up

Availability Su

M

Tu

W

Th

F

Sa

Day Evening

Understanding Unique Style Application forms have their own special style, or way of writing. Sometimes they use incomplete sentences or abbreviations. Look at the item “U. S. Citizen?” On the lines below, rewrite that incomplete question as a complete question. B

Job History If applying for your first job, list two personal references below. Position

Position

From/To

From/To

Employer

Employer

Address

Address

Supervisor

Supervisor

Supervisor’s Telephone

Supervisor’s Telephone

Personal References Name

Name

Telephone

Telephone

Relationship

Relationship

Years Known

Years Known

Education Currently Attending School?

Y

Find another abbreviated question on this job application. Write it as a complete question.

N

Number of Years in School Declaration and Waiver As a condition of my application for employment, I authorize investigation of all statements contained herein and understand that misrepresentation or omission is cause for dismissal. Signature

Give two pieces of advice for filling out a job application.

Date

The Glencoe Reader

295

Understanding Unique Style

h a par tner, look at the job 1. What’s That Again? Wit re examples of incomplete application and find four mo se incomplete sentences to sentences. Read one of the uld then turn it into a your par tner. Your par tner sho s, with one par tner complete question. Take turn tence and the other turning reading the incomplete sen Write two of your answers it into a complete question. below.

lications sometimes use 2. Simplify, Simplify Job app ent below is a simple way of formal language. The statem r on the application. With you restating a formal statement ce ten sen the find n The ud. partner, read the sentence alo ement can replace. Write stat this t tha tion lica on the app your answer below. my answers on this I agree to let you research t if I lied, I may be fired. application, and I know tha

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

296

Write your answer to open-ended question A in the space provided below. A.

In signing this form, you are accepting that A. you may not be offered the job. B. false information could get you fired. C. the police will investigate your claims. D. you could be fined or imprisoned for lying. People who are your references would probably be asked questions about your A. character and work habits. B. friends and family background. C. knowledge of the fast food business. D. earnings from previous employment.

The Glencoe Reader

What part of this application would you spend the most time on? Use information from the application to support your answer.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

CHART

List It Imagine that you are going to town by train and that you want to find out what a ticket costs. A fare chart will give you the information you need. With a partner, list at least three types of information you might find on a fare chart.

The Commuter-Train Fare Chart for the Metroland Rail North Line offers a range of prices and special choices for travel on the line between Central Station and Bordertown.

Building Background There are two ways passengers might pay fares on train and bus lines. • flat fare: All passengers pay the same amount, no matter how far they travel on a public transportation line. • graded fare: Passengers pay for the distance they travel. To attract regular users (such as people going to work), bus and train lines often offer special fares.

Fare Chart Terms Read the terms below. They’ll come in handy as you study the fare chart. • This fare chart is for a commuter line, a train or bus route for passengers traveling to and from work. • The stations along each line are grouped into zones, or sections. The map below the fare chart shows these zones. • The term Sr. Citizen means senior citizen, which is generally a person over the age of 60 or 65.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Scan Reading Coach: Reading a Chart

• standard fare: A single trip, one-way or round-trip. This is the most expensive choice. • passes: A set number of rides or an unlimited number of rides over a set time period. Passes cost less than an equal number of one-way tickets. • special fares: Tickets or passes sold to passengers who qualify for special rates—usually students or senior citizens.

Setting a Purpose for Reading Read this fare chart to learn about the various fares on the Metroland Rail North Line.

The Glencoe Reader

297

Chart

Metroland Rail

North Line FARES A

Riders without valid tickets must purchase a one-way ticket from the conductor.

ZONE

1

2

Now find the box that shows the fares from zone 3 to zone 4. What is the cost of a one-way ticket between those zones?

3

4

1

2

ONE WAY

1.85

MONTHLY

49.95

SR. CITIZEN/STUDENT ONE WAY

.90

SR. CITIZEN/STUDENT MONTHLY

33.75

3

ONE WAY

2.05

1.85

MONTHLY

55.35

49.95

SR. CITIZEN/STUDENT ONE WAY

1.00

.90

SR. CITIZEN/STUDENT MONTHLY

37.50

33.75

ONE WAY

2.90

2.05

1.85

MONTHLY

78.30

55.35

49.95

SR. CITIZEN/STUDENT ONE WAY

1.45

1.00

.90

SR. CITIZEN/STUDENT MONTHLY

54.40

37.50

33.75

ONE WAY

3.30

2.90

2.05

1.85

MONTHLY

89.10

78.30

55.35

49.95

SR. CITIZEN/STUDENT ONE WAY

1.65

1.45

1.00

.90

SR. CITIZEN/STUDENT MONTHLY

61.90

54.40

37.50

33.75

n w to

Tr ee to w n Br oo k W vie ilt w on Co lli n W svil l ill ow e hu rs Fo t re s H tP ig a hv rk ie w M al la rd

io n Lo tral w S ry ta t

Ce B

ZONE 1

Review the fares on this chart. Write two examples of student fares below.

298

The Glencoe Reader

4

n

Scan Scanning means running your eyes over something to find specific information. Scan the map below the chart to find out what zones you will travel through to go from Wilton to Mallard. Write your answer on the line below. B

TICKET TYPE

N eo m Bo a rd er

Reading a Chart Circle the word “zone” on the fare chart. Then look to the right. Circle the number at the top of each column. Put your finger on the column for zone 1. Go down to the row labeled 1. That box shows the fares inside zone 1. Go down one more box. That box tells the fares for travel from zone 1 to zone 2. On the line below, write the cost of a monthly ticket for travel from zone 1 to zone 2. A

Mark th e text

ZONE 2

ZONE 3

ZONE 4

Chart

Scan

at Collinsville and 1. Fare’s Fair Suppose that you are of Central Station. want to travel one stop in the direction How much will you pay? t to travel one stop How much will you pay if you wan in the opposite direction? a partner, scan the Why aren’t the fares the same? With e your Writ er. map and fare chart for your answ explanation below.

write the names of 2. Tickets to Ride With a partner, of paper. Turn the the stations on cards or on squares on a desk. Turn them cards upside down and spread ner names a part r over two cards at once while you t is the fare Wha ). thly type of ticket (for example: mon ticket that of type the of between those two stations s. For one fare ing find s turn your partner named? Take you ons stati the of e of your turns, write the nam fare for the and ed, nam t uncovered, the type of ticke that train ride.

Standardized Test Practice Choose the best answer for each multiplechoice question. Fill in the circle in the spaces for questions 1 and 2 on the right. 1.

2.

Write your answer to open-ended question A in the space provided below. A.

Which information will you not find on this fare chart? A. station map B. train schedules C. student fares D. monthly fares Which of the following one-way fares will cost the most? A. Mallard to Collinsville B. Lowry to Wilton C. Bordertown to Willowhurst D. Central Station to Treetown

Imagine that three members of a family are traveling together from Bordertown to Central Station. Each ticket costs a different amount. Why might this happen? Write a possible explanation using details from the chart.

Multiple-Choice Questions

1. ABCD

2. ABCD

Open-Ended Question A.

The Glencoe Reader

299

Reading Standardized Tests . . . . . . . . . . . . . . . . . 302 Reading Tests English/Language Arts Tests Writing Prompts

The Glencoe Reader

301

Reading Standardized Tests News Bulletin: Your state government requires all schools to measure whether students are learning to read and write and to add and subtract. Connect There’s a bit of news for you in the bulletin above. On the lines below, jot down what you think this bit of information is.

The number one reason to read standardized tests is to score well on them. You’ve been working hard all year to master your state’s academic standards. When you know how to read a standardized test, you’ll be able to show your mastery of those skills.

The plan for standardized tests in reading, language arts, and writing depends on the skills being covered. • Reading tests may have several unrelated reading passages or groups of linked passages. Each passage or group of passages may be followed by multiplechoice questions and one or more open-ended questions that you will answer in your own words. • Language arts tests will have multiple-choice questions about spelling, punctuation, and grammar, as well as usage skills, such as sentence combining and paragraph organization. Language arts tests may also have some short reading passages and questions that will ask you to figure out the main idea or the most sensible way to organize information. • Writing tests will give a prompt to get you thinking about a topic you’re familiar with. You will write your response on blank paper that comes with the test.

302

The Glencoe Reader

Let’s see if you can turn this news into good news for yourself. In this part of The Glencoe Reader, you’ll practice reading strategies that will help you succeed on standardized tests in Reading, English/Language Arts, and Writing.

Another reason to read standardized tests is to prepare for your future. You may already know that getting a driver’s license requires you to take a standardized test. Many careers and colleges also require you to take standardized tests. Knowing how to read standardized tests may help you achieve your goals!

The test booklet itself probably has the following parts: An introduction that describes the test. It may tell you how much time you’ll have, how to mark your answers, and whether you can write in the test book. Directions that tell you what to do in each part of the test. Reading passages that may be fiction or nonfiction and that may be grouped with maps, charts, or illustrations. Test items that will check your understanding of a reading passage or of the grammar, punctuation, and spelling of sentences. Writing prompts may get you thinking and writing about your own ideas.

Section 1 of this test has forty-five questions. Read each passage and choose the best answer for each question. Fill in the circle in the spaces provided for questions 1 through 45 on your answer sheet. Read the passage and answer the questions that follow.

Foot Facts

D

1.

Standardized tests have many of the same text features. Take a look at this example of a typical reading test. Test directions are usually set in darker type so you can see them easily.

2. 3. 4. 5.

6. 7.

The passage title gives you a clue about what a reading will cover. 8.

The reading passage on many kinds of tests gives information you’ll be asked about later. Test items are numbered. Answer choices are labeled with letters of the alphabet.

9. 10.

1.

American Podiatric Medical Association Seventy-five percent of Americans will experience foot health problems of varying degrees of severity at one time or another in their lives. The foot is an intricate structure containing 26 bones. Thirty-three joints, 107 ligaments, 19 muscles, and tendons hold the structure together and allow it to move in a variety of ways. The 52 bones in your feet make up about one quarter of all the bones in your body. Women have about four times as many foot problems as men; lifelong patterns of wearing high heels often are the culprit. The American Podiatric Medical Association says the average person takes 8,000 to 10,000 steps a day, covering several miles. These steps add up to about 115,000 miles in a lifetime— more than four times the circumference of the globe. There are times when you’re walking that the pressure on your feet exceeds your body weight, and when you’re running, it can be three or four times your weight. Shopping for shoes is best done in the afternoon. Your feet tend to swell a little during the day, and it’s best to buy shoes to fit them then. Have your feet measured every time you purchase shoes, and do it while you’re standing. When you try on shoes, try them on both feet; many people have one foot larger than the other, and it’s best to fit the larger one. Trim your toenails straight across with clippers specially designed for the purpose. Leave them slightly longer than the tips of your toes. Walking is the best exercise for your feet. It also contributes to your general health by improving circulation, contributing to weight control, and promoting all-around well-being. Your feet mirror your general health. Such conditions as arthritis, diabetes, and nerve and circulatory disorders can show their initial symptoms in the feet—so foot ailments can be your first sign of more serious medical problems. Which BEST sums up the main idea of point number 5? A. Feet are subjected to a great deal of strain. B. The Earth is thousands of miles in circumference. C. The average person walks 115,000 miles in a lifetime. D. The American Podiatric Medical Association studies people’s walking habits.

An arrow is a sign for you to go on to the next page. A stop sign might signal the end of a test section. Don’t turn the page!

2.

What is meant by the phrase varying degrees of severity? A. Foot disorders can be unpredictable. B. Some problems are worse than others. C. The occurrence of foot disorders is increasing. D. Temperature is a key element to foot problems.

Mark th e text

Go On

Find It! Circle the directions for the passage on the example test.

To successfully read standardized tests, use these reading strategies. Preview: Skim any directions, headings, boldfaced or capitalized words, and test items and answer choices. Looking over these parts will help you focus on the information you’ll need. Scan: Look for key words in the test items that will point you to details that you’ll need to answer the questions.

Clarify: Reword directions, questions, and answer choices to make sure you understand them. Analyze: Carefully read each question and answer choice. Sometimes a single word will give a clue to the right answer. For more reading strategies, see pages 365–372 in the Reading Handbook.

Read the sample standardized tests that follow. Be sure you • use text features to help you know what to do • use and practice strategies that will help you get the most from reading standardized tests The Glencoe Reader

303

READING TEST: TYPE 1

Think-Pair-Share How aware are you of the natural world—the world of plants, animals, insects, and weather? Think about the things in nature that you noticed on your walk into school today. On the lines below, jot down at least four things that you noticed.

Now compare your notes with your partner’s. Who notices more details in nature—you or your partner? In this lesson, you will read an essay by an author who notices many details in nature—even very tiny ones! The lesson will show you reading strategies that you can use to notice even the smallest details in tests.

Building Background You’ll be able to spend more time on the important details in a standardized reading test if you know something about the test ahead of time.

Test-Taking Tips For extra test-taking power on Standardized Reading Tests, remember these tips. • If you can write in the test booklet, take advantage of the opportunity! Underline key words and jot down margin notes and paragraph labels. • On multiple-choice questions, narrow down your choices. Cross out any answer choices that you know are wrong. Then choose the best answer that is left. • For open-ended questions, underline key words in the questions. Then scan the passage for those words and the details related to them. • Find out if it’s better to make a guess than to leave a blank space. On some tests, there is no penalty for guessing.

• Standardized reading tests evaluate how well you understand what you read. • The passages you will read are similar to the stories, articles, and information that you read in school and on your own. • The passages are followed by multiple-choice questions and a few open-ended questions that you will answer in your own words. • To answer the test questions, you might need to ° find the answer in one sentence or paragraph of the passage ° collect information from several sentences or paragraphs of

the passage

° combine details from the passage with common sense and

your own background knowledge

Setting a Purpose for Reading Read standardized reading tests so you can answer the test items. Then you’ll be able to score your best on the tests.

304

The Glencoe Reader

Key Goals In this lesson, you will learn these key skills and strategies. Reading Focus: Clarify Think It Over: Main Idea Reading Coach: Reading Figurative Language

Reading Test: Type 1

Reading Test Type 1

Scan Read the directions, title, and introduction to get an overview of the test and passage. What type of writing is the passage? Circle your answer below. A

A

fiction

Read the essay and answer the questions that follow.

nonfiction Preview Look over the test items to set a purpose for reading the passage. Underline key words in the Mark th e text questions and answer choices to remind yourself what to focus on in the passage. What key words did you underline in the second question? B

Walking by Linda Hogan

This descriptive essay appears in author Linda Hogan’s collection of essays Dwellings: A Spiritual History of the Living World. In this essay, Hogan recounts her experiences along a route that she walks throughout the year. B It began in dark and underground weather, a slow hunger moving toward light. It grew in a dry gulley beside the road where I live, a place where entire hillsides are sometimes yellow, windblown tides of sunflower plants. But this plant was different. It was alone and larger than the countless others that had established their lives farther up the hill. This one was a traveler, a settler, and like a dream beginning in conflict, it grew where the land had been disturbed. C I saw it first in early summer. It was a green and sleeping bud, raising itself toward the sun. Ants worked around the unopened bloom, gathering aphids and sap. A few days later, it was a tender young flower, soft and new, with a pale green center and a troop of silver-gray insects climbing up and down the stalk. Over the summer this sunflower grew into a plant of incredible beauty, turning its face daily toward the sun in the most subtle of ways, the black center of it dark and alive with a deep blue light, as if flint had sparked an elemental fire there, in community with rain, mineral, mountain air, and sand. As summer changed from green to yellow there were new visitors daily, the lace-winged insects, the bees whose legs were fat with pollen, and grasshoppers with their clattering wings and

10

Main Idea Active readers look for main ideas when they read. As you read each passage paragraph, ask yourself, What is the author’s main point here? Write a label on the lines below to remind yourself of the main idea of this paragraph. C

Keep This in Mind Mark th e text

20

Label the paragraphs and underline key words as you read the passage.

The Glencoe Reader

305

Reading FCAT TestTest: Type 1

Reading Figurative Language The highlighted sentence contains a metaphor—a figure of speech that compares two unlike things. In this sentence, the sunflower is compared with a society. In what way are the sunflower and a society alike? D 30

Recall Recall that “seeds” and “sunflower” are key words in test item 4. Jot down a note about the seeds from the sunflower. E 40

Clarify What does “shallow” mean in this paragraph? Use context clues and what you already know to figure it out. F Model: The author says she had a “small understanding” from a “shallow observation” of the flower, insects, and birds. Shallow means “not deep,” so maybe she has noticed things in nature but has not studied them.

50

desperate hunger. There were other lives I missed, those too small or hidden to see. It was as if this plant with its host of lives was a society, one in which moment by moment, depending on light and moisture, there was great and diverse change. D There were changes in the next larger world around the plant as well. One day I rounded a bend in the road to find the disturbing sight of a dead horse, black and still against a hillside, eyes rolled back. Another day I was nearly lifted by a wind and sandstorm so fierce and hot that I had to wait for it to pass before I could return home. On this day the faded dry petals of the sunflower were swept across the land. That was when the birds arrived to carry the new seeds to another future. E In this one plant, in one summer season, a drama of need and survival took place. Hungers were filled. Insects coupled. There was escape, exhaustion, and death. Lives touched down a moment and were gone. I was an outsider. I only watched. I never learned the sunflower’s golden language or the tongues1 of its citizens. I had a small understanding, nothing more than a shallow observation of the flower, insects, and birds. But they knew what to do, how to live. An old voice from somewhere, gene or cell, told the plant how to evade the pull of gravity and find its way upward, how to open. It was instinct, intuition, necessity. A certain knowing directed the seed-bearing birds on paths to ancestral homelands they had never seen. They believed it. They followed. F There are other summons and calls, some even more mysterious than those commandments to birds or those survival journeys of insects. In bamboo plants, for instance, with their thin green canopy of light and golden stalks that creak in the wind. Once a century, all of a certain kind of bamboo flower on the same day. Neither the plants’ location, in Malaysia or in a greenhouse in Minnesota, nor their age or size make a difference. They flower. Some current of an inner language passes among them, through space and separation, in ways we cannot explain in our language. They are all, somehow, one plant, each with a share of communal knowledge.

