U1 UR c2 PDF

UNIT 1
Teaching
Resources
Writing Speaking
Reading Listening
Includes summaries and
School-to-Home activities in
Spanish
Vietnamese
Tagalog
Cantonese
Hmong
Haitian-Creole
Note to the Teacher
There are ten Active Reading Graphic Organizers, on the pages preceding the Answer
Key, that students will need in order to complete some of the exercises in this book. The
text suggests that students ask teachers for a copy of the graphic organizer. Teachers
may want to keep a supply of copies on hand for student use.
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1 2 3 4 5 6 7 8 9 054 14 13 12 11 10 09 08
Unit 1: Whom Can You Count On?
Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Big Question Foldable . . . . . . . . . . . . . . . . . . . . . . . 34
The Big Question School-to-Home Connection . . . . . . . . . . . . 5
The Big Question School-to-Home Connection: Spanish. . . . . . . 6
The Big Question School-to-Home Connection: Vietnamese . . . . 7
The Big Question School-to-Home Connection: Tagalog . . . . . . . 8
The Big Question School-to-Home Connection: Cantonese . . . . . 9
The Big Question School-to-Home Connection: Haitian Creole . . . 10
The Big Question School-to-Home Connection: Hmong . . . . . . . 11
Unit Challenge Planner . . . . . . . . . . . . . . . . . . . . . . . .1215
Academic Vocabulary Development . . . . . . . . . . . . . . . .1617
Part 1: Friends and Family

English Language Coach, Part 1 . . . . . . . . . . . . . . . . . . . . . 19
The Wise Old Woman . . . . . . . . . . . . . . . . . . . . . . . . 2032
Amigo Brothers . . . . . . . . . . . . . . . . . . . . . . . . . . . 3345
Grammar Workshop: Sentence Combining . . . . . . . . . . . . . . .46
Rikki-Tikki-Tavi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4759
The Highwayman . . . . . . . . . . . . . . . . . . . . . . . . . . 6070
Part 2: Me, Myself, and I

English Language Coach, Part 2 . . . . . . . . . . . . . . . . . . . . .72
The Good Samaritan. . . . . . . . . . . . . . . . . . . . . . . . . 7385
Genre Focus: Short Story. . . . . . . . . . . . . . . . . . . . . . 8687
The Lark and Her Children; The Travelers and the Bear . . . . 8897
The Force of Luck . . . . . . . . . . . . . . . . . . . . . . . . . . 98110
Rosa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111120
from Rosa Parks: My Story . . . . . . . . . . . . . . . . . . . . 121129
Part 3: Extraordinary Individuals

English Language Coach, Part 3 . . . . . . . . . . . . . . . . . . . . 131
Seventh Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . 132143
Thank You, Mam. . . . . . . . . . . . . . . . . . . . . . . . . . 144155
Unit Resources Course 2, Unit 1 iii

We Are All One. . . . . . . . . . . . . . . . . . . . . . . . . . . 156167
TIME: Fireproofing the Forests . . . . . . . . . . . . . . . . . 168176
Comparing Literature Graphic Organizer . . . . . . . . . . . . . . . 177
The Rider; Ill Walk the Tightrope . . . . . . . . . . . . . . . . 178187
Spelling Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Writing Workshop Graphic Organizer. . . . . . . . . . . . . . . . . 189
Writing Workshop Rubric. . . . . . . . . . . . . . . . . . . . . . . . 190
Writing Workshop Checklists . . . . . . . . . . . . . . . . . . . . . 191
Speaking, Listening, and Viewing Activities . . . . . . . . . . 192193
Speaking, Listening, and Viewing Workshop Rubric . . . . . . . . 194
Active Reading Graphic Organizers . . . . . . . . . . . . . . . 195204
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205212
iv Course 2, Unit 1 Unit Resources

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Whom Can You Count On? (page 1)

Introduction
There are people in the world you can count on. You turn to these
people for help and support. You may count on your family members
or elders. You probably depend on your teacher or a best friend. You
may not realize that you count on other people, toosuch as the
farmers who grow your food, or the postal workers who deliver your
mail. Sometimes you also have to rely on yourself. As you begin this
unit, think about the people you really count on: friends and family,
yourself, and extraordinary individuals.
ACT I V I T Y
Directions Complete the first two steps in the space provided, and then work with a partner to
finish the activity.
1. In the space below, summarize a time when someone counted on
you for help. Explain the situation, what you did to help, and how
you felt.
2. Now pretend that you were the person who needed help in the
situation you just summarized. Explain the situation from the other
persons point of view. How did it feel to need help? How did it feel
to know you could count on someone for his or her help?
Unit Resources Course 2, Unit 1 1

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Directions Share your responses to questions 1 and 2 with a partner. Discuss how it feels to
have someone count on you, and how it feels to count on someone else. Answer the following
questions together.
3. What is the difference between helping someone and needing
someones help?
4. Why is it rewarding to help others?

5. Identify someone that you both count on and describe the things
that he or she does for you.
2 Course 2, Unit 1 Unit Resources

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The Big Question Foldable

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

the selections in the unit.

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The Big Question Foldable

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The Big Question

School-to-Home Connection
Unit 1 focuses on the Big Question: Whom Can You Count On?
Throughout the unit, youll learn about people who can be counted
on. Before you prepare your own answers to the Big Question, find
out what your parents or other adults think. Select one of the activities
below to complete at home.
ACT I V I T Y: Create a Chart

Choose a parent or another adult in your home to write about. On a
separate sheet of paper, create a chart with two columns. Label the left
column Why I Can Depend On and the right column
Why Someone Can Count On Me. In the left column, explain why
you believe you can count on this person. Then share the chart with
the selected person. Ask him or her to explain why you can be
counted on. Write his or her response in the right column of the chart.
ACT I V I T Y: Interview
Directions Tell a parent or another adult about the Big Question. Ask him or her to answer the
following questions, and record the answers on a separate sheet of paper.
1. When you were young, whom did you count on? Explain.
2. Were these people reliable, or were you disappointed? Explain.

3. As an adult, whom do you count on? Explain.
ACT I V I T Y: Poem
1. With a parent or another adult, think of one person that both of
you can count on. Then list reasons why both of you can count on
this person. Write your reasons on a separate sheet of paper.
2. Now work together to write a poem about the person you selected.
Your poem can be funny or serious. Review your list of reasons for
information to include in your poem.

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La pregunta importante
Enlace entre la escuela y la casa
La Unidad 1 se concentra en la Pregunta importante: En quin
puedes contar? En esta unidad aprenders sobre personas en las que
puedes contar. Antes de preparar tu respuesta a la Pregunta
importante, averigua qu piensan tus padres u otros adultos. Escoge
una de las siguientes actividades para hacer en la casa.
ACT I VI DAD : Elabora un cuadro

Escoge a uno de tus padres o a otro adulto de tu hogar y escribe sobre
l o ella. En una hoja de papel aparte, haz un cuadro a dos columnas.
Rotula la columna de la izquierda Por qu puedo contar con y
la columna de la derecha Por qu una persona puede contar
conmigo. En la columna de la izquierda, explica por qu crees que
puedes contar con esa persona. Luego mustrale el cuadro a esa
persona. Pregntale por qu cree que puede contar contigo. Escribe su
respuesta en la columna de la derecha.
ACT I VI DAD : Entrevista

Instrucciones Plantale la Pregunta importante a uno de tus padres o a otro adulto. Pdele
que responda a las siguientes preguntas y anota las respuestas en una hoja de papel aparte:

1. Cuando eras joven, en quin podas contar? Explica.
2. Esas personas eran fiables o te desilusionaron? Explica.
3. De adulto, en quin confas? Explica.
ACT I VI DAD : Poema

1. Junto con uno de tus padres o con otra persona adulta, piensen en
una persona en quien ambos pueden contar. Luego hagan una lista
con las razones por las cuales cuentan con esa persona. Escrbelas
en una hoja de papel aparte.
2. Ahora trabajen juntos. Escriban un poema sobre la persona que
escogieron. El poema puede ser chistoso o serio. Repasa tu lista de
razones y usa esa informacin para escribir el poema.

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Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Chng 1 tap trung vao Cau Hoi Chnh sau: Ban co the trong cay vao
ai? Trong chng nay, cac em se tm hieu ve nhng con ngi co the
trong cay c. Trc khi chuan b cac cau tra li cua mnh cho Cau
Hoi Chnh, hay tm hieu xem cha me em va nhng ngi ln khac ngh
g. Chon mot trong nhng hoat ong di ay e lam tai nha.
H OA T O N G : L a p B a ng
Hay chon viet ve cha/me hoac mot ngi ln khac trong nha mnh. Lap mot
bang co hai cot tren mot t giay rieng. at ten cho cot ben trai la Tai Sao
Toi Co The Trong Cay Vao___ va cot ben phai la Tai Sao Moi Ngi Co
The Trong Cay Vao Toi. cot ben trai, giai thch tai sao em tin rang mnh
co the trong cay vao ngi nay. Sau o, cho ngi em a la chon xem
bang nay. Yeu cau ngi o giai thch ly do tai sao ho ngh ho co the trong
cay vao em. Viet li giai thch cua ngi o vao cot ben phai cua bang.
H OA T O N G : P h o n g Va n
Hng Dan Noi vi cha/me hoac mot ngi ln khac ve Cau Hoi
Chnh. Hay yeu cau ngi o tra li cac cau hoi sau, va ghi lai cac cau
tra li tren mot t giay rieng:
1. Khi con nho, cha/me/bac trong cay vao ai? Xin hay giai thch
2. Nhng ngi nay co ang tin khong, hay cha/me/bac a b that vong
vi ho? Xin hay giai thch.
3. Khi trng thanh, cha/me/bac trong cay vao ai? Xin hay giai thch.
H OA T O N G : La m Th
1. Hay cung cha/me hoac mot ngi ln khac ngh ve mot ngi ma ca
hai eu co the trong cay c. Sau o, liet ke cac ly do tai sao hai
ngi co the trong cay vao ngi o. Hay viet cau tra li cua hai
ngi vao mot t giay rieng.
2. Bay gi cung lam mot bai th ve ngi a c la chon. Bai th
cua hai ngi co the nghiem tuc hoac co the mang tnh hai hc.
Hay xem lai bang liet ke cac ly do e lay d lieu lam th.

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Ang Mahalagang Tanong

Kaugnayan ng Paaralan sa Tahanan
Binibigyan-diin ng Yunit 1 ang Mahalagang Tanong: Sino ang maaasahan
mo? Sa buong yunit, malalaman mo kung sinu-sino ang maaasahan mo.
Bago mo ihanda ang iyong mga sariling sagot sa Mahalagang Tanong,
alamin muna kung ano ang iniisip ng iyong mga magulang o ibang mga
nakatatanda. Pumili ng isa sa mga gawain sa ibab na gagawin sa tahanan.
GAWAIN : Gumawa ng isang Chart

Pumili ng isang magulang o ibang taong nakatatanda sa iyo sa tahanan at
sumulat tungkol dito. Sa isang hiwalay na papel, gumawa ng chart na may
dalawang hanay. Sa kaliwang hanay, isulat ang Bakit Maaasahan Ko si ___
_ at sa kanang hanay, Bakit Ako Maaaring Maasahan. Sa kaliwang
hanay, ipaliwanag kung bakit naniniwala ka na maaasahan mo ang taong
ito. Pagkatapos ay ipakita ang chart sa piniling tao. Hilingin siyang
ipaliwanag kung gakit ka maaasahan. Isulat ang kanyang sagot sa kanang
hanay ng chart.
GAWAIN : Interbyu:
Ang Gagawin Sabihin sa isang magulang o ibang nakatatanda ang Mahalagang
Tanong. Hilingin siyang sagutin ang mga sumusunod na katanungan, at isulat ang
mga sagot sa hiwalay na papel:
1. Noong ikaw ay bata pa, sino ang pinagkatiwalaan mo? Ipaliwanag.
2. Maaasahan ba ang mga taong ito, o nabig ka ba? Ipaliwanag.
3. Bilang nakatatanda, sino ang maaasahan mo? Ipaliwanag.

GAWAIN : Tul
1. Kasama ng isang magulang o ibang nakatatanda, pag-isipan ang isang
tao na pareho ninyong dalawang maaasahan. Pagkatapos ay isulat ang
mga dahilan kung bakit maaasahan ninyo ang taong ito. Isulat ang
iyong mga dahilan sa isang hiwalay na pirasong papel.
2. Pagkatapos ay magtulungan kayo at sumulat ng isang tul tungkol sa
taong pinili ninyo. Ang inyong tul ay maaaring nakatutuwa o seryoso.
Rebyuhin ang inyong listahan ng mga dahilan para sa impormasyon na
isasama sa inyong tul.

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Koneksyon ant lekl ak lakay ak yon Gwo

Kesyon
Modil 1 konsantre sou Gwo Kesyon sa a: Sou kimoun ou kapab
konte? Nan modil sa a, ou pral aprann konnen moun ou kapab konte
sou yo. Anvan w prepare pou reponn Gwo Kesyon an, chche konnen
kisa paran w oswa lt granmoun panse. Chwazi youn nan aktivite sa
yo pou w f lakay ou.
AKT I VI T E : Kreye yon tablo

Chwazi yon paran oubyen yon lt granmoun nan kay la ou ta vle ekri
kichy sou li. Sou yon fy papye apa, kreye yon tablo ak de koln.
Ekri Pou kisa mwen kapab konte sou ____ nan kolonn agch la ak
Pou kisa yon moun kapab konte sou mwen nan kolonn adwat lan.
Nan kolonnn agch lan, eksplike pou kisa ou panse ou kapab konte
sou moun sa a. Apre sa, montre moun ou chwazi an tablo ou f a.
Mande li pou eksplike w pou kisa yo kapab konte sou ou. Ekri repons
li nan kolonn adwat tablo a.
AKT I VI T E : Entvyou
Enstriksyon Pale ak yon paran oswa yon lt granmoun osij Gwo Kesyon an. Mande l reponn
kesyon ki anba yo epi ekri repons yo sou yon fy papye apa:

1. L w te jenn, sou kimoun ou te konte? Eksplike m.
2. ske moun sa yo te fyab oubyen yo te desevwa w? Eksplike m.
3. Antan granmoun, sou kimoun ou kapab konte? Eksplike m.
AKT I VI T E : Powm
1. Avk yon paran oswa yon lt granmoun, reflechi pou w yon
moun nou toulde kapab konte sou li. Apre sa, f yon lis rezon ki
f nou de a kapab konte sou moun sa a. Ekri rezon yo sou yon fy
papye apa.
2. Kounye a travay ansanm pou nou ekri yon powm sou moun nou
chwazi an. Powm ou an kapab komik oubyen serye. Gade lis
rezon ou yo ank pou w ka jwenn enfmasyon pou mete anndan
powm ou an.

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Zaj Lus Nug Loj

Tsev Kawm Ntawv-rau-Tsev Kev Txuas Lus
Nqe 1 tsom kwm rau zaj Lus Nug Loj: Koj tso siab tau rau leej twg? Thoob
plaws nqe nov, koj yuav kawm txog tibneeg uas ntseeg tau. Ua ntej koj npaj
koj cov lus teb rau zaj Lus Nug Loj, nrhiav saib koj niam thiab txiv lossis
lwm cov neeg loj xav licas. Xaiv ib hom ntawm cov dejnum nram nov coj
mus ua kom tiav tom tsev.
DEJN UM: Tsim ib lub Rooj Kos
Xaiv ib tus niam txiv lossis lwm tus neeg loj hauv tsev los sau txog. Saum ib
daim ntawv dawb, tsim sau ib lub rooj kos nrog ob kem. Tis npe rau kem sab
lauj Vim licas Kuv thiaj Tso Tau Siab rau ____ thiab rau kem sab xis Vim
licas Ib Leejtwg thiaj Tso Siab Tau rau Kuv. Hauv kem sab lauj, piav saib koj
xav licas koj thiaj tso siab rau tus neeg nov. Ces muab lub rooj kos rau tus
neeg koj xaiv ntawd nrog xyuas. Hais nws kom piav tias vim licas koj yog
tus tso siab tau rau. Sau nws zaj lus teb rau kem sab xis ntawm lub rooj kos.
DEJN UM: Kev Nug
Kev Taw Qhia Qhia ib tus niam txiv lossis lwm tus neeg loj txog zaj Lus
Nug Loj. Hais kom nws teb cov lus nug nram nov, thiab sau cov lus teb rau
ib daim ntawv dawb:
1. Thaum koj yau, leej twg yog tus koj tso siab tau rau? Piav saib.
2. Cov neeg nov puas ntseeg tau, lossis koj puas tusiab thiab? Piav saib.
3. Li ib tus neeg loj, koj ntseeg tau leej twg? Piav saib.
AC TIV IT Y: Pajhuam
1. Nrog ib tus niam txiv lossis lwm tus neeg loj, xav txog ib tus neeg uas
neb ob leeg tso siab tau rau. Ces teev cov tswvyim tias vim licas neb
ntseeg tau nws. Sau cov tswvyim rau ib daim ntawv dawb.
2. Zaum nov koom tes los sau ib zaj pajhuam txog tus neeg neb xaiv. Neb
zaj pajhuam yuav txaus luag lossis zoo nkauj los tau. Rov saib cov
tswvyim teev coj los xam rau neb zaj pajhuam.

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Challenge Planner
The Unit 1 Challenge provides an opportunity to further explore the
Big Question: Whom Can You Count On? The topics listed below
focus the Big Question on three main ideas: Friends and Family; Me,
Myself, and I; and Extraordinary Individuals.
From the topics listed in Section A, choose one that interests you.
Once you have chosen a topic, choose a project in Section B that will
help you present your ideas on the topic. Any of the four topics can
work with any of the five project types. Projects may be done alone,
with a partner, or with a small group. Follow the steps in Section C to
plan and complete your challenge project.
Section A. Choose a Topic

1. Several of the selections in this unit show friendships being made
in strange ways. They also show friendships growing in unusual
circumstances. Focus on at least one selection that presents an
unusual take on friendship.
2. You may be able to help someone if you have a skill that the
person does not have. Think about the selections in this unit in
which one character provides help to another. What unique skills
do those characters have? Choose at least two selections in which

one character helps another, and compare the methods of help and
the outcomes.
3. Some of the writers in this unit present characters that help
themselves by making good decisions. Other characters must rely
on the help of others. Find evidence of these two types of
characters in the unit selections. Focus on characters that are
similar, or compare two that are different from one another.
4. The stories The Wise Old Woman and The Force of Luck both
take place in the past. Choose one of these stories and compare the
actions of the characters in the story with the way they might act if
the stories took place in the twenty-first century.

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Section B. Choose a Project

1. Great Debate. Working with a partner or a small group whose
topic is the same as yours, plan a debate between two teams. Your
team may be made up of people who are either representing or
playing the role of an author, using ideas and quotes from that
authors work to support an argument. Using one of the topics as a
starting point, formulate a statement that is debatable. For example,
using topic 3, two authors might debate this statement: People must
rely on each other.
2. Letter Exchange. Work alone or with a partner to create a
correspondence between two unit authors or between you and a
unit author. The correspondence should address a topic through
original writing and quotations from selections. You may write the
exchange as a letter exchange, or in short segments, as if it were
taking place by e-mail. For example, using topic 1, you could
exchange letters with Piri Thomas about the unique friendship in
Amigo Brothers.
3. Word Collage. Working with a group of people who have chosen
the same topic, present your points of view on your topic as a
visual or oral collage. For a visual collage, work together to create a
poster or other display of your groups written material. Be creative
about ways to link the content, and display it so it is visually
appealing. For an oral collage, work together to present a reading of
your written material, including excerpts from selections. Using
topic 2, for example, your collage could present a variety of ways in

which people use unique skills to help each other.
4. Sound Track. Burn a CD or make a tape of a sound track that
expresses your point of view on your chosen topic. Choose at least
four pieces of music that represent the main points you are
making. Write a few paragraphs about each song to explain how it
relates to your topic. For example, using topic 4, you may choose to
focus on The Wise Old Woman and include a song about the
importance of all parts of a community.
5. Person on the Street. Choose three people to interview about a
question raised by your topic. Select one adult, one classmate, and a
third person of your choice. Give each person a brief summary of
the topic you will be writing about. Ask each persons opinion on a
general question that will help you write a newspaper article on
your topic. Using topic 4, for example, you might ask, Do you
think luck or hard work is more important? Take notes on their
answers and weave their opinions into your article.

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Section C. Make a Plan

1. Clarify any class requirements.
Project due date

Interim deadlines
Research beyond the textbook
A. sources required C. none
B. recommended D. other
Source documentation
A. required for all research C. none
B. required for quotations D. other
2. Choose your topic from Section A.
Topic
3. Choose your project from Section B.
Project
4. Decide whether you will be working alone or with others.

alone partner group

5. If you will be working with others, meet with all the participants to
decide on the authors and selections that you will focus on.
Authors
Selections
6. At this meeting or for your own project, determine whether there

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

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

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

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

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Academic Vocabulary Development

Introduction
Discussing and writing about literature is easier if you have the right
words at hand. This units Academic Vocabulary words can help you
analyze and comment on the selections, going beyond such responses
as, I liked it or That was boring. In the following activity, you will
use this units words to talk about character, mood, and plot.
Unit 1 Academic Vocabulary

ensured v. made sure or certain
alternative n. a choice of one or two possibilities
negative adj. unpleasant or disagreeable
justified adj. having a sufficient or logical reason for doing something
assists v. gives help or support to someone or something
benefits v. is helpful or useful to
ACT I VI T Y
Directions Use the boldface vocabulary words in your answers to these questions.
1. Read the following quote from Amigo Brothers. Does it show that
Piri Thomass claim that either boxer could win is justified? Has he
ensured that you wont think one of the boxers is better than the

other?
Each had won two gold-plated medals The difference was
in their style. Antonios lean form and long reach made him the
better boxer, while Felixs short and muscular frame made him
the better slugger.

Name Class Date
Academic Vocabulary, cont.