1. Here, tongues means “languages.” 306

The Glencoe Reader

FCATType Test1 Reading Test:

John Hay, in The Immortal Wilderness, has written: “There are occasions when you can hear the mysterious language of the Earth, in water, or coming through the trees, emanating2 from the mosses, seeping through the undercurrents of the soil, but you have to be willing to wait and receive.” Sometimes I hear it talking. The light of the sunflower was one language, but there are others more audible. Once, in the redwood forest, I heard a beat, something like a drum or heart coming from the ground and trees and wind. That underground current stirred a kind of knowing inside me, a kinship and longing, a dream barely remembered that disappeared back to the body. Another time, there was the booming voice of an ocean storm thundering from far out at sea, telling about what lived in the distance, about the rough water that would arrive, wave after wave revealing the disturbance at center. G Tonight I walk. I am watching the sky. I think of the people who came before me and how they knew the placement of stars in the sky, watched the moving sun long and hard enough to witness how a certain angle of light touched a stone only once a year. Without written records, they knew the gods of every night, the small, fine details of the world around them and of immensity above them. Walking, I can almost hear the redwoods beating. And the oceans are above me here, rolling clouds, heavy and dark, considering snow. On the dry, red road, I pass the place of the sunflower, that dark and secret location where creation took place. I wonder if it will return this summer, if it will multiply and move up to the other stand of flowers in a territorial struggle. H It’s winter and there is smoke from the fires. The square, lighted windows of houses are fogging over. It is a world of elemental attention, of all things working together, listening to what speaks in the blood. Whichever road I follow, I walk in the land of many gods, and they love and eat one another. Walking, I am listening to a deeper way. Suddenly all my ancestors are behind me. Be still, they say. Watch and listen. You are the result of the love of thousands. I

60

Reading Figurative Language The sunflower’s language, the forest’s heartbeat, and the storm’s booming voice are examples of personification, a figure of speech in which human qualities are given to nonhuman things. What is the effect in this paragraph? Check all that apply. G

❏ Nature seems more alive. ❏ The reader feels more connected to nature. 70

❏ The author hears voices that don’t exist.

80

90

Main Idea Recall that test item 1 focuses on this Mark th e text paragraph. Underline key words in the paragraph. Then jot down a note about the main idea. H

Interpret Reread the highlighted sentence carefully. Then check the statement below that best explains the sentence. I

❏ The world is made of basic elements found in nature.

❏ Everything in the world works together, quietly doing what it is meant to do. 2. Emanating means “coming, issuing, or flowing from.” The Glencoe Reader

307

Reading FCAT TestTest: Type 1

Clarify Check that you understand what the question is asking. Ask yourself, Should I base my answer on the details only in this paragraph or on details in the whole essay? Write your answer below. J

Mark th e text

Underline key words in the question to remind yourself what to include in your answer.

Synthesize Look back at the ideas you checked about the personification in this paragraph. Combine those ideas with details from the passage to answer this question. On the lines below, jot down one detail from the passage you would use to support your answer. K

Write your answer to open-ended question 1 in the space provided.

1. Read the following excerpt from the essay: Walking, I can almost hear the redwoods beating. And the oceans are above me here, rolling clouds, heavy and dark, considering snow. On the dry, red road, I pass the place of the sunflower, that dark and secret location where creation took place. I wonder if it will return this summer, if it will multiply and move up to the other stand of flowers in a territorial struggle. What does this excerpt reveal about the author’s feelings regarding the cycle of nature? Do you think the author feels that she is part of that cycle? Why or why not? Use details from the essay to support your answer. J K Choose the best answer for each multiple-choice question. Fill in the circles in the space provided.

2. Read the following sentence from the third paragraph of the essay: It was as if this plant with its host of lives was a society, one in which moment by moment, depending on light and moisture, there was great and diverse change.

Review Look back at the notes you wrote about how the sunflower and a society are alike. Now circle the answer Mark th e text choice that best matches what you wrote. L

This comparison between the sunflower and a society suggests that L A. the author has a tendency to imagine whimsical scenarios. B. the author feels superior to the more primitive aspects of nature. C. the author believes that nature is more complex than it appears initially. D. the author wishes to deprive the plant of water in order to view the effects.

308

The Glencoe Reader

FCATType Test1 Reading Test:

3. Read the following sentence from the essay: In this one plant, in one summer season, a drama of need and survival took place. The drama to which the author is referring is

M

A. life. B. love. C. death. D. hunger. 4. According to the passage, what happened to the seeds from the sunflower? N A. Birds carried them away. B. The wind blew them away. C. Grasshoppers devoured them. D. They were lost in a sandstorm.

Evaluate Evaluate each answer choice by looking at details from this sentence and from the rest Mark th e text of the passage. Cross out the choices that don’t fully describe the drama presented in the passage. From the choices that remain, circle the most likely answer. M

Review Questions 4 and 6 ask you to find specific details in the passage. Underline key words in both questions. Then Mark th e text scan the passage for the key words. Reread those paragraphs and any notes you wrote. Mark th e text

5. How does the author view the world of nature?

O

A. She is intimidated by it.

Circle the letters of the correct answers for items 4 and 6. N

B. She is fascinated by it. C. She is perplexed by it. D. She is disgusted by it. 6. Why did the author fail to see all of the creatures that lived on the sunflower? A. Many of the creatures were eaten by predators. B. The author lost interest in observing the flower. C. The author had missed the start of the growing season.

Infer You won’t find the answer to this question directly in the passage. Scan your underlined words and notes in the passage. Then ask yourself, What does this information tell me about how the author views nature? Jot down your answer. O

D. They were hidden or impossible to see with the naked eye. Mark th e text

Circle the answer choice that best matches what you wrote.

The Glencoe Reader

309

Reading FCAT TestTest: Type 1

7. With which of the following statements would the author most likely agree? P Evaluate Review your notes and use your judgment as you evaluate the answer choices. Mark th e text Cross out choices that you’re sure the author would disagree with. From the choices that are left, circle the one that the author would most strongly agree with. P

A. Nature is strong enough to survive whatever humans subject it to. B. Nature teaches many lessons from which humans can benefit. C. Nature is full of disturbing events and repulsive creatures. D. Nature is fragile and should be handled delicately. 8. Read the following sentence from the essay:

Clarify Use context clues to figure out the meaning. Then check the definition below that you think “evade” means in this sentence. Q

An old voice from somewhere, gene or cell, told the plant how to evade the pull of gravity and find its way upward, how to open.

❏ assist

A. push.

❏ avoid

B. taunt.

❏ give up

C. escape.

Mark th e text

Circle the answer choice that most closely matches what you marked.

Monitor Comprehension Ask yourself if you know what you’re supposed to identify in test item 9. If you’re not sure, reread the item. On the lines below, jot down what you’re supposed to identify. R

Mark th e text

Cross out the choices that you know are wrong. Then circle the best answer that remains.

310

The Glencoe Reader

The word evade means

Q

D. destroy. 9. The author supports the ideas she presents about nature mainly through R A. hard facts and common knowledge. B. direct quotations from scientific experts. C. vivid descriptions of personal experiences. D. inventive stories and fanciful personifications.

FCATType Test1 Reading Test:

10. Read the following sentence from the essay: It is a world of elemental attention, of all things working together, listening to what speaks in the blood. The sentence suggests that

S

A. all aspects of nature are united.

Review Underline key words in this test item and then scan the passage and margin notes for those words. Read anything Mark th e text you marked or wrote about this sentence. Which answer choice best matches your notes? Jot it down on the line below. S

B. no one can change his or her fate. C. humans are often oblivious to nature. D. the author understands every aspect of nature. 11. Read the following sentence from the essay:

Use the same approach for test items 11 and 13. Circle your answer choices for both items.

Mark th e text

I had a small understanding, nothing more than a shallow observation of the flower, insects, and birds. Evaluate This item asks you to identify the author’s purpose. Ask yourself, Why did the author write this? Jot down your answer on the lines below. T

The word shallow means A. short. B. quick. C. astute. D. simple.

Mark th e text

12. The author probably wrote this story to

T

Circle the answer that most closely matches what you wrote.

A. entertain the reader with witty observations. B. warn the reader about the fragilities of nature. C. entice the reader to study nature more closely. D. inform the reader about new scientific discoveries.

Step 1 How did your preview of the test help you as you read the selection and answered the questions?

13. In what way was the author’s sunflower different from other sunflowers on the hillside? A. It stood apart. B. It was unopened. C. It was more beautiful. D. It was infested with insects.

Step 2 The next time you preview part of a reading test, what might you do differently?

The Glencoe Reader

311

Reading Test: Type 1

Reading Figurative Language at the note you 1. Talk Over a Metaphor Look back on page 306. In a wrote about the highlighted sentence ut the metaphor small group, share what you wrote abo came to your in that sentence and explain how you stion: How does the interpretation. Then discuss this que a new way of looking author’s use of this metaphor create w, summarize your at a sunflower plant? On the lines belo group’s answer to this question.

small group, reread 2. Figure Out This Language In a h in the passage, the last sentence of the first paragrap of two seemingly looking for a metaphor (a comparison on of two unlike unlike things) and a simile (a comparis uss these things, using the word like or as). Disc the sentence? What is questions: What is the metaphor in ch comparing? the simile? What is each figure of spee you to imagine the How do these figures of speech help ers below. sunflower? Jot down your group’s answ

Standardized Test Practice Choose the best answer for each multiple-choice question. Fill in the circles in the space provided. 1.

2.

When the author rounds a bend in the road one day, she sees A. a dead horse. B. a bamboo flower. C. a second sunflower. D. her ancestral homeland. When the author says “the oceans are above me” on page 307, what does she mean? A. She is swimming underwater. B. She is in a valley below sea level. C. She is studying Earth from an angle. D. She is comparing clouds to an ocean.

3.

With which of these statements would the author MOST likely agree? A. Winter is a season of loneliness. B. The forests are haunted by spirits that talk. C. Sunflowers travel and talk with each other. D. The forces of nature are mysterious but wonderful.

4.

Why does the author include the paragraph about bamboo flowers? A. The topic of her essay is bamboo plants. B. She has discovered a new fact about this endangered plant. C. She is discussing the flowers of places she has visited recently. D. She is reinforcing the point that some behaviors of plants and animals are inborn.

Multiple-Choice Questions

1. ABCD 312

The Glencoe Reader

2. ABCD

3. ABCD

4. ABCD

READING TEST: TYPE 2

Quickwrite What’s the greatest challenge you have faced? Possibly it was an emergency that you found challenging. Maybe it was a test or tryouts for a team. On the lines below, quickwrite about that challenge. Describe your actions as well as your thoughts at the time.

Reading Test: Type 2 will get you ready for the challenge of taking a test with three linked readings—two passages and one viewing-andrepresenting piece. As you read, you will use reading skills that will help you to meet the challenge successfully.

Building Background You’ll be ready for the challenge if you know what to expect from a test with linked readings. • A test with linked readings measures how well you understand various kinds of reading materials. • The readings on the test are the kinds of materials you read regularly—articles, essays, and stories, as well as maps, photographs, and illustrations. • The linked readings are followed by multiple-choice questions. The first questions are about the first passage. The next questions are about the second passage. These questions are followed by questions about both passages. The last questions are about the viewing-and-representing piece. • To answer the questions, you might need to ° find the answer in one sentence or paragraph ° gather information from several places in a passage ° collect information from two or all three readings ° combine information from the readings with what you know from your own experience

Test-Taking Tips Get off to a good start by keeping these tips in mind as you work with linked readings. • Find out if you can write in the test booklet, just like you’re doing in The Glencoe Reader. • Read actively! If you can write in the test booklet, underline key words and write paragraph labels and margin notes as you read. • Use the process of elimination. Get rid of answer choices that you know are wrong. Then you’ll have a better chance of picking the correct answer from the choices that remain. • Skip questions you don’t know the answers to. Then go back to them after you’ve answered the rest of the questions. • When you finish the test, look over your answer sheet to be sure you marked your answers correctly and in the right place.

Key Goals In this lesson, you will learn these key skills and strategies. Reading Focus: Predict Think It Over: Infer Reading Coach: Reading for Key Words

Setting a Purpose for Reading Read Reading Test: Type 2 so you know how to read and answer the test items on a test with linked readings. In the sample passages, you will also read about two people who have successfully met challenges in their lives.

The Glencoe Reader

313

Reading Test: Type 2

Preview Look over the test. Check the item below that tells how the test is organized. A

❏ a map, test items, two passages, more test items

❏ two passages, a map, test

Reading Test Type 2 A

items

Reading for Key Words Skim the test items before you he text read the passages. Draw a star by each paragraph in the passages that is noted in the test items. Next, underline key words in the test items that tell what to look for in the readings. Scan the paragraphs you marked for the same key words and circle them.

DIRECTIONS Read the next two selections and the viewing-and-representing piece. Then answer the questions that follow them.

The Leap by Louise Erdrich

B

B

Model: Test item 1 notes paragraphs 6 and 7, so I’ll draw stars next to those paragraphs. Then in the test item, I’ll underline “explaining the phrase armchair traveler,” and I’ll circle “armchair traveler” in paragraph 6. These key words will remind me to figure out the meaning of armchair traveler when I read.

Keep This in Mind he text

As you read, underline key words and label each paragraph with a note about the main idea.

314

The Glencoe Reader

My mother is the surviving half of a blindfold trapeze act, not a fact I think about much even now that she is sightless, the result of encroaching and stubborn cataracts. She walks slowly through her house here in New Hampshire, lightly touching her way along walls and running her hands over knickknacks, books, the drift of a grown child’s belongings and castoffs. She has never upset an object or as much as brushed a magazine onto the floor. She has never lost her balance or bumped into a closet door left carelessly open. 2 It has occurred to me that the catlike precision of her movements in old age might be the result of her early training, but she shows so little of the drama or flair one might expect from a performer that I tend to forget the Flying Avalons. She has kept no sequined costume, no photographs, no fliers or posters from that part of her youth. I would, in fact, tend to think that all memory of double somersaults and heart-stopping catches had left 1

Reading Test: Type 2

her arms and legs were it not for the fact that sometimes, as I sit sewing in the room of the rebuilt house in which I slept as a child, I hear the crackle, catch a whiff of smoke from the stove downstairs, and suddenly the room goes dark, the stitches burn beneath my fingers, and I am sewing with a needle of hot silver, a thread of fire. 3 I owe her my existence three times. C The first was when she saved herself. In the town square a replica tent pole, cracked and splintered, now stands cast in concrete. It commemorates the disaster that put our town smack on the front page of the Boston and New York tabloids. It is from those old newspapers, now historical records, that I get my information. Not from my mother, Anna of the Flying Avalons, nor from any of her in-laws, nor certainly from the other half of her particular act, Harold Avalon, her first husband. In one news account it says, “The day was mildly overcast, but nothing in the air or temperature gave any hint of the sudden force with which the deadly gale would strike.” . . . D 4 . . . [During the last performance of the Flying Avalons,] lightning struck the main pole and sizzled down the guy wires, filling the air with a blue radiance that Harry Avalon must certainly have seen through the cloth of his blindfold as the tent buckled and the edifice toppled him forward, the swing continuing and not returning in its sweep, and Harry going down, down into the crowd with his last thought, perhaps, just a prickle of surprise at his empty hands. E 5 My mother once said that I’d be amazed at how many things a person can do within the act of falling. Perhaps, at the time, she was teaching me to dive off a board at the town pool, for I associate the idea with midair somersaults. But I also think she meant that even in that awful doomed second one could think, for she certainly did. When her hands did not meet her husband’s, my mother tore her

Connect Link the highlighted sentence to events in your own life. If you owed someone for your existence, how would you feel? Jot down your answer on the line below. C

Predict As you read, make educated guesses about story events and outcomes. What do you think will happen on this “mildly overcast” day? Jot down your prediction on the lines below. Then adjust or confirm your prediction as you read. D

Infer What happened to Harry? Underline clues in the descriptions and events. Then guess what the author does not come right out and say. Jot down your guess on the lines below. E Mark th e text

The Glencoe Reader

315

Reading Test: Type 2

Infer The narrator’s description in this paragraph helps you to understand her mother. What words would you use to describe the mother? Jot them down on the lines below. F

Reading for Key Words The stars you drew and the key words you circled should remind you that there’s a question about the term armchair traveler. he text As you read paragraphs 6 and 7, underline clues to the meaning. Then on the lines below, define armchair traveler. G

Main Idea Remember to label each paragraph with a note about the main idea. What label will you write for this paragraph? Jot it down on the lines below. H

316

The Glencoe Reader

blindfold away. As he swept past her on the wrong side, she could have grasped his ankle, the toe-end of his tights, and gone down clutching him. Instead, she changed direction. Her body twisted toward a heavy wire and she managed to hang on to the braided metal, still hot from the lightning strike. Her palms were burned so terribly that once healed they bore no lines, only the blank scar tissue of a quieter future. She was lowered, gently, to the sawdust ring just underneath the dome of the canvas roof, which did not entirely settle but was held up on one end and jabbed through, torn, and still on fire in places from the giant spark, though rain and men’s jackets soon put that out. . . . F 6 G It was during her confinement in the hospital that my mother met my father. He was called in to look at the set of her arm, which was complicated. He stayed, sitting at her bedside, for he was something of an armchair traveler and had spent his war quietly, at an air force training grounds, where he became a specialist in arms and legs broken during parachute training exercises. Anna Avalon had been to many of the places he longed to visit—Venice, Rome, Mexico, all through France and Spain. She had no family of her own and was taken in by the Avalons, trained to perform from a very young age. They toured Europe before the war, then based themselves in New York. She was illiterate. 7 It was in the hospital that she finally learned to read and write, as a way of overcoming the boredom and depression of those weeks, and it was my father who insisted on teaching her. In return for stories of her adventures, he graded her first exercises. He bought her her first book, and over her bold letters, which the pale guides of the penmanship pads could not contain, they fell in love. H 8 I wonder if my father calculated the exchange he offered: one form of flight for another. For after that, and for as long as I can remember, my mother has never been

Reading Test: Type 2

without a book. Until now, that is, and it remains the greatest difficulty of her blindness. Since my father’s recent death, there is no one to read to her, which is why I returned, in fact, from my failed life where the land is flat. I came home to read to my mother, to read out loud, to read long into the dark if I must, to read all night. I 9 Once my father and mother married, they moved onto the old farm he had inherited but didn’t care much for. Though he’d been thinking of moving to a larger city, he settled down and broadened his practice in this valley. It still seems odd to me, when they could have gone anywhere else, that they chose to stay in the town where the disaster had occurred, and which my father in the first place had found so constricting. It was my mother who insisted upon it. . . . She loved the sagging farmhouse with its scrap of what was left of a vast acreage of woods and hidden hay fields that stretched to the game park. J 10 I owe my existence, the second time then, to the two of them and the hospital that brought them together. That is the debt we take for granted since none of us asks for life. It is only once we have it that we hang on so dearly. 11 K I was seven the year the house caught fire, probably from standing ash. It can rekindle, and my father, forgetful around the house and perpetually exhausted from night hours on call, often emptied what he thought were ashes from cold stoves into wooden or cardboard containers. The fire could have started from a flaming box, or perhaps a buildup of creosote inside the chimney was the culprit. It started right around the stove, and the heart of the house was gutted. The baby-sitter, fallen asleep in my father’s den on the first floor, woke to find the stairway to my upstairs room cut off by flames. She used the phone, then ran outside to stand beneath my window. 12 When my parents arrived, the town volunteers had drawn water from the fire pond and were spraying the

Respond What are your thoughts about the author’s reason for coming home? Write a note on the lines below. I

Infer What do events in this paragraph tell you about the type of person the father was? Check the words below that describe him. J

❏ inconsiderate ❏ self-centered ❏ tender-hearted ❏ thoughtful

Clarify The star you drew and the key word you circled should remind you that there’s a question about the he text word perpetually. As you read, underline clues to the meaning of the word. Use those clues and your own experience to figure out the meaning of perpetually. Jot down the definition below. K

The Glencoe Reader

317

Reading Test: Type 2

Analyze Not sure what the word superannuated means? Think about the meaning of its prefix and root. Then combine what you know with context clues from the sentence to guess the meaning. L Model: I’ve seen the same prefix in supersized, which means “big” but almost to an extreme. And annuated looks a little like annual, which means “yearly.” Circle the definition below that you think tells the meaning of superannuated. very old extremely tall from last year Predict Remember to make predictions (and then to confirm or revise them) as you read. What do you think the narrator is waiting for? M

Main Idea What words or phrases will you jot in the margin about the main idea of paragraph 15? Write them below. N

318

The Glencoe Reader

outside of the house, preparing to go inside after me, not knowing at the time that there was only one staircase and that it was lost. On the other side of the house, the superannuated extension ladder broke in half. Perhaps the clatter of it falling against the walls woke me, for I’d been asleep up to that point. L 13 As soon as I awakened, in the small room that I now use for sewing, I smelled the smoke. I followed things by the letter then, was good at memorizing instructions, and so I did exactly what was taught in the second-grade home fire drill. I got up, I touched the back of my door before opening it. Finding it hot, I left it closed and stuffed my rolled-up rug beneath the crack. I did not hide under my bed or crawl into my closet. I put on my flannel robe, and then I sat down to wait. M 14 Outside, my mother stood below my dark window and saw clearly that there was no rescue. Flames had pierced one side wall, and the glare of the fire lighted the massive limbs and trunk of the vigorous old elm that had probably been planted the year the house was built, a hundred years ago at least. No leaf touched the wall, and just one thin branch scraped the roof. From below, it looked as though even a squirrel would have had trouble jumping from the tree onto the house, for the breadth of that small branch was no bigger than my mother’s wrist. 15 . . . [My mother] directed one of the men to lean the broken half of the extension ladder up against the trunk of the tree. In surprise, he complied. She ascended. She vanished. Then she could be seen among the leafless branches of late November as she made her way up and, along her stomach, inched the length of a bough that curved above the branch that brushed the roof. N 16 Once there, swaying, she stood and balanced. There were plenty of people in the crowd and many who still remember, or think they do, my mother’s leap through

Reading Test: Type 2

Reading Test: Type 2

Blind to Failure

Predict From your preview of this title and of test items 8 through 14, what do you think the passage will be about? R

R

by Karl Taro When he saw Erik Weihenmayer arrive that afternoon, Pasquale Scaturro began to have misgivings about the expedition he was leading. Here they were on the first floor of Mount Everest, and Erik—the reason for the whole trip—was stumbling into Camp 1 bloody, sick, and dehydrated. “He was literally green,” says fellow climber Michael O’Donnell. S 2 As Erik passed out in his tent, the rest of the team gathered in a worried huddle. “I was thinking maybe this is not a good idea,” says Scaturro. “Two years of planning, a documentary movie, and this blind guy barely makes it to Camp 1?” 3 This blind guy, Erik Weihenmayer, 33, wasn’t just another inexperienced climber who’d lost a few rounds to the mountain. Blind since he was 13, the victim of a rare hereditary disease of the retina, he began attacking mountains in his early 20s. T 4 But he had been having his own doubts. On that difficult climb to camp through the Khumbu Icefall, Erik wondered for the first time if his attempt to become the first sightless person to summit Mount Everest was a colossal mistake. There are so many ways to die on that mountain, and Erik began to speculate on which one might await him. 5 The blind learn to identify the patterns in their environment much more than the sighted population do, and to rely on them to navigate through the world. But in the Khumbu Icefall, the trail through the Himalayan glacier is patternless. It changes as the river of ice shifts, a totally random icescape. It took Erik 13 hours to make it 1

Analyze Recall from your preview that there’s a question about the meaning of dehydrated. Think about other words having similar parts. S Model: The prefix de- is in words like deduction and deflate. These words have something to do with reducing or taking away. And the root hydr is in hydrant and hydroelectric. Both of these words have something to do with water. Circle the phrase below that you think tells the meaning of dehydrated. without electricity

dried out

lacking air

having water

Reading for Key Words Remember to underline key he text words in each paragraph so you can find important details later. Think about the key words you underlined in this paragraph. On the lines below, jot down a note about those ideas. T

319

The Glencoe Reader

The Glencoe Reader

319

Reading Test: Type 2

from Base Camp through the icefall to Camp 1, at 20,000 ft. (6,096 m). Scaturro had allotted seven. 6 A typical assault on Everest requires each climber to do as many as 10 traverses through the icefall, to get used to the conditions and to help carry the equipment required for an ascent. The rest of the National Federation of the Blind (NFB) team discussed letting him stay up in Camp 1, equipped with videotapes and food, while the rest of the team and the Sherpas did his carries for him. No way, said Erik. No way was he going to do this climb without being a fully integrated and useful member of the team. “I wasn’t going to be carried to the top and spiked like a football,” he says. The next day he went back through the icefall. He would make 10 passes through the Khumbu, cutting his time to five hours. . . . U 7 Erik is an accomplished rock climber, rated 5.10 (5.14 being the highest); he has led teams up sections of Yosemite’s notorious El Capitan. On ice, where one wrong strike with an ice ax can bring down an avalanche, Erik listens to the ice as he pings it gently with his ax. If it clinks, he avoids it. If it makes a thunk like a spoon hitting butter, he knows it’s solid ice. 8 Despite being an accomplished mountaineer— summiting Denali in Alaska, Kilimanjaro in Tanzania, and Aconcagua in Argentina, among other peaks, and, in the words of his friends, “running up 14ers” (14,000-ft. peaks)—Erik viewed Everest as insurmountable until he ran into Scaturro at a sportswear trade show in Salt Lake City, Utah. Scaturro, who had already summited Everest, had heard of the blind climber, and when they met the two struck an easy rapport. Scaturro began wondering if he could put together a team that could help Erik get to the summit of Everest. V “Dude,” Scaturro asked, “have you ever climbed Everest?” 9 10 “No.” 320

The Glencoe Reader

Reading Test: Type 2

Infer You learn about Erik from how he acts and what he he text says. Underline key words in paragraph 6 that give clues to Erik’s personality. Then jot down a few words to describe the type of person Erik is. U

Identify Sequence The author begins the article with a description of Erik’s condition after he stumbles into Camp 1. How does the order of events change in paragraph 8? Check your answer below. V

❏ The paragraph jumps back in time to tell events that made possible Erik’s trip to Camp 1.

❏ The paragraph continues telling events in the order they happened.

❏ The paragraph jumps forward in time to tell events that happen after Erik reaches Camp 1.

The Glencoe Reader

320

Reading Test: Type 2

Respond Reread paragraphs 9 and 11. What is your impression of Scaturro after reading these lines? Jot down a few descriptive words on the lines below. W

Reading for Key Words Remember to underline key he text words as you read. Which of the following are key words in this paragraph? Check all that apply. X

❏ assembled a team ❏ Braille proposal ❏ pledged $250,000 ❏ numerous gear and clothing sponsors

❏ greatest challenge ❏ letting down ❏ all the blind

Main Idea What words or phrase will you jot in the margin about the main idea of paragraph 14? Write them on the lines below. Y

“Dude, you wanna?” W Scaturro and Erik assembled a team that combined veteran Everest climbers and trusted friends of Erik’s. Scaturro wrote up a Braille proposal for the Everest attempt and submitted it to Marc Maurer, president of the NFB. Maurer immediately pledged $250,000 to sponsor the climb. For Erik, who already had numerous gear and clothing sponsors, this was the greatest challenge of his life. If he failed, he would be letting down not just himself but all the blind, confirming that certain activities remained the preserve of the sighted. X 13 He argued to anyone who would listen that he was an experienced mountaineer and that if he failed, it would be because of his heart or lungs or brain rather than his eyes. He wasn’t afraid of physical danger, but he was frightened of how the world would perceive him. “But I knew that if I went and failed, that would feel better than if I didn’t go at all,” Erik says. “It could be like [the wrestling] Junior Nationals all over again. I went out to Iowa, and I got killed. But I needed to go to understand what my limits were.”. . . 14 When Erik and the team began the final ascent from Camp 4, they had been on the mountain for two months getting used to the altitude and socking away enough equipment to make a summit push. They had already tried once to reach the summit. On May 24, 2001, with only seven days left in the climbing season, most of the NFB expedition members knew this was their last shot at the peak. Erik and his team reached the Balcony, the beginning of the Southeast Ridge, at 27,500 ft. (8,382 m), after a hard slog up the South Face. Y 15 With a 10,000-ft. (3,048 m) vertical fall into Tibet on one side and a 7,000-ft. (2,133 m) fall into Nepal on the other, the South Summit, at 28,750 ft. (8,763 m), is where many climbers finally turn back. The 656-ft.-long (200 m) 11 12

The Glencoe Reader

321

Reading Test: Type 2

knife-edge ridge consists of ice, snow, and fragmented shale, and the only way to cross it is to take baby steps and anchor your way with an ice ax. “You can feel the rock chip off,” says Erik. “And you can hear it falling down into the void.” Z 16 The team crossed the South Summit and reached the Hillary Step, the 39-ft. (12-m) rock face that is the last major obstacle before the true summit. Erik clambered up the cliff, belly flopping over the top. And then it was 45 minutes of walking up a sharply angled snow slope to the summit. . . . 17 What Erik achieved is hard for a sighted person to comprehend. What do we compare it with? How do we relate to it? Perhaps the point is really that there is no way to put what Erik has done in perspective because no one has ever done anything like it. It is a unique achievement, one that in the truest sense pushes the limits of what humans are capable of. Maurer of the NFB compares Erik to Helen Keller. “Erik can be a contemporary symbol for blindness,” he explains. “Helen Keller lived 100 years ago. She should not be our most potent symbol for blindness today.” AA 18 When it’s all over, Erik talks about how eager he is to get back home. He says summiting Everest was great, probably the greatest experience of his life. But then he thinks about a moment a few months ago, before Everest, when he was walking down the street in Colorado with daughter Emma in a front pack. They were on their way to buy some banana bread for his wife, and Emma was pulling on his hand, her little fingers curled around his index finger. That was a summit too, he says. There are summits everywhere. You just have to know where to look. BB —From TIME, June 18, 2001

322

The Glencoe Reader

Predict Do you think Erik will be one of the many climbers to turn back from the South Summit? Explain your answer on the lines below. Z

Identify Sequence Notice that in paragraph 17 the author changes his focus and is no longer telling story events. On the lines below, jot down what the author is doing differently. AA

Main Idea What words or phrases will you jot in the margin about the main idea of paragraph 18? Write them on the lines below. BB

Reading Test: Type 2

the ice-dark air toward that thinnest extension, and how she broke the branch falling so that it cracked in her hands, cracked louder than the flames as she vaulted with it toward the edge of the roof, and how it hurtled down end over end without her, and their eyes went up, again, to see where she had flown. 17 I didn’t see her leap through air, only heard the sudden thump and looked out my window. She was hanging by the backs of her heels from the new gutter we had put in that year, and she was smiling. I was not surprised to see her, she was so matter-of-fact. She tapped on the window. I remember how she did it, too. It was the friendliest tap, a bit tentative, as if she was afraid she had arrived too early at a friend’s house. Then she gestured at the latch, and when I opened the window she told me to raise it wider and prop it up with the stick so it wouldn’t crush her fingers. She swung down, caught the ledge, and crawled through the opening. . . . 18 . . . We flew out the window, toward earth, me in her lap, her toes pointed as we skimmed toward the painted target of the fire fighter’s net. O 19 P I know that she’s right. I knew it even then. As you fall there is time to think. Curled as I was, against her stomach, I was not startled by the cries of the crowd or the looming faces. The wind roared and beat its hot breath at our back, the flames whistled. I slowly wondered what would happen if we missed the circle or bounced out of it. Then I wrapped my hands around my mother’s hands. I felt the brush of her lips and heard the beat of her heart in my ears, loud as thunder, long as the roll of drums. Q

Infer What do the mother’s actions tell you about her? Jot down a note on the lines below. O

Reading for Key Words Recall from your preview that one of the questions asks about the girl’s comparison of her mother’s beating heart to thunder and drums. What is the daughter suggesting? As you read this paragraph, he text underline key words that help you figure out the comparison. Then jot down a note to explain the comparison. P

Summarize While the passage is fresh in your mind, summarize its main idea. Ask yourself, What does the author want me to learn? Jot down your answer on the lines below. Q

The Glencoe Reader

323

Reading Test: Type 2

CC

Interpret Think about the visual message communicated by this map. Ask yourself, Which passage is the map linked to? What visual message does the map communicate? Jot down your answers on the lines below. CC

Infer Similar type styles are used to identify similar features on a map. For example, “Mount Everest” and “Lhotse” are set in boldface italic type with the first letter of each word capitalized. Which of the following can you infer about Lhotse? DD

❏ It is a country. ❏ It is a region. ❏ It is a mountain. ❏ It is a river. Which of the following can you infer about Nepal?

❏ It is a country. ❏ It is a region. ❏ It is a mountain. ❏ It is a river.

324

The Glencoe Reader

DD

Reading Test: Type 2

Use “The Leap” (pages 314–319) to answer questions 1–7. 1.

2.

3.

In paragraphs 6 and 7, the information that is most useful in explaining the phrase armchair traveler is that the narrator’s father — EE A.

specialized in repairing broken bones

B.

served in the air force during the war

C.

sat at Anna’s bedside as she recovered

D.

enjoyed listening to Anna talk about the places she had visited

Which word is the best synonym for perpetually in paragraph 11? FF A.

Eternally

B.

Incredibly

C.

Constantly

D.

Monotonously

What is one of the main themes of this story?

Review As you read the passage, you underlined key words and wrote a note about the meaning of armchair traveler. Look back at those Mark th he e text markings. Then circle the answer choice that comes closest to matching the information you identified. EE

Reading for Key Words What key words tell you where to look in the passage for this answer? Check the key words below. FF

❏ Which word ❏ best synonym ❏ perpetually ❏ paragraph 11 Find the place in the passage where you underlined words and wrote a note about perpetually. Mark th hee text Circle the letter of the answer choice that is the best synonym.

GG

A.

People can overcome fear of fire.

B.

The narrator has had a very fortunate life.

C.

The narrator was never close to her father.

D.

People sometimes react to danger with great courage.

Main Idea The words “one of the main themes” indicate that there are several main themes (or main ideas) in the story, but only one of the answer choices states one of those main themes. Look back at the summary you wrote at the end Mark th he e text of the passage. Then circle the letter of the choice that most closely matches what you wrote. GG

The Glencoe Reader

325

Reading Test: Type 2

HH

Clarify Which selection will you look at to answer the test items on this page? Circle your answer below. HH

4.