2. In the following quote from Rikki-tikki-tavi, what has Rudyard
Kipling done to create a negative feeling about Nag?
Then inch by inch out of the grass rose up the head and spread
the hood of Nag, the big black cobra, and he was five feet long
from tongue to tail. He looked at Rikki-tikki with the wicked
snakes eyes that never change their expression.
3. In several of the stories in this unit, a character must choose

between one alternative and another. Choose two stories in which
a character benefits from the choice he or she has made. For
example, you can discuss the millers choice to give lead to the
fisherman in The Force of Luck. Or, you can discuss the
Englishmans choice to keep Rikki-tikki-tavi in the house in
Rikki-tikki-tavi. Explain how the character benefits.
4. Show how the setting of The Highwayman, including the

weather and time of day, assists in creating the mood.
5. Compare two stories in which you feel the main characters actions
are justified. Explain why you think so. For example, you can
compare the actions of the woman in Thank You, Mam to the
actions of the young farmer in The Wise Old Woman.

PART
Family
1
Friends and

Name Class Date
English Language Coach, Part 1

Verb Tenses: Present, Past, and Future
Verb tense tells when an action happened. The stories in Part 1 mostly
use past tense verbs because they are set in the past. They also use
present and future tense verbs to let readers know when things
happen.
Present Tense Example: Lou hears the airplane overhead.
The present tense of a verb names an action that is happening now or
happens regularly. It can also express a general truth.
Past Tense Example: The teacher graded papers yesterday.
The past tense of a verb names an action that already happened.
Future Tense Example: They will see the play tomorrow night.
The future tense of a verb names an action that will take place in the
future. In the future tense, the word will is used before the verb.
ACT I V I T Y
Directions Draw one line under each verb and write its tense (present, past, or future) in the
blank.
1. Toby will write a great paragraph tomorrow.
2. Marco ate a nutritious breakfast.
3. Carlas cat always hides underneath the couch.
4. Mr. Greene always knew he would be a teacher.
5. Koala bears eat mainly eucalyptus leaves.
6. The ducks flew over my house yesterday.
7. Ms. Jones makes tasty salads.
8. The crew will build a new bridge.
9. The baseball fell to the ground.
10. The class will work with computers today.

Name Class Date
Summary/Resumen (p. 8)
The Wise Old Woman YOSHIKO UCHIDA
A young lord banishes people over the age of seventy from an ancient
Japanese village. A young farmer hides his mother because he cannot
bear to part with her when she turns seventy-one. Two years later, a
lord from a nearby town threatens to conquer the village unless the
villagers can accomplish three difficult tasks. The young farmers
mother quickly comes up with a solution to each of the tasks, and the
village is saved. When the cruel lord finds out that an old person
provided the answers, he realizes that he was wrong to send all the
old people away and that old people have a great deal of wisdom.
From then on, nobody else is forced to leave the village when they
grow old.
La anciana sabia
Un joven seor feudal destierra a todas las personas de ms de setenta
aos de una antigua aldea japonesa. Un joven campesino esconde a su

madre porque no puede hacerse a la idea de separarse de ella cuando
cumpla los setenta y uno. Dos aos despus, el seor feudal de un
poblado vecino amenaza con conquistar la aldea a menos que los
aldeanos puedan cumplir con tres difciles tareas. La madre del joven
campesino halla una solucin rpida a cada una de las tareas, y as se
salva la aldea. Cuando el cruel seor encuentra que una persona
anciana brind las respuestas, se da cuenta de su error en desterrar a
todos los ancianos, y de que los ancianos poseen una gran sabidura.
A partir de ese momento, no se obliga a nadie a abandonar la aldea
cuando envejece.

Name Class Date
Tom Tat (p. 8)

Ngi Phu N Gia Thong Thai YOSHIKO UCHIDA
Mot chua at tre tuoi tai mot ngoi lang co xa Nhat Ban uoi ra khoi
lang nhng ai tren bay mi tuoi. Mot nong dan tre giau me mnh i v
anh khong the chu c canh chia xa ngi me khi ba bc sang tuoi
bay mot. Hai nam sau, mot chua at th tran gan o doa xam chiem
ngoi lang tr khi ngi trong lang co the hoan tat ba li thach o kho
khan. Me cua ngi nong dan tre nhanh chong ngh ra ba giai phap cho
ba li thach o o va nh vay ngoi lang a thoat nan. Khi v chua at
hung bao biet c rang chnh mot ngi gia a a ra ba cau giai ap,
anh ta nhan ra rang mnh a sai khi uoi tat ca ngi gia trong lang va
rang ngi gia co rat nhieu hieu biet. Ke t o, khong ai khac b buoc
ri khoi lang khi ho ve gia na.

Name Class Date
Buod (p. 8)
Ang Marunong na Matandang Babae YOSHIKO UCHIDA
Pinalalayas ng isang batang pinuno ang mga taong lampas ng pitumpung-

taong gulang mula sa isang sinaunang bayan sa Japan. Itinago ng isang
batang magsasaka ang kanyang ina dahil hindi niya matiis na
magkahiwalay sila kapag itoy nagpitumput-isang taong gulang. Makaraan
ang dalawang taon, nagbanta ang isang pinuno mula sa tabing bayan.
Sasakupin daw nito ang bayan kung hindi nagawa ng mga taga-nayon ang
tatlong mahirap na gawain. Mabilis na nakapag-isip ng solusyon para sa
bawat isang gawain ang ina ng magsasaka at samakatwid ay nailigtas nito
ang bayan. Nang nalaman ng malupt na pinuno na isang matanda ang
nagbigay ng mga sagot, naunawaan niya ang kanyang pagkakamaling
palayasin ang lahat ng matatanda at na ang mga matatanda ay maraming
nalalaman. Mula noon ay walang sinuman ang pinuwersang umalis sa
bayan pagtand nila.

Name Class Date
(p. 8)
YOSHIKO UCHIDA


Name Class Date
Rezime Seleksyon (p. 8)

Vye Madanm Saj la YOSHIKO UCHIDA
Yon jn sey entdi moun ki gen plis pase swasant-dis ane nan yon ansyen
vilaj japon. Yon jn kiltivat kache manman li poutt li pa kapab sipte
separe avk li l l ap gen swasant-onz ane. De ane apre, yon sey nan yon ti
vil vwazen menase pou li konkeri vilaj la sof si abitan vilaj la kapab akonpli
twa tach difisil. Manman jn kiltivat a jwenn yon solisyon byen vit pou
chak tach, epi vilaj la sove. L sey mechan dekouvri se yon vye granmoun
ki te bay repons yo, li reyalize li pa t dwe voye tout vye granmoun yo ale
epi vye granmoun gen anpil sajs. Depi l sa a, psn lt pa janm oblije kite
vilaj la l yo vin vye granmoun.

Name Class Date
Zuag Tswvyim (p. 8)

Tus Pog Laus Ntse YOSHIKO UCHIDA
Ib tug huabtais hluas txwv tsis pub cov neeg muaj hnub nyoog xya caum
xyoo nyob rau Zibpeeb ib lub zos. Muaj ib tug hluas neeg liaj teb tau muab
nws niam zais vim nws tsis xav kom nws niam ncaim mus thaum muaj xya
caum-ib xyoos. Ob xyoos tom qab, muaj ib tug huabtais nyob ze ntawd yuav
tuaj caij tsuj lawv lub zos yog lawv ua tsis tau peb yam txuj tiav rau nws.
Tus hluas ntawd leej niam thiaj tawm tau peb lub tswv yim los rau peb
qhov txuj ntawd, thiab ua rau lub zos tsis raug teeb meem. Thaum tus
huabtais phem ntawd hnov txog tus neeg laus peb lub tswv yim, nws mam
rov ras tias qhov nws xa txhua tus neeg laus tawm tsis yog lawm thiab cov
neeg laus muaj zoo laj lim tswv yim. Thaum ntawd los, tsis muaj cov laus
raug xa tawm lub zos mus lawm.

Name Class Date
Literary Element (page 8)

Narrator and Point of View
In literary works, the narrator is the person who tells the story. The
narrator may be a character in the story, a voice outside the story, or
the author. Point of view is the narrators relationship to the story. In
a story using first-person point of view, the narrator is a character in
the story. The reader sees everything through that characters eyes. In
a story with a limited third-person point of view, the narrator is
outside the story and reveals the thoughts and feelings of only one
character. In a story with an omniscient point of view, the narrator is
outside the story and may reveal any kind of information, along with
the thoughts of several characters.
ACT I VI T Y
Directions In the left column, list details or quotations that show the limited third-person point
of view in The Wise Old Woman. In the right column, explain how the story would change if it
were told from the cruel young lords point of view.
Detail Effect of Point of View

The lord fearfully punished anyone If the young lord were the narrator, he
who disobeyed him, and so villagers would be happy to have a village of

who turned seventy-one were tearfully only young, strong people.
carried into the mountains
1. 2.
3. 4.
5. 6.

Name Class Date
Reading Skill (page 8)

Identify Cause-and-Effect Relationships
In a cause-and-effect relationship, one event or action causes another

event or action. For example, a character does something wrong (cause)
and then feels guilty about what he or she did (effect). Identifying
cause-and-effect relationships helps readers understand the reasons
why events happen and why characters act in certain ways.
To identify cause-and-effect relationships, think about the connection
between events or actions and the resulting outcomes. Ask yourself
why things happen in the story and how events affect characters.
ACT I V I T Y
Directions In this chart, the first four boxes show sample cause-and-effect connections from
The Wise Old Woman. Return to the story and continue charting causes and effects. An effect
can be repeated as the next cause.
Cause Effect
The young lord does not feel that old He makes a decree that anyone over
people are useful to the village. the age of seventy-one must be taken
to the mountains and left there.
The farmers mother turns The farmer must take his mother to
seventy-one. the mountains and leave her there.
1. 2.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Continue analyzing cause-and-effect in the story. For this activity, ask
your teacher for a copy of the If-Then Graphic Organizer.

Name Class Date
Selection Vocabulary Practice (page 8)

Vocabulary
haughtily adv. in a way that shows too much pride in oneself and scorn for others
banished v. forced someone to leave a country or community
commotion n. noisy confusion
commended v. expressed approval of
undoubtedly adv. without a question, definitely
Exercise A Practice with Word Usage

For each underlined word, write the letter of the definition in the space.
1. Marcus declared haughtily that A. congratulated
his test score was the highest.
2. The manager decided that dogs B. with two much pride
were banished from entering
the store.
3. The firefighter was commended C. forbidden
for bravery.
Exercise B Applying Meanings

Write the word from the vocabulary box above that belongs in each sentence.
1. It was hard to hear the coach through all the at

the game.
2. The teacher my performance on last weeks

quiz.
3. The poodle stepped over the puddle.
4. Mr. Jenkins will take his children to the zoo

tomorrow.
Exercise C Responding to the Selection

On the back of this sheet, pretend you are the young lord and explain how your attitude has
changed. Explain how you felt before and what lesson you have learned. Use all FIVE vocabulary
words.

Name Class Date
Vocabulary Strategy (page 8)

Context Clues: Denition and Example
Once more the lord commended the young farmer and

rewarded him with many pieces of gold. You are a brilliant
man and you have saved our village again, he said gratefully.
Yoshiko Uchida, The Wise Old Woman
Connecting to Literature The word commended may be unfamiliar to

you, but you can determine the words meaning based on the other
words around it. These other words provide context clues. Context is
the sentence or group of sentences in which a word appears. The
context often provides clues as to what an unfamiliar word means.
Writers use several types of context clues to help readers, including
the following.
Definition: The mayor commended, or rewarded, our hard work.
The writer provides a definition: rewarded.
Example: The principal commended her by giving her flowers and a plaque.
In this sentence we can see what commended means by reading an
example of someone being commended.
ACT I V I T Y
Directions Use context clues to determine the meaning of each underlined word. Write a short
definition for each.
1. The lord made a decree, so the people did not have a choice other
than to follow it.
2. It was a loathsome situation. All of the old people in the village
were sent away.

3. Lord Higas threats made all of the people timorous.
4. The old womans acumen, or intelligence, helped save the entire
village.
5. He walked haughtily through the room, bragging about his new
outfit.

Name Class Date
Grammar Practice (page 8)

Kinds of Sentences: Declarative and Interrogative
A sentence is a group of words that expresses a complete thought. Different kinds

of sentences have different purposes. A declarative sentence makes a statement. It
begins with a capital letter and ends with a period. An interrogative sentence asks
a question. It begins with a capital letter and ends with a question mark.
My hobby is reading mystery books. (declarative)
Have you read the latest Nancy Drew book? (interrogative)
ACT I VI T Y
Directions Write in the blank dec. before each declarative sentence and int. before each
interrogative sentence.
1. The Wise Old Woman takes place a long time ago.
2. How does the cruel young lord feel about old

people?
3. How old is the mother in the story?

4. The mother knows it is her time to leave the village
and go to the mountains.
5. Why does the mother break off small twigs as she

and her son walk through the woods?
6. The farmer decides to hide his mother under his

house.
7. The mother is able to solve the riddle about the

ropes of ash.
8. What is the second riddle that the mother solves?
9. Who does the cruel young lord think solved the

riddles?
10. The story talks about wisdom and age.

Name Class Date
Selection Quick Check (page 8)

Read each of the following questions. Answer each question in a complete sentence.
1. Describe the setting of The Wise Old Woman.
2. What gradually happens to the elderly people in the cruel lords

village?
3. What does the wise old woman do for her son as he carries her to
the mountains to die?
4. How does the son hide his mother for two years?
5. What does the mother do for her son later in the story? What is the
end result of her actions?

Name Class Date
Prueba Rpida (pg. 8)

La anciana sabia YOSHIKO UCHIDA
Lea cada pregunta y contstela con una oracin completa.
1. Describe el ambiente fsico de The Wise Old Woman.
2. Qu le sucede gradualmente a los ancianos en el pueblo del cruel

seor?
3. Qu hace la anciana sabia por su hijo mientras l la lleva a morir a

las montaas?

4. Cmo esconde el hijo a su madre durante dos aos?
5. Qu hace la madre por el hijo ms tarde en el cuento? Cul es el

resultado final de sus acciones?

Name Class Date

Amigo Brothers PIRI THOMAS
The friendship of Antonio and Felix is tested when the two teenaged
boys face each other in a boxing match. Neither one wants to fight
against his best friend, but they both want to win the match. They
promise each other that they will act like strangers in the ring.
Because they usually train together, each one knows the others
strengths and weaknesses as a boxer. In the ring during their match
each one fights his hardest, but with good sportsmanship. Their story
sheds light on the ingredients included in a true friendship.
Amigos como hermanos

La amistad de Antonio y Flix se pone a prueba cuando los dos
adolescentes se enfrentan en una pelea de boxeo. Ninguno de los dos
quiere pelear con su mejor amigo, pero ambos quieren ganar la pelea.
Ellos se prometen uno al otro que se comportarn como extraos en
el cuadriltero. Como generalmente entrenan juntos, cada uno de
ellos conoce los puntos fuertes y dbiles del otro como boxeador. Ya
en el cuadriltero, durante la pelea, cada uno lucha al mximo de sus
fuerzas, pero con un buen espritu deportivo. Su historia arroja luz
sobre los ingredientes que se necesitan para una verdadera amistad.

Name Class Date
Tom Tat (p. 18)

Anh Em Be Ban PIRI THOMAS
Tnh ban cua Antonio va Felix b th thach khi hai cau thieu nien phai
au vi nhau trong mot tran quyen anh. Ca hai eu khong muon au
vi ngi ban than nhat cua mnh, nhng lai muon gianh chien thang
trong tran au. Ho ha vi nhau se coi nhau nh ngi la tren san au.
Do hai ngi thng xuyen luyen tap cung nhau nen ho biet ro ve cac
iem yeu va iem manh cua nhau trong au quyen anh. Trong luc tran
au dien ra tren san, ca hai eu co gang het sc nhng vi tinh than
thng vo. Cau chuyen cua ho cho chung ta hieu them ve cac nhan to
cau thanh nen mot tnh ban thc s.

Name Class Date
Buod (p. 18)

Ang Mga Magkakapatid na Amigo PIRI THOMAS
Ang pagiging magkaibigan ni Antonio at Felix ay nasubukan nang ang

dalawang teenager ay nagharap sa boxing. Ni isa sa kanila ang gustong
makipag-boxing sa kanyang pinakamatalik na kaibigan, pero gusto nilang
dalawang manalo. Nangako sila sa isat-isa na magkukunwari sila na hindi
sila magkakilala sa ring. Dahil karaniwan silang sabay magpraktis, alam ng
bawat isa sa kanila ang mga lakas at mga kahinaan noong kabila bilang
boxingero. Nang silay nasa ring at nagbo-boxing, ang bawat isa ay
lumaban sa kanyang pinaka-makakaya, pero nang galante pa rin. Ang
kanilang kuwento ay nagbibigay-paliwanag sa kung ano ang kinakailangan
sa tunay na pagiging magkaibigan.

Name Class Date
(p. 18)
PIRI THOMAS
AntonioFelix

Name Class Date

Fr Amigo yo PIRI THOMAS
Amitye ant Antonio ak Felix teste l de adolesan yo f fas youn ak lt nan

yon match bks. Okenn nan yo pa vle batay ak pi bon zanmi li, men toude
vle genyen match la. Yo pwomt youn lt y ap aji tankou etranje nan ring
nan. Poutt yo konn antrene ansanm, chak moun konn fs ak febls lt la
km boks. Nan ring nan, pandan match yo a, chak moun batay di otan yo
kapab, men ak bon lespri esptif. Istwa yo a mete limy sou engredyan ki f
pati yon vr amitye.

Name Class Date
Zuag Tswvyim (p. 18)

Ob tug Kwv Tij Mev PIRI THOMAS
Txoj kev phooj ywg ntawm ob tug tub hluas Antonio thiab Felix yog ib txoj
kev sib tw thaum nkawd los tawm ntsej tawm muag sib ntaus nyob saum
sam thiaj. Nkawd tsis xav sib ntaus tabsis ob leeg puav leej xav yeej tib yam
nkaus. Nkawd sib cog lus tias nkawd yuav coj li tsis sib paub thaum nyob
saum sam thiaj. Vim qhov nkawd kawm uake, nkawd ib leeg paub ib leeg
zoo hais txog kev sib ntaus. Nyob saum sam thiaj nkawd siv zog heev li,
tabsis tsuas yog kev sib tw xwb. Nkawd zaj dabneeg nov ua rau muaj kev
pom deb heev ntawm txoj kev phoojywg zoo.

Name Class Date

Plot
Plot is the sequence of events in a story. A struggle between two

opposing forces is usually at the center of a plot. This struggle is
called conflict. Conflict is an important part of a story because it
moves the plot forward. An external conflict exists when a character
struggles against some outside force, such as another person, nature,
society, or fate. A character who is torn between his or her own
opposing feelings or goals is experiencing an internal conflict. For
example, a character may feel torn between loyalty towards a group
of friends and the desire to help an outsider.
ACT I V I T Y
Directions Conflict is the part of the story that drives the plot forward. In the chart below,
identify and explain at least one conflict for each of the main characters, Antonio and Felix.
Character Conflict Internal or External?

Antonio 1. 2.
Felix 3. 4.

Name Class Date
Reading Strategy (page 18)

Connect to Personal Experience
Connecting is finding the links between one thing and another.

When you meet a person for the first time, he or she may remind you
of someone else you know. You connect the two people by thinking
about how they are alike. When you read, you can think about how
the selection you are reading connects to your own personal
experiences. Connecting is important because it helps you understand
the world around you. It can also help you understand what you read.
Good readers make connections to their own experiences.
ACT I VI T Y
Directions In this chart, write down feelings that the characters have in Amigo Brothers.
Then write about when you, or others you know or have read about, had similar feelings.
Characters Feelings My Connections

Felix is worried about the fight when he I played my cousins school in
says, I think we both got something to basketball. We play the same position. I
say to each other. was nervous about playing against him.
1. 2.

3. 4.
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Continue charting Antonio and Felixs feelings, and your connections
with them, throughout the story. For this activity, ask your teacher for
a copy of the Two-Column Table Graphic Organizer.

Name Class Date

Vocabulary
devastating adj. causing a lot of pain, damage, or destruction; overwhelming
wary adj. cautious; on the alert
perpetual adj. constant; unceasing
improvise v. to invent or compose
evading v. keeping away or avoiding
Exercise A Practice with Synonyms

Write the letter of the synonyms, or words with nearly the same meaning, on the line next to
each vocabulary word. Use a dictionary or thesaurus if necessary.
1. devastating A. careful, observant
2. wary B. invent, throw together
3. improvise C. tragic, destructive
4. evading D. escaping, sidestepping

Write the vocabulary word that is most related to each of the following items or actions.
1. a machine that runs forever without stopping
2. a rabbit that is always watching for danger
3. a song that Albert made up on the spot
4. a tornado that moved through the center of town

Pretend that you are an announcer watching the boxing match between Felix and Antonio.
Write your commentary about the fight. Use at least FOUR vocabulary words.

Name Class Date

Context Clues: Restatement and Contrast
He cut negative thinking real quick by doing some speedy

dance steps The night air was blurred with perpetual
motions of left hooks and right crosses.
Piri Thomas, Amigo Brothers
Connecting to Literature The word perpetual may be unfamiliar to you,

but you can determine the words meaning based on the other words
around it. These other words provide context clues. Context is the
sentence or group of sentences in which a word appears. The context
often provides clues as to what an unfamiliar word means.
the following.
Restatement: All I could hear was the perpetual ticking of the clock. It went
on and on forever.
The writer has used another sentence to restate the idea.
Contrast: The alarm sounded only onceit wasnt perpetual like a police siren.
The reader can tell that something that is perpetual must be the

opposite of the way the alarm sounded.
ACT I VI T Y
Directions Use context clues to figure out what the underlined words mean. Write a short
definition for each.
1. The fighters, careful and quick, moved nimbly around the ring.
2. Instead of moving his arms carefully, he flailed them about wildly.
3. The fighters energy surged, and he felt a sudden burst of power.
4. They decided to spar rather than to have a serious fight.
5. The fans cheered with unbridled emotion. They were too excited to
contain themselves.

Name Class Date

Kinds of Sentences: Exclamatory and Imperative
The purpose of an exclamatory sentence is to express strong feeling. It begins with

a capital letter and ends with an exclamation point.
I aced the test! (exclamation)
An imperative sentence gives a command or makes a request. Its subject is not
stated directly, but is understood to be you. Imperative sentences also begin with a
capital letter and usually end with a period. A strong command may end with an
exclamation point.
(You) Put your essay on my desk when you are finished. (imperative)
(You) Give me a break! (strong imperative)
ACT I V I T Y
Directions Write in the blank exc. before each exclamatory sentence and imp. before each
imperative sentence. If a sentence is neither exclamatory nor imperative, write neither. If a
sentence could be either exclamatory or imperative, write imp. or exc.
1. I love boxing!
2. Be careful at the park.

3. Be careful!
4. Felix and Antonio are friends.
5. Go and watch the fight.
6. I cant wait to find out who wins!
7. Listen to me!
8. Explain what boxing is.
9. Who won the boxing match?
10. Only box if youve been trained to do it.

Name Class Date

1. How were Antonio and Felix different in physical appearance?
2. What did Antonio and Felix both dream of achieving?
3. What promise about when they got into the boxing ring did Felix
and Antonio make before the match?

4. Why did the fight take place in Tompkins Square Park?
5. What did Antonio and Felix do at the end of the fight?

Name Class Date

Amigos como hermanos PIRI THOMAS
1. Cmo eran diferentes Antonio y Felix, cuanto a sus aspectos?
2. Qu gan sueo tenan los dos?
3. De qu se trat la promesa hecha por Felix y Antonia ante de la

contienda acera de cuando entrarn en el cuadriltero?
4. Por qu tom lugar el encuentro de boxeo en el Parque Tompkins

Square?
5. Qu hicieron Antonio y Felix a la conclusin del encuentro de

boxeo?

Name Class Date
Grammar Workshop Practice

Sentence Combining
When you vary sentence structure, you write in a more lively and personal way.
Here are some ways you can combine sentences.
Prepositional Phrases: A prepositional phrase is a group of words that begins with
a preposition and ends with a noun or pronoun.
Appositives: An appositive is a noun or pronoun placed next to another noun or
pronoun to give additional information about it. An appositive phrase is an
appositive plus any words that modify it.
Coordinating Conjunction: Coordinating conjunctions join words or groups of
words with equal grammatical weight in a sentence. You can use coordinating
conjunctions to form compound sentences.
Subordinate Conjunction: Subordinate conjunctions join two clauses, or ideas, so
that one becomes dependent on the other. You can use subordinate conjunctions to
form complex sentences.
Adjective Clause: Adjective clauses are groups of words with a subject and a
predicate that modify a noun or pronoun.
ACT I VI T Y
Directions Write a sentence that combines the sentences using the provided grammar skill.

1. Martin was a doctor. Martin offered to help the man. (Appositive)
2. Mr. Nelson looked for a rare bird. Mr. Nelson went on a hike.
(Subordinating Conjunction: when)
3. Jasmine rode her bike. She rode around the block.

(Prepositional Phrase)
4. The advertisement interested my father. He went to the store

immediately. (Adjective Clause: who)
5. She could go to the park. She could go to the library. (Coordinating

Conjunction: or)

Name Class Date

Rikki-Tikki-Tavi RUDYARD KIPLING
A young mongoose in India named Rikki-tikki-tavi gets separated

from his parents. He is adopted by a British family as a pet. Rikki-
tikki is an expert snake killer. Because the family is kind to him, he
decides it is his job to protect his new human family from the
dangerous snakes that live nearby. The most dangerous of these are
two large cobras named Nag and Nagaina. Rikki-tikki is nervous
about fighting the big cobras, but he gains confidence by killing a
smaller snake in the garden. The giant cobras decide that the best way
to get rid of the mongoose is to kill his human family. Rikki-tikki
learns of this plan and realizes that he must fight the cobras.
Rikki-Tikki-Tavi
Una pequea mangosta macho de la India llamada Rikki-tikki-tavi es
separada de sus padres. Una familia britnica la adopta como
mascota. Rikki-tikki es un experto matador de serpientes. Ya que la
familia lo trata con cario, l decide que es su responsabilidad el

proteger a su nueva familia humana contra las peligrosas serpientes
que viven en los alrededores. Las ms terribles de stas son dos
cobras gigantes llamadas Nag y Nagaina. Rikki-tikki se siente
nervioso de tener que pelear contra las cobras gigantes, pero gana
confianza despus de matar a una serpiente ms pequea en el jardn.
Las cobras gigantes deciden que la mejor manera de deshacerse de la
mangosta es matando a su familia humana. Rikki-tikki se entera de
su plan y se da cuenta de que no tiene otro remedio que enfrentarse a
las cobras.

Name Class Date
Tom Tat (p. 38)

Mot con mangut be An o co ten la Rikki-tikki-tavi b lac mat cha me.

No c mot gia nh ngi Anh nhan nuoi e lam vat canh trong nha.
Rikki-tikki la mot loai giet ran sieu hang. Do gia nh nay oi x that tot
vi no nen no quyet nh rang mnh phai co ngha vu bao ve gia nh
migia nh loai ngikhoi nhng con ran nguy hiem song gan o.
Nguy hiem nhat trong so o la hai con ran ho mang to ten la Nag va
Nagaina. Rikki-tikki lo lang ve viec anh nhau vi hai con ho mang to,
nhng no tr nen t tin hn sau khi giet c mot con ran nho trong
vn. Hai con ho mang to quyet nh rang cach tot nhat e tong kh
con mangut la giet gia nh nuoi no. Rikki-tikki biet c ke hoach nay
va hieu ra rang no phai au vi hai con ho mang.

Name Class Date
Buod (p. 38)

Ang isang batang mongoose sa India na nagngangalang Rikki-Tikki-Tavi ay

nahiwalay sa kanyang mga magulang. Siyay inampon ng isang British na
pamilya bilang isang alagang-hayop. Si Rikki-Tikki-Tavi ay ekspertong
tagapamatay ng ahas. Dahil mabait sa kanya ang pamilya, nagpasiya siya
na trabaho niya ang protektahan ang kanyang bagong pamilya mula sa
mga mapanganib na ahas na nakatira malapit doon. Ang
pinakamapanganib sa mga ito ay dalawang malalaking cobra na
nagngangalang Nag at Nagaina. Ninerbiyos si Rikki-tikki na labanan ang
dalawang malaking cobra, pero nagkaroon siya ng kompiyansa pagkatapos
patayin ang isang mas maliit na ahas sa hardin. Nagpasiya ang mga
higanteng cobra na ang pinakamainam gawin upang paalisin ang
mongoose ay ang patayin ang kanyang taong pamilya. Nalaman ni Rikki-
tikki ang planong ito at naunawaan niya na dapat niyang labanan ang mga
cobra.

Name Class Date
(p. 38)
RUDYARD KIPLING
Rikki-tikki-tavi
Rikki-tikki
NagNagaina
Rikki-tikki
Rikki-tikki

Name Class Date

Rikki Tikki Tavi RUDYARD KIPLING
Yon jenn mangous nan peyi Lenn ki rele Rikki tikki tavi vin separe ak
paran li. Yon fanmi angle adopte li km animal kay. Rikki tikki se yon esp
nan touye span. Poutt fanmi an janti avk li, li deside se djb li pou
pwoteje nouvo fanmi imen li an kont span danjere ki rete toupre yo. Pi
danjere a se de gwo kobra ki rele Nag ak Nagaina. Rikki tikki yon ti jan p
batay ak gwo kobra yo, men li jwenn konfyans nan tt li l li touye yon
span ki pi piti nan jaden an. Kobra jeyan yo deside pi bon manny pou
debarase yo de mangous la se touye fanmi imen li a. Rikki tikki vin konn
plan sa a epi li reyalize li dwe batay ak kobra yo.

Name Class Date

Muaj ib tug menyuam lau os hu ua Rikki-tikki-tavi raug cais ntawm nws

niam thiab txiv lawm. Nws raug mus ua ib yim neeg Askiv tus tsiaj. Rikki-
tikki tom nab zoo heev. Vim yim neeg zoo rau nws heev, nws txaus siab tiv
thaiv yim neeg ntawm cov nab uas nyob ze thaj tsam ntawd. Qhov ua phom
sij tshaj yog ob tug nab raj kub sai loj hu ua Nag thiab Nagaina. Rikki-tikki
ntshai tawm tsam cov nab raj kub sai loj, tabsis nws muaj peev xwm heev
tomqab tom cov nab me tom vaj. Ob tug txiav txim siab tias yuav kom
txhob muaj tus os yuav tsum tom yim neeg. Rikki-tikki paub txog lub hom
phiaj nov thiab nws yuav tsum tawm tsam ob tug nab.

Name Class Date

Setting
Rikki-tikki-tavi RUDYARD KIPLING
Setting is the time and place in which the events of a story occur.
Setting includes values, traditions, and customs that are connected to
the time and place of a story. Writers use setting to create atmosphere,
or mood. For example, a writer may use a stormy night and a run-
down house to create a gloomy setting for a mystery story.
ACT I V I T Y
Directions In the first column, list story details that describe the setting of Rikki-tikki-tavi.
In the second column, identify the mood or feeling the details help create and tell why you think
so. The first row in the chart below gives an example from the story.
Setting Details Mood

It was a large garden, only half The garden looks beautiful but also very
cultivated, with bushes as big as wild. This means it might be dangerous.
summer houses of roses, lime and Many wild animals could live there.
orange trees, clumps of bamboos, and
thickets of high grass.
1. 2.
3. 4.

Name Class Date

Identify Sequence
Identifying sequence helps you understand the order, or sequence, of

events in a story. The events in a story usually take place in
chronological order, or time order. Identifying sequence is important
because it helps you to keep track of what is happening in a story.
To identify sequence, look for signal words that help you identify the
order in which events occurred. Some signal words are meanwhile,
before, after, later, first, then, earlier, next, eventually, and last.
ACT I VI T Y
Directions The events in Rikki-tikki-tavi take place in chronological order. Read the first two
completed events in the chart. Complete the third event. Write the fourth main event in the box.
The family takes Rikki-tikki-tavi into the house to let him dry off after the flood.
Rikki-tikki-tavi goes out to explore the garden.

Rikki-tikki-tavi meets
Ask your teacher for a copy of the Sequence Graphic Organizer. Use it
to continue keeping track of the events in the story.

Name Class Date

Vocabulary
restless adj. nervous, unable to keep still
cultivated adj. prepared for growing plants and free from weeds
cower v. to crouch or draw back in fear
valiant adj. brave; courageous
Exercise A Practice with Word Usage

Use what you know about word endings, parts of speech, and meaning to choose the vocabulary
word that completes each sentence.
1. Alicia made a effort to help her cat down from

the tree.
2. After the garden was , Mr. Turner began

carefully planting seeds.
3. The dog does not like to have a bath, so it will

in the corner.
4. Carlos sat quietly for several hours, but eventually he grew


Write the vocabulary word that best completes each group of words or terms.
1. upset, active, anxious,
2. strong, helpful, fearless,
3. flinch, tremble, recoil,

On the back of this sheet, write an additional scene about Rikki-tikki walking through the garden
after his victory. Use all FOUR of the vocabulary words.

Name Class Date

Multiple-Meaning Words: Distinguishing Denitions
Rikki braced his back against the bulge of the red

earthenware to hold down the head. This gave him just one
seconds purchase, and he made the most of it.
Rudyard Kipling, Rikki-tikki-tavi
Connecting to Literature Many words have more than one meaning.

The word purchase, which can refer to buying something, a thing
obtained or bought, or a means of exerting force, is a multiple-
meaning word. Multiple-meaning words have several definitions
listed within a single dictionary entry.
Word Meanings Examples

return to come back to a former Nagaina wants Rikki-tikki-tavi to
place return the egg.
a profit from an investment The Englishman feels that he has

gotten a good return from keeping
Rikki-tikki-tavi.

ACT I VI T Y
Directions Look at the definition for each word. Circle the letter of the sentence that uses a
different meaning for the word.
1. swayed: to swing back and forth
A. Nag would not be swayed against attacking the family.
B. Darzees nest swayed in the breeze.
2. cultivated: refined; educated

A. Rikkis mother was cultivated and taught him how to behave.
B. The garden was cultivated and ready to be planted.
3. battered: to coat with a flour mixture for cooking

A. Teddys mother battered the fish for dinner.
B. Nag thrashed and battered Rikki against the wall.
4. litter: scattered trash or objects

A. Nagaina wanted to protect her litter from being attacked.
B. There was litter all over the front yard.

Name Class Date

Subjects and Predicates
Every sentence has a subject and a predicate, which together express a complete
thought. The subject of a sentence tells whom or what the sentence is about. The
predicate of the sentence tells what the subject does or has. It can also tell what the
subject is or is like.
The simple subject, usually a noun or a pronoun, is the main word or group of
words in the complete subject. The complete subject is the simple subject with all of
its modifiers. The simple predicate, which is always a verb, is the main word or
group of words in the complete predicate. The complete predicate is the simple
predicate with all of its modifiers.
SUBJECT PREDICATE
SIMPLE The noise of the thunder scared the children.
COMPLETE The noise of the thunder scared the children.
ACT I V I T Y
Directions Read the sentences below. On line A, write the last word of the complete subject
and the first word of the complete predicate. On line B, write the simple subject. On line C,
write the simple predicate.
1. The garden at the house is only half cultivated.
A.
B. C.
2. Rikki-tikki-tavi is a mongoose.
A.
B. C.
3. Few people know what a mongoose is.
A.
B. C.
4. A mongoose turns red when angry.
A.
B. C.

Name Class Date

1. What kind of animal is Rikki-tikki-tavi?
2. What is the name of the boy who finds Rikki-tikki-tavi?
3. What is the name of the tailorbird?

4. What does Rikki-tikki-tavi find in the melon bed by the wall?
5. Where does Rikki-tikki-tavi kill Nagaina?

Name Class Date

1. Qu tipo de animal es Rikki-tikki-tavi?
2. Cul es el nombre del nio que encuentra a Rikki-tikki-tavi?
3. Cul es el nombre del pjaro tejedor?

4. Qu encuentra Rikki-tikki-tavi en el melonar junto a la pared?
5. Dnde mata Rikki-tikki-tavi a Nagaina?

Name Class Date

The Highwayman ALFRED NOYES
Bess, an innkeepers daughter, is in love with the Highwayman, who

visits her every night. A troop of British soldiers come to the inn,
where they use Bess as bait to lure the Highwayman near so that he
can be killed. They have tied Bess up with a musket pointed at her.
Bess manages to get her finger on the trigger of the gun. She pulls the
trigger, killing herself so that the sound of the musket going off will
warn the Highwayman of the impending danger. When he realizes
that Bess is dead, the Highwayman tries to avenge her death, which
leads to his death, too.
El ladrn de caminos
Bess, la hija de un posadero, est enamorada del ladrn de caminos,
que la visita todas las noches. Una tropa de soldados britnicos acude
a la posada, donde utilizan a Bess como seuelo para atraer al ladrn
de caminos a las cercanas y as poder matarlo. Ellos han atado a Bess

con un mosquete apuntado hacia ella. Bess se las arregla para colocar
su dedo en el gatillo del arma. Ella jala el gatillo y se mata, para que el
ruido del mosquete al dispararse alerte al ladrn del peligro que lo
acecha. Cuando l se da cuenta de que Bess ha muerto, el ladrn trata
de vengar su muerte, lo cual lo conduce a la suya propia.

Name Class Date
Tom Tat (p. 60)

Ke Cp ng ALFRED NOYES
Bess, con gai mot ngi chu quan tro, yeu mot Ke Cp ng, ngi
thng en tham co hang em. Mot toan lnh Anh en quan tro va s
dung Bess lam moi e du Ke Cp ng ti gan e giet anh ta. Ho
troi Bess vao mot cay sung hoa mai sao cho hong sung cha vao ngc
co. Bess co gang cham tay c vao co sung, roi keo co t sat e tieng
sung no se canh bao cho ngi yeu mnh ve moi hiem nguy ang chc
ch. Khi biet c Bess a chet, Ke Cp ng co gang tra thu cho
cai chet cua co va v vay anh cung khong gi c tnh mang.

Name Class Date
Buod (p. 60)

Ang Highwayman ALFRED NOYES
Si Bess, ang anak na babae ng may-ari ng inn, ay gabi-gabing binibisita ng

kanyang minamahal na Highwayman. May isang grupo ng British na
sundalo ang nagpunta sa inn kung saan ginamit nila si Bess bilang pain
upang makuha ang Highwayman upang mapatay nila siya. Tinali nili si
Bess at tinutukan ito ng baril. Nailagay ni Bess ang kanyang daliri sa
kalabitan ng baril. Hinatak niya ang kalabitan at pinatay niya ang kanyang
sarili upang ang tunog ay magbigay-babal sa Highwayman upang
malaman nito na may panganib. Nang nalaman niya na patay si Bess,
sinubukang ipaghiganti ng Highwayman ang kanyang kamatayan, at itoy
nauwi rin sa kanyang kamatayan.

Name Class Date
(p. 60)
ALFRED NOYES
Bess Highwayman
B e s s
HighwaymanBess
Bess
Highwayman Highwayman
Bess

Name Class Date

Bandi Gran Chemen an ALFRED NOYES
Bess, pitit yon otelye, damou ak Bandi Gran Chemen an, ki vin w li chak
nwit. Yon twoup slda angle vin nan otl la, kote yo svi ak Bess pou atire
Bandi Gran Chemen an toupre pou yo kapab touye li. Yo mare Bess ak yon
mouskt pwente sou li. Bess reyisi mete dwt li sou gacht zam nan. Li
pouse gacht la, touye tt li pou son mouskt ki pati a ka avti Bandi Gran
Chemen an de danje a. L li reyalize Bess mouri, Bandi Gran Chemen an
eseye vanje li, sa ki mennen lanm li tou.

Name Class Date

Tus Tub Ceevxwm ALFRED NOYES
Bess, ib tus neeg saib vaj tsev tus ntxhais, muaj kev hlub nrog tus tub
Ceevxwm, uas niaj hmo tuaj saib nws. Ib pab tub rog Aakiv tuaj hauv lub
tsev, qhov chaw lawv siv Bess los ua tus kab ntxias kom tub Ceevxwm tuaj
raug tua. Lawv muab Bess khi nrog rau rab phom tig caws tuaj rau nws.
Bess ncav mus nyem tus qib phom. Nws nyem tus qib phom, tua nws tus
kheej kom phom nrov es tus tub Ceevxwm thiaj ceev faj txog kev phom sij.
Thaum tus tub Ceevxwm paub tias Bess tuag lawm, nws npaj pauj rau nws
tus hluas nkauj, nov ua rau nws tuag, thiab.

Name Class Date

Narrative Poetry
Narrative poetry tells a story. The narrator of a narrative poem is the

person telling the story. Narrative poems share many of the narrative
elements of short stories, including plot and setting. The plot is the
sequence of events in the poem. The time and place in which the
action occurs make up the setting. Plot and setting are important
elements of narrative poetry because they help create a vivid story.
The plot of The Highwayman twists and turns as it moves towards
its eerie ending. Details about the setting help readers to visualize the
action and sense the atmosphere or mood of the poem.
ACT I VI T Y
Directions In the first column, list setting information that contributes to the mood of The
Highwayman. In the second column, explain the mood or feeling that the details help create.
Setting Information Impact on the Mood

In the beginning it is dark, windy, and This setting suggests mystery and
cloudy. maybe danger. On a cloudy, windy
night, it is difficult to see and hard to

tell who or what makes noises.
1. 2.
3. 4.

Name Class Date

Summarize
When you summarize a piece of writing, you state the main ideas
and important details of the selection in your own words. You omit
unimportant details so that the summary is shorter than the original
piece. Summarizing helps readers explain a series of events and
shows that you understand what you have read. As you read, think
about who, what, when, where, why, and how events happen.
ACT I V I T Y
Directions Read the events or ideas from the poem in the first column. Answer the questions
in the second and third columns. Use the first row of the chart as a model.
Event or idea Is this important? Why? Use in a summary?

The highwayman rides to Yes, because this shows the yes
visit the landlords reader that the highwayman
daughter at night. and the landlords daughter are
important to each other. It also
shows that they are keeping
their relationship a secret.
Tim sees and hears the 1. 2.

highwayman and the
landlords daughter
talking.
The highwayman does 3. 4.

not return during the
next day.
Use a Three-Column Table Graphic Organizer to keep track of events
and ideas in the story. (Ask your teacher for a copy.)

Name Class Date

Compound Subjects and Predicates
A sentence may have more than one simple subject or simple predicate. Two or more
simple subjects that have the same predicate form a compound subject. The subjects
are joined by and, or, or but.
Keisha or Alex can fix that bike for you.
A compound predicate has two or more simple predicates, or verbs, that have the
same subject. The simple predicates are connected by and, or, or but.
Wasps drink nectar and eat other insects.
ACT I VI T Y
Directions Read the sentences below. On the line below each sentence, write whether it has
a compound subject or compound predicate. Then write each part of the compound subject or
predicate.
1. The highwayman clattered and clashed in the front yard.
2. The landlord and his daughter looked out the window.

3. The soldiers will come marching or riding horses.
4. The highwayman looks but cant find his love.
5. The horses or the dogs announced the highwaymans arrival.
6. When its windy or cloudy you can still hear the highwayman.
7. Late at night the highwayman hopes and watches for his love.
8. Sleet or rain is predicted.

Name Class Date

1. What did the highwayman do when he first arrived in the dark inn
yard?
2. What did Tim the ostler hear the highwayman say he would have
with him when he returned before the morning light?
3. After the soldiers had bound and gagged the landlords daughter,
what could she see through her casement?
4. When did the highwayman find out what happened to Bess?
5. What happened to the highwayman at the end of the poem?

Name Class Date

El ladrn de caminos ALFRED NOYES
1. Qu hizo el salteador cuando lleg por primera vez en el jardn
oscuro de la posada?
2. Qu es lo que Tim el posadero oy decir el salteador en cuanto a lo

que el salteador que iba a conseguir antes del amanecer?
3. Desous de que los soldados la haban atado y amordazado a la

hija del dueo, qu pudo ver ella por su ventana?

4. Cundo supo el salteador lo que se le haba pasado a Bess?
5. Qu se le pas al salteador al final del poema?

PART
2
Me, Myself, and I
Name Class Date

Singular and Plural Nouns
Nouns can be either singular or plural. The writers in Part 2 use
singular and plural nouns to help readers identify how many people,
places, things, or ideas they are describing.
Noun Example: student, students, desk, desks
A noun names a person, place, thing, or idea.
Singular Nouns Example: The student is sitting at his desk.
A singular noun names one person, place, thing, or idea.
Plural Noun Example: The students are sitting at their desks.
A plural noun names more than one person, place, thing, or idea.
Plural nouns are usually formed by adding -s or -es to the singular
noun.
ACT I VI T Y
Directions Write singular in the blank if the italicized word is a singular noun. Write plural if it
is plural.
1. The miller did not know the value of the jewels.
2. Two wealthy friends rode through a small village.