In paragraph 19, the daughter compares the beat of her mother’s heart to thunder and drums in order to suggest that the daughter — II

“The Leap”

A.

hears a band playing nearby

“Blind to Failure”

B.

is afraid of missing the circle

the map

C

is afraid of thunder and lightning

D.

feels safe in her mother’s strong embrace

Review For test item 4, look back at paragraph 19 for the words you marked and the note you wrote. Circle the letter he text of the answer choice that best explains the comparison. II

5.

Use the same strategy to answer test item 5. Circle the letter of your answer.

What is the most important way in which paragraphs 6 and 7 develop the plot of the story? A.

They explain why the narrator returned home.

B.

They describe how the narrator’s mother learned to write.

C.

They report that the narrator’s mother recovered from her accident.

D.

They describe how the narrator’s mother and father met and fell in love.

he text

Reading for Key Words For test item 6, what key words will you try to find details about in the passage? Write the key words on the line below. JJ

Look back for details about the he text key words you wrote. Then circle the letter of the answer choice that is the best generalization.

326

The Glencoe Reader

6.

Which generalization about the narrator’s father is best supported by the events in the story? JJ A.

He was a kind and loving husband.

B.

He felt disappointed most of his life.

C.

He was a friendly and outgoing person.

D.

He felt guilty after the fire in his house.

Reading Test: Type 2

7.

During both the circus accident and the house fire, the narrator’s mother — KK A.

removes an article of clothing that obscures her vision

B.

tries to rescue another person

C.

reacts calmly to a disaster

D.

is seriously injured

Scan The word “both” in this question tells you that the answer must be true for the circus accident as well as the house fire. Scan the passage for details about these two incidents. Then read the notes you wrote about the narrator’s mother. he text Circle the letter of the answer choice that most closely matches your descriptions. KK

Use “Blind to Failure” (pages 320–323) to answer questions 8–14. 8.

9.

In paragraph 1, the prefix de, the root hydrate, and the suffix ed are combined to form the word dehydrated, which means — LL A.

lacking food

B.

lacking water

C.

lacking mobility

D.

lacking a sense of direction

What is the main idea of paragraph 18?

page 314 page 320 page 323 Look back at that page for the definition you circled. Then he text circle the letter of the answer choice that most nearly means the same.

MM

A.

Erik will probably not climb any more mountains.

B.

Erik finds challenges and pleasure in various aspects of his life.

C.

Erik hopes that his daughter will overcome great challenges.

D.

Infer On which page will you find details about the word dehydrated ? Circle the page number below. LL

Erik realizes that he risked the possibility of never holding his daughter again.

Review Look back at the main idea note you jotted down next to paragraph 18. Which answer choice most closely matches your note? MM

he text

Circle the letter of that answer choice.

The Glencoe Reader

327

Reading Test: Type 2

NN

10.

What was Erik’s chief motivation in his attempt to reach the summit of Mt. Everest? OO

Infer Which selection will you look at to answer the test items on this page? Circle your answer below. NN

A.

He wanted to demonstrate his courage.

B.

He wanted to demonstrate his mountain climbing skills.

“The Leap”

C.

He wanted to prove that blindness is never a disadvantage.

D.

He wanted to prove that climbing Mt. Everest is not reserved for the sighted.

“Blind to Failure” the map Clarify Reword the question to make sure you understand it. On the lines below, write the question in your own words.

11.

Which pair of words best describes Erik’s personality as revealed in paragraph 6? PP

OO

A.

Loyal and dedicated

B.

Proud and determined

C.

Fearless and courageous

D.

Ambitious and aggressive

he text

Circle the letter of the answer choice that best answers the question.

Infer This test item tells you where to look for details about Erik’s personality. Look back at paragraph 6 for the key words you underlined and the note you wrote about Erik. he text Then circle the letter of the answer choice that means nearly the same as what you wrote. PP Use the same strategy to answer test item 12. Circle the letter of your answer.

he text

328

The Glencoe Reader

12.

What does Pasquale Scaturro’s choice of words in paragraphs 9 and 11 suggest about him? A.

He is serious and shy.

B.

He is friendly and informal.

C

He pays little attention to details.

D.

He has difficulty remembering names.

Reading Test: Type 2

13.

14.

Which set of statements best describes the logical argument that can be inferred from “Blind to Failure”? A.

Erik became blind at age 13. As an adult, Erik climbed Mount Everest. Therefore, all adult blind people can climb Mt. Everest.

B.

Sighted people helped Erik climb Mt. Everest. Erik is blind. Therefore, blind people always need the help of sighted people to overcome challenges.

C.

People have stereotypes about blind people. Erik broke one of these stereotypes. Therefore, people should question other stereotypes they hold.

D.

Erik climbed Mt. Everest even though he is blind. People with eyesight face fewer challenges than blind people do. Therefore, anyone can climb Mt. Everest.

Which paragraph best summarizes Erik’s accomplishment? RR A.

Paragraph 1

B.

Paragraph 5

C.

Paragraph 8

D.

Paragraph 17

QQ

Infer Read “logical argument” questions and answer he text choices carefully. Circle words such as all, everyone, and always that suggest all members of a group are alike all the time. Cross out the answer choices you are certain are not true of every member of the group. From the remaining choices, circle the letter of the answer choice that is most logical and that can be inferred from the passage. QQ

Question Ask yourself, What was Erik’s accomplishment? Jot down your answer below. RR

Now look back at the paragraphs noted in the answer choices and read your main idea labels. Ask yourself, Which paragraph’s main idea most closely matches my note about Erik’s accomplishment? he text Circle the letter of your answer.

The Glencoe Reader

329

Reading Test: Type 2

Clarify Which selection(s) will you look at to answer the test items on this page? Circle all that apply. SS

Use “The Leap” and “Blind to Failure” to answer questions 15 and 16. SS

“The Leap” “Blind to Failure” the map

15.

Evaluate To answer this question, ask yourself, How important is blindness to the events of each passage? he text Circle the letter of the answer choice that matches your evaluation. TT

Evaluate The notes you wrote about Anna’s and Erik’s personalities can help you to answer this question. Review your notes. Then read the answer choices. he text Cross out those in which the two attributes do not describe both Anna and Erik. Of the choices that remain, circle the letter of the answer choice that best describes both Anna and Erik. UU

330

Crossover Items

The Glencoe Reader

16.

The subject of blindness is —

TT

A.

more important in “The Leap” than in “Blind to Failure”

B.

more important in “Blind to Failure” than in “The Leap”

C.

not important in either selection

D.

essential in both selections

Which of the following pairs of attributes do the narrator’s mother in “The Leap” and Erik in “Blind to Failure” possess? UU A.

Pride and ambition

B.

Blindness and depression

C.

Courage and physical fitness

D.

Determination and ruthlessness

Reading Test: Type 2

Use the visual representation on page 324 to answer questions 17 and 18. 17.

18.

Mt. Everest is located in — A.

China

B.

Nepal

C.

Nepal and Tibet

D

China and Tibet

VV

Which feature of the map illustrates the difficulty of climbing Mount Everest? WW A.

The use of dots to suggest the location of camps

B.

The use of a solid line to show a national boundary

C.

The use of elevation numbers to show the steep ascent

D.

Reading for Key Words The key words to look for on the map are “Mt. Everest,” “China,” “Nepal,” and “Tibet.” he text Circle those key words on the map. Use the national boundary line on the map to help you figure out where Mt. Everest is in relation to China, he text Tibet, and Nepal. Circle the letter of your answer. VV

Evaluate Ask yourself, Why is Mt. Everest difficult to climb? Jot down your answer on the lines below. WW

he text

Circle the letter of the best answer choice.

The use of a broken line to show the route to the summit Step 1 How did reading for key words help you to answer the test items?

Step 2 Which reading strategies will you try to use the next time you take a reading test?

The Glencoe Reader

331

Reading Test: Type 2

Reading for Key Words

uss the key words 1. What Is Key? With a partner, disc s. How do your each of you underlined in the test item ? What words item e underlined words differ for the sam ils in the deta for were not helpful when you looked lines below, the On ful? passages? What words were help erlining key und n whe ly explain what you will do different words on a reading test.

how underlining 2. Key Tactics With a partner, discuss you answer help key words as you read a passage can erline in a und you the test items. What words should label a to s word e paragraph? How can you use thos ed words erlin und the paragraph? How can you use both s? Jot item test the er and the paragraph labels to answ on. ussi down a summary of your disc

Standardized Test Practice Choose the best answer for each question. Fill in the circle in the space provided. 1.

How did the narrator of “The Leap” learn about her mother’s circus accident? A. Her father told her about it. B. Her mother bragged about her past. C. She read about it in old newspapers. D. Her grandparents showed her souvenirs from the shows.

2.

The author most likely begins “Blind to Failure” with the first days of the climb to A. talk about the importance of the climb. B. grab the reader’s attention from the start. C. explain how the idea for the climb got started. D. prevent the reader from skipping to the end of the article to find out what happens.

3.

Which is the best definition for edifice in paragraph 4 of “The Leap”? A. The wind B. A building C. A rainstorm D. An acrobat’s swing

4.

Which of the following can best be inferred about why Scaturro submitted his proposal in Braille to Marc Maurer of the NFB? A. Maurer is hearing impaired. B. Scaturro is probably blind. C. Maurer is probably blind. D. Scaturro teaches Braille.

Multiple-Choice Questions

1. ABCD 332

The Glencoe Reader

2. ABCD

3. ABCD

4. ABCD

ENGLISH/ LANGUAGE ARTS TESTS

Knowledge Rating Spelling, sentence combining, and paraphrasing—are these some of the skills you think of when you hear the words language arts? With a partner, brainstorm to list the skills related to language arts and then discuss how well you know each skill. Rank your knowledge of each skill on the scale that follows. List the skills from those you know well to those you know nothing about. Know it well

No clue what it is

The sample English/Language Arts tests in this part of The Glencoe Reader will teach you to read standardized language arts tests carefully. Then you will be able to show what you really know about language arts skills when you take a real test.

Building Background The tests you are about to read are examples of various English/Language Arts tests.

Test-Taking Tips • Relax! If you feel anxious, use one of the following techniques: take a few deep breaths; close your eyes and think about your favorite place; stretch your legs. • Ask your teacher if it’s better to guess or to leave an answer blank. Some tests base your score on the number of correct responses. If you make a good guess, you just might get the item correct! • Use positive thinking, especially on questions that have you stumped at first. Often a little confidence and careful reading will help you figure out an answer. • Think about the answer to a test item before you evaluate the answer choices. Then choose the choice that most closely matches your thinking. • When you fill in the answer sheet, ask yourself, Is this the same section that I’m working on in the test booklet? Which item number am I marking? Is this the answer choice that I want to mark?

• Types 1 and 2 are like the tests taken by students in other states to see how well they have mastered state academic standards. • Type 3 is like a test taken by students across the country. It’s called a “norm-based” test, which means that each student’s score is compared with the scores of all students who take the test.

Key Goals In this lesson, you will learn these key skills, strategies, and concepts. Reading Focus: Connect Think It Over: Evaluate

Setting a Purpose for Reading Read the sample English/ Language Arts tests to see various types of test items and ways to answer them. Read the lesson to learn strategies for reading tests carefully. Then you’ll be ready to do your best on a real test.

Reading Coach: Defining Unfamiliar Words

The Glencoe Reader

333

English/Language Arts Test: Type 1

English/Language Arts Test Type 1 Clarify Carefully read the directions. Which questions refer to the boxed passage? Check your answer below. A

❏ 1–4

This test has eleven multiple-choice questions. Choose the best answer for each question. Fill in the circle in the spaces provided for questions 1 through 11 on your Test Answer Sheet.

Read the passage below and answer questions 1 through 4.

A

❏ 1–11

Marjorie Kinnan Rawlings was a novelist whose works express the need for people to live in accord with nature. The following excerpt is from Rawlings’s memoir Cross Creek. B

❏ 5–11

Preview Skim the introduction and the passage. Then look over the test items on page 336. Draw a he text star next to paragraphs in the passage that are referred to in the questions. Then underline key words in the questions so you’ll know what to look for as you read. What paragraphs will you draw a star next to? B

Analyze As you read the passage, underline key words and write labels next to paragraphs that will help you answer the questions. What label will you write next to paragraph 5? C

Mark th e text

334

The Glencoe Reader

1

As I came to the door, he held up one hand in command, unfurled a crocus sack, and with great drama rolled a large king snake onto the grass.

2

“There! Look at him! Six foot long! I ain’t been getting but forty cents for ’em. I just want you to see. Why, a snake like that is worth forty cents in the woods!”

3

His grievance, it appeared, was over the low market on snakes.

4

“You know folks in the up-country,” he said, “and I want you to see can you get me a better market for my snakes.”

5

His confidence touched me. I could think of no friend at the moment who might be interested in upping the price on king snakes. But I assured him that I would do my best. A king snake six feet long was certainly worth forty cents in the woods. We became immediately fast friends. The king snake was to Mr. Higgenbotham an individual. It was his pet and its name was Oscar. He put it through its tricks. It coiled like a rattlesnake and struck playfully at him. He tapped it on its glistening head. C

English/Language Arts Test: Type 1

6

“That’s enough o’that, Oscar. You wouldn’t believe how smart he is. I cain’t fool him on his rations. I hold a little snake for him, or a mouse, and he takes it as dainty as a lady. Give him a stick or a strip of shoestring and he turns away disgusted. And when I turn him a-loose, he’s after the rats in the house like lightning.” D

7

Foolishly, idiotically, regretting it in an instant, I said, “That’s fine. I have a terrible trouble with rats in my attic.”

8

“I’ll lend you Oscar,” he said. “I want to do something for you, helping me with my business. I’ll put Oscar in your attic.”

9

I could have cut out my tongue. Mr. Higgenbotham was gathering up Oscar with enthusiasm, to put him in my attic.

10

“It’s all sealed up,” I said. “We couldn’t very well get to it.”

11

“We’ll cut a hole,” he said. “Oscar would have to have a hole, anyway, so he could come down to get water.”

12

I had visions of awakening and staring into the black beady eyes of Oscar, come down for water. The rats seemed pleasant companions.

13

“It wouldn’t be safe,” I said, inspired. “My cat is death on snakes.” E

14

He put Oscar reluctantly into the crocus sack.

15

“Well—I’d sure hate to have that happen.”

Defining Unfamiliar Words Remember from your preview that there’s a question about the meaning of rations. You can use context clues to figure out the meaning of words you don’t know. D Model: Mr. Higgenbotham says that he can’t fool Oscar on his rations. He says that he holds “a little snake for him, or a mouse, and he takes it.” He also says that Oscar “turns away disgusted” when he’s given a shoestring or a stick. Little snakes and mice are things a snake might eat. Now circle the word below that you think means the same as rations. ammunition

food

intelligence

reason

Interpret To figure out which animal would be in danger here, think about the meaning of the words “death on.” Explain your thinking below. E

The Glencoe Reader

335

English/Language Arts Test: Type 1

1.

Draw Conclusions You won’t find the answer to this question directly in the passage. Scan the underlined words and the notes you made in the passage. Draw he text a star by the paragraph that can help you answer this question. How well do you think the narrator and Mr. Higgenbotham know each other? F

Which statement best describes the narrator’s relationship to Mr. Higgenbotham? F A. They are relatives. B. They are best friends. C. They are acquaintances. D. They are colleagues at work.

2.

What is the meaning of the word rations in paragraph 6?

G

A. food B. appetite C. opinions

he text

Now circle the best answer.

D. thinking 3.

B. joyous C. comical D. mysterious 4.

he text

Now circle the letter of the answer choice that most closely matches what you wrote.

336

The Glencoe Reader

H

A. angry

Scan To answer questions 2 and 4, look back at the margin notes you wrote. Then circle the letters of the he text answer choices that most closely match what you wrote. G

Connect To answer test item 3, think about the tone of voice the narrator uses with Mr. Higgenbotham. How did her responses to Mr. Higgenbotham and her thoughts about him make you feel? Jot down your answer on the line below. H

The tone of the passage can BEST be described as

What does the narrator mean in paragraph 13 when she says “My cat is death on snakes”? A. The cat is in poor health. B. Her cat is terrified of snakes. C. The snake might bite her cat. D. Her cat has killed many snakes.

English/Language Arts Test: Type 1

Read the following paragraph and answer question 5. One serving of papaya contains more than the FDA’s recommended daily allowance of vitamin C. Papaya is also a good source of dietary fiber (which helps clean toxins from our bodies) and folate (a B vitamin that helps our bodies form healthy red blood cells). 5.

What is the BEST paraphrase of this paragraph?

I

A. Dietary fiber helps reduce toxins in our bodies. Dietary fiber can be found in papaya. B. Papaya contains some vitamin C, dietary fiber, and folate. You can eat just one serving of papaya if you want to. C. Papaya contains a great deal of vitamin C. It also contains dietary fiber and folate, both of which are beneficial to your health. D. Ingesting the recommended daily allowance of vitamin C is not difficult. All you have to do is eat one serving of papaya. 6.

Evaluate The key words in this question are BEST paraphrase. To paraphrase means to put something in your own words. The word BEST indicates that more than one answer choice may seem correct. Evaluate each answer choice on the basis of details in the paragraph. Circle the he text answer choice that most completely and accurately restates the information in the paragraph. I

Connect You’ve probably come across bibliographical entries like this in your reading or writing. Try to remember how the entries looked. Ask yourself, What types of information have I seen in bibliographies? Write your answer here. J

Jessica wrote the following entry in the bibliography of her research paper about diamond mining.