3. Folktales are often passed down from generation to
generation.
4. Hernando grabbed the rim of the basketball hoop.
5. Rey is an example of a good Samaritan.
6. My father is usually too tired to take off his boots.
7. The young birds grew to be much bigger as they got

older.
8. In the story, the birds run away in fear of the farmer.
9. The children told their mother about what the

farmer said.
10. A lark is a type of bird.

Name Class Date

The Good Samaritan RENE SALDANA JR.
Mr. Sanchez counts on Rey and his friends to help with yard work; in
return, Mr. Sanchez promises that the boys can play basketball and
swim in his pool. However, the boys soon find out that they cannot
count on Mr. Sanchezs promises. In the end, Rey is forced to decide if
he will be someone Mr. Sanchez can count on.
El buen samaritano
El seor Snchez cuenta con Rey y sus amigos para que lo ayuden
trabajando en su jardin. A cambio, el seor Snchez promete a los
muchachos que podrn jugar baloncesto all y nadar en su piscina.
No obstante, los muchachos se dan cuenta muy pronto
de que no pueden confiar en las promesas del seor Snchez.
Al final, Rey se ve forzado a decidir si el seor Snchez podr
seguir contando con l o no.

Name Class Date
Tom Tat (p. 72)

Ngi Lam Phuc RENE SALDANA JR.
Ong Sanchez nh Rey va cac ban cua cau giup lam viec trong san.
ap lai, ong Sanchez ha cho bon tre chi bong ro va bi trong ho bi
nha mnh. Tuy nhien, cac cau be nhanh chong phat hien ra rang khong
the tin c vao li ha cua ong Sanchez. Cuoi cung, Rey b buoc phai
quyet nh xem lieu mnh co phai la mot ngi ma ong Sanchez co the
trong cay vao hay khong.

Name Class Date
Buod (p. 72)

Ang Mabuting Samaritan RENE SALDANA JR.
Si Gg. Sanchez ay umaasa kay Rey at sa kanyang mga kaibigan na tulungan

siya sa trabaho sa hardin; bilang kapalit nito ay pinangakuan ni Gg.
Sanchez ang mga lalaki na makakapag-basketball at swimming sila sa
kanyang pool. Gayunman, nalaman ng mga lalaki na hindi nila maaasahan
si Gg. Sanchez na tuparin ang mga pangako. Sa kahulihan, si Rey ay
napilitang magpasiya kung siyay magiging isang taong maaasahan ni Gg.
Sanchez.

Name Class Date
(p. 72)
RENE SALDANA JR.
SanchezRey Sanchez
Sanchez Rey
Sanchez

Name Class Date

Bon Samariten an RENE SALDANA JR.
Mesye Sanchez konte sou Reny ak zanmi li pou yo ede li ak travay nan
lakou; poutt sa, Mesye Sanchez pwomt ti gason yo ap kapab jwe basktbl
ak naje nan pisin li an. Men, ti gason yo vin konnen byen vit yo pa kapab
konte sou pwoms Mesye Sanchez. Finalman, Reny oblije deside si li menm,
l ap yon moun Mesye Sanchez kapab konte sou li.

Name Class Date

Tus Neeg Zoo Ntseeg Siab Tau RENE SALDANA JR.
Yawg hlob Sanchez cia siab rau Rey thiab nws cov phooj ywg pab ua num
rau nws lub vaj; yog lawv kam, Yawg hlob Sanchez cog lus cia lawv mus
pov pob thiab da dej hauv nws lub pas dej. Tabsis, lawv paub tias lawv
yuav ntseeg tsis tau Yawg hlob Sanchez txoj kev cog lus. Thaum kawg, Rey
xav tias xyov nws puas yuav yog ib tug uas yawg hlob Sanchez cia siab rau
tau.

Name Class Date

Plot
The Good Samaritan REN SALDAA, JR.
A storys plot includes all the events that happen in the story. A plot
is usually organized around conflict, or a struggle between opposing
forces. The plot of a story begins with the exposition. The exposition
introduces the characters, setting, and conflict. The rising action
includes all the events that lead to the climax. The climax is the point
of greatest interest or suspense in a story. The falling action is all of
the events that happen after the climax. The resolution is the
conclusion, or the ending, of the story.
ACT I V I T Y
Directions Fill out the major events from the plot in the graphic organizer below. The
exposition has been completed as a model.
Exposition: Rey goes to the Snchez house, hoping to go for a swim.

1. Rising Action:
2. Climax:
3. Falling Action:
4. Conclusion:

Name Class Date

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

you read. You use the authors descriptions and details to imagine
characters, settings, and plot events. When you visualize, you are
better able to understand and remember what you read. To visualize,
pay attention to the sensory details that help you see the story. Try
to imagine the scene as if it were taking place in a movie.
ACT I VI T Y
Directions Use the chart to record the descriptive details in each part of the story. You can
sketch as well as write for some visual details. The first row is an example.
Event See Hear Feel

Asks a nice house, pictures Mrs. Snchez asking hot, tired, frustrated
to of the family all Rey to come back
Swim dressed up, a front tomorrow
porch
Cleans
the

Yard
Diggs
Holes
Continue recording details from the story. Ask your teacher for a
Three-Column Grid Graphic Organizer.

Name Class Date

Vocabulary
supervision n. the act of watching or overseeing others
standstill n. a stop in motion or progress
disrespect n. a lack of proper courtesy
ritual n. a set routine
Exercise A Practice with Synonyms and Antonyms

On each line, write whether the pairs of words are synonyms (words with nearly the same
meaning) or antonyms (words with nearly opposite meanings).
1. supervisionobservation
2. standstillprogression
3. disrespectimpoliteness
4. ritualtradition

If the vocabulary words could write, each of them might write one of the following books. Write
the word next to the book it would write.
1. Watching Over My Country
2. The End of Locomotion
3. Who Cares About Being Nice?

Pretend that you are Mr. Snchez. Write an explanation of the work the boys have done for you,
and the reason why you no longer want them to play on the basketball court. Use all FOUR of
the vocabulary words.

Name Class Date

Analyzing Word Parts: Compound Words and Root Words
The truck had just come to a standstill when Mr. Snchez

shot out of the drivers side. He ran up to usscreaming,
What are you guys doing here? You all cant be here when
Im not here.
Ren Saldaa, Jr., The Good Samaritan
Connecting to Literature When words are unfamiliar, we often use a

dictionary or context clues to help us understand. However, many
words contain clues to their own meanings. Familiar base words,
roots, prefixes, and suffixes can provide information about the
meaning of the word. You can analyze the word parts to help you
understand the meaning of the word.
Compound Word Base Words Meaning of Compound Word

standstill stand, still a stop in motion or progress
supervision super, vision the act of watching over others

Root Meaning of Root Sample Words
memor mindful remember, memory, memorable
mov/mot to move motor, emotion, remove
ACT I VI T Y
Directions Use what you know about word parts to analyze the words below. Then write a
definition for each word.
1. memorial:
2. freeload:
3. bookkeeper:
4. movable:
5. skyscraper:

Name Class Date

Sentence Fragments
A sentence must have a subject and a predicate and must express a complete
thought. A group of words that does not have both a subject and a predicate is an
incomplete sentence, or sentence fragment.
The truck, an old red one. (lacks a predicate)
Slowly climbed the steep hill. (lacks a subject)
On the country road outside of town. (lacks a subject and a predicate)
ACT I V I T Y
Directions Write sent. in the blank if the group of words is a sentence and write frag. if it is a
fragment.
1. Creaked open.
2. The afternoon light in the dark living room.
3. The weeds grew to three feet tall.
4. Playing basketball.
5. The boys want to play basketball.
6. Want to go swimming.
7. The hot summer months.
8. He remembered the look in his eyes.
9. In all directions.
10. Tomorrow, Orlies dad is having a barbecue.

Name Class Date

1. At the beginning of the selection, why was Rey sure that Orlando
was home?
2. What excuse did Mr. Snchez give for not letting the boys in the
pool after they had helped out with the yard work?
3. Why did Orlie eventually talk the boys into going back to the
basketball court when his dad wasnt home?

4. What was the problem Mr. Snchez was having with his truck?
5. When Rey saw Mr. Snchez trying to fix his truck, what did he see
that reminded him of his own father?

Name Class Date

El buen samaritano REN SALDAA, JR.
1. A principios de la lectura, por qu estaba seguro Rey que Orlando
estaba en casa?
2. Cul fue el pretexto dado por el seor Snchez por no permitir a

los chicos que nadaran en su piscina despus de que ellos le haban
ayudado con las tareas en su jardn?
3. Por qu convenci Orlie a los chicos que regresarn a la cancha de

baloncesto cuando no estaba en casa su pap?
4. Qu problema tena el Sr. Snchez con su camin?
5. Cuando Rey vi al Sr. Snchez tratando de reparar su camin, qu

vi Rey que la hizo pensar en su propio padre?

Name Class Date
Genre Focus (page 84)

Short Story
Short stories focus on a small number of events or on just one event.
Just like longer works of fiction, short stories include setting,
characters, plot, point of view, and theme. The point of view comes
from the narrator, and can be first-person or third-person. Short
stories often include dialogue as well.
Short stories, like longer works, can include direct characterization,
indirect characterization, or both. Read the following passage from
Seventh Grade and notice how the author uses direct
characterization to describe the protagonist, or main character, Victor.
Victor was too weak from failure to join the class. He stared at the
board and wished he had taken Spanish, not French. Better yet, he
wished he could start his life over. He had never been so
embarrassed. He bit his thumb until he tore off a sliver of skin.
ACT I VI T I ES
1. The Good Samaritan is written from a first-person point of view.
Seventh Grade is written from a third-person point of view.
Think about how point of view affects a story. How does the reader
learn about the characters, setting, and plot? What information is

left out that the reader may need? On the lines below, choose a
section of The Good Samaritan or Seventh Grade and rewrite it
using the opposite point of view.

Name Class Date
2. Choose two of the folktales or fables. Think about the setting,

characters, plot, point of view, and theme of both stories. Using the
Venn diagram below, compare the two stories. Write the titles of
the stories above the circles. Pay special attention to what you write
in the overlapping area. On the lines below the Venn diagram,
write a short paragraph explaining what you wrote in the
overlapping area, and whether or not you can make any statements
about folktales and fables in general.

Name Class Date

The Lark and Her Children and The Travelers and the Bear AESOP
A Lark whose eggs hatch in a wheat field is concerned because the

farmer is getting ready to harvest his wheat. She decides to wait
before moving her young because the farmer is waiting help
harvesting the wheat. When help doesnt arrive, the farmer tells his
sons that they will have to harvest the wheat themselves. Then the
mother Lark knows that she must get the young birds out of the
wheat field right away. In The Travelers and the Bear, a man learns
that being in danger is the true test of a persons character. The man is
walking with his friend in the woods when a bear appears. The mans
friend quickly climbs a tree, but is so worried about himself that he
doesnt help the man to climb the tree. The man lies down on the
ground and expects to be eaten by the bear. Instead, the bear
whispers in his ear that he should choose better friends.
La alondra y sus polluelos y Los viajeros y el oso

Una alondra que ha incubado sus huevos en un campo de trigo se
preocupa, debido a que el granjero se est preparando para segar el
trigo. Ella decide esperar antes de mudar a sus polluelos, ya que el
granjero est esperando que lo ayuden con la siega. Al ver que nunca
llega, el granjero dice a sus hijos que van a tener que segar el trigo por
s mismos. Entonces, la madre alondra se da cuenta de que tendr que
sacar a sus polluelos del trigal en seguida. En fbula, un hombre
aprende que el peligro es la verdadera prueba de fuego del carcter de
una persona. El hombre camina con su amigo por el bosque cuando
de pronto aparece un oso. El amigo se trepa rpidamente a un rbol,
pero est tan preocupado por s mismo que no ayuda al hombre a
subirse entonces este se acuesta en el suelo y espera a ser devorado
por el oso. En lugar de eso, el oso se le acerca y le susurra al odo que
debera escoger mejor a sus amigos.

Name Class Date
Tom Tat (p. 86)

Chim Chien Chien Me va Cac Chim Con AESOP
Cau truyen ngu ngon nay noi ve tam quan trong cua viec t mnh lam
moi viec thay v trong i vao ngi khac. Mot con Chim Chien Chien
co trng ang c ap tren mot canh ong lua m thay lo lang v bac
nong dan ang chuan b thu hoach vu mua. Chim me quyet nh ch
trc khi chuyen cac chu chim non i bi v bac nong dan con ang i
cac ban va hang xom cua mnh en giup thu hoach. Khi ho khong en,
bac nong dan noi vi cac con trai rang ho se phai t thu hoach lua m.
Luc o chim Chien Chien me biet mnh phai a cac chim con ra khoi
ong lua m ngay tc khac, v gi ay bac nong dan ch trong ch vao
chnh mnh va cac con trai nen lua m thc s sap c thu hoach roi.
Nhng Khach Du Hanh va Con Gau AESOP
Trong cau truyen ngu ngon nay, mot ngi an ong hoc c mot bai
hoc rang ch khi gap nguy hiem mi biet ro tnh cach mot con ngi.
Ngi an ong nay ang i cung ban mnh trong rng th co mot con
gau xuat hien. Ban anh nhanh chong leo len cay va v qua lo lang cho
mnh nen khong giup ban treo len cung. Ngi an ong no anh phai
nam xuong at va ngh rang mnh se b con gau an tht. Nhng con gau
i en ben anh va th tham vao tai anh rang anh nen chon nhng ngi
ban tot hn.

Name Class Date
Buod (p. 86)

Ang Lark at ang Kanyang mga Anak AESOP
Ang pabula na ito ay tungkol sa kahalagahan ng paggawa ng mga bagay

para sa iyong sarili sa halip na umasa sa iba. Ang isang Lark na ang mga
itlog ay nagsisiw sa isang palayan ay nag-aalala dahil ang magsasaka ay
naghahandang anihin ang palay. Nagpasiya siyang maghintay bago ilipat
ang kanyang mga sisiw dahil hinihintay ng magsasaka ang kanyang mga
kaibigan at mga kapitbahay upang tulungan siya sa palayan. Nang hindi
dumating ang mga kaibigan at mga kapitbahay, sinabi ng magsasaka sa
kanyang mga anak na lalaki na kailangan nila mismong anihin ang palay.
Kayat alam ng inang Lark na kailangan niyang tanggalin kaagad sa
palayan ang mga batang ibon. Alam niya na dahil ang magsasaka ay
umaasa na lamang ngayon sa kanyang sarili at sa kanyang mga anak, ang
palay ay talagang aanihin na.
Ang mga Biyahero at ang Oso AESOP
Sa pabulang ito, natutunan ng isang lalaki na ang mapunta sa peligrosong

sitwasyon ay ang tunay na pagsusuri ng katangian ng isang tao. Ang lalaki
ay naglalakad sa gubat kasama ng kanyang kaibigan nang may lumitaw na
oso. Ang kaibigan ng lalaki ay agad na umakyat sa pun at sobra ang pag-
aalala niya sa sarili kung kayat hindi niya tinulungan ang lalaking
umakyat ng pun. Ang lalaki ay humiga sa lupa at inakala niya na

kakainin siya ng oso. Sa halip nito ay nilapitan ng oso ang lalaki at
pabulng na sinabi sa kanya na dapat siya pumili ng mga mas mahusay na
kaibigan.

Name Class Date
(p. 86)
AESOP
AESOP


Name Class Date

Alouwt la ak Pitit Li yo AESOP
Fab sa a sou enptans f af ou ou menm, olye pou ou konte sou lt moun.

Yon alouwt, ki gen ze li ki kale nan yon chan ble, enky poutt kiltivat a
ap prepare l pou li reklte ble li. Li deside tann anvan li demenaje pitit li
paske kiltivat a ap tann zanmi li ak vwazen li pou yo ede l ak ble a. L
zanmi yo ak vwazen yo pa janm vini, kiltivat a di pitit gason li yo y ap
oblije reklte ble a yo menm. L sa a manman alouwt la konnen li dwe
retire jenn zwazo yo nan chan ble a touswit. Li konnen km kiltivat a se
sou tt pa li ak pitit li yo slman li konte kounye a, ble a pwal reklte
toutbon.
Vwayaj yo ak Lous la AESOP
Nan fab sa a, yon misye aprann l yon moun an danje, se vre ts la sou
tanperaman li. Misye a ap mache ak zanmi li nan bwa l yon lous part.
Zanmi misye a grenpe yon pyebwa byen vit, men li tlman enky pou tt
pa li pa ede misye a grenpe pyebwa a. Misye a kouche at, li panse lous la
pwal manje li. Olye sa, lous la mache vin kote misye epi pale nan zry li ta
dwe chwazi pi bon zanmi.

Name Class Date

Tus Xib Dub thiab Nws cov Menyuam AESOP
Zaj dabneeg hais txog qhov tseemceeb ntawm kev ua rau yus tus kheej, tsis
tos lwm tus. Ib tug noog Xib Dub txhawj txog nws cov menyuam daug
nyob hauv daim teb nplej vim tus tswv yuav hlais nplej. Nws xav tos me
ntsis mam tshem nws cov menyuam vim tus tswv teb tseem tos nws cov
phooj ywg thiab neeg zej zog tuaj pab. Thaum cov phooj ywg thiab neeg zej
zog tsis tuaj, tus tswv teb hais rau nws tus tub tias nkawd yuav tsum ua
nkawd tus kheej. Ces tus poj Xib Dub paub tias nws yuav tsum tshem nws
cov menyuam tawm ntawm daim teb nplej tam sim ntawd. Nws paub tias
tam sim nov nkawd ob txiv tub tsis tos leej twg lawm, cov qoob yuav tsum
muab sau tseg.
Tus Neeg Ncig thiab tus Dais AESOP
Hauv zaj dabneeg nov, ib tug txiv neej kawm tau tias lub sijhawm plhomsij
qhia tau tib neeg tus yam ntxwv. Tus txiv neej nrog nws tus phooj ywg mus
tom hav zovo thaum tus dais tawm los. Nws tus phooj ywg nce ntoo lawm,
tabsis nws txhawj heev txog nws tus kheej ua rau nws tsis nco pab tus
phooj ywg nce ntoo. Nws pw rau hauv av thiab cia siab tias tus dais yuav
muab nws tom. Tabsis, tus dais los ntawm nws thiab ntxhi rau nws ib sab
pob ntseg tias nws yuav tsum xaiv tus phooj ywm dua.

Name Class Date

Fable
A fable is a short, simple tale that teaches a lesson about human

nature. The characters are often animals that speak, think, and
act like people. The moral, or lesson, of the story is often stated in
the text.
Understanding fables is important because such tales can teach values
or give advice.
ACT I VI T Y
Directions The characteristics of a fable are listed in the first column of the table below.
In the second column, list an example from The Lark and Her Children that illustrates the
characteristic. In the third column, list an example from The Travelers and the Bear that
illustrates the characteristic.
Fable Characteristic The Lark and Her Children The Travelers and the Bear
The characters are 1. 2.
animals.

The characters speak, 3. 4.
think, and act like people.
The moral of the story is 5. 6.

stated in the text.

Name Class Date

Simple and Compound Sentences
A simple sentence has one subject and one predicate. However, a simple sentence
may have a compound subject, a compound predicate, or both.
Saturn and Jupiter are two of the largest planets in our solar system. (compound
subject)
Queen bees survive the winter and lay eggs in the spring. (compound predicate)
Juan and Luis throw and catch the softball. (compound subject and compound
predicate)
A compound sentence contains two or more simple sentences joined by a comma
and a coordinating conjunction or by a semicolon. (and, but, or, nor, or for)
Priscilla enjoys reading about technology, but she doesnt care for science fiction.
Paramecium are very small; a microscope is needed to examine them.
A run-on sentence is two or more sentences incorrectly written as one sentence. To
correct a run-on sentence, divide it into separate sentences or add the necessary
words or punctuation to form one complete sentence.
Run-on: The movie was long I got restless.
Corrected: The movie was long. I got restless.
Corrected: The movie was long, and I got restless.
ACT I V I T Y
Directions Write S in the blank before each simple sentence, C before each compound
sentence, and R before each run-on sentence.
1. The larks nest is in a field.
2. The lark made her nest in a field where there was

wheat she thought it would be a safe location.
3. The lark and her children have to leave their home

and find a new one when the wheat is harvested.
4. Both the first and the second traveler are scared;

they can see the bear coming.
5. The bear gives some advice to the second traveler.

Name Class Date

1. In The Lark and Her Children, whom did the farmer call upon to
help harvest the wheat?
2. Why did the lark tell her children they still had time left in the
nest?
3. How did the lark know when her children had to leave the nest?

4. In The Travelers and the Bear, what did the first traveler do when
he heard the bear on the trail?
5. What did the bear whisper to the second traveler?

Name Class Date

La alondra y sus polluelos y Los viajeros y el oso AESOP
1. En La alondra y sus polluelos, a quin le pidi ayuda el
agricultor para cosechar el trigo?
2. Por qu le dijo la alondra a sus polluelos que an tenan tiempo de

quedarse en el nido?
3. Cmo supo la alondra que ya era tiempo de que los polluelos

dejaran el nido?
4. En Los viajeros y el oso, qu hizo el primer viajero cuando oy

al oso en el sendero?
5. Qu le susurr el oso al segundo viajero?

Name Class Date

The Force of Luck RUDOLFO A. ANAYA
Two wealthy men decide to find out whether it is good luck or money
that makes someone wealthy. On two occasions they give money to a
poor miller, who accidentally loses most of the money. Annoyed, the
wealthy men give the miller a piece of lead instead of more money.
The millers luck changes when he loans the lead to a fisherman, who
uses it to weigh down his net. The fisherman gives the millers family
the first fish he catches. While cleaning the fish, the millers wife
finds a piece of glass in its stomach. The glass turns out to be a
diamond, and the miller finally does grow rich.
La fuerza de la suerte
Dos hombres adinerados deciden averiguar si es el dinero o la buena
suerte lo que hace a un hombre rico. En dos ocasiones, ellos dan
dinero a un pobre molinero, quien pierde por accidente la mayor
parte del dinero. Molestos, los hombres ricos dan al molinero un

pedazo de plomo en lugar de ms dinero. La suerte del molinero
cambia cuando l presta el plomo a un pescador, quien lo usa como
lastre para su red. El pescador entrega a la familia del molinero el
primer pez que captura. Mientras limpia el pescado, la esposa del
molinero le encuentra un pedazo de vidrio en el estmago. El vidrio
resulta ser un diamante, y el molinero acaba convirtindose en un
hombre rico.