United States. Department of the Interior. Mineral Commodity Summaries. Washington: Government Printing Office, 2001. What does “Department of the Interior” refer to in Jessica’s entry above? J

he text

Cross out choices that don’t contain the types of details you listed. Of the choices that remain, circle the best answer.

A. the name of a street in New York B. the name of the publishing company C. the name of a company that sells diamonds D. the name of the government agency or office that wrote the publication

The Glencoe Reader

337

English/Language Arts Test: Type 1

Use the paragraph below to answer questions 7 and 8.

Evaluate This item asks for a sentence to end the paragraph. That sentence should tie together the sentences that lead up to it. What are the other sentences in the paragraph about? Jot down your answer. K

1) Tall grasses waved gently in the soft, warm breeze. 2) Louisa walked cautiously to the edge of the high cliff. 3) Sitting on a large rock, she set up her easel and canvas and took her pencils, brushes, and paints out of her backpack. 4) Far below, silver waves crashed upon a black and rocky shore. 5) Louisa took a drink of water from her canteen and prepared to begin her painting. 7.

he text

Circle the letter of the sentence that BEST ties together the other sentences.

Which is the BEST closing sentence for this paragraph?

K

A. There was not a single cloud in the sky. B. Louisa had always loved painting in the open air. C. Far out on the horizon, a boat chugged along. D. A cricket hopped upon Louisa’s shoe and chirped loudly.

Synthesize Don’t worry if you’re not sure what narrative text is. Think about the author’s main purpose for writing this paragraph. Check the purpose below. L

8.

This paragraph is best described as narrative text because it L A. tells a story about an artist

❏ to describe

B. describes the painting style of an artist

❏ to explain or inform

C. provides information about a good setting for painting

❏ to tell a story

D. compares and contrasts the setting with the character’s actions

❏ to persuade he text

Circle the letter of the most likely answer.

9.

Which sentence is too informal for a letter that requests help from a business? M A. I am a member of the South Ridge High School orchestra.

Evaluate What is “informal” language? Jot down your explanation below. M

B. We need the rugs cuz the music’s so loud it’s drowning out the singers. C. We probably need two or more pieces of carpeting to cover an area that is eighteen feet by twenty feet.

Evaluate each answer choice. he text

Then circle the best example of informal language. 338

The Glencoe Reader

D. I am writing to ask you to donate carpet remnants from your store for use in our school’s musical production.

English/Language Arts Test: Type 1

10. Which of the following sentences is correct?

N

A. The children were hungry, and irritable; there had been no diner or restaurant for miles and we didn’t know when we’d find one. B. The children were hungry and irritable, there had been no diner or restaurant for miles and we didn’t know when we’d find one. C. The children were hungry and irritable; there had been no diner, or restaurant for miles and we didn’t know when we’d find one.

Evaluate What language arts skill is question 10 testing? Check a box below. N

❏ spelling ❏ capitalization ❏ punctuation ❏ grammar How do you know?

D. The children were hungry and irritable; there had been no diner or restaurant for miles, and we didn’t know when we’d find one. 11. The words credulous, credit, and credibility come from the Latin word credere, which means O A. to deny B. to create C. to believe

Now say each sentence to yourself, pausing slightly for commas and a little longer he text for semicolons. Circle the answer choice that sounds best.

D. to like

Defining Unfamiliar Words You can figure out the meaning of credere if you know the meaning of one of the words. Which one of the three words is most familiar to you? Jot down a definition for that word on the lines below. O

he text

Now circle the letter of the answer choice that is similar to your definition.

The Glencoe Reader

339

English/Language Arts Test: Type 1

Connect

ner, compare the 1. Compare Strategies With a part er to test strategies you used to choose your answ s: What stion que item 3 on page 336. Discuss these helped ing— read experience—in your own life or in your making can How you understand the narrator’s attitude? when you help ces a connection with your own experien w. belo on ussi disc you read a test? Summarize your

back at question 2. Test Connection With a partner, look about other 6 on page 337. Discuss how thinking helped you to bibliographical entries that you’ve seen items that you test answer the question. Discuss other r types of othe could “connect” with. What are two connection with a ing questions you might answer by mak your own life?

Standardized Test Practice Choose the best answer for each multiple-choice question. Fill in the circles in the space provided.

1.

Peter wrote the following entry in the bibliography of his research paper on W. B. Yeats’s poetry.

3.

A. Jane has never visited Europe and has wanted to see its sights for many years.

Liam Vaillant, “W. B. Yeats’s Poetic Vision,” Cuyahoga Review 1 (summer 1995).

B. Jane has never visited Europe, and has wanted to see its sights for many years.

What does “W. B. Yeats’s Poetic Vision” refer to in Peter’s entry?

C. Jane has never visited Europe and, has wanted to see its sights for many years.

A. the title of the article B. the name of the author

D. Jane has never visited Europe; and has wanted to see its sights for many years.

C. the name of the bookstore D. the name of the publishing company

2.

Which sentence is too informal for a college application form?

Which of the following sentences is correct?

4.

The words vivacious, revive, and vivid come from the Latin word vivere, which means A. to revoke

A. I’m eager to attend Adams College.

B. to mask

B. I am a member of the yearbook committee.

C. to voice

C. I really like Adams College ’cause you have a good history program.

D. to live

D. During my sophomore year in high school, I played basketball and soccer.

Multiple-Choice Questions

1. 2.

340

The Glencoe Reader

ABCD ABCD

3. 4.

ABCD ABCD

English/Language Arts Test: Type 2

English/Language Arts Test Type 2 A

Stacy has written about an interesting event in Texas history. She has asked you to review her paper. As you read it, think about the corrections and improvements she might make. When you finish, answer the multiple-choice questions that follow. B The First Thanksgiving?

Connect Read the introduction to the passage and ask yourself, What kinds of mistakes have I found in papers that I’ve edited? Jot down your answer below. A

C

(1) What comes to mind when you think of the first Thanksgiving? (2) Do you picture turkies, Plymouth Rock, the Pilgrims, and the Indians? (3) Maybe you should picture El Paso, conquistadores, the Tigua people, and fish. (4) Although most Americans think that the first Thanksgiving took place in New England, some historians believe that it may have occurred right here in Texas. D (5) In March of 1598, Juan de Oñate, a Spanish explorer led an expedition across the Chihuahuan Desert. (6) The expedition was made up of about five hundred colonists, soldiers, and missionaries, as well as about seven thousand head of livestock. (7) They were looking for new lands to explore and settle. (8) From the very beginning, there difficult journey was made even harder by bad weather. (9) On the first seven days of the trip, it rained. (10) That was really unlucky because, according to the enclyclopedia, it rains only about forty days a year in the El Paso area. (11) After the rain stopped, the weather became extremely dry. (12) More than a month went by without rain, and the members of the expedition began to run out of water. (13) The travelers managed to reach the Rio Grande before they died of thirst.

Preview Look over Stacy’s paper and the test items on pages 343 and 344. In the passage, circle the sentence Mark th e text numbers that questions 1–10 refer to. B

Evaluate As you read the report, decide whether the sentences that you circled he text contain errors. Circle the errors or write a margin note about the change that is needed. Write “no error” if the sentence does not have an error. C

Defining Unfamiliar Words Not sure what “conquistadores” are? Relate the word to what you already know. D Model: Conquistadores begins the same as conquer and conquest. I’ll bet the word conquistadores has something to do with taking over something. The Glencoe Reader

341

English/Language Arts Test: Type 2

Evaluate You should have circled sentence numbers 15 and 17 during your preview of the test. As you read these sentences, decide whether there are errors in spelling, punctuation, or grammar. Circle he text anything you think is an error. Then check the sentences below that you circled errors in. E

❏ sentence 15 ❏ sentence 17

Defining Unfamiliar Words You can use context clues to figure out the meaning of repast. Reread the quote in sentence 18 and think about what is happening. Then check the definition below that you think repast means. F

❏ table ❏ olden days ❏ meal

Evaluate Decide whether the circled sentences, numbers 21 and 25, contain errors. Circle he text any errors or write “no error” in the margin. What marking did you make for sentence 21? For sentence 25? Write your answers below. G

342

The Glencoe Reader

(14) Once they got to the river, the people rested. (15) Grateful that the expedition had manage to survive, Oñate ordered a day of prayer and thanksgiving. (16) On April 30, 1598, the missionaries said a mass, and the people prepared a feast. (17) Some members of the expedition hunted game, and Native Americans who lived near the river brang fish. (18) A member of the expedition wrote, “We built a great bonfire and roasted the meat and the fish, and then all sat down to a repast the like of which we had never enjoyed before.” E F (19) Was Oñate’s celebration the first Thanksgiving? (20) Look at the evidence. (21) It took place years before the first official day of thanks in New England, both Native Americans and settlers participated in the event, and prayers of thanksgiving were offered. (22) That sounds like the first Thanksgiving to me. (23) Although other Americans may never celebrate an El Paso Thanksgiving, you can. (24) On April 30 of this year, roast yourself a turkey, fry yourself some fish, and give thanks for all you have. (25) While your enjoying dinner, remember Juan de Oñate and his courageous expedition. G

English/Language Arts Test: Type 2

1

2

What change, if any, should be made in sentence 2? A

Change turkies to turkeys

B

Change Plymouth Rock to plymouth rock

C

Change Pilgrims to pilgrims

D

Make no change

What change, if any, should be made in sentence 5? A

Change Spanish to spanish

B

Insert a comma after explorer

C

Change Desert to Dessert

D 3

4

5

Make no change

H

Connect For test items that ask “what change” should be made, think about other things you’ve read. Try to remember how the words looked in those readings. Recall the punctuation rules that you have learned. What kind of error, if any, does sentence 2 contain? H

he text

Circle the letter of your answer. Now use the same strategy for questions 2 and 4. Circle your answers.

he text

The meaning of sentence 7 can be made clearer by changing They to — I A

The livestock

B

The missionaries

C

The soldiers

D

The people in the expedition

Clarify Make sure you know who or what They refers to. Ask yourself, Who or what is looking for new lands? Jot down your answer below. I

What change, if any, should be made in sentence 8? A

Change there to their

B

Change journey to journy

C

Change harder to more harder

D

Make no change

What transition should be added to the beginning of sentence 13? J A

Naturally

B

Therefore,

C

Next

D

Luckily

Evaluate You have to know what comes before sentence 13 before you can choose the transition. Ask yourself, What word or phrase could I add to the beginning of sentence 13 to make the ideas in sentences 12 and 13 flow better? Jot down your answer. J

he text

Circle the best answer.

The Glencoe Reader

343

English/Language Arts Test: Type 2

6

Main Idea Reread paragraph 3 and think about the main point or main event in each sentence. Which sentence doesn’t seem to belong? Explain below. K

7

he text

Circle your answer choice.

Review Glance over Stacy’s paper to see if you circled any errors in sentences 15 and 17. L

8

he text

Circle the answer choices in questions 7 and 8 that show the changes, if any, that should be made.

Scan Glance back at the error that you circled or at the margin note you wrote for sentence 21. What error, if any, did you find? M

To check whether you’re right, substitute each answer choice in the sentence and use what you know about grammar, spelling, and punctuation to choose the correct answer. he text

Circle the answer choice that shows the error, or if you’re sure the sentence is error-free, mark “Make no change.” Use the same strategy for question 10. Circle your answer.

he text

344

The Glencoe Reader

9

10

What sentence does not belong in paragraph 3 (sentences 8–13)? K A

Sentence 8

B

Sentence 9

C

Sentence 10

D

Sentence 11

What change, if any, should be made in sentence 15? A

Change manage to managed

B

Change ordered to orders

C

Change thanksgiving to Thanksgiving

D

Make no change

L

What change, if any, should be made in sentence 17? A

Change hunted to hunt

B

Insert a comma after river

C

Change brang to brought

D

Make no change

What change, if any, should be made in sentence 21? A

Change official to offishal

B

Change participated to participate

C

Change were to was

D

Make no change

What change, if any, should be made in sentence 25? A

Change your to you’re

B

Delete the comma after dinner

C

Change courageous to couragous

D

Make no change

M

English/Language Arts Test: Type 2

Evaluate

whether the two 1. Fine Tuning With a partner, decide rs. sentences below contain erro te, crossed A. The Spanish explorer, Juan de Oña 1598. ch, Mar in sert the Chihuahuan Des t five hundred abou of up B. The expedition was made . iries iona miss colonists, soldiers and ded. On the lines Make the changes, if any, that are nee ges you did. chan the e mad below, explain why you

ut the content of 2. Critique It What do you think abo response to Stacy’s ph agra -par Stacy’s paper? Write a one a few errors in e mak nally paper in which you intentio n you are Whe . mar gram spelling, punctuation, and your partner. with hs grap para finished writing, exchange ect the errors in the Challenge each other to find and corr explanation of the other’s paragraph. Then write a brief mistakes. strategies you used to identify these

Standardized Test Practice Answer questions 1 through 4 by filling in the circles in the space provided.

1

3

A Delete the comma after 1598

Which sentence in the first paragraph of Stacy’s paper contains the main idea?

B Change missionaries to misionaries

A Sentence 1

C Change prepared to had prepared

B Sentence 2

D Make no change

C Sentence 3

2

What change, if any, should be made to sentence 16?

4

D Sentence 4

Which of the following sentences BEST expresses the main idea of Stacy’s paper?

What sentence could replace sentence 10 to support the main idea in the paragraph (sentences 8–13)?

A The first Thanksgiving took place in Texas on April 30, 1598.

A In addition, the travelers didn’t have enough food to satisfy their hunger.

B Conquistadores and the Tigua people participated in the first Thanksgiving.

B The travelers, who disliked the rain, complained incessantly.

C People are wrong when they say the first Thanksgiving took place in New England.

C In addition, a fierce wind blew across the desert.

D A Spanish explorer named Juan de Oñate was responsible for the first Thanksgiving.

D The travelers were soaked to the bone.

Multiple-Choice Questions

1.

ABCD

2.

ABCD

3.

ABCD

4.

ABCD The Glencoe Reader

345

English/Language Arts Test: Type 3

Preview Skim the directions. On the lines below, jot down what you will look for in test items 1, 2, and 3. A

English/Language Arts Test Type 3 Reading Vocabulary

Directions Mark the answer that means the same or almost the same as the underlined word. A Defining Unfamiliar Words When you come to an unfamiliar word with no word parts that are meaningful to you, try to recall times when you may have heard or seen the word used. B Model: When I told my dad how I saved my allowance and babysitting money so I could buy the MP3 player I want, he said I was being prudent. Mark th e text

Circle the letter of the best answer.

To figure out the answer to test item 3, use a thinking model like he text the one above. Circle your answer for item 3.

1 A person who is prudent is—

B

A quiet B

proper

C

fearful

D careful

2 A thing that is veritable is— F

C

real

G quick H broad J

natural

3 To shirk is to— Recall Think of another word that begins the same as veritable. On the lines below, jot down the word and its meaning. C

A repeat B

neglect

C

struggle

D contract

he text

Circle the answer choice that is similar to the meaning you wrote. GO ON 346

The Glencoe Reader

➡

English/Language Arts Test: Type 3

Directions Read the sentence in the box. Mark the answer in which the underlined word is used the same way as in the sentence. D

4

The terms of the agreement were vague.

Monitor Comprehension Check that you understand these new directions. Ask yourself, What am I being asked to do here? Write your answer on the lines below. D

E

In which of the following does terms mean the same thing as in the sentence above?

F

He had studied college literature for two consecutive terms.

G They shook hands to signal that they were still on good terms. H They negotiated extensively regarding the terms of the procedure. J

5

He consulted a medical dictionary to understand the terms of the procedure. The captain declared the craft ready for sailing.

Evaluate To answer test item 4, read the sentence in the box. Jot down the meaning of terms in this sentence. E

F

In which of the following does craft mean the same thing as in the sentence above?

A Building homes was his craft for decades. B

She preferred the craft of sculpture to other hobbies.

C

The radar could not identify the mysterious craft.

Now read each answer choice to find the sentence in which terms means almost the same as what he text you wrote. Circle the letter of the best answer.

D The editor helped the author craft a title for her novel. Connect Use context clues and what you already know to figure out the meaning of the word craft in the boxed sentence. Jot down its meaning here. F

he text

Now circle the letter of the best answer choice.

GO ON

➡ The Glencoe Reader

347

English/Language Arts Test: Type 3

Preview As you scan the directions, underline the key words that tell you what to do. What will you look for in he text items 6, 7, and 8? Jot down your answer on the lines below. G

Directions Read each sentence. For each question, mark the answer that means the same, or almost the same, as the underlined word. G

6 The need to find shelter from the storm was paramount in the campers’ minds. What does paramount mean?

F

H

Larger

G Weaker Defining Unfamiliar Words For test items like number 6, don’t panic if you’re not sure what the underlined word means. You often can figure out the meaning by substituting each answer choice for the underlined word in the sentence. H he text

If you’re sure the word doesn’t make sense in the sentence, cross out that answer choice. Of the choices that remain, what word makes the most sense in the sentence? Jot it down below.

H Attractive J

Uppermost

7 The dog would not relinquish the ball after struggling to win it for so long. What does relinquish mean?

A Get B

Chase

C

Notice

D Abandon

he text

Circle the letter of the answer choice for the word you wrote.

Try this approach for test items 7 and 8. Circle the letter of he text the word that makes the most sense in each sentence.

8 The audience members could not help but be convinced by the candidate’s cogent speech. What does cogent mean?

F

Dull

G Brief H Persuasive J

Courageous

STOP 348

The Glencoe Reader

English/Language Arts Test: Type 3

Spelling

Directions Read each sentence. It is possible that the underlined word will be spelled incorrectly. If you discover a mistake, mark the sentence with the mistake. If you find no mistake, mark No mistake. I

Clarify Read each sentence of the directions carefully so you understand what to do. On the lines below, explain what the directions tell you to do. I

1 A Enrique hauled the potatoes across the farm. B Are you learning a forein language? C

The story’s ending was ironic.

D No mistake

J

Connect You’re probably familiar with most of the underlined words in items 1–5. For those words that you don’t recognize, use the other words in the sentence to help you figure out the meaning. Then try to picture each underlined word as you’ve seen it spelled before. J

2 F The two ropes were bound together with a knot. G Colds always make my voice hoarse. H We made chicken in the broyler. J

No mistake

he text

For items 1 and 2, circle the underlined word, if any, that doesn’t match the word as you picture it. Jot down a couple of ways you think that word might be spelled.

If one of your spellings looks correct, you’ve probably found the misspelled word. he text

Circle the answer choice for items 1 and 2 that is misspelled.

GO ON

➡ The Glencoe Reader

349

English/Language Arts Test: Type 3

3 A His jacket’s distinct pattern made it easy to spot him in the crowd. Evaluate For test items 3 and 4, rely on the spelling rules you remember. Eliminate answers that you know are spelled correctly. Then try visualizing and saying the remaining words. K he text

Circle your answers for 3 and 4 in the text.

B

The mythical orakle could answer questions about the future.

C

The concept was new and creative.

D No mistake

K

4 F The student ceased the habit of studying at the last minute.

G A wrench was the only thing that could loosen the bolt. H The kitten preyed on the tiny mouse. J Analyze Saying words to yourself can often help you figure out if they are spelled correctly. For test item 5, try saying each of the underlined words as they are spelled. Which word, if any, doesn’t sound right? L

No mistake

5 A The success with the new project was a feather in her cap.

B

Good murder mysteries are never predictable.

C

The two haircuts are similiar.

D No mistake

L

he text

Circle your answer choice in the text.

STOP 350

The Glencoe Reader

English/Language Arts Test: Type 3

Language

Clarify Carefully read the directions to find out what this part of the test evaluates. Check all that apply. M

Directions Read each sentence. There may be a mistake in the underlined portion of the sentence. The mistake may be in punctuation, capitalization, word usage, or a combination of those. If you discover a mistake, mark the answer that best corrects the mistake. If you find no mistake, mark Correct as is. M

❏ spelling ❏ punctuation ❏ vocabulary ❏ capitalization ❏ word usage

1 The citizens were pleased with the results of their meeting with the President.

N

A meeting with the president. B

meet with the President.

C

meet with the president.

Analyze For items like number 1, notice the differences between the answer choices and the original sentence. Jot down any differences you see in wording and punctuation. N

D Correct as is

2 Having locked his keys somewhere inside the offices Andy asked the janitor to let him in.

F

O

Recall the rules that might apply. Then decide if there’s an error in the underlined part of the sentence or if the sentence is he text correct as is. Circle the letter of the best answer choice.

inside the offices Andy asked the Janitor

G inside the office’s, Andy asked the janitor H inside the offices, Andy asked the janitor J

Correct as is

Evaluate For test item 2, read the sentence as it appears, pausing for punctuation. Does the sentence make sense and sound right? Now read the answer choices, pausing for punctuation. O he text

Circle the answer choice that makes sense, sounds right, and is punctuated correctly.

GO ON

➡ The Glencoe Reader

351

English/Language Arts Test: Type 3

3 Less theatergoers attended the production of Romeo and Juliet than the director had planned. Evaluate As you read the boldfaced sentence and each answer choice, ask yourself, Does this sound right? P

A Fewer theatergoers attend the production of Romeo and Juliet B

Fewer theatergoers attended the production of Romeo and Juliet

C

Less theatergoers attended the production of romeo and juliet

he text

Cross out those choices that sound awkward. Then decide if one of the remaining choices sounds better than the original sentence or if the sentence is correct as is. Circle your answer.

D Correct as is

4 “Look out!” cried Officer Lopez. Connect Read the boldfaced sentence and the answer choices and think about the rules you know for punctuating quotations and for capitalizing words. Q

P

F

Q

out”! cried Officer

G out”! cried officer H out!” cried officer J

Correct as is

he text

Cross out answer choices that don’t follow the rules you know or that look confusing or wrong. Of the choices that remain, circle the letter of the best answer.

5 The poet is able to write emotional about what everyone feels.

R

A write emotionally, B

write emotionally

C

write, emotional

D Correct as is Evaluate Read the boldfaced sentence to yourself. If any part of the sentence sounds awkward, you may have found an error. Do you think the sentence contains an error? How do you know? R

he text

Circle your answer.

STOP

352

The Glencoe Reader

English/Language Arts Test: Type 3

Defining Unfamiliar Words

es, look back at test 1. Figure It Out With a few classmat uss each item and items 1, 2, and 3 on page 346. Disc ect answer. Did you the strategies you used to find the corr one strategy didn’t If ? use the same strategy for each item Which one? egy? strat work, did you move on to another egies you used to On the lines below, describe the strat strategy used by a one answer test item 3. Then describe re. futu the classmate that you might try in

few classmates, look 2. Practice Your Strategies With a s 347 and 348. page back at the vocabulary test items on miliar with unfa were Find one underlined word that you its out e figur to and discuss the strategies you used s about note few a n dow meaning. On the lines below, jot . used tes sma the strategies you and your clas

you don’t know. Say Open a textbook and find one word read the word in then and p the word aloud to the grou figure out the to ther toge k the sentence around it. Wor you listed. s egie strat the g meaning of the word, usin

Standardized Test Practice Answer questions 1 through 4 by filling in the circles in the space provided.

1

3

Mark the answer that means the same or almost the same as the underlined word. A person who is fastidious is— A strict B difficult C particular D self-centered Mark the answer that means the same, or almost the same, as the underlined word.

2

4

She was captivated by Professor Smith’s gripping lecture. What does captivated mean? F bored G angered H depressed J fascinated

Read each sentence. If the underlined word of a sentence is spelled incorrectly, mark the sentence with the mistake. If you find no mistake, mark No mistake. A He is exempt from taking the test. B His managerial skills are superb. C We spotted her in the crowd. D No mistake If the underlined part of the sentence contains a mistake in punctuation, capitalization, or word usage, mark the answer that best corrects the mistake. If you find no mistake, mark Correct as is. After speaking to the crowd senator Howard left with his advisors. F to the crowd, Senator Howard left G to the crowd Senator Howard left H to the crowd, senator Howard left J Correct as is

Multiple-Choice Questions

1.

ABCD

2.

FGHJ

3.

ABCD

4.

FGHJ The Glencoe Reader

353

WRITING PROMPTS

Anticipation Guide What do you know about standardized writing tests? Read each statement below and decide whether you agree or disagree with it. Mark your answer with a check. Agree

Disagree

2. The prompt is the answer you write.

❏ ❏

❏ ❏

3. The prompt always tells you which type of paper to write.

❏

❏

4. The prompt gets you thinking about a topic.

❏

❏

1. A writing test contains multiple-choice test items.

Now let’s see if we can clear up any false ideas about standardized writing tests. A prompt on a writing test is a sentence or two that starts you thinking about a familiar topic. Here’s an example of one kind of writing prompt: Think about what your life will be like in ten years. Are you thinking about where you’ll be living? About the job you’ll have? About your family? That’s exactly what a writing prompt does. It gets you thinking about a topic so you can write about it. This section of The Glencoe Reader has three sample writing prompts. The lesson will provide practice with reading strategies you can use when you read and respond to a writing prompt.

Test-Taking Tips Your score on a writing test is not based on the number of correct answers you choose. Instead, your score depends on how well you think about, plan, and write your own answer. Begin by reading the prompt carefully. • If you can write in the test booklet, underline key words and write margin notes to answer questions like these. ° What does the prompt tell me to think about? ° What do I know about this topic? ° What type of writing am I supposed to do? Should I take a stand on a topic? Tell a personal experience? ° Does the prompt show me how to write a strong essay? • Quickly jot down what you know about the topic. Freewrite facts, ideas, and experiences that come to mind. • Reread the prompt to find out where you should write your draft and your final paper. Write your paper neatly.

Building Background There are many types of writing prompts. In this lesson, you will learn to read these three types. • The first prompt, type 1, presents a writing situation. It then explains how you should write about that situation. • The second prompt, type 2, presents an issue and then gives directions for writing about it. • The third prompt, type 3, describes a writing topic and includes a checklist of things to keep in mind as you write.

Key Goals In this lesson, you will learn these key skills and strategies: Reading Focus: Predict Think It Over: Analyze Reading Coach: Understanding Text Features

Setting a Purpose for Reading Read writing prompts to know how to respond on a writing test. When you know how to read a prompt, you’ll be better able to write a good response.

354

The Glencoe Reader

Writing Prompt: Type 1

WRITING PROMPT: TYPE 1

A

Writing Situation B Your neighborhood library has received an unexpected donation. The money will enable the library to purchase either books, DVDs, or computer games. The choice must be made.

Directions for Writing Think about the pros and cons of each type of purchase. Now write a letter to the editor of your local newspaper in which you try to persuade the library officials to purchase one type of item over the others. C

Predict Quickly glance over the prompt. In which part of the prompt do you think you’ll find your writing topic? Jot down your answer on the line below. A

Analyze Underline key words as you read the Mark th e text prompt. On the line below, jot down the key word under Writing Situation that tells you the library officials must put the money toward only one type of material. B

Synthesize On the lines below, state your position on this issue and give two reasons supporting your position. C

The Glencoe Reader

355

Writing Prompt: Type 2

Understanding Text Features This writing prompt has words that are underlined and set in boldface type. Ask yourself, Why are these words underlined and set in bold? Write your answer on the lines below. D

WRITING PROMPT: TYPE 2 WRITING SITUATION: E Your school is thinking about allowing a local bookstore to sell its products in your school.

DIRECTIONS FOR WRITING: Think about the advantages and disadvantages of this change. Predict Skim the headings to get an idea of how the prompt is organized. In which part of the prompt do you think you’ll find out what to do? Check your answer below. E

❏ Writing Situation ❏ Directions for Writing

Analyze As you read the prompt, underline key words about the topic, the type of paper you are to write, and the details you should include in the paper. What words did you underline about the topic of your paper? Jot them on the lines below. F

he text

Which words did you underline about the type of paper you are to write?

356

The Glencoe Reader

Now write a persuasive article for your school newspaper in which you lobby for or against allowing the bookstore to do business in your school. F

D

Writing Prompt: Type 3

WRITING PROMPT: TYPE 3

G

Write an essay explaining the importance of high school students’ attending school throughout the summer. H

Understanding Text Features The text features in this prompt include boxed information, words written in all capital letters, and a checklist. How do these features help you to read the prompt? Write your answer on the lines below. G

The information in the box below will help you remember what you should think about when you write your essay.

REMEMBER—YOU SHOULD

I

❏ explain the importance of high school students’ taking classes during the summer

❏ write an introduction that grabs the attention of the reader

❏ make sure that your essay has a clear main idea ❏ make sure that you have supported your main idea with enough details

❏ make sure that your essay is well organized and easy

Analyze After you read a prompt, always ask yourself, What type of paper am I supposed to write? Circle your answer from the choices below. H • business report • expository essay • newspaper article • personal narrative

for the reader to follow

❏ look for ways to make your writing interesting to the reader

❏ proofread your work for correct spelling, capitalization, punctuation, grammar, and sentence structure

Predict Use the text features in this box to predict whether you should do each item or only one or two of the items. On the lines below, jot down your prediction and explain your thinking. I

The Glencoe Reader

357

Writing Prompts

Analyze

Prompt: Type 2. 1. Take It Apart Look back at Writing Then answer the following questions. pt? What are the main parts of this prom

the three 2. Make a Checklist Look back at tify the types of writing prompts in this lesson to iden ng prompt. On information that may be given in a writi t you find. wha ut the lines below, jot down notes abo

about? What does the prompt tell you to write

to? Who is the audience you would write

paper? What things would you include in your

items that you On a separate sheet of paper, turn the for in a writing noted into a checklist of things to look w it right before prompt. Save your checklist and revie you take your next writing test.

Standardized Test Practice Choose the best answer for each multiple-choice question. Fill in the circles in the space provided.

1.

Writing Prompt: Type 1 lets you A. gather background information from reference books and other sources. B. make a choice about your position on an issue. C. write about the topic of your choice. D. choose the type of paper to write.

2.

Which of the following is NOT true about Writing Prompt: Type 2? A. It contains two main parts. B. It gets you thinking about a topic. C. It contains multiple-choice test items. D. It lets you decide which side to take on an issue.

3.

Which of the following does NOT describe Writing Prompt: Type 3? A. Support your position with enough details to convince your audience. B. Decide whether all high school students should attend summer school. C. Write an interesting introduction. D. Present your main idea clearly.

4.

Which of the following should you NOT do on a writing test? A. Underline key words about the writing topic, the type of paper to write, and the details to include. B. Skim the headings to get an idea of how the prompt is organized. C. Pay attention to text features when reading the prompt. D. Plan the paper as you write it.

Multiple-Choice Questions

1. ABCD 358

The Glencoe Reader

2. ABCD

3. ABCD

4. ABCD

Reading Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360 Identifying Words and Building Vocabulary Reading Fluently Reading for a Reason Becoming Engaged Understanding What You Read Thinking About Your Reading Understanding Text Structure Reading for Research Reading Consumer, Workplace, and Public Documents

Hot Words Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384

The Glencoe Reader

359

Reading Handbook

E

ver notice that words are everywhere? They’re on food labels and gum wrappers, in movie credits and CD booklets, in mail and e-mail, in textbooks and comic books. And reading those words is unavoidable. Have you ever tried not reading the words you see on a billboard? Can’t do it, can you? This handbook focuses on skills and strategies that can help you understand what you read. The strategies you use to understand individual words are pretty much the same, no matter what you’re reading. But the strategies you use to understand whole texts depend on the kind of text you’re reading. In other words, you don’t read a news article the way you read a novel. You read a news article mainly for information; you read a novel mainly for fun. To get the most out of your reading, you need to choose the right reading strategy to fit the reason you’re reading.

Use

this handbook to help you Learn

●

how to identify new words and build your vocabulary

●

how to read fluently how to adjust the way you read to fit your reason for reading

●

● ●

●

You’ll also learn about ● text structures ● reading for research ● reading consumer, workplace, and public documents

how to become an engaged reader how to use specific reading strategies to better understand what you read how to use critical thinking strategies to think more deeply about what you read

Identifying Words and Building Vocabulary What do you do when you come across a word you don’t know? Do you skip over the word and keep reading? If you’re reading for fun or entertainment, you might. And that’s just fine. But if you’re reading for information, an unfamiliar word may get in the way of your understanding. When that happens, try the following strategies to figure out how to say the word and what it means. These strategies will help you better understand what you read. They will also help you increase the vocabulary you use in everyday speaking and reading.

360

The Glencoe Reader

Reading Unfamiliar Words

Reading Handbook

Sounding the word out One way to figure out how to say a new word is to sound it out, syllable by syllable. Look carefully at the word’s beginning, middle, and ending. Inside the new word, do you see a word you already know how to pronounce? What vowels are in the syllables? Use the following tips when sounding out new words.

Ask

yourself

●

What letters make up the beginning sound or beginning syllable of the word? Example: In the word coagulate, co- rhymes with so.

●

What sounds do the letters in the middle part of the word make? Example: In the word coagulate, the syllable ag has the same sound as the ag in bag, and the syllable u is pronounced like the letter u.

●

What letters make up the ending sound or syllable? Example: In the word coagulate, late is a familiar word you already know how to pronounce.

●

Now try pronouncing the whole word: co ag u late.

Using word parts Sounding out an unfamiliar word syllable by syllable is one way to learn how to say the word. Looking closely at the parts of the word is another way. By studying word parts—the root or base word, prefixes, and suffixes—you may discover more than just how to pronounce a word. You may also find clues to the word’s meaning. ●

Roots and base words The main part of a word is called its root. When the root is a complete word, it may be called the base word. Many roots in English come from an old form of English called AngloSaxon. You probably know many of these roots already. For example, endearing and remarkable have the familiar words dear and mark as their roots. Other roots come from Greek and Latin. You may not be as familiar with them. For example, the word spectator contains the Latin root spec, which means “to look at.” When you come across a new word, check whether you recognize its root or base word. It can help you pronounce the word and figure out the word’s meaning.

●

Prefixes A prefix is a word part that can be added to the beginning of a root or base word. For example, the prefix semi- means “half” or “partial,” so semicircle means “half a circle.” Prefixes can change, or even reverse, the meaning of a word. For example, un- means “not,” so unhappy means “not happy.”

●

Suffixes A suffix is a word part that can be added to the end of a root or base word to change the word’s meaning. Adding a suffix to a word can also change that word from one part of speech to another. For example, the word joy (which is a noun) becomes an adjective when the suffix -ful (meaning “full of”) is added. Joyful means “full of joy.” The Glencoe Reader

361

Reading Handbook

Determining a Word’s Meaning Using syntax Like all languages, the English language has rules and patterns for the way words are arranged in sentences. The way a sentence is organized is called the syntax of the sentence. If English is your first language, you have known this pattern since you started talking in sentences. If you’re learning English now, you may find the syntax is different from the patterns you know in your first language. In a simple sentence in English, someone or something (the subject) does something (the predicate or verb) to or with another person or thing (the object). The dog chased the cat. Sometimes adjectives, adverbs, and phrases are added to spice up the sentence. The scruffy brown dog angrily chased the adorable little cat around the corner.

check it out Knowing about syntax can help you figure out the meaning of an unfamiliar word. Just look at how syntax can help you figure out the following nonsense sentence. The blizzy kwarkles sminched the flerky fleans. Your experience with English syntax tells you that the action word, or verb, in this sentence

is sminched. Who did the sminching? The kwarkles. What kind of kwarkles were they? Blizzy. Whom did they sminch? The fleans. What kind of fleans were they? Flerky. Even though you don’t know the meaning of the words in the nonsense sentence, you can make some sense of the entire sentence by studying its syntax.