Name Class Date
Tom Tat (p. 90)

Sc Manh cua S May Man RUDOLFO A. ANAYA
Hai ngi an ong giau co quyet nh tm hieu xem yeu to chnh mang
lai s giau co cho con ngi la s may man hay tien bac. Hai lan ho
cho tien mot th xay ngheo nhng ngi nay vo tnh lam mat gan het
so tien. Bc mnh, hai ngi giau no cho ngi th xay mot cuc ch thay
v cho them tien. Van may cua anh ta en khi anh ta cho mot ngi
anh ca mn cuc ch e lam cho li anh ca nang them. Ngi anh
ca mang en cho gia nh ngi th xay con ca au tien anh ta anh
c. Khi ra con ca, v ngi th xay tm thay mot mau thuy tinh trong
bung ca. Hoa ra, o la mot vien kim cng va cuoi cung th ngi th
xay cung tr nen giau co.

Name Class Date
Buod (p. 90)

Ang Puwersa ng Kasuwertehan RUDOLFO A. ANAYA
Dalawang mayamang lalaki ang nagpasiyang malaman kung ang isang tao
ay mayaman dahil sa pagiging suwerte o dahil sa pera.
Dalawang beses silang nagbigay ng pera sa isang mahirap na miller o may-
ari ng kiskisan, at di naman nito sinasadyang mawala ang karamihan ng
pera. Nainis ang mga mayamang lalaki at binigyan nila ng isang pirasong
tingga ang miller sa halip na karagdagang pera. Sinuwerte ang miller nang
pinahiram niya ang tingga sa isang mangingisda upang gamitin ito bilang
pabigat sa kanyang lambat. Ibinigay ng mangingisda sa pamilya ng miller
ang unang isdang kanyang nahuli. Habang nililinis ng miller ang isda,
nakakita siya ng isang pirasong kristal. Ang kristal pala ay isang diyamante
at ang miller ay yumaman sa waks.

Name Class Date
(p. 90)
RUDOLFO A. ANAYA


Name Class Date

Fs Lachans RUDOLFO A. ANAYA
De mesye rich deside jwenn si se bon chans oswa lajan ki f yon moun rich.
Nan de okazyon yo bay yon menye pv lajan, men menye a pdi pif lajan
an pa aksidan. Sa annwiye mesye rich yo, kidonk yo bay menye a yon mso
t alaplas plis lajan. Chans menye a chanje l li prete yon plon bay yon
pech, ki svi avk li pou kenbe fil li nan fon. Pech a bay fanmi menye a
premye pwason li pran. Pandan l ap netwaye pwason an, madanm menye a
jwenn yon mso v nan lestomak li. V a se yon dyaman, epi finalman
menye an vin rich.

Name Class Date

Lub Zog ntawm Txoj Hmoo RUDOLFO A. ANAYA
Ob tug neeg nplua nuj xav paub txog saib hmoo lossis nyiaj ua rau neeg
nplua nuj. Muaj ob zaug lawm nkawd muab nyiaj rau ib tus neeg pluag zom
zeb, tus uas nyuam qhov ua nyiaj ploj tag. Meem txom heev, ob tus neeg
nplua nuj txawm muab tau ib daim tooj rau tus neeg zom zeb. Tus neeg
zom zeb txoj hmoo txawm hloov thaum nws qiv qhov tooj rau ib tus neeg
nuv ntses, siv ua pob tog rau lub vas. Tus neeg nuv ntses txawm muab
thawj tus ntses nuv tau rau tus neeg zom zeb yim neeg. Thaum tseev ntses,
tus neeg zom zeb pojniam pom ib daim iav hauv plab uas yog ib lub
diamond, thiab tus neeg zom zeb thaum kawg kuj nplua nuj tuaj.

Name Class Date

Character
A character is a person in a literary work. The main character is the

most important character in a work. A minor character is part of the
story but is not the focus of the action. Characters may be described
as flat or round. Characters who reveal only one personality trait are
called flat. Round characters show varied and sometimes
contradictory traits.
ACT I VI T Y
Directions Make a character map for the miller in The Force of Luck. In each box, write
something you know about him. Include words from the story to support your idea.
The Miller
The miller is humble. When

the men first offer him the
money, instead of accepting it

he asks, But why would you
give me this money when
youve just met me?

Name Class Date

Analyze Plot
When you analyze plot, you look at how the parts of the plot work
together as a whole. The plot is the sequence of events in a story,
novel, or play. A plot has several different parts. The plot begins with
the exposition, which introduces the characters, setting, and conflict,
or problem. The rising action includes the things that happen to the
characters, and it leads to the storys climax. The climax is the point of
greatest interest or suspense. The falling action is what happens after
the climax. The resolution is the final outcome of the story.
ACT I V I T Y
Directions In the first column, write details from the story that help you understand the plot. In
the second column, write conclusions you can draw and inferences you can make. Use the first
row of the chart as a model.
Plot Detail Bigger Picture (Conclusions, Inferences)

The two men decide to give the miller They think he is honorable, and so he is a
two hundred dollars. good person to help them settle their bet.
A hawk flies away with the bag 2.
containing the money.
The millers wife is not upset about 3.

losing the money.
1. 4.
Ask your teacher for a copy of the Two-Column Table Graphic
Organizer to continue analyzing the plot.

Name Class Date

Vocabulary
prosperous adj. having wealth or good fortune; successful
provisions n. food or supplies
novelty n. something new and unusual
benefactors n. people who help, especially by giving money or gifts
Exercise A Practice with Context Clues

Choose the vocabulary word that best fits in the context of each sentence.
1. Mr. Grant said that having a healthy family made him

feel truly .
2. The bright and funny cartoon was a .
3. The mayor was so thankful for having received help that he
decided to throw a banquet for the towns .
4. Ieshas father gathered plenty of for their

weekend camping trip.

Write the vocabulary word on the line next to the question it answers.
1. What word describes a lottery winner?
2. What word names kind and helpful people?
3. What word describes things you need on a long voyage?

On the back of this sheet, write a summary of what happens to the miller. Use all FOUR of the
vocabulary words.

Name Class Date

Pronunciation: Using Symbols and Accents
But the bright glass was such a novelty that the children
were soon fighting over it
Rudolfo A. Anaya, The Force of Luck
Connecting to Literature A dictionary can help you understand the

meaning of the word novelty, as well as help you learn how to
e
pronounce it (nov l te). If a vowel doesnt have a symbol, it has its
normal short sound. Other vowel sounds are shown by symbols,
such as a straight line above the vowel to show that it is long.
Accent marks let you know which syllables to stress.
Symbol Sound
ah sound, as in father
aw sound, as in coffee and law

oo vowel sound in fool
e unaccented vowel sound at the end of pencil, lemon, taken
follows syllables you should stress
ACT I V I T Y
Directions Use what you know about pronunciation to answer the following question
d) rhyme with feud, food, or flood?
1. Does skewed (skyoo
e
2. Does maternal (m tur n l) start with the same sound as monster or
made?
3. Does prow (prou) have the same vowel sound as crow, zoo, or loud?
4. Does laud (ld) have the same vowel sound as loud, thought, or
grow?

Name Class Date

Nouns: Proper and Common
A noun names a person, place, thing, or idea. A singular noun names one person,
place, thing, or idea. A plural noun names more than one. Plural nouns are usually
formed by adding -s or -es to the singular noun.
SINGULAR student bench hotel truth
PLURAL students benches hotels truths
A proper noun names a specific person, place, thing, or idea. A common noun
names any person, place, thing, or idea.
PROPER Thomas Alvarez Canada Sears Tower the Bronze Age
COMMON man country building age
ACT I VI T Y
Directions In the first blank, write sing. if the italicized word is a singular noun, and write pl. if
it is plural. In the second blank, write pr. if it is a proper noun, and co. if it is a common noun.
1. Two friends were having an argument.
2. The miller wanted to end the argument.

3. Several months later, James told the story
to his wife.
4. The millers wife fills an earthenware jar

with bran.
5. Neighbors sometimes get into arguments.
6. The jewelers wife runs off with the piece

of glass.
7. This story may take place in England.
8. The miller sells his diamond.
9. The miller has several horses.
10. The miller used three different wrenches

to fix his wagon.

Name Class Date

1. What do the two wealthy friends disagree about?
2. Upon meeting the miller for the first time, how much money does
one of the wealthy men give him?
3. Who steals the first bag of money?

4. Where does the miller hide the second gift of money?
5. What does the millers wife find in the belly of a fish?

Name Class Date

La fuerza de la suerte RUDOLFO A. ANAYA
1. En qu no estn de aduerdo los dos amigos ricos?
2. Depus de estar con el molinero por primera vez, cunto dinero le

da uno de los hombres ricos?
3. Quin roba la primera bolsa de dinero?

4. Dnde esconde el molinero el segundo regalo de dinero?
5. Qu encuentra la esposa del molinero en el vientre de un pez?

Name Class Date

Rosa R ITA DOVE
This poem praises the civil rights pioneer Rosa Parks. The author
notes that it seems fitting that Rosa Parks protested over
discrimination in seating arrangements. The time was right for such a
protest, and Rosas last name suggests the dream of a bench to rest
on. Rosa Parks is portrayed as a sensible, straightforward, and very
dignified person.
Rosa
Este poema es un elogio de Rosa Parks, la pionera del movimiento de
lucha por los derechos civiles. El autor observa que resulta apropiado
que Rosa Parks haya protestado contra la discriminacin en los
asientos. Haba llegado el momento justo para semejante protesta, y el
apellido de Rosa (que significa parques) sugiere el sueo de un
banco donde poder descansar. El poema muestra a Rosa Parks como
una persona sensata, franca y llena de dignidad.

Name Class Date
Tom Tat (p. 104)

Rosa RITA DOVE
Bai th nay ca ngi Rosa Parks, ngi tien phong trong cuoc au tranh
v quyen dan s. Tac gia boc lo suy ngh rang dng nh that phu hp
khi Rosa Parks phan oi s phan biet oi x trong viec sap xep cho
ngoi. Thi iem o that thch hp cho mot cuoc au tranh nh vay, va
ho cua Rosa la Parksco ngha la cong viencung gi len giac m
co c chiec ghe bang e ngoi ngh. Rosa Parks c khac hoa la
mot ngi co oc xet oan, thang than va rat co pham cach.

Name Class Date
Buod (p. 104)

Rosa RITA DOVE
Pinupuri ng tul na ito si Rosa Parks, ang nanguna sa mga sibil na

karapatan. Sinabi ng manunulat na dapat lamang talagang magprotesta si
Rosa Parks laban sa diskriminasyon sa kung saan uup. Tama ang panahon
para sa ganoong protesta, at iminumungkahi ng apelyido ni Rosa ang
pangarap na magkaroon ng bangko na mapapahingahan. Si Rosa Parks
ay inilalarawan bilang isang makatwiran at matapat na taong lubs na
marangal.

Name Class Date
(p. 104)
RITA DOVE
Rosa ParksRosa Parks

Rosa
Rosa Parks

Name Class Date

Rosa RITA DOVE
Powm sa a ap f elj Rosa Parks, pyonye dwa sivil la. Ot a note li sanble sa
apwopriye Rosa Parks te pwoteste kont diskriminasyon nan aranjman syj.
Se te bon moman pou yon pwotestasyon konsa, epi siyati Rosa sijere rv
sou yon ban pou repoze. Yo dekri Rosa Parks km yon moun ki sansib,
dirk, ak diy anpil.

Name Class Date

Rosa RITA DOVE
Zaj paj huam nov qhuas txog Rosa Parks kev xav muaj vaj huam sib luag.
Tus kws sau ntawv paub tias nws phim rau Rosa Parks kev tawm tsam cai
cais pab pawg cev nqaij daim tawv nyob rau kev zaum rooj tog. Yog zoo caij
nyoog rau kev tawm tsam, thiab Rosa lub xeem hais tias npau suav rau lub
rooj zaum so. Rosa Parks yog ib tus neeg ua qauv tuav kev ncaj ncees, coj
tsis zais, thiab lub meej mom zoo.

Name Class Date

Characterization
Rosa RITA DOVE
A character is a person in a literary work, such as a story or poem.

Characterization is the method a writer uses to develop the
personality of a character. In direct characterization, the writer
makes direct statements about a characters personality. In indirect
characterization, the writer reveals a characters personality through
the characters words and actions and through what other characters
think and say about a character.
ACT I V I T Y
Directions In the first column, write quotations from the poem that tell you about Rosas
personality. Then explain what you learn about Rosa from these details. In the third column,
identify the detail as direct or indirect characterization. The first row below gives an example.
Quotation What I Learn About Rosa Direct or Indirect?

Her sensible coat. Rosa does not dress in a indirect
flashy manner. She is not
trying to cause a scene.
1. 2. 3.
4. 5. 6.

Name Class Date

Nouns: Concrete, Abstract, and Collective
Rosa RITA DOVE
Concrete nouns name things that you can recognize with your senses.
Abstract nouns name ideas, qualities, or feelings.
A collective noun gives a single name to a group of individuals. When referring to
a group as a unit, the noun is singular. When referring to the individual members of
the group, the noun is plural.
The mob was waiting at the door for the store to open. (a unit, singular)
The panel are discussing the issues with each other. (individual members, plural)
CONCRETE ABSTRACT COLLECTIVE
inventor idea crowd
city progress committee
calendar time family
jazz culture team
ACT I VI T Y
Directions Write in the blank concrete, abstract, or collective to identify the type of noun in
italics.

1. What issue does the poem Rosa address?
2. The public did not agree about the rules on the bus.
3. At the end of the poem, Rosa drops her purse.
4. In what era of American history does this poem

take place?
5. The poem takes place on a bus.
6. For many people, Rosa Parks is an inspiration.
7. Rosa Parks started a boycott.
8. Someone took a picture with a camera.
9. The society of the time was divided about Rosas

action.
10. Many parks have benches.

Name Class Date

Rosa R ITA DOVE
1. What is the poet saying in the first stanza?
2. What connection is the poet drawing between Rosa Parks name

and the idea of having somewhere to sit?
3. In the third stanza, why does the poet say that nothing
happened?

Name Class Date

Rosa RITA DOVE
1. Qu dice la poetisa en la primera estrofa?
2. Cmo relaciona la poetisa el nombre de Rosa Parks con la idea de

tener un lugar para sentarse?
3. En la tercera estrofa, por qu dice la poetisa que no sucedi

nada?

Name Class Date

from Rosa Parks: My Story ROSA PARKS WITH JIM HASKINS
Rosa Parks says that she wanted to become a person who was known
for wanting justice for everyone. She became an advocate of justice
when she refused to give up her seat on a bus to a white person in
1955; her heroic act helped begin the Civil Rights Movement. In this
selection, Parks tells her story about the day she was arrested for not
giving up her seat.
de Rosa Parks: mi historia

Rosa Parks afirma que ella quera llegar a ser una persona que fuera
conocida por querer llevar la justicia a todos. Ella se convirti en una
luchadora por la justicia cuando se neg a ceder su asiento en el
autobs a una persona blanca en 1955; su acto de herosmo ayud al
comienzo del Movimiento de los Derechos Civiles. En esta seleccin,
Parks cuenta la historia del da en que la arrestaron por no ceder su
asiento.

Name Class Date
Tom Tat (p. 107)

trch t Rosa Parks: Cau Chuyen Cua Toi
ROSA PARKS WITH JIM HASKINS
Rosa Parks noi rang co muon c moi ngi biet en la ngi mong
moi ngi c oi x mot cach cong bang. Co a tr thanh ngi ung
ho s cong bang khi t choi nhng cho tren xe buyt cho mot ngi da
trang vao nam 1955; hanh ong anh hung cua co a giup khi xng
Phong Trao au Tranh V Quyen Dan S. Trong oan trch nay, Parks
ke lai chuyen xay ra vao cai ngay co b bat v khong nhng ghe.

Name Class Date
Buod (p. 107)

mula sa Rosa Parks: Ang Aking Kasaysayan ROSA PARKS WITH
JIM HASKINS
Sabi ni Rosa Parks na gusto niyang maging isang taong kilal para sa
kanyang kagustuhang magkaroon ng katarungan para sa lahat. Siyay
naging tagapagtanggol ng katarungan nang ayaw niyang ibigay ang
kanyang upuan sa bus sa isang taong puti noong 1955; nakatulong
umpisahan ng kanyang magiting na kilos ang Kilos para sa mga Sibil na
Karapatan. Sa seleksyon na ito, ikinukuwento ni Parks ang nangyari noong
araw nang siyay inaresto dahil ayaw niyang ibigay ang kanyang upuan.

Name Class Date
(p. 107)
!Rosa Parks! ROSA PARKS WITH JIM HASKINS
Rosa Parks
1955
Parks

Name Class Date

nan Rosa Parks: Istwa Mwen ROSA PARKS WITH JIM HASKINS
Rosa Parks ap di li te vle vin yon moun yo te konnen poutt li te vle jistis
pou tout moun. Li vin tounen yon avoka lajistis l li refize bay yon moun
blan plas li an 1955; aksyon ewoyik li a ede Mouvman Dwa Sivil la
kmanse. Nan mso chwazi sa a, Parks ap rakonte istwa li sou jou yo te
arete li a poutt li pa bay plas li.

Name Class Date

los ntawm Rosa Parks : Kuv Zaj Dabneeg
ROSA PARKS WITH JIM HASKINS
Rosa Parks hais tias nws xav los ua ib tus neeg kom luag paub rau txoj kev
nws xav muaj kev ncaj ncees rau txhua leej. Nws sawv ua ib tus neeg hais
kev ncajncees thaum tsis kam txav chaw rau tus neeg dawb zaum hauv
tsheb xyoo 1955; nws txoj kev twj lij txhawb txoj kev pib tawm tsam yuav
vajhuam sib luag rau pej xeem. Nyob rau ntu nov, Parks piav dabneeg txog
hnub nws raug ntes vim nws tsis kam tso nws lub rooj.

Name Class Date

Analyze Social Context
from Rosa Parks: My Story ROSA PARKS WITH JIM HASKIN
To analyze the historical context of a literary work, gather

background information about the social issues of the time during
which the work takes place. The selection from Rosa Parks: My Story
gives historical background for the poem Rosa.
ACT I V I T Y
Directions Use this chart to keep track of important historical details in the selection. In
the right column, record thoughts or questions you have about each detail. The first row is an
example.
Historical Detail Thought or Question

The year was 1955. In what year were segregation laws
changed?
1. 2.
3. 4.
5. 6.
Ask your teacher for a copy of the Two-Column Table Graphic
Organizer. Continue keeping track of important historical details.

Name Class Date

from Rosa Parks: My Story ROSA PARKS WITH JIM HASKINS
1. What did Rosa think might have been the reason there was a
vacant seat when she got on the bus?
2. What did the driver do when the whites got on the bus at the
Empire Theater stop and one was left standing?
3. How did Rosa Parks react when the driver told the blacks sitting
on the bus they better make it light on themselves and give up
their seats?

4. How did Rosa describe her feelings toward the three people who
gave up their seats?
5. When Rosa asked the policeman, Why do you all push us

around? how did he answer the question?

Name Class Date

de Rosa Parks: Mi historia ROSA PARKS
1. Por qu arrestan a Parks?
2. Por qu Parks acepta ser la demandante contra la segregacin en

los autobuses?
3. Por qu la gente boicotea los autobuses?
4. Cmo va la gente a su trabajo durante el boicot?

5. Cul es el resultado de la demanda contra la segregacin en los

autobuses?

PART
3
Individuals
Extraordinary

Name Class Date

Antonyms
Sometimes, writers need to discuss different subjects. To do this, they
might use an antonym. An antonym is the opposite of a particular
word. In part 3, many of the vocabulary words have an antonym.
Example: The word frail means weak.

The following words are antonyms of the word frail:
strong
solid
durable
ACT I V I T Y
Directions Draw a line under the word in parentheses that means the opposite of the italicized
word in the sentence.
1. George felt frustrated when his team lost the game by two
points. (happy, disappointed, angry)
2. It is critical that you complete your homework this

evening. (unimportant, necessary, crucial)
3. His plan is very logical, so I am certain that it will work. (crazy,

rational, consistent)
4. Jessica started to cross the street, but she faltered when she spotted a
speeding motorcycle. (hesitated, paused, continued)
5. When I told my mother that I did not wash the dishes like she had
asked me to, she shook her head disapprovingly. (angrily,
disappointedly, approvingly)
6. The mechanic restored my bicycle to the way it looked before my

mother ran over it with her car. (fixed, broke, painted)
7. Unfortunately, the only gas station is closed right now, so I cant

drive my car. (luckily, early, finally)

Name Class Date

Seventh Grade GARY SOTO
Victors first day of seventh grade may remind students of their own,
not so long ago. Victor sets a goal of winning the heart of a girl
named Teresa, pretending to know French in order to impress her. He
actually knows very little French, is too shy to speak to Teresa, and
thinks that he has made a fool of himself in Mr. Buellers French class.
However, Teresa knows even less French than Victor does and Mr.
Bueller is a good sport about not telling Teresa otherwise. Teresa is
impressed with Victors seeming knowledge, and asks him to help her
to learn French. Victor is delighted and agrees, but also rushes to the
library to get some French books.
Sptimo grado
Puede que el primer da de Victor en sptimo grado les recuerde a los
estudiantes el suyo propio, no hace tanto tiempo. Vctor se propone
ganarse el corazn de una muchacha llamada Teresa, y finge saber

francs para impresionarla. En realidad l sabe muy poco francs, es
demasiado tmido para hablarle a Teresa, y piensa que ha hecho el
ridculo en la clase de francs del seor Bueller. Sin embargo, Teresa
sabe an menos francs que Vctor, y el seor Bueller es comprensivo
y no le restriega lo contrario en las narices a Teresa. Teresa, por su
parte, queda impresionada con el aparente conocimiento de francs
de Vctor y le pide que la ayude a aprenderlo. Encantado, Vctor
acepta, pero enseguida corre a la biblioteca para buscar algunos libros
de francs.