Using context clues You can often figure out the meaning of an unfamiliar word by looking at its context (the words and sentences that surround it).

Do IT! To learn new words as you read, follow these steps for using context clues. 1. Look before and after the unfamiliar word for —a definition or a synonym (another word that means the same as the unfamiliar word) Some outdoor plants need to be insulated, or shielded, against cold weather. —a general topic associated with the word The painter brushed primer on the walls before the first coat of paint. —a clue to what the word is similar to or different from

362

The Glencoe Reader

2. 3. 4. 5.

Like a spinning top, the dancer pirouetted gracefully. —an action or a description that has something to do with the word The cook used a spatula to flip the pancakes. Connect what you already know with what the author has written. Predict a possible meaning. Use the meaning in the sentence. Try again if your guess does not make sense.

●

A dictionary gives the pronunciation and the meaning or meanings of words. Some dictionaries also give other forms of words, their parts of speech, and synonyms. You might also find the historical background of a word, such as its Greek, Latin, or Anglo-Saxon origins.

●

A glossary is a word list that appears at the end of a book or other written work and includes only words that are in that work. Like dictionaries, glossaries have the pronunciation and definitions of words. However, the definitions in a glossary give just enough information to help you understand the words as they are used in that work.

Reading Handbook

Using reference materials Dictionaries and other reference sources can help you learn new words. It takes a little time to look up a word in a reference book, but it’s worth the effort. Check out these reference sources:

A thesaurus lists groups of words that have the same, or almost the same, meaning. Words with similar meanings are called synonyms. Seeing the synonyms of words can help you build your vocabulary. Understanding denotation and connotation Words have two types of meaning. Each word has a denotation, which is the literal meaning, the meaning you find in dictionaries. Many words also have a connotation, which is a meaning or feeling that people connect with the word. For example, you may say that flowers have a fragrance but that garbage has a stench. Both words mean “smell,” but fragrance has a pleasant connotation, while stench has a very unpleasant one. As you read, it’s important to think about the connotation of a word to completely understand what a writer is saying. ●

Recognizing Word Meanings Across Subjects Have you ever learned a new word in one class and then noticed it in your reading for other subjects? The word probably won’t mean exactly the same thing in each class. But you can use what you know about the word’s meaning to help you understand what it means in a different subject area.

Check

It out!

Look at the following example from three subjects: Social studies: One major product manufactured in the South is cotton cloth. Math: After you multiply those two numbers, explain how you arrived at the product. Science: One product of photosynthesis is oxygen.

You may know that a product is something manufactured by a company. In math, a product is a number that you get from multiplying two numbers. In science, it’s the result of a chemical reaction. In all three subject areas, a product is the result of something.

The Glencoe Reader

363

Reading Handbook

Reading Fluently Reading fluently is reading easily. When you read fluently, your brain recognizes each word so you can read aloud without skipping or tripping over words. If you’re a fluent reader, you can concentrate on the ideas in your reading because you don’t have to worry about what each word means or how to say it. Fluency in reading does not come automatically. As with any new skill, it takes practice. The rewards are great, though. As you read more quickly and with better understanding, reading will become more fun, and assignments and tests will feel less challenging and easier to complete.

Do It! Follow these tips for reading fluency. ● Read often! The more, the better. Reading often will help you develop a good sight vocabulary—the ability to quickly recognize words. ●

Practice reading aloud. Believe it or not, reading aloud does help you become a better silent reader.

—Begin by reading aloud a short, interesting passage that is easy for you. —Reread the same passage aloud at least three times or until your reading sounds smooth. Make your reading sound like you are speaking to a friend. —Then move on to a longer passage or a slightly more difficult one.

Reading for a Reason Why are you reading that paperback mystery? What do you hope to get from your science textbook? And are you going to read either of these books in the same way that you read a restaurant menu? The point is, you read for different reasons. The mystery may be for entertainment or escape, the science text for knowledge, and the menu for choosing a sandwich. The reason you’re reading something helps you decide on the reading strategies you use with a text. In other words, how you read will depend on why you’re reading.

Knowing Your Reason for Reading In school and in life, you’ll have many reasons for reading, and those reasons will lead you to a wide range of materials. For example,

364

●

To learn and understand new information, you might read news magazines, textbooks, news on the Internet, books about your favorite pastime, encyclopedia articles, primary and secondary sources for a school report, instructions on how to use a calling card, or directions for a standardized test.

●

To find specific information, you might look at the sports section for the score of last night’s game, a notice on where to register for a field trip, weather reports, bank statements, or television listings.

●

To be entertained, you might read your favorite magazine, e-mails or letters from friends, the Sunday comics, or even novels, short stories, plays, or poems!

The Glencoe Reader

Adjusting How Fast You Read

Reading Handbook

How quickly or how carefully you should read a text depends on your purpose for reading it. Because there are many reasons and ways to read, think about your purpose and choose a strategy that works best. Try out these strategies: ●

Scanning means quickly running your eyes over the material, looking for key words or phrases that point to the information you’re looking for. Scan when you need to find a particular piece or type of information. For example, you might scan a newspaper for movie show times or an encyclopedia article for facts to include in a research report.

●

Skimming means quickly reading a piece of writing to find its main idea or to get a general overview of it. For example, you might skim the sports section of the daily newspaper to find out how your favorite teams are doing. Or you might skim a chapter in your science book to prepare for a test.

●

Careful reading involves reading slowly and paying attention with a purpose in mind. Read carefully when you’re learning new concepts, following complicated directions, or preparing to explain information to someone else. You definitely should read carefully when you’re studying a textbook to prepare for class. But you might also use this strategy when you’re reading a mystery story and don’t want to miss any details. Below are some tips you can use to help you read more carefully. —Take breaks when you need them. There’s no point in reading when you’re sleepy. —Take notes as you read. Write in your book if it’s OK or use a notebook or sticky notes on the pages. Your notes may be just words or phrases that will jog your memory when you need to review. If you use a notebook, write page numbers from the book in the margin of your notes. That way you can quickly find the original material later if you need it. —Make graphic organizers to help you organize the information from your reading. These can help you sort out ideas, clear up difficult passages, and remember important points. For example, webs can show a main idea and supporting details. A flowchart can help you keep track of events in a sequence. A Venn diagram, made up of overlapping circles, can help you organize how two characters, ideas, or events are alike and different. —Review material before stopping. Even a short review will help you remember what you’ve read. Try rereading difficult passages. They will be much easier to understand the second time.

Becoming Engaged No, it’s not what you’re thinking. In reading, engagement means something different from planning to get married. It means relating to what you’re reading in a way that makes it meaningful to you. It means finding links between the text you’re reading and your own life. As you begin to read something, be ready to become engaged with the text. Then as you

The Glencoe Reader

365

Reading Handbook

read, react to the text and relate it to your own experience. Your reading will be much more interesting, and you’ll find it easier to understand and remember what you read. Here are two useful strategies for engaging with the text.

Connect You will become more involved with your reading and remember events, characters, and ideas better if you relate what you’re reading to your own life. Connecting is finding the links between what you read and your own experience.

Ask Yourself Have I been to places similar to the setting described by this writer? What experiences have I had that compare or contrast with what I am reading? What opinions do I already have about this topic? What characters from life or literature remind me of the characters or narrator in the selection?

Respond Enjoy what you read and make it your own by responding to what’s going on in the text. Think about and express what you like or don’t like, what you find boring or interesting. What surprises you, entertains you, scares you, makes you angry, makes you sad, or makes you laugh out loud? The relationship between you and what you’re reading is personal, so react in a personal way.

Understanding What You Read Reading without understanding is like trying to drive a car on an empty gas tank. You can go through all the motions, but you won’t get anywhere! Fortunately, there are techniques you can use to help you concentrate on and understand what you read. Skilled readers adopt a number of strategies before, during, and after reading to make sure they understand what they read.

Previewing If you were making a preview for a movie, you would want to let your audience know what the movie is like. When you preview a piece of writing, you’re treating yourself like that movie audience. You’re trying to get an idea about that piece of writing. If you know what to expect before reading, you will have an easier time understanding ideas and relationships. Follow these steps to preview your reading assignments.

366

The Glencoe Reader

Reading Handbook

Do It! 1. Look at the title and any illustrations that are included. 2. Read headings, subheadings, and anything in bold letters. 3. Skim over the passage to see how it is organized. Is it divided into many parts? Is it a long poem or short story? Don’t forget to look at the graphics—pictures, maps, or diagrams. 4. Set a purpose for your reading. Are you reading to learn something new? Are you reading to find specific information?

Using What You Know Believe it or not, you already know quite a bit about what you’re going to read. You don’t know the plot or the information, of course, but keep in mind that you bring knowledge and unique personal experience to a selection. Drawing on your own background is called activating prior knowledge, and it can help you create meaning in what you read. Ask yourself, What do I already know about this topic? What do I know about related topics?

Predicting You don’t need a crystal ball to make predictions when you read. The predictions don’t even have to be accurate! What’s important is that you get involved in your reading from the moment you turn to page one. Take educated guesses before and during your reading about what might happen in the story.

try this 1. Use your prior knowledge and the information you gathered in your preview to predict what you will learn or what might happen in a selection. Will the hero ever get home? Did the butler do it? 2. As you read on, you may find that your prediction was way off base. Don’t worry. Just adjust your prediction and go on reading. 3. Afterwards, check to see how accurate your predictions were. You don’t have to keep score. By getting yourself involved in a narrative, you always end up a winner.

Visualizing Creating pictures in your mind as you read—called visualizing—is a powerful aid to understanding. As you read, set up a movie theater in your imagination. Imagine what a character looks like. Picture the setting—city streets, the desert, or the surface of the Moon. When reading nonfiction, you can picture the steps in a process or the evidence that an author wants you to consider. If you can visualize what you read, selections will be more vivid, and you’ll recall them better later on. The Glencoe Reader

367

Reading Handbook

Identifying Sequence When you discover the logical order of events or ideas, you are identifying sequence. Are you reading a story that takes place in chronological, or time, order? Do you need to understand step-by-step directions? Are you reading a persuasive speech with the reasons listed in order of importance? Look for clues and signal words that will help you find the way information is organized. You’ll understand and remember the information better when you know the organization the author has used.

Determining the Main Idea When you look for the main idea of a selection, you look for the most important idea. The examples, reasons, or details that further explain the main idea are called supporting details. Some main ideas are clearly stated within a passage—often in the first sentence of a paragraph, or sometimes in the last sentence of a passage. Other times, an author doesn’t directly state the main idea but provides details that help readers figure out what the main idea is.

ask yourself ●

What is each sentence about? Is there one sentence that tells about the whole passage or that is more important than the others?

●

What main idea do the supporting details point out?

●

Questioning Keep up a conversation with yourself as you read by asking questions about the text. Feel free to question anything! Ask about the importance of the information you’re reading. Ask how one event relates to another or why a character acts a certain way. Ask yourself if you understand what you just read. As you answer your own questions, you’re making sure that you understand what’s going on.

Clarifying Clear up, or clarify, confusing or difficult passages as you read. When you realize you don’t understand something, try these techniques to help you clarify the ideas. Reread the confusing parts slowly and carefully. ● Diagram relationships between ideas. ● Look up unfamiliar words. ● Simply “talk out” the part to yourself. Then read the passage once more. The second time through is often much easier and more informative. ●

368

The Glencoe Reader

Reviewing

Reading Handbook

You probably review in school every day in one class or another. You review what you learned the day before so the ideas stick in your mind. Reviewing when you read does the same thing. Take time now and then to pause and review what you’ve read. Think about the main ideas and reorganize them for yourself so you can recall them later. Filling in study aids such as graphic organizers, notes, or outlines can help you to review.

Monitoring Your Comprehension Who’s checking up on you when you read? You are! There’s no teacher standing by to ask questions or to make sure that you’re paying attention. As a reader, you are both the teacher and the student. It’s up to you to make sure you accomplish a reader’s most important task: understanding the material. As you read, check your understanding by using the following strategies. ●

Summarize Sum up what you read by pausing from time to time and telling yourself the main ideas of what you’ve just read. When you summarize, include only the main ideas of a selection and only the useful supporting details. Answer the questions Who? What? Where? When? Why? and How? Summarizing tests your comprehension by encouraging you to clarify key points in your own words.

●

Paraphrase Sometimes you read something that you “sort of” understand, but not quite. Use paraphrasing as a test to see whether you really got the point. Paraphrasing is retelling something in your own words. So shut the book and try putting what you’ve just read into your own words. If you can’t explain it clearly, you should probably have another look at the text.

Thinking About Your Reading You’ve engaged with the text and used helpful reading strategies to understand what you’ve read. But is that all there is to it? Not always. Sometimes it’s important to think more deeply about what you’ve read so you can get the most out of what the author says. These critical thinking skills will help you go beyond what the words say and get at the important messages of your reading.

Interpreting When you listen to your best friend talk, you don’t just hear the words he or she says. You also watch your friend, listen to the tone of voice, and use what you already know about that person to put meaning to the words. In doing so, you are making meaning from what your friend says by using what you understand. You are interpreting what your friend says.

The Glencoe Reader

369

Reading Handbook

Readers do the same thing when they interpret as they read. Interpreting is more than just understanding the facts or story line you read. It’s asking yourself, What’s the writer really saying here? and then using what you know about the world to help answer that question. When you interpret as you read, you come to a much better understanding of the work—and possibly also of yourself.

Inferring You may not realize it, but you infer, or make inferences, every day. Here’s an example: You run to the bus stop a little later than usual. There’s no one there. “I’ve missed the bus,” you say to yourself. You may be wrong, but that’s the way our minds work. We look at the evidence (you’re late; no one’s there) and come to a conclusion (you’ve missed the bus). When you read, you go through exactly the same process because writers don’t always directly state what they want you to understand. By providing clues and interesting details, they suggest certain information. Whenever you combine those clues with your own background and knowledge, you are making an inference. An inference involves using your thinking and experience to come up with an idea based on what an author implies or suggests. In reading, you infer when you use context clues and your own knowledge to figure out the author’s meaning.

Drawing Conclusions Skillful readers are always drawing conclusions, or figuring out much more than an author says directly. The process is a little like a detective solving a mystery. You combine information and evidence that the author provides to come up with a statement about the topic, about a character, or about anything else in the work. Drawing conclusions helps you find connections between ideas and events and helps you have a better understanding of what you’re reading.

Analyzing Analyzing, or looking at separate parts of something to understand the entire piece, is a way to think critically about written work.

370

●

In analyzing fiction, for example, you might look at the characters’ values, events in the plot, and the author’s style to figure out the story’s theme.

●

In analyzing persuasive nonfiction, you might look at the writer’s reasons to see if they actually support the main point of the argument.

●

In analyzing informational text, you might look at how the ideas are organized to see what’s most important.

The Glencoe Reader

Distinguishing Fact from Opinion

Reading Handbook

Distinguishing between fact and opinion is one of the most important reading skills you can learn. A fact is a statement that can be proved with supporting information. An opinion, on the other hand, is what a writer believes, on the basis of his or her personal viewpoint. Writers can support their opinions with facts, but an opinion is something that cannot be proved.

for example Look at the following examples of fact and opinion. Fact: New York State produces fruits and other agricultural products. Opinion: New York is a wonderful place for a vacation. You could prove that fruits and other agricultural products are grown in New York. It’s a fact. However, not everyone might agree that New York State is a great vacation site. That’s someone’s opinion.

As you examine information, always ask yourself, Is this a fact or an opinion? Don’t think that opinions are always bad. Very often they are just what you want. You read editorials and essays for their authors’ opinions. Reviews of books, movies, plays, and CDs can help you decide whether to spend your time and money on something. It’s when opinions are based on faulty reasoning or prejudice or when they are stated as facts that they become troublesome.

Evaluating When you form an opinion or make a judgment about something you’re reading, you are evaluating. If you’re reading informational texts or something on the Internet, it’s important to evaluate how qualified the author is to be writing about the topic and how reliable the information is that’s presented. Ask yourself whether the author seems biased, whether the information is one-sided, and whether the argument presented is logical. If you’re reading fiction, evaluate the author’s style or ask yourself questions such as whether a character is interesting or dull, whether events in the plot are believable or unrealistic, and whether the author’s message makes sense. Learning to evaluate what you’re reading helps make you a smart and sensible reader.

The Glencoe Reader

371

Reading Handbook

Synthesizing When you synthesize, you combine ideas (maybe even from different sources) to come up with something new. It may be a new understanding of an important idea or a new way of combining and presenting information. Many readers enjoy taking ideas from their reading and combining them with what they already know to come to new understandings. For example, you might read a manual on coaching soccer, combine that information with your own experiences playing soccer, and come up with a winning plan for coaching your sister’s team this spring.

Understanding Text Structure What do you think of when you hear the word structure? Probably something that you can see, like a house or a bridge. But writing has structure too. After all, good writers don’t just throw sentences and paragraphs together in any order. Writers organize each piece of their writing in a specific way for a specific purpose. That pattern of organization is called text structure. When you know the text structure of a selection, you’ll find it easier to locate and recall an author’s ideas. Here are four ways that writers organize text, along with some signal words and phrases containing clues to help you identify their methods.