Name Class Date
Tom Tat (p. 112)

Lp Bay GARY SOTO
Ngay au tien trong nam hoc lp bay cua Victor co the gi cho nhieu
hoc sinh nh lai ngay au tien vao lp bay cua chnh mnh. Victor at
muc tieu chiem c cam tnh cua mot co be ten la Teresa bang cach
gia v biet tieng Phap e gay an tng vi co be o. Thc ra cau biet
rat t tieng Phap, lai rat ngng nen khong dam noi chuyen vi Teresa,
va ngh rang mnh a c x nh mot thang ngoc trong gi hoc tieng
Phap cua Thay Bueller. Tuy nhien, Teresa tham ch con biet t tieng
Phap hn ca Victor va Thay Bueller to ra la ngi biet chuyen khi
khong noi vi Teresa ieu o. Teresa that s an tng vi von kien
thc be ngoai cua Victor, do o nh cau giup mnh hoc tieng Phap.
Victor mng r ong y, nhng chay ngay en th vien e mn may
cuon sach tieng Phap.

Name Class Date
Buod (p. 112)

Ika-Pitong Baitang GARY SOTO
Ang unang araw ni Victor sa ika-pitong baitang ay maaari ring magpaalala

sa mga estudyante ng kanilang unang araw sa ika-pitong baitang, noong
nakaraang panahon lamang. Nais hulihin ni Victor ang puso ng isang
babaeng nagngangalang Teresa, at nagkunwari siya na marunong siyang
mag-Pranses upang hangaan siya nito. Kaunting-kaunti lamang ang
Pranses na nalalaman niya, at sobra siyang mahiyain upang makipag-usap
kay Teresa, at iniisip niya na nagmukha siyang katawa-tawa sa Pranses na
klase ni Gg. Bueller. Gayunman, mas kaunti ang nalalamang Pranses ni
Teresa kaysa kay Victor at magaling naman na hindi siya binuko ni Gg.
Bueller kay Teresa. Humanga si Teresa sa waring kaalaman ni Victor at
hiniling niyang tulungan siya matuto ng Pranses. Tuwang-tuwa si Victor at
sumang-ayon ito, pero nagmadali rin ito sa aklatan upang kumuha ng ilang
libro sa pag-aaral ng Pranses.

Name Class Date
(p. 112)
GARY SOTO
Victor
VictorTeresa

TeresaBueller
TeresaVictor
BuellerTeresa Victor
TeresaVictor Victor


Name Class Date

Setym Ane GARY SOTO
Premye jou Victor nan setym ane dwe f elv sonje pwp pa yo, pa gen si
lontan pase sa. Objektif Victor se genyen k yon ti fi yo rele Teresa, donk li
f km si li pale franse pou enpresyone li. An verite, li pale yon ti Franse
tou piti, li p pale ak Teresa, epi li panse li rann tt li ridikil nan klas franse
Mesye Bueller la. Sepandan, Teresa pale mwens Franse toujou pase Victor
epi Mesye Bueller pa di Teresa sa. Teresa enpresyone devan konesans Victor
sanble genyen an, epi li mande Victor pou li ede l aprann franse. Victor
anchante epi asepte, men li kouri al nan bibliyotk la pou pran kk liv
franse.

Name Class Date

Qib Xya GARY SOTO
Victor thawj hnub hauv qib xya ua rau cov tub ntxhais kawm ntawv nco
txog lawv tus kheej, tsis ntev los. Victor npaj ua kom yeej tus ntxhais Teresa
lub siab hlub, ua txuj paub lus Fabkis kom raug tus ntxhais siab. Qhov tiag
nws kuj paub me ntsis thiab, tabsis txaj muag hais, vim nws tau ua tej yam
txaj muag heev hauv xibfwb Bueller chav Fabkis lawm. Tabsis, Teresa tseem
paub lus Fabkis tsawg dua Victor thiab xibfwb Bueller los tsis qhia dabtsi
txog nws. Teresa txaus siab heev rau Victor txoj kev txawj ntse, thiab tau
hais kom nws pab qhia Teresa kawm lus Fabkis. Victor zoo siab heev thiab
kam qhia, tabsis kuj maj nroos mus tom chaw saib ntawv nqa cov phau
ntawv Fabkis.

Name Class Date

Description
Description is writing that conveys the feeling of a setting, a person,

an animal, an object, or an event. Writers use details to make their
descriptions more accurate and vivid. Sensory details appeal to the
readers five senses: hearing, sight, touch, taste, and smell. Sensory
details are also called imagery. Description is important because it
helps make people, places, and actions in literary works seem real.
Details in descriptions help you see, hear, feel, smell, and taste.
ACT I VI T Y
Directions In the first column of the chart below, list details or quotations from the story
that are used to describe something. In the second column, describe which of the readers five
senses the details appeal to. Then in the third column, explain what these details reveal about
the setting, characters, and events. The first row of the chart gives an example from the story.
Detail Sense Visualization

a tinny, three-beat bell hearing These details help the reader
imagine being in the school when
the bell rings.

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

Name Class Date

Make Inferences About Characters
When you make an inference, you make a guess based on clues. You
use clues in the text and your own knowledge to figure out something
that the writer does not tell you directly. Making inferences is
important because most writers do not explain everything about a
character or situation. Making inferences about characters and
situations helps readers fully understand the characters and the story.
ACT I V I T Y
Directions In the first column, choose an event from the story. In the second column, write an
inference about the event. The first row is done as an example.
Event Inference
They talked about recent movies, The fact that they have to pick grapes
baseball, their parents, and the horrors to earn money to buy clothes suggests
of picking grapes in order to buy their that the characters are poor.
fall clothes.
Continue choosing events from the story and making inferences. For this
activity, ask your teacher for a copy of the Two-Column Table Graphic
Organizer.

Name Class Date

Context Clues: Example and Restatement
I think it works, Michael said. He scowled and let his

upper lip quiver. His teeth showed along with the ferocity of
his soul.
Gary Soto, Seventh Grade
Connecting to Literature The word ferocity may be unfamiliar to you.

You can find clues to the words meaning based on the other words
around it. These other words provide context clues. Context is the
sentence or group of sentences in which a word appears.
the following.
Example: The dog showed its ferocity when it tore recklessly into its dinner.
Here, the writer provides an example. You can tell what ferocity means
by observing the dogs actions.
Restatement: The debater argued with ferocity. It seemed like she was really
attacking her opponent.
The writer has used other words here to restate the meaning of

ferocity.
ACT I VI T Y
Directions Use context clues to determine the meaning of each underlined word. Write a
synonym or a short definition for each.
1. Victor began studying with conviction, taking extra steps to be
sure he got the answers right.
2. Michael glowered at the seventh-grade girls. He narrowed his eyes
and set his jaw.
3. Victor was zealous about getting Teresas attention. He did
everything he could to impress her.
4. Victor was rattled when his French teacher asked him to speak in a
language he didnt know.
5. Mr. Bueller identified with Victor because he had also once tried to
get a girls attention.

Name Class Date

Nouns: Compound and Possessive
Compound nouns are nouns that are made up of two or more words. To form a
plural of a compound noun written as one word, add -s or -es. Add -es to words
ending in ch, sh, s, x, and z. When the compound noun is hyphenated or written as
more than one word, make the most important part of the noun plural.
doorknobs mailboxes great-grandmothers dining rooms sisters-in-law
A possessive noun names who or what owns or has something. To form the
possessive for all singular nouns and for plural nouns not ending in -s, add an
apostrophe and an -s. To form the possessive of all plural nouns already ending
in -s, add only an apostrophe.
a girls coat Hanss job childrens voices boys shoes bakeries cakes
ACT I V I T Y
Directions Write in the blank the correct plural form of the compound noun in parentheses.
1. Victor knows several (language).
2. Victor hopes to have several (class) with Teresa.

3. At lunch, four people order (fruit cocktail) for

dessert.
4. All of the (desk) are taken.
5. Victor goes to get (textbook) from the library.
Directions Write in the blank the possessive form of the noun in italics.
6. It is Victor first day of seventh grade.
7. Michael new look is a scowl.
8. The students lunches are served in the cafeteria.
9. Victor thinks that Teresa smile is very sweet.
10. The book cover was missing.

Name Class Date

1. What are two reasons that Victor takes French as an elective?
2. What happens in Victors English class that shows he is thinking

about Teresa even though she is not in the class?
3. Why does Victor sit near the front in French class?

4. How did Mr. Bueller try to impress his girlfriend when he was in
college?
5. Why does Victor check out three French textbooks from the
library?

Name Class Date

Sptimo grado GARY SOTO
1. Escribe dos razones por las cuales Vctor tom clases de francs
como materia optativa.
2. Qu sucede en la clase de ingls de Vctor, que demuestra que est

pensando en Teresa, aunque ella no est en la misma clase?
3. Por qu se sienta Vctor adelante en la clase de francs?

4. De qu forma trataba el Sr. Bueller de llamar la atencin de su

novia cuando l estaba en la universidad?
5. Por qu sac Vctor tres libros de francs de la biblioteca?

Name Class Date

Thank You, Mam LANGSTON HUGHES
In this short story, Roger thinks that stealing a womans purse will get
him the blue suede shoes he wants. Instead, it gets him contact with
Mrs. Luella Bates Washington Jones. Mrs. Jones does not take Roger to
the police, or interrogate him about his home life. She takes him
home, feeds him dinner and gives him the money he tried to steal.
The reader is left to decide which course of action will ultimately have
the most influence on Rogers life.
Gracias, seora
En este cuento breve, Roger cree que robar la cartera de una mujer le
conseguir los zapatos de gamuza azul que l quiere. En lugar de eso,
lo pone en contacto con la seora Luella Bates Washington Jones. La
seora Jones no denuncia a Roger a la polica, ni lo interroga acerca de
su vida familiar. Ella lo invita a su casa, le da de cenar y le regala el
dinero que l trat de robar. El lector queda libre para decidir cul

forma de proceder tendr a largo plazo una mayor influencia en la
vida de Roger.

Name Class Date
Tom Tat (p. 124)

Cam n Quy Ba LANGSTON HUGHES
Trong truyen ngan nay, Roger ngh rang lay cap c chiec v cua mot
ngi phu n se giup cau mua c oi giay mau xanh bang da lon ma
cau mong muon. Nhng thay v o, hanh ong lay cap ch a cau en
vi ba Luella Bates Washington Jones. Ba Jones khong giao Roger
cho canh sat hay gan hoi cau ve cuoc song gia nh. Ba a cau ve
nha, cho an toi va cho cau so tien ma cau a co lay cap. Tac gia e
oc gia oan xem rot cuoc cach x ly nao se co anh hng nhat oi vi
cuoc song cua Roger.

Name Class Date
Buod (p. 124)

Salamat, Mam LANGSTON HUGHES
Sa maikling kuwentong ito, akala ni Roger na makukuha niya ang kulay

asul na sapatos na yari sa gamusa kapag ninakaw niya ang bag ng isang
babae. Sa halip nito, nakilala niya si Gng. Luella Bates Washington Jones.
Hindi dinala ni Gng. Jones si Roger sa pulis, at hindi rin nito tinanong si
Roger tungkol sa kanyang buhay sa tahanan. Inuwi niya ito sa kanyang
tahanan, pinakain siya ng hapunan, at ibinigay sa kanya ang perang
sinubukan niyang nakawin. Ang nagbabasa ay hinahayaang magpasiya
kung aling kilos ang magkakaroon ng pinakamalaking impluwensiya kay
Roger sa huli.

Name Class Date
(p. 124)
LANGSTON HUGHES
Roger
Luella Bates Washington Jones
JonesRoger

Roger

Name Class Date

Msi, Madam LANGSTON HUGHES
Nan nouvl sa a, Roger panse vl sakamen yon madanm ap f li jwenn

soulye ble an den li vle yo. Olye sa, sa f li antre an kontak ak Madan Luella
Bates Washington Jones. Madan Jones pa mennen Roger lapolis, ni entewoje
li sou lavi lakay li. Li mennen li lakay li, ba l manje dine epi ba li lajan li te
eseye vl a. Yo kite lekt a deside ki aksyon ki finalman ap gen plis
enfliyans sou lavi Roger.

Name Class Date

Ua Tsaug, Phauj LANGSTON HUGHES
Hauv zaj dabneeg luv nov, Roger xav tias nyiag tus poj niam lub hnab nyiaj
yuav ua rau nws tau nkawm khau xiav uas nws xav tau. Qhov tiag, ua rau
nws ntsib Mrs. Luella Bates Washington Jones. Mrs. Jones tsis coj Roger mus
rau tub ceevxwm, los tsis ua phem rau nws txog nws lub neej. Nws coj
Roger mus tom tsev, muab hmo rau noj thiab qhov nyiaj uas nyiag ntawd
rau nws. Cov neeg twm ntawv ho xav saib lub tswvyim twg thiaj yuav
muaj feemcuam rau Roger lub neej ntau dua.

Name Class Date

Characterization
Characterization includes all the methods that a writer uses to

develop the personality of a character. Sometimes the narrator of a
story tells you exactly what a character is like. This is called direct
characterization. At other times, a characters personality is revealed
through his or her words and actions and through what others think
and say about him or her. This is called indirect characterization.
Often writers use both direct and indirect characterization to develop
a character. Characterization is important because it makes characters
seem real and believable.
ACT I VI T Y
Directions In the first column of the chart below, list examples of characterization in the story.
In the second column, tell whether this is direct or indirect characterization. Then in the third
column, explain how these details develop the personality of the characters. The first row is
filled in as an example.
Example of Direct or Indirect What is Revealed About

Characterization Characterization the Characters

He looked as if he were direct These details tell the
fourteen or fifteen, frail reader about the boys
and willow-wild, in age and appearance.
tennis shoes and blue
jeans.
1. 2. 3.
4. 5. 6.

Name Class Date

Analyze Setting
Setting is the time and place in which a story takes place. A setting
can also include the values and traditions of a culture. When you
analyze setting, you look at separate parts of the setting to
understand their significance to the story. Analyzing setting is
important because the setting often influences the characters and
action of a story.
ACT I V I T Y
Directions In the graphic organizer below, record what you know about the setting of Thank
You, Mam. Use concrete details from the story in your answer. The first circle is filled in as an
example.
The time was

about eleven oclock at
night.
Continue recording details about the setting of the story. For this
activity, ask your teacher for a copy of the Cluster Graphic Organizer.

Name Class Date

Analyzing Word Parts: Prexes and Sufxes
But the boy took care to sit on the far side of the room
where he thought she could easily see him out of the corner
of her eye....he did not want to be mistrusted now.
Langston Hughes, Thank You Mam
Connecting to Literature When words are unfamiliar, we often use a

dictionary or context clues to help us understand. However, many
words contain clues to their own meanings. Familiar base words, roots,
prefixes, and suffixes can provide information about the meaning of a
word. You can analyze the word parts to help you understand the
meaning of the word. In the passage above, mistrusted includes the
prefix mis-, which changes its meaning from trusted to not trusted.
Prefix Meaning Examples

ob- against object, obstruct
re- again recycle, reuse

Suffix Meaning Examples
-able able to enviable, agreeable
-ish like sheepish, foolish
ACT I VI T Y
Directions Use the information about prefixes and suffixes above along with what you already
know to analyze the following underlined words. Write the meaning of each word on the line.
1. He had to work hard to overcome the obstacle.
2. A childish person doesnt listen.
3. Philip has always been a likeable guy.
4. We listened to Mary recite her lines for the play.

Name Class Date

Nouns: Distinguishing Plurals, Possessives, and Contractions
Some plural nouns and possessive nouns sound alike, but their spellings and
meanings differ.
The farmers harvested the corn. (plural noun)
The farmers harvests were plentiful. (plural possessive noun)
The farmers harvest is finished. (singular possessive noun)
A contraction is a word made by combining two words into one by leaving out one
or more letters and adding an apostrophe.
Katarinas homework is perfect. (possessive)
Katarinas preparing for the test. (contraction of Katarina is)
ACT I V I T Y
Directions Write possessive, contraction, or plural to identify the type of noun in italics.
1. The boy tries to steal the womans purse.
2. The woman threatens to wash the boys face.

3. Mrs. Jones gives the boy clean towels to wash his

face.
4. The waters dripping from his face after it is washed.
5. Mrs. Washingtons cocoa is made with sweet milk.
6. She feeds the boy lima beans from her icebox.
7. She tells him never to steal anybody elses purse

again.
8. The boy is able to buy new shoes.
9. Mrs. Washington drags the boy home.
10. The nights late by the time the boy leaves.

Name Class Date

Thank you, Mam LANGSTON HUGHES
1. About how old is the boy who tries to steal Mrs. Joness purse?
2. What does the boy say he will do if she turns him loose?
3. What is the first thing Mrs. Jones has Roger do when they arrive at
her place?

4. While they are eating, what topic does Mrs. Jones avoid so as not to
embarrass the boy?
5. What does Mrs. Jones give to the boy at the end of the story?

Name Class Date

Gracias, seora LANGSTON HUGHES
1. Cmo cuntos aos tiene el muchacho que trata de robarle la bolsa
a la seora Jones?
2. Qu le dice el muchacho que har si ella lo deja ir?
3. Cuando llegan a la casa de la seora Jones Qu e lo primero que le

pide hacer a Roger?
4. Qu tema evita la seora Jones cuando estn comiendo para no

avergonzar al muchacho?
5. Al final de la historia qu le da la seora Jones al muchacho?

Name Class Date

We Are All One LAURENCE YEP
A rich man has offered a reward to anyone who can cure his failing
eyesight. A poor peddler, who believes in treating every living thing
with respect, has heard of an herb that can cure eyesight problems
and goes to look for it. While looking, he helps a colony of ants by
moving a rock out from the edge of a stream so that water will no
longer flood the ants nest along the stream bank. Later, the peddler
saves a centipedes life by scaring away an approaching bird. The
centipede turns out to be magical, and in its gratitude tells the
peddler that he will find the herb at the base of a pine tree that has
two trunks. The peddler finds the tree, but has trouble searching
around its base. He asks a local ant colony for help. The ants,
remembering the peddlars kindness to their cousins along the
stream, gladly find the herb for the peddler.
Todos somos uno

Un hombre rico ha ofrecido una recompensa a la persona que lo cure
de la prdida de su vista. Un pobre vendedor ambulante, que cree que
se debe tratar a todos los seres vivos con respeto, ha odo decir que
hay una hierba que puede curar los males de la vista, y sale a
buscarla. Mientras la busca, ayuda a una colonia de hormigas cuando
mueve una roca del borde de un arroyo para que el agua deje de
inundar el hormiguero que se encuentra en la orilla. Ms adelante, el
vendedor ambulante salva la vida de un ciempis espantando a un
pjaro que se le acerca. El ciempis resulta ser mgico y, lleno de
gratitud hacia l, revela al vendedor ambulante que podr encontrar
la hierba que busca al pie de un pino que tiene dos troncos. El
vendedor ambulante encuentra el rbol, pero se le dificulta buscar
alrededor de su base, y pide ayuda a una colonia de hormigas
cercana. Las hormigas recuerdan la bondad del vendedor ambulante
para con sus primas de junto al arroyo y con gusto buscan la hierba
para l.

Name Class Date
Tom Tat (p. 134)

Tat Ca Chung Ta eu La Mot LAURENCE YEP
Mot ngi an ong giau co rao thng cho bat c ai co the cha c
th lc ang yeu dan cua mnh. Co mot ngi ban hang rong, du ngheo
nhng anh luon oi x mot cach knh trong vi moi sinh vat. Anh nghe
noi ve mot loai thao dc co the cha cac van e ve th giac lien len
ng i tm. Trong khi i tm, anh giup mot an kien bang cach dch
chuyen mot tang a ra khoi b suoi e nc khong con lam ngap to
kien doc b suoi na. Sau o, anh lai cu mot con ret thoat chet bang
cach uoi i mot con chim ang tien en gan. Hoa ra con ret co phep
thuat, va e bay to long biet n, no noi vi ngi ban hang rong rang
anh ta se tm thay loai thao moc o di goc mot cay thong co hai than.
Anh tm thay cay o, nhng gap kho khan trong viec tm kiem quanh
goc cay. Anh nh mot an kien o giup . an kien nay nh en
long tot cua ngi ban hang rong vi ho hang cua chung doc con suoi
no lien vui long tm giup anh cay thao moc.

Name Class Date
Buod (p. 134)

Tayong Lahat ay Nagkakaisa LAURENCE YEP
Ang isang mayamang lalaki ay nag-alok ng isang gantimpala sa sinumang

makakagamot sa kanyang mga humihinang mata. Mayroon ding isang
mahirap na tagapaglak na naniniwalang dapat tratuhin nang may galang
ang bawat may bhay na bagay. Narinig nito na may isang halamang dam
na makakagamot sa mga problema sa paningin at hinanap niya ito. Habang
naghahanap siya, tinulungan niya ang isang colony ng mga langgam nang
ikinilos niya ang isang bato mula sa dulo ng isang ilug-ilugan upang hindi
na bahin ng tubig ang bahay ng mga langgam katabi ng pampng ng ilug-
ilugan. Pamaya-may ay iniligtas ng tagapaglak ang buhay ng centipede
nang tinakot ng tagapaglak ang isang palapt na ibon. Mahiwaga pala ang
centipede, at bilang pasasalamat ay sinabi nito sa tagapaglak na
mahahanap niya ang halamang dam sa ibab ng isang pine na pun na
may dalawang katawan. Nahanap ng tagapaglak ang pun, pero
nahirapan siyang maghanap sa ibab nito. Humingi siya ng tulong sa
colony ng langgam doon. Natandaan ng mga langgam ang
pagkamatulungn ng tagapaglak sa kanilang mga pinsan sa may ilug-
ilugan at hinanap nila ang halamang dam para sa tagapaglak.

Name Class Date
(p. 134)
LAURENCE YEP


Name Class Date

Nou Se Yon Sl LAURENCE YEP
Yon mesye rich ofri yon rekonpans bay nenpt ki moun ki kapab geri je li k
ap bese. Yon revand medikaman pv, ki kw nan trete tout bagay ki vivan
ak resp, tande pale de yon zb ki kapab geri pwoblm je epi l al chche li.
Pandan l ap chche, pou li ede yon koloni foumi, li deplase yon wch sou
b yon kouran dlo pou dlo a sispann inonde nich foumi an sou riv kouran
an. Apre sa, pou sove lavi yon milpat, revand a f yon zwazo ki t ap
pwoche p. Milpat la majik, epi nan gratitid li, li di revand a l ap jwenn zb
la nan pye yon pye pen ki gen de twon. Revand a jwenn pyebwa a, men li
gen pwoblm chche toutotou baz li. Li mande yon koloni foumi lokal pou
li ede l . Foumi yo, ki sonje jantiys revand a pou kouzen yo ki rete b
kouran dlo a, jwenn zb la pou revand a ak anpil plezi.

Name Class Date

Peb Puav Leej Yog Ib LAURENCE YEP
Ib tug txiv neej muaj nyiaj tau hais tias nws yuav muab nyiaj ntau rau leej
twg uas kho tau nws lub qhov muag pom kev. Ib tug qhev lagluam, tus
neeg uas fwm txhua yam muaj sia, tau hnov tias muaj ib yam tshuaj ntsuab
kho tau qhov muag pom kev ces nws mus nrhiav tsob tshuaj. Thaum
tabtom nrhiav, nws tau pab ib xub ntsaum tshem ib lub pob zeb ntawm
ntug dej ua rau dej tsis nyab cov ntsaum lub zes. Tsis ntev, tus qhev lagluam
tau cawm ib tug kab laum tshooj ntawm noog ncauj. Kab laum tshooj muaj
khawv koob, thiab qhia nws nrhiav tau tsob tshuaj ntawm lub hauv paus
thuv ob cag. Tus qhev lagluam nrhiav tau tsob ntoo, tabsis tsis pom hauv
paus ncau. Nws nug ib xub ntsaum nyob ntawd kom pab. Cov ntsaum, nco
tau nws kev ua siab zoo, lawv zoo siab pab nrhiav tau tsob tshuaj rau nws.

Name Class Date

Theme
The theme is the main idea of a story, poem, novel, or play. The theme
often tells you what the author thinks about a topic. Folktales often
share the same theme. For example, the value of friendship is a theme
that is common in folktales.
Discovering the theme of a story is important because it helps you see
a deeper meaning. A storys theme can teach you lessons about life.
ACT I VI T Y
Directions Choose a theme in We Are All One that you feel the story supports. Write it in
the top box of the graphic organizer. In the rest of the boxes, write details and quotations from
the story that support or illustrate that theme.
Theme

Name Class Date

Interpret Plot Events
Plot is the sequence of events in a story. When you interpret plot

events, you use your understanding of the world to decide what
events in the plot mean. Every time you read, you think about what
the story means to you. You create meaning based on what you
understand about the world. Interpreting the plot helps you connect
with the events in the story and understand the storys theme, or
main idea.
ACT I V I T Y
Directions In the first column, identify a plot event in the story. In the second column, tell
about the events meaning. Explain how the event relates to the storys theme or main idea.
The first row is done as an example.
Event Meaning
The peddler saves the centipede from This event shows how the peddler
being caught by the bird. The centipede helps others. One theme of the poem is
then tells the peddler where to find the that if you help others, you will be
cure. rewarded.
1. 2.
3. 4.
Continue recording events from the story and their meaning.
Ask your teacher for a Two-Column Table Graphic Organizer.

Name Class Date

Pronunciation: Distinguishing Denitions
An escort of soldiers marched up to him with a loud clatter

of their black lacquer armor. Our queen wishes to see you,
the captain said.
Laurence Yep, We Are All One
Connecting to Literature A dictionary can help you understand the

meaning of the word lacquer, as well as help you learn how to
e
pronounce it (lak r). One of the most important kinds of information
you can find in the dictionary is how to pronounce words. If a
vowel doesnt have a symbol, it has its normal short sound. Other
vowel sounds are shown by symbols, such as a straight line above
the vowel to show that it is long. Accent marks let you know
which syllables to stress.
Symbol Sound
aw sound, as in coffee and law

oo vowel sound in fool

e unaccented vowel sound at the end of
pencil, lemon, taken
follows syllables you should stress
ACT I VI T Y
Directions Use what you know about pronunciation to help you answer the questions.
e
1. Does the pronunciation kri r represent the word career, crier, or
carrier?
2. Does the pronunciation roof represent the word rough, roof, or rife?
3. Does dissolve (di zlv) share a vowel sound with cough, caf, or coat?
4. Does kind (kind) rhyme with pinned, lined, or mend?

Name Class Date

Appositives
An appositive is a noun placed next to another noun to identify it or add

information about it.
My brother, Jean, will accompany me to the boat.
An appositive phrase is a group of words that includes an apposotive and other
words that describe the appositive. Many appositives are set off by commas.
Raji Pabijan, a distinguished geologist, will speak at the Science Club meeting.
ACT I V I T Y
Directions Underline each appositive or appositive phrase.
1. The peddler, a candy salesman, set out to find a cure.
2. Even the experts, talented doctors, could not think of a cure.
3. The peddlers wife, Grace, was angry that he was leaving.
4. The dream, a good omen, made the peddler feel hopeful.

5. The centipede, a magical creature, helped the peddler along the

way.
6. The ants, the peddlers old friends, came to help him in his time
of need.
7. The antidote, a colorful bead, was so small that the peddler

couldnt find it.
8. The gatekeeper, a doubtful man, refused to let the peddler in.
9. The rich man, a land baron, let the peddler into the house.
10. The cure, a small bead dissolved in wine, worked perfectly.

Name Class Date

1. Why does the candy peddler remain poor even though he sells
candy?
2. When the peddler is leaving for his journey, when does he tell his
wife he will be back?
3. During the dream, what does the queen tell the peddler about
finding the herb?

4. What does the centipede say the rich man is supposed to do with
the magic bead?
5. How does the rich man show his gratitude to the peddler for
finding the cure?

Name Class Date

Todos somos uno LAURENCE YEP
1. Por qu el vendedor ambulante de dulces sigue en la pobreza a
pesar de que vende dulces?
2. Al ir de viaje, cundo le dice a su esposa que regresar?
3. En el sueo qu le dice la reina al vendedor de dulces acerca de

encontrar las hierbas?
4. Qu dice el ciempis que el hombre rico debe hacer con la cuenta

mgica?
5. Cmo le demuestra el hombre rico su agradecimiento al vendedor

de dulces por hallar la cura?

Name Class Date

TIME: Fireproong the Forests J. MADELEINE NASH
This TIME article describes the efforts of environmentalists to stop
serious forest fires. These fires often occur in the southwestern United
States, where it is warm and dry. Authorities need to thin out forests
so that there will not be as much wood for a fire to consume. Methods
for thinning include logging and controlled burns of small areas of
a forest. Environmentalists are struggling with important questions
such as, is it right to cut down young trees so that large old trees can
survive? People are discovering better ways to manage forests and
protect communities from forest fires.
TIME: Proteger los bosques contra el fuego

Este artculo de la revista TIME describe los esfuerzos de los
ecologistas para detener los grandes incendios forestales. Estos
incendios ocurren a menudo en la zona del suroeste de Estados
Unidos, donde las condiciones son clidas y secas. Las autoridades

tienen que clarear los bosques de manera que no haya tanta madera
para alimentar el fuego. Entre los mtodos para clarear los bosques se
encuentra la tala y los incendios controlados en reas pequeas de
un bosque. Los ecologistas se plantean preguntas importantes, como
por ejemplo: est bien cortar los rboles ms jvenes para que los
rboles viejos grandes puedan sobrevivir? Las personas estn
descubriendo mejores mtodos para administrar los bosques y
proteger a las comunidades de los incendios forestales.

Name Class Date
Tom Tat (p. 144)

Bai viet t tap ch TIME: Chong Chay Rng
J. MADELEINE NASH
Bai bao nay cua tap ch TIME mo ta nhng no lc cua cac nha moi
trng nham ngan nga cac vu chay rng nghiem trong. Nhng vu
chay rng nh vay thng xay ra khu vc tay nam nc My, ni kh
hau am va kho. Cac nha chc trach can phai lam cho rng tha hn e
neu co chay rng xay ra th se khong co nhieu go e am chay lan
rong. Cac bien phap lam tha rng gom co on go va ot co kiem
soat mot so khu vc nho trong rng. Cac nha moi trng ang tran tr
vi nhng cau hoi quan trong nh: viec on cay non e tao ieu kien
cho cay gia song c co phai la mot viec lam ung an khong? Moi
ngi ang tm kiem cac bien phap hu hieu hn trong quan ly rng va
bao ve cac cong ong khoi b anh hng cua chay rng.

Name Class Date
Buod (p. 144)

TIME: Ang Dapat Gawin Upang Hindi Masunog ang mga Gubat
J. MADELEINE NASH
Inilalarawan ng artikulo na ito mula sa TIME ang mga pagsisikap ng mga

environmentalist upang pigilan ang mga grabeng sunog sa gubat. Ang mga
sunog na itoy karaniwang nangyayari sa southwestern United States, kung
saan mainit at tuy. Kailangang gawing mas manipis ng mga Awtoridad
ang mga gubat upang hindi kasing dami ng kahoy ang masusunog.
Kabilang sa mga paraan ng pagnipis ang logging at ang mga kontroladong
pagsusunog ng mga maliliit na bahagi ng isang gubat. Pinag-iisipan ng
mga environmentalist ang mga mahalagang katanungan tulad ng, tama
bang putulin ang mga batang pun upang mailigtas ang mga malalaking
matandang pun? May natutuklasang mga mas mahusay na paraan upang
pamahalaan ang mga gubat at protektahan ang mga komunidad mula sa
mga sunog sa gubat.

Name Class Date
(p. 144)
TIME J. MADELEINE NASH
TIME


Name Class Date

TIME: Pwoteje For yo kont Ensandi J. MADELEINE NASH
Atik TIME sa a ap dekri ef ekolojis yo pou etenn gwo dife for. Ensandi
sa yo rive souvan nan sidws Etazini, kote klima a cho ak sch. Otorite yo
bezwen klsi for yo pou pa gen otan bwa pou yon dife devore. Metd pou
klsi genyen ladan eksplwate ak boule sou kontwl ti sifas nan yon for.
Ekolojis yo ap lite ak kesyon enptan tankou, ske sa bon pou yo koupe
pyebwa jn pou gran pyebwa ansyen kapab siviv? Moun ap dekouvri pi
bon manny pou jere for ak pwoteje kominote kont ensandi for.

Name Class Date

TIME: Thaiv Hluav Taws rau Havzoov J. MADELEINE NASH
Zaj lus hauv daim xov xwm TIME piav txog dag zog ntawm cov neeg saib
xyuas cheeb tsam cheem hluav taws tom hav zoov. Cov hluav taws nquag
tshwmsim nyob sab hnub poob qab teb hauv Amelika, cheeb tsam sov
thiab nkig. Tej nom tswv yuav tau muab hav zoov tshib thiaj tsis fab rau
hluav taws kub. Kev tshib yog txiav ntoo tawm thiab tswj hluav taws kub
tom cov hav zoov me. Cov neeg saib xyuas cheeb tsam muaj dejnum
tseemceeb ua xwsli, txiav cov ntoo me tawm saib cov loj puas ciaj? Neeg
nrhiav tau ntau txoj kev zoo los tswj hav zoov thiab tiv thaiv zej zog kom
txhob kub hnyiab.

Name Class Date

Determine Main Idea and Supporting Details
TIME: Fireproong the Forests J. MADELINE NASH
A texts main idea is its most important point. You can find the main
idea by looking at the texts details and deciding what one idea all of
them are talking about. It is important to identify the main idea in
order to understand a texts basic meaning.
ACT I VI T Y
Directions What do you think is the main idea of Fireproofing the Forests? Write the main
idea in the top box of the graphic organizer below. Then, write details from the story that
support or illustrate the main idea.
Main Idea
Continue writing details from the story that support the main idea.
Ask your teacher for a Supporting Details Graphic Organizer.

Name Class Date

TIME: Fireproong the Forests J. MADELINE NASH
1. According to Covington, how did the ponderosa pine forests of the
American Southwest use to look?
2. What did he say would be the way to get them to look that way
again?
3. How did Tom Swetnam and his coworkers reconstruct a fire

history of southwestern forests?
4. Why is it important for the forests to have open spaces?
5. What does the selection conclude is difficult to decide about the

value of thinning?

Name Class Date

TIME: Bosques a prueba de incendios J. MADELINE NASH
1. Segn Covington, cmo eran los bosques de pinos ponderosa del
suroeste de Estados Unidos?
2. Cmo dice que se puede lograr hacerlos ver como eran antes?
3. Cmo reconstruyeron Tom Swetnam y sus colaboradores la

historia de los incendios de los bosques del suroccidente?
4. Por qu es importante que los bosques tengan espacios abiertos?

5. Qu se concluye en esta seleccin de lo difcil que es decidir sobre
el valor que tiene el raleo?

Name Class Date
Comparing Literature (page 150)

Graphic Organizer
The Rider NAOMI SHIHAB NYE
Ill Walk the Tightrope MARGARET DANNER
The authors of the two poems in this section both write about facing
lifes challenges. You can compare and contrast other themes the
authors write about and gain a deeper understanding of both
selections.
ACT I V I T Y
Directions Use the graphic organizer below to compare and contrast the themes of The
Rider and Ill Walk the Tightrope.
The Rider Ill Walk the

Tightrope

Name Class Date

A bicycle racer thinks about a boy who thought that if he went fast
enough on his rollerskates, he could outrun loneliness. The bicycle
racer thinks this is a wonderful idea. He hopes he can use it both to
win his next bicycle race and to never feel lonely.
A tightrope walker explains the need for concentration. If she looks

down at people walking on the ground, she will lose her
concentration and fall. She has no net and no balance stick, so she
must step very carefully. She must concentrate entirely on keeping her
balance.
El ciclista
Un ciclista de carreras piensa en un nio que crea que, si corra lo
bastante rpido con sus patines, podra dejar atrs la soledad. El

ciclista de carreras piensa que es una idea estupenda, y tiene la
esperanza de que podr usarla tanto para ganar su prxima carrera
de bicicletas como para no sentirse solo nunca ms.
Yo caminar por la cuerda oja

Una acrbata que camina por la cuerda floja explica su necesidad de
concentracin. Si ella mira hacia abajo, a las personas que caminan
por el suelo, perder su concentracin y se caer. Ella no tiene red de
seguridad ni vara de equilibrio, as que deber pisar con mucho
cuidado. Deber concentrarse por completo en mantener su equilibrio.

Name Class Date
Tom Tat (p. 150)

Ngi ap Xe NAOMI SHIHAB NYE
Mot ngi ua xe ap ngh ve mot cau be co suy ngh rang neu cau
trt u nhanh tren oi giay trt pa tanh th cau co the tron thoat c
noi co n. Ngi ua xe ap cho rang ay la mot y tng tuyet vi.
Anh hy vong co the s dung y tng o e va gianh c chien thang
trong cuoc ua xe ap sap ti va khong bao gi cam thay co n na.
Toi Se Bc i Tren Day Cang Cao MARGARET DANNER
Mot dien vien day cang cao giai thch ve s can thiet cua viec tap trung.
Neu co nhn xuong di nhng ngi ang i tren mat at, co se mat
tap trung va nga lon xuong. Co khong co li an toan hay gay gi thang
bang, v vay phai bc i het sc can than. Co phai hoan toan tap trung
e gi thang bang.

Name Class Date
Buod (p. 150)

Ang Sumasakay NAOMI SHIHAB NYE
Naisip ng isang nangangarerang nagbibisikleta ang isang batang nakaisip

na kung siyay sapat na mabilis sa kanyang rollerskates, mas mabilis pa siya
sa kalungkutan. Sa isip ng nagbibisikleta ay maiging matandaan ito. Gusto
niya itong gamitin upang manalo sa kanyang susunod na karera sa
bisikleta at upang hindi kailanman makaramdam ng lungkot.
Lalakarin Ko ang Tightrope MARGARET DANNER
Ipinapaliwanag ng isang naglalakad sa tightrope ang pangangailangan ng

konsentrasyon. Kung titingnan niya ang mga taong naglalakad sa lupa,
mawawalan siya ng konsentrasyon at siyay mahuhulog. Wala siyang net at
wala siyang patpat na pambalanse, kaya kailangan niyang humakbang
nang maingat na maingat. Ang dapat lamang niya pag-isipan ay ang
panatilihin ang kanyang balanse.

Name Class Date
(p. 150)
NAOMI SHIHAB NYE
MARGARET DANNER


Name Class Date

Kour a NAOMI SHIHAB NYE
Yon siklis ap panse ak yon ti gason ki te kw si li t al vit ase sou paten a

woult li, li t ap kapab kite solitid dy. Siklis sa a panse se yon
kokennchenn lide. Li espere li kapab svi ak toude pou genyen pwochen
kous bisiklt li epi alafwa pa janm santi l sl.
M ap Mache sou Fil MARGARET DANNER
Yon ekilibris ap eksplike bezwen konsantrasyon. Si li gade moun k ap

mache at yo, l ap pdi konsantrasyon li epi l ap tonbe. Li pa gen ni fil ni
baton ekilib, kidonk li dwe mache ak anpil pridans. Li dwe konsantre
konpltman sou kenbe ekilib li.

Name Class Date

Tus neeg Caij NAOMI SHIHAB NYE
Ib tus neeg xeem nees zab xav txog tus menyuam tub txoj kev xav tias yog
nws caij khau log ntog ceev txaus, nws yuav yeej txoj kev kho siab. Tus neeg
xeem nees zab xav tias nov yog ib qho tswv yim zoo. Nws npaj siv kom yeej
rau txoj kev sib twv nees zab tom ntej nov thiab kom txhob kho siab ntxiv
lawm.
Kuv Yuav Taug Txoj Hlua MARGARET DANNER
Ib tus neeg taug hlua piav txog qhov tim tsum ntawm kev tswj. Yog nws
saib hauv rau tej neeg mus kev hauv av, nws yuav plam nws txoj kev tswj
thiab poob. Nws tsis muaj lub vas cuab thiab tsis muaj pas nruam nrog,
nws yuav tsum ua zoo tsuj zoo zoo. Nws yuav tsum tswj ntsoov rau txoj
kev taug ncaj.

Name Class Date

Theme
A theme is the main idea or message of a story, poem, novel, or play,
usually expressed as a general statement. Some works have a stated
theme, which is expressed directly. Other works have an implied
theme, which is revealed gradually through elements such as plot,
character, setting, point of view, and symbol.
The Rider and Ill Walk the Tightrope have a number of themes.
Look for details that reveal the theme in each poem.
ACT I VI T Y
Directions In the second column below, record details or quotations from each poem. In the
third column write down the themes.
Poem Details from the Poem Theme of the Poem

The Rider his loneliness couldnt One of the themes is
catch up to him escaping loneliness.

The Rider
Ill Walk the Tightrope
Ill Walk the Tightrope

Name Class Date

Action Verbs
An action verb is a word that names an action and tells what a subject does. It may
contain more than one word. Action verbs can express physical actions or mental
actions.
She kicks the ball. (physical action) She likes piano lessons. (mental action)
Have, has, and had are often used before verbs. They can also be used by themselves
as action verbs when they name what the subject owns or holds.
The sports arena has 20,000 seats. Our coaches had a new playbook.
The opponents have blue uniforms. We have played this team before.
ACT I V I T Y
Directions Draw two lines under each action verb. Write physical or mental in the blank to
indicate whether the verb expresses physical action or mental action.
1. The boy skates quickly down the street.
2. He has demonstrated what a great athlete he is.

3. At night, I often wonder about my future.
4. I left my skates at practice.
5. The azalea bush had many pink petals.
6. I have considered this walk carefully.
7. I step delicately onto the rope.
8. I remember the acrobats on television.
9. The rope had evidence of former walkers.
10. I concentrate on the dangerous walk.

Name Class Date

1. What does the speaker wonder about while he pedals hard down
King William Street in The Rider?
2. In The Rider, what does the speaker describe as never having felt
loneliness?
3. In The Rider, what does the speaker consider a victory?

4. What will happen to the speaker in Ill Walk the Tightrope if she
stops to watch others?
5. What makes the speakers tightrope walk more difficult?

Name Class Date

El ciclista NAOMI SHIHAB NYE
Yo caminar por la cuerda oja MARGARET DANNER
1. En El ciclista, en qu piensa el narrador al pedalear por la calle
King William?
2. En El ciclista, qu describe el narrador cuando dice que jams ha

sentido la soledad?
3. En El ciclista, qu es lo que el narrador considera como una

victoria?
4. En El ciclista, qu le suceder a la narradora si se detiene a mirar

a los dems?
5. Qu hace ms difcil para la narradora caminar sobre la cuerda

floja?