Comparison and Contrast Comparison-and-contrast structure shows the similarities and differences between people, things, and ideas. Maybe you’ve overheard someone at school say something like “She’s way more popular than I am, but I’ve got cooler friends.” This student is using comparison-and-contrast structure. When writers use comparison-and-contrast structure, often they want to show you how things that seem alike are different or how things that seem different are alike. Signal words and phrases: similarly, on the one hand, on the other hand, in contrast to, but, however Example: That day had been the best and worst of her life. On the one hand, the tornado had destroyed her home. On the other hand, she and her family were safe. Her face was full of cuts and bruises, but she smiled at the little girl on her lap. ●

Cause and Effect Just about everything that happens in life is the cause or the effect of some other event or action. Sometimes what happens is pretty minor: You don’t look when you’re pouring milk (cause); you spill milk on the table (effect). Sometimes it’s a little more serious: You don’t look at your math book before the big test (cause); you mess up on the test (effect).

372

The Glencoe Reader

Reading Handbook

Writers use cause-and-effect structure to explore the reasons for something happening and to examine the results of previous events. Put a little more simply, this structure helps answer the question that everybody is always asking: Why? A scientist might explain why the rain falls. A sports writer might explain why a team is doing badly. A historian might tell us why an empire rose and fell. Cause-and-effect structure is all about explaining things. Signal words and phrases: so, because, as a result, therefore, for the following reasons Example: The blizzard raged for twelve hours. Because of the heavy snow, the streets were clogged within an hour of being plowed. As a result, the city was at a standstill. Of course, we had no school that day, so we went sledding! ●

Problem and Solution How did scientists overcome the difficulty of getting a person to the Moon? How can our team win the pennant this year? How will I brush my teeth when I’ve forgotten my toothpaste? These questions may be very different in importance, but they have one thing in common: Each identifies a problem and asks how to solve it. Problems and solutions are part of what makes life interesting. With so many problems to solve, it’s no wonder that writers often examine how conflicts or obstacles are overcome. By organizing their texts around that important question-word how, authors state the problem and suggest a solution. Sometimes they suggest many solutions. Of course, it’s for you to decide if they’re right. Signal words and phrases: how, help, problem, obstruction, difficulty, need, attempt, have to, must Example: A major difficulty in learning to drive a car with a standard shift is starting on hills. Students need to practice starting slowly and smoothly on a level surface before they graduate to slopes. Observing an experienced driver perform the maneuver will also help. ●

Sequence Consider these requests: Tell us what happened at the picnic. Describe your favorite CD cover. Identify the causes of the Civil War. Three very different instructions, aren’t they? Well, yes and no. They are certainly about different subjects. But they all involve sequence, the order in which thoughts are arranged. Take a look at three common forms of sequencing. ●

Chronological order refers to the order in which events take place. First you wake up; next you have breakfast; then you go to school. Those events don’t make much sense in any other order. Whether you are explaining how to wash the car, giving directions to a friend’s house, or telling your favorite joke, the world would be a confusing place if people didn’t organize their ideas in chronological order. Look for signal words such as first, next, then, later, and finally.

The Glencoe Reader

373

Reading Handbook

●

Spatial order tells you the order in which to look at objects. For example, take a look at this description of an ice cream sundae: At the bottom of the dish are two scoops of vanilla. The scoops are covered with fudge and topped with whipped cream and a cherry. Your eyes follow the sundae from the bottom to the top. Spatial order is important in descriptive writing because it helps you as a reader to see an image the way the author does. Signal words include above, below, behind, and next to.

●

Order of importance is going from most important to least important or the other way around. For example, a typical news article has a mostto-least-important structure. Readers who don’t have the time to read the entire article can at least learn the main idea by reading the first few paragraphs. Signal words include principal, central, important, and fundamental.

Reading for Research An important part of doing research is knowing how to get information from a wide variety of sources. The following skills will help you when you have a research assignment for a class or when you want information about a topic outside of school.

Reading Text Features Researching a topic is not only about asking questions. It’s about finding answers. Textbooks, references, magazines, and other sources provide a variety of text features to help you find those answers quickly and efficiently.

Check it out

374

●

Tables of contents Look at the table of contents first to see whether a resource offers information you need.

●

Indexes An index is an alphabetical listing of significant topics covered in a book. It is found in the back of a book.

●

Headings and subheadings Headings often tell you what information is going to follow in the text you’re reading. Subheadings allow you to narrow your search for information even further.

The Glencoe Reader

●

Graphic features Photos, diagrams, maps, charts, graphs, and other graphic features can communicate large amounts of information at a glance.

Interpreting Graphic Aids

Reading Handbook

When you’re researching a topic, be sure to read and interpret the graphic aids you find. Graphic aids explain information visually. When reading graphic aids, read the title first to see if you’re likely to find information you want. ●

Reading a map Maps are flat representations of land. A compass rose shows you directions—north, south, east, and west. A legend explains the map’s symbols, and a scale shows you how the size of the map relates to the actual distances.

●

Reading a graph A graph shows you how two or more things relate. Graphs can use circles, dots, bars, or lines. For example, on the front page of a newspaper you might see a weather graph that predicts how the temperatures for the next five days will rise and fall.

●

Reading a table A table groups numbers or facts and puts them into categories so you can compare what is in each category. The categories are usually organized in rows or columns. Find the row that has the category you’re looking for. Then read across to the column that has the information you need.

Organizing Information When researching a topic, you can’t stop after you’ve read your sources of information. You also have to make sense of that information, organize it, and put it all together in ways that will help you explain it to someone else. Here are some ways of doing just that. ●

Record information from your research and keep track of your resources on note cards.

●

Summarize information before you write it on a note card. That way you’ll have the main ideas in your own words.

●

Outline ideas so you can see how subtopics and supporting information will fit under the main ideas.

●

Make a table or graph to compare items or categories of information.

Reading Consumer, Workplace, and Public Documents Every day you come into contact with a wide variety of reading materials that affect your life in one way or another—from teaching you something new to showing you which exit to take off the highway or helping you choose laundry detergent. Here are some tips for dealing successfully with consumer, workplace, and public documents.

The Glencoe Reader

375

Reading Handbook

Following Technical Directions Whether you are assembling a model airplane, installing a software program on your computer, or using a cookbook, you need to know how to follow written directions. ●

Skim all of the directions to get an idea of how long and complicated the task might be. As you skim, check for diagrams, lists of parts, and glossaries of technical terms.

●

Start with step 1. Don’t skip steps to save time. If steps aren’t clearly labeled, look for transition words such as first, next, and finally.

●

If there are diagrams or pictures, use them to help you interpret the written instructions.

●

If you have trouble understanding a step, look at the next step. The next step may help clarify the step you’re on.

Interpreting Product Information So, you’ve got money in your pocket and you want to shop. You want to be an informed shopper, so read about the products you’re buying. Here are some tips to help you read to know what you’re buying.

376

●

Look at the wording of product descriptions. Manufacturers describe their products in a way that will appeal to you, the customer. Keep this in mind when you read product descriptions. Don’t believe or be impressed by everything you read. Keep asking yourself, What real information is here? For example, a food product called “cheese-like” or “cheese flavored” may not contain real cheese.

●

Check special labels. What are the contents or ingredients of a product? How do you care for it? What warnings should you be aware of? Answers to these questions appear on special tags or labels, often in small print.

●

Scan product warranties for limitations. A product warranty typically guarantees two things: that the product is in good condition and that the manufacturer will repair or replace the product if the product isn’t in good condition. Read carefully to see whether the warranty is limited or whether it lasts as long as you own the product.

The Glencoe Reader

Using Workplace Documents

Reading Handbook

Maybe you want to apply for a part-time job. Or maybe you have a job and are wondering what office e-mail requires a response. Here are some tips to help you interpret the documents you might see in the world of business. ●

●

Job application forms In the near future, you will be old enough to have a work permit, and you may decide to apply for a part-time job. When filling out an application form, keep the following directions in mind. 1. Skim the entire application to get a general idea of what information the employer is looking for. 2. Scan section headings to identify which sections you fill out. Some sections may be optional. Other sections may be for the employer to fill out. 3. Read carefully all the instructions before filling in any blanks. Business memos It is not too early to start learning the skills you’ll need to read and interpret business memos. Business memos are used within a company as a way for employees to communicate with one another. On paper or as e-mail, a good memo will have the following information: the receiver’s name, the sender’s name, a subject title, and date. Memos that begin with FYI (“For Your Information”) are telling you that you don’t need to respond or perform any specific task. Memos containing questions usually do require your response.

The Glencoe Reader

377

Use the following pages to create your personal Hot Words Journal—a sampling of the interesting or difficult words you circle as you read the selections in this book. 1. In each reading selection, choose words to include in your Hot Words Journal. Highlight or underline the sentence in which each word occurs. 2. On the following lines, list each word you’ve chosen under its selection title. Include the page number where the word occurs and a short definition.

Hot Words Journal

3. Use a dictionary to check the word’s meaning.

Select a word from your Hot Words Journal and complete one of these activities or another vocabulary activity that your teacher suggests. Use a separate sheet of paper. Be sure to write down the activity prompts or questions as well as your responses. inition Concept of Def

Possible Sentence

Choose a word and confirm its definition in a dictionary. Then write a sentence using the word either correctly or incorrectly. Ask a partner to read your sentence and guess whether or not the sentence is “possible.” Discuss your part ner’s response.

Write the word. ory) What is it? (categ roperties) What is it like? (p rations) examples? (illust e m so e ar t ha W

What It Is, What It Isn’t

(This activity work

s best with nouns an

d verbs)

Write the word and its definition. What are some exam ples? What are not some examples? What are the main ch aracteristics of this wo rd? What are not characte ristics of this word?

Context Clues

tence that includes Choose a word and write a sen to help convey the the word and a context clue erline your word. und to word’s meaning. Be sure t clue in your tex con Ask a partner to use the word. Some ned erli und sentence to define the ms, antonyms, ony syn are es examples of context clu definitions. examples, related ideas, and

378

The Glencoe Reader

Word Web

ition in a d confirm its defin Choose a word an the center write the word in dictionary. Then lated words web. List other re circle of a word Use a the center circle. in bubbles around u. esaurus to help yo dictionary or a th

Sentence Invention

Choose a word and copy the selection sentence where it occurred in this boo k. Then write another sentence of your ow n using the word. Underline your chosen word in both sentences.

Everyday Use sidle

p. 6

to move sideways

Chee’s Daughter

Hot Words Journal

Two Kinds

Catch the Moon

A Sound of Thunder

Horses Graze

The Glencoe Reader

379

The Road Not Taken

Hot Words Journal

Making a Fist

Reapers

from Antigone

from The Tragedy of Julius Caesar

from Le Morte d’Arthur

380

The Glencoe Reader

from Sundiata

Where the Girl Rescued Her Brother

Hot Words Journal

from Farewell to Manzanar

I’ve Seen the Promised Land

Exploring Antarctic Ice

In a Legend’s Steps

The Glencoe Reader

381

Changing Stripes

Hot Words Journal

Training leads to big break

Wild and woolly ‘Ice Age’ is a gem

Literature: Course 5

N-ERGY

The Development of Civilizations in Africa

382

The Glencoe Reader

Angles

Memo

Hot Words Journal

An American Promise

User’s Manual

Job Application

Commuter-Train Fare Chart

The Glencoe Reader

383

Fiction, Poetry, Drama, and Legends

Nonfiction and Informational Text

“As It Is With Strangers” by Susan Beth Pfeffer, copyright © 1989 by Susan Beth Pfeffer, from Connections: Short Stories, by Donald R. Gallo, Editor. Used by permission of Delacorte Press, a division of Bantam Doubleday Dell Publishing.

Reprinted with the permission of Simon & Schuster from Kaffir Boy by Mark Mathabane. Copyright © 1986 by Mark Mathabane.

“Everyday Use” from In Love & Trouble: Stories of Black Women, copyright © 1973 by Alice Walker, reprinted by permission of Harcourt Brace & Company. “Two Kinds” Copyright © 1989 by Amy Tan. Reprinted by permission of Amy Tan and the Sandra Dijkstra Literary Agency. “Catch the Moon” from An Island Like You: Stories of the Barrio by Judith Ortiz Cofer. Copyright © 1995 by Judith Ortiz Cofer. Reprinted by permission of the publisher, Orchard Books, New York. “Sound of Thunder” by Ray Bradbury. Reprinted by permission of Don Congdon Associates, Inc. Copyright © 1952 by the Crowell Collier Publishing Co., renewed 1980 by Ray Bradbury. “The Glory of the Day Was in Her Face” from Saint Peter Relates an Incident by James Weldon Johnson. Copyright © 1917, 1921, 1935 by James Weldon Johnson, copyright renewed © 1963 by Grace Nail Johnson. Used by permission of Viking Penguin, a division of Penguin Books USA Inc. “Horses Graze” from Blacks by Gwendolyn Brooks. Copyright © 1991 Gwendolyn Brooks Blakely. Reprinted by permission. “Making a Fist” from Hugging the Jukebox. Copyright © 1982 by Naomi Shihab Nye. Reprinted by permission of the author.

Acknowledgments

Excerpt from “Antigone” from Sophocles, the Oedipus Cycle: An English Version by Dudley Fitts and Robert Fitzgerald, copyright © 1939 by Harcourt Brace & Company and renewed 1967 by Dudley Fitts and Robert Fitzgerald, reprinted by permission of the publisher. CAUTION: All rights, including professional, amateur, motion picture, recitation, lecturing, performance, public reading, radio broadcasts, and television are strictly reserved. Inquiries on all rights should be addressed to Harcourt Brace & Company, Permissions Department, Orlando, FL 32887-6777.

Chapters 2–4 from Farewell to Manzanar by James D. and Jeanne Wakatsuki Houston. Copyright © 1973 by James D. Houston. Reprinted by permission of Houghton Mifflin Co. All rights reserved. “I’ve Seen the Promised Land” from A Testament of Hope: The Essential Writings of Martin Luther King, Jr., reprinted by arrangement with The Heirs to the Estate of Martin Luther King Jr., c/o Writers House, Inc., as agent for the proprietor. Copyright © 1968 by the Estate of Martin Luther King. Excerpt from “Exploring Antarctic Ice” by Jane Ellen Stevens, from National Geographic, May 1996. Reprinted by permission of the author. “Education or Exploitation?” from inTIME, vol. 3, copyright 2003. Reprinted by permission. “In a Legend’s Steps” from inTime vol. 3, copyright 2003. Reprinted by permission. “Changing Stripes” from inTIME vol. 3, copyright 2003. Reprinted by permission. “Training leads to big break” from USA TODAY, August 6, 2002. Reprinted by permission. “Wild and woolly ‘Ice Age’ is a gem” from USA TODAY, March 15, 2002. Reprinted by permission. “Parallel Lines and Planes” from Glencoe Geometry: Concepts and Applications, copyright © 2001 by Glencoe/McGraw-Hill. Used by permission. “The Development of Civilizations in Africa” from Glencoe World History, copyright © 2003 by Glencoe/McGraw-Hill. Used by permission. “Angles” from Glencoe Geometry: Concepts and Applications, copyright © 2001 by Glencoe/McGraw-Hill. Used by permission.

Excerpt from Le Morte d’Arthur by Sir Thomas Malory, translated by Keith Baines. Copyright © 1967 by Keith Baines. Reprinted by permission of Clarkson M. Potter, a division of Crown Publishers, Inc.

Standardized Tests

Excerpt from Sundiata by D. T. Niane, translated by G. D. Pickett. Copyright © 1965 by Longmans, Green and Co. Reprinted by permission of Addison Wesley Longman Ltd.

“Walking” by Linda Hogan, from Dwellings: A Spiritual History of the Living World. Copyright © 1995 by Linda Hogan.

“Where the Girl Rescued Her Brother” from The Girl Who Married the Moon, by Joseph Bruchac and Gayle Ross. Copyright © 1994 by Joseph Bruchac and Gayle Ross. Reprinted by permission of Bridgewater Books, an imprint of Troll Communications, L.L.C.

384

The Glencoe Reader

Name _________________________________________________________

Date _____________________________

Student Progress Chart: The Glencoe Reader, Course 5

Reading WrapUp

Copyright © by The McGraw-Hill Companies, Inc.

Lesson

Margin Notes (E, S, U)

Going Solo, Buddy Up, Literary Test TeamWork Element Practice (%) (%) (%)

Word Power (%)

Lesson Score*

**Final Score for this grading period Final Score from previous grading period Comments

Key: E = Excellent; S = Satisfactory; U = Unsatisfactory *Add the percent scores in each column. Divide that sum by the number of columns you added together. **Add all lesson scores and divide by the total number of lessons.

Dear Parents and Guardians, Students in our class have been using The Glencoe Reader, a workbook that helps students learn and practice important reading skills and become active readers. With The Glencoe Reader, students read many kinds of selections, from short stories and poems to newspaper articles and bus schedules. As students read, the book guides them through activities that teach them good reading skills and help them get the most out of the selections. Students mark their ideas directly on the workbook pages as they read. In fact, the Reader encourages students to react to what they read on every page! The Student Progress Chart enclosed with this letter shows how your student has been doing on the Glencoe Reader lessons in the last grading period. The chart shows scores for each lesson. It also shows a final score for this grading period and your student’s score for the last grading period.

Sincerely,

Copyright © by The McGraw-Hill Companies, Inc.

Please take a minute to look at the chart and read my comments. It will help you know the kind of progress your student is making toward becoming a more active reader. Then, talk to your student about his or her work in The Glencoe Reader. You might even read a lesson with your student to see how it works. I’m sure you would enjoy many of the selections!