Name Class Date
Spelling Practice
Adding Prexes
When you add a prefix to a word, do not change the spelling of the
word.
Examples
un- + concerned = unconcerned
re- + cycle = recycle
in- + destructible = indestructible
This is true even if the last letter of the prefix is the same as the first
letter of the word.
Examples
re- + emerge = reemerge
im- + moral = immoral
ACT I VI T Y
Directions Complete the chart by filling in all blanks. Remember to write the prefixes, words,
and new words in the correct columns.
Prefix Word New Word

immature 1.
2. legible illegible
submarine 3.
un- 4. unnecessary
reconsider 5.
6. scope telescope
irregular 7.
8. visible invisible

Name Class Date
Writing Workshop (page 154)

Narrative
Graphic Organizer
To begin writing your short story, you need to have a good idea of the
characters, locations, and conflicts you will be writing about. Think
about the people in your life and issues that are important to you. Fill
out the chart below with the basic details of your short story. Think
about the following questions:
What are some conflicts that I, my family members, or my friends
have faced? How did these people overcome challenges, and who
helped them? Which challenge might make a good story and why?
Who are the characters involved in this conflict? Which
characters are more important than others? What do the
characters look like? How do they act? What do they say?
Where does the story take place? How does the setting relate to the
conflict and the characters?
Character Names
Character
Descriptions
Setting
Description
Conflict
Resolution

Writing Workshop Rubric
Narrative
Ideas Organization Conflict Description Characterization

6 Chooses an Develops a Makes the Consistently Consistently and
appropriate strong plot that internal or and effectively effectively uses
narrator and a includes all of external includes dialogue and
clear and the following conflict part sensory details description to
consistent point plot elements: a of every event to describe highlight similarities
of view. beginning, rising in the plot setting and and differences
action, a climax, and the basis action. among main and
falling action, of the theme. minor characters.
and a resolution.
5 Chooses an Develops a Makes the Frequently Frequently uses

appropriate strong plot that internal or includes dialogue and
narrator and includes most of external sensory details description to
generally clear the following: a conflict part to effectively highlight similarities
and consistent beginning, rising of most events describe and differences
point of view. action, a climax, in the plot setting and among main and
falling action, and the basis action. minor characters.
and a resolution. of the theme.
4 Chooses an Develops a plot Makes the Includes some Uses some dialogue
appropriate that is weak in internal or sensory details and description to
narrator, but one of the external to describe highlight similarities
point of view is following: the conflict part setting and and differences
sometimes beginning, the of some action, but among characters, but
inconsistent. rising action, the events in the some are could use more.
climax, the falling plot and the ineffective (not
action, or the basis of evocative).
resolution. the theme.
3 Chooses a Develops a plot Makes the Includes Sporadically uses

narrator that that is weak in at internal or sensory dialogue and

seems least two of the external details, but description to
ineffective, and following: the conflict part many of these highlight similarities
employs a point beginning, the of some are ineffective and differences
of view that is rising action, the events in the and could use among characters.
sometimes climax, the falling plot but not more.
inconsistent. action, and the the basis of
resolution. the theme.
2 Chooses an Develops a plot Development Rarely includes Rarely uses dialogue

inappropriate that is missing of internal or sensory details and description to
narrator and a one of the external and those that highlight similarities
point of view following: the conflict is are included and differences
that is often beginning, the weak and are ineffective. among characters.
inconsistent. rising action, unrelated to
the climax, the the theme.
falling action, or
the resolution.
1 Both the Develops a plot Does not Does not Does not use any
narrator and the that is missing develop include sensory dialogue or
point of view more than one internal or details. description to
are ineffective or of the following: external highlight similarities
inconsistent. the beginning, conflict as and differences
the rising action, part of the among characters.
the climax, the plot or theme.
falling action, and
the resolution.

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

Organization
The beginning, middle, and end are clearly linked.
The internal order of ideas is easy to follow.
The introduction captures the readers attention.
The sentences and paragraphs flow from one to the next in a way
that makes sense.
The conclusion wraps up the composition.

Name Class Date
Speaking, Listening, and Viewing (page 160)

Narrative Presentation
Performing a Scene
You can bring your story to life by performing a scene for your class.
To do this, choose classmates as actors and select a scene from your
story that will be visually interesting for your audience. Completing
this activity allows you to think about your characters, setting, and
conflict in a new way.
ACT I VI T Y
Directions Develop a performance of a scene from your story. You will most likely have to ask
some of your classmates to participate in your performance. Follow the steps below to create
the performance.
1. Choose a method of performance. Think about how you would like
to present your scene to your audience. You can use video
equipment, stage a play, put on a puppet show, or some other
original method. Record your method of performance here:
2. Select a scene from your story that will be visually interesting.

Think carefully about the setting of the scene and the actions of the

characters. Consider the benefits and limitations of creating a
performance of a scene that you developed in your mind. You may
perform the climax or another scene that will give your audience a
chance to understand your characters. Write a description of the
scene you will perform here:
3. Decide who will help you perform your scene. Think about how
many actors you will need. Remember to offer to participate in
your classmates scenes as well. Write the names of your classmates
who will be performing in your scene here:

Name Class Date
Performing a Scene, cont.

4. Think carefully about your scene, the actors you have chosen,
and the way you will be presenting the scene. Is there anything
you will have to change from the short-story version to be able to
perform the scene for your class? Make a list of any changes here:
5. Rewrite your scene. Read your scene carefully and rewrite it as a

script. Write a brief description of the setting at the top of your
script. Then write down the lines that each actor will say and the
actions they will take during the performance.
6. Think about any questions your audience might have when they
will be watching the scene. Record these questions and answer
them, so that you are ready to explain anything that might be
confusing. Record questions and answers here:
7. Rehearse your scene with your actors. Work with the actors to
make sure that your scene is clear and understandable. Make any
changes necessary before the performance. Write down any
changes you have to make here:

Speaking, Listening, and Viewing Rubric
Narrative Presentation
Speaking Character Pace Volume Eye Contact

6 Consistently Consistently Consistently Consistently Makes eye
speaks clearly adjusts speaking adjusts the varies tone and contact with
and precisely. style to fit all pace of volume to audience
individual speaking and communicate throughout
characters by uses effective emotions and entire
adapting facial pausing to build suspense. presentation.
expressions, emphasize
gestures, and vocal important
quality. moments
throughout the
story.
5 Frequently Frequently adjusts Frequently Frequently varies Makes eye

speaks clearly speaking style to changes the tone and volume contact with
and precisely. fit most individual pace of to communicate audience
characters by speaking and emotions and through most of
adapting facial uses effective build suspense. presentation.
expressions, pausing to
gestures, and vocal emphasize
quality. important
moments
throughout the
story.
4 Speaks clearly Sometimes adjusts Sometimes Adequately varies Makes eye

and precisely. speaking style to changes the tone and volume contact with
differentiate pace of to communicate audience
between speaking and emotions or build through some of
individual uses effective suspense. presentation.
characters by pausing to
adapting facial emphasize
expressions, important
gestures, and vocal moments

quality. throughout the
story.
3 Sometimes Attempts to adjust Changes the Occasionally Makes eye

speaks clearly speaking style to pace of varies tone and contact with
and precisely. fit individual speaking but volume to audience a few
characters, but may not communicate times during
does not emphasize emotions and presentation.
consistently adapt moments build suspense.
facial expressions, throughout the
gestures, and vocal story.
quality.
2 Rarely speaks Struggles to adjust Rarely changes Rarely varies tone Makes eye
clearly and speaking style to the pace of and volume and contact with
precisely. fit individual speaking to has difficulty audience only
characters. emphasize communicating once or twice
moments emotions or during
throughout the building suspense. presentation.
story.
1 Does not speak Does not adjust Does not Does not vary Does not make
clearly and speaking style. change pace of tone or volume. eye contact with
precisely. speaking. audience.

Name Class Date
Two-Column Table Graphic Organizer


Name Class Date
Three-Column Table Graphic Organizer

Name Class Date
Three-Column Grid Graphic Organizer


Name Class Date
Sequence Graphic Organizer


Name Class Date
Supporting Details Graphic Organizer


Name Class Date
Cluster Graphic Organizer

Name Class Date
If-Then Graphic Organizer


Name Class Date
Compare-and-Contrast Graphic Organizer

How Alike?

How Different?

Name Class Date
Venn Diagram

Name Class Date
Triple Venn Diagram

Answers
Unit 1 Answers EXERCISE B
1. commotion
Unit Introduction 2. commended
Answers will vary. 3. haughtily
4. undoubtedly
The Big Question School-to-Home
Connection EXERCISE C
Answers will vary. Answers should show that Answers will vary. Students should write from
students interviewed and took notes while the young lords perspective and use all five
discussing the questions with one or two people vocabulary words.
at home.
Vocabulary Strategy
Challenge Planner Answers will vary. Sample answers follow.
Answers will vary. Students planners should 1. an order or a law that the people must follow
show that they have chosen a topic and a project 2. terrible, frustrating
and have taken the steps necessary to complete 3. fearful, worried about a bad thing to come
the project. 4. wisdom, intelligence
Academic Vocabulary Development 5. feeling superior to others, overly proud
Answers will vary. Students should demonstrate Grammar Practice
their understanding of the academic vocabulary 1. dec.
words. 2. int.
3. int.
Part 1: Friends and Family 4. dec.
English Language Coach 5. int.
1. future; will write 6. dec.
2. past; ate 7. dec.
3. present; hides 8. int.
4. past; knew 9. int.
5. present; eat 10. dec.
6. past; flew
Selection Quick Check

7. present; makes 1. The folktale takes place many years ago in a
8. future; will build small village in the western hills of Japan.
9. past; fell 2. After the lords decree that anyone over the
10. future; will work age of seventy-one be sent to the mountains to
The Wise Old Woman die, the village has fewer and fewer elderly
Literary Element people. Soon the old people disappear
Answers will vary. Answers should demonstrate altogether.
an understanding of the young lords point of view. 3. She thinks of her son and leaves a trail of
small twigs so that he can find his way back
Reading Skill home.
Answers will vary. Sample answers: 1. The 4. He digs a hole under their kitchen floor and
farmers mother is kind to him as he carries her to makes it into a small room, where she stays in
the mountains. 2. The farmer feels guilty and hiding. He brings her food to her daily.
brings his mother back home instead of leaving 5. She uses her age and experience to solve
her in the mountains. riddles that save her son and the entire village.
Selection Vocabulary Practice Amigo Brothers
EXERCISE A Literary Element
1. B Answers should include a conflict related to both
2. C Felix and Antonio. Sample answer: Felix is afraid
3. A that hell hurt Antonio if they fight, which is an
internal conflict.

Answers
Reading Strategy 4. The fight took place at Tompkins Square Park
Answers must include a characters feeling and a because the gymnasium of the Boys Club
similar feeling from the student. would not be able to hold all the people that
would be attending the fight.
Selection Vocabulary Practice
5. The two embraced each other and then they
EXERCISE A left the ring arm in arm.
1. C
2. A Grammar Workshop
3. B 1. Martin, a doctor, offered to help the man.
4. D 2. When Mr. Nelson went on a hike, he looked
for a rare bird.
EXERCISE B 3. Jasmine rode her bike around the block.
1. perpetual 4. The advertisement interested my father, who
2. wary went to the store immediately.
3. improvise 5. She could go to the park, or she could go to the
4. devastating library.
EXERCISE C Rikki-Tikki-Tavi
Answers will vary. Commentary should include Literary Element
at least four vocabulary words. Students entries in the Setting Details column
Vocabulary Strategy should be examples of setting description from
Answers will vary. Sample answers: the story. Entries in the Mood column should be
1. quickly, lightly, and carefully judgments about the mood or feeling that the
2. to move wildly or thrash setting produces.
3. a strong, sudden, forward movement Reading Skill
4. to practice without using full strength Answers will vary but should include the
5. not controlled or restrained following. Box 3: Darzee and his wife; Nag and
Grammar Practice Nagaina. Box 4: Rikki-tikki-tavi avoids getting in a
1. exc. fight with Nag and Nagaina or Rikki-tikki-tavi kills
2. imp. a Karait.

3. exc. or imp. Selection Vocabulary Practice
4. neither EXERCISE A
5. imp. 1. valiant
6. exc. 2. cultivated
7. exc. or imp. 3. cower
8. imp. 4. restless
9. neither
10. imp. EXERCISE B
1. restless
Selection Quick Check 2. valiant
1. Antonio was fair, lean, and lanky; but Felix 3. cower
was dark, short, and husky. Antonios hair was
falling in his eyes, but Felixs was in a natural EXERCISE C
Afro style. Answers will vary. The new scene of Rikki-tikki-
2. They both dreamt of someday being the tavi in the garden should include all four of the
lightweight champion of the world. vocabulary words.
3. They promised that once they were in the
Vocabulary Strategy
ring, they had to act as though they had never
1. A
met and were strangers.
2. B
3. B
4. A

Answers
Grammar Practice 3. She could see the road on which the
1. A. house, is highwayman would be riding.
B. garden 4. He found out what happened to Bess at dawn.
C. is 5. He was shot and killed by the soldiers.
2. A. Rikki-tikki-tavi, is
B. Rikki-tikki-tavi Part 2: Me, Myself, and I
C. is
English Language Coach
3. A. people, know
1. plural
B. people
2. plural
C. know
3. plural
4. A. mongoose, turns
4. singular
B. mongoose
5. singular
C. turns
6. plural
Selection Quick Check 7. plural
1. Rikki-tikki-tavi is a mongoose. 8. singular
2. The boy is named Teddy. 9. singular
3. The tailorbirds name is Darzee. 10. singular
4. Rikki-tikki-tavi finds Nagainas eggs. The Good Samaritan
5. Rikki-tikki-tavi kills Nagaina in a hole.
Literary Element
The Highwayman Answers should include the following
Literary Element information. 1. Mrs. Snchez tells Rey that he
Answers will vary. In the Setting Information cannot swim in the pool today, and that Orlando
column, students should include details from the and Mr. Snchez are not home. 2. Rey drives to
poem that show the setting. In the Impact on the pick up his little brother and sees Mr. Snchez
Mood column, students should describe the stranded on the side of the road and must decide
mood that results from the setting and explain whether or not to stop. 3. Rey thinks of how hard
why the setting details create this mood. his father works and hopes that someone would
stop for his father if he were stranded. 4. Rey
Reading Strategy helps Mr. Snchez but refuses to spend time at his
Answers will vary. Sample answers: house later that evening.

1. Yes, Tim must be the one who tips off the
soldiers that the highwayman will return to Reading Strategy
the landlords daughter. Answers will vary. In the See column, students
2. Yes. should provide a visual description. In the Hear
3. No, the highwayman says that he will be back column, students should record noise or voices. In
at night, so it is not a surprise that he doesnt the Feel column, students should record the
show up during the day. feelings that Rey describes.
4. No
Selection Vocabulary Practice
Grammar Practice EXERCISE A
1. compound predicate; clattered, clashed 1. synonyms
2. compound subject; the landlord, his daughter 2. antonyms
3. compound predicate; marching, riding 3. synonyms
4. compound predicate; looks, find 4. synonyms
5. compound subject; horses, dogs
EXERCISE B
6. compound subject; windy, cloudy
1. supervision
7. compound predicate; hopes, watches
2. standstill
8. compound subject; sleet, rain
3. disrespect
EXERCISE C
1. He tapped with his whip on the shutters.
Answers will vary. The explanation should be
2. He heard him say he would have the yellow
from the perspective of Mr. Snchez and should
gold with him when he returned.
include all four of the vocabulary words.

Answers
Vocabulary Strategy The Lark and Her Children and
Sample answers: The Travelers and the Bear
1. something to keep us mindful of an event or a Literary Element
person Sample answers:
2. to get benefits for free without working 1. The main characters are a lark and her
3. someone who maintains the books of a fledgling birds.
company 2. One of the main characters is a bear.
4. able to be moved 3. The lark says, Never fear, my children. We
5. a building that is so tall that it looks like it is still have some time left.
scraping the sky 4. The bear whispered something to the second
Grammar Practice traveler.
1. frag. 5. The moral of the story is If you want
2. frag. something done, do it yourself.
3. sent. 6. The moral of the story is Misfortune is the
4. frag. true test of friendship.
5. sent. Grammar Practice
6. frag. 1. S
7. frag. 2. R
8. sent. 3. C
9. frag. 4. C
10. sent. 5. S
Selection Quick Check Selection Quick Check
1. Rey saw the curtains of Orlandos room move 1. The farmer called his friends and neighbors to
a little. help harvest the wheat.
2. He told them he did not want them to track 2. The lark knew the farmer would have to wait
dirt in the pool. for his friends and neighbors to help.
3. His baby brother Marty was small and slow, 3. When the farmer told his sons he couldnt
and Orlie wanted to have some competition wait for help and they would do the work
on the basketball court.

themselves, the lark knew they had to leave
4. His truck had a flat tire. the nest.
5. He saw the look in Mr. Sanchezs eyes, and it 4. The first traveler scrambled up a tree and
reminded him of the same tired look his refused to help his companion.
father usually had when he came home from 5. The bear whispered that he should choose a
work. better companion for his next journey.
Genre Focus The Force of Luck
1. Answers will vary. Students should Literary Element
demonstrate an understanding of what first- Answers will vary. Sample answer: The miller is
person and third-person point of views are. If honest. Even though he is afraid that they will
students rewrite a passage of The Good think he had squandered the money, he decided
Samaritan, it should be in third-person. If to tell them the truth.
students rewrite a passage of Seventh Grade,
it should be in first-person. Reading Skill
2. The folktales in this unit include The Wise Answers will vary. In number 1, students should
Old Woman, The Force of Luck, and We record a specific detail from the plot. In 24,
Are All One. The fables are The Lark and students should record conclusions or inferences
Her Children and The Travelers and the that correspond to the plot details in the first
Bear. Students responses will vary, but column.
should be based on concrete details from the
chosen texts.

Answers
Selection Vocabulary Practice Grammar Practice
EXERCISE A 1. abstract
1. prosperous 2. collective
2. novelty 3. concrete
3. benefactors 4. abstract
4. provisions 5. concrete
6. abstract
EXERCISE B 7. concrete
1. prosperous 8. concrete
2. benefactors 9. collective
3. provisions 10. concrete
EXERCISE C Selection Quick Check
Answers will vary. The summary should contain 1. The poet is saying that Rosa Parks did not
the major events in the story and should include plan anything that happened, but the situation
all four vocabulary words. at the time was so bad that something was
Vocabulary Strategy ready to happen.
1. feud 2. The poet is drawing a connection between
2. monster Parks and the park benches, which are
3. loud public seating areas.
4. thought 3. The poet is pointing out that all Rosa Parks
did was sit, and stay seated, even after she was
Grammar Practice asked to move.
1. pl.; co.
2. sing.; co. from Rosa Parks: My Story
3. sing.; pr. Reading Skill
4. sing.; co. Students entries in the first column should be
5. pl.; co. accurate facts and details from the selection.
6. sing.; co. Their thoughts and questions should relate to
7. sing.; pr. these facts and details.
8. sing.; co. Selection Quick Check

9. pl.; co. 1. Rosa thought that perhaps someone saw her
10. pl.; co. get on and did not take the seat, but left it for
Selection Quick Check her.
1. The two wealthy friends disagree about 2. The driver told Rosa and three other African
whether money or luck makes a person Americans to give up the front seats of the
prosperous. black section of the bus.
2. One of the wealthy men gives the miller two 3. Rosa refused to get up from her seat. She felt
hundred dollars. the more they complied, the worse they were
3. A hawk steals the first bag of money. treated.
4. The miller hides the second gift in a jar of bran. 4. She said she would have felt supported if they
5. The millers wife finds a diamond. had stayed in their seats, but she didnt think
hard of them or criticize them.
Rosa 5. He said he didnt know, but that the law is
Literary Element the law and then said she was under arrest.
Students entries in the Quotation column should
be details or quotations from the poem that are Part 3: Extraordinary Individuals
important to the characterization of Rosa.
Students inferences should follow naturally from English Language Coach
the detail noted. In the Direct or Indirect? Students should have underlined the following
column, students should correctly identify each words:
detail as direct or indirect characterization. 1. happy
2. unimportant
3. crazy

Answers
4. continued 4. He dated her in borrowed cars so that she
5. approvingly would think he was rich.
6. broke 5. Teresa had asked him after class if he would
7. luckily help her with her French, and so he has to
learn as fast as possible in order to help her.
Seventh Grade
Literary Element Thank You, Mam
Students entries in column 1 should be Literary Element
examples of sensory details from the text. In Students responses will vary but should be based
column 2 students should list which of the 5 on concrete details from the story. In addition to
senses the details appeal to. In column 3 examples of direct characterization, answers
students should explain what these details help should include details and quotations about the
convey to the reader about setting, characters, or woman and the boys actions and what their
events. actions reveal about their characters.
Reading Strategy Reading Skill
Answers will vary. Sample answer: In the first Answers will vary but should include concrete
column, the student could write, He moved his details from the story. Students entries in the
lips as if he were reading, but his mind was circles might include a detail that reveals where
somewhere else. In the second column, the the story takes place, such as the boy fell on his
student could write, Victor is probably thinking back on the sidewalk.
about Theresa.
Vocabulary Strategy
Vocabulary Strategy Sample answers:
Sample answers: 1. something that works against you or stands in
1. focus, dedication, attention to detail your way
2. frowned, scowled 2. like a child
3. excited, enthusiastic, committed 3. able to be liked
4. unsure, embarrassed, upset 4. say again
5. understood, connected, felt similar
Grammar Practice

Grammar Practice 1. possessive
1. languages 2. possessive
2. classes 3. plural
3. fruit cocktails 4. contraction
4. desks 5. possessive
5. textbooks 6. plural
6. Victors 7. possessive
7. Michaels 8. plural
8. students 9. plural
9. Teresas 10. contraction
10. books
Selection Quick Check 1. He is about fourteen or fifteen.
1. He thinks he might travel to France some day, 2. He says he will run.
and also Teresa, a girl he likes, is taking 3. She has him wash his face.
French. 4. She does not talk about where he lives or
2. When the teacher asks for an example of a about his family.
noun, he calls on Victor, and Victor 5. She gives him ten dollars so that he can buy
automatically answers, Teresa. some blue suede shoes.
3. He sits near the front because he is one of the
last students to arrive in class and the seats in
the back have already been taken.

Answers
We Are All One TIME: Fireproofing the Forests
Literary Element Reading Strategy
Students responses will vary but should include Sample answer to complete the top box:
concrete details from the story. Sample answer to Thinning the forests can be an effective way of
complete the top box: If you are a good person, preventing uncontrollable fires and preserving
you will be rewarded. An example of a detail old-growth trees. In the bottom boxes, students
that supports this theme: the peddler helps save should include details from the text that support
the ants, and they help him find the cure. the main idea, such as forests with patches of
open space have less fuel.
Reading Strategy
Answers will vary according to the events the Selection Quick Check
students include. All events should be of 1. They were beautiful woodlands with thriving
importance to the story. In the first column the grasses and wildflowers.
students should list an event from the story, such 2. He said that they could look that way again if
as the peddler saves the ants from the flood. In they were thinned, cutting down the smaller
the second column, the student should identify a trees to make room for the larger ones.
theme that the detail supports, such as It is 3. They reconstructed a fire history by dating the
important to treat all of the earths creatures with scars left in the tree rings.
respect. 4. Open spaces help lessen the danger of horrific
blazes.
Vocabulary Strategy 5. It is difficult to weigh the balances and risks
1. crier in terms of ecology.
2. roof
3. cough Comparing Literature Graphic
4. lined Organizer
Answers will vary. Sample answer: in the left
Grammar Practice circle the student could write overcoming
Students should have underlined the following: loneliness. In the overlap the student could write
1. a candy salesman lifes challenges and in the right circle getting
2. talented doctors through difficult times.
3. Grace
4. a good omen The Rider and Ill Walk the Tightrope

5. a magical creature Literary Element
6. the peddlers old friends Answers will vary but should include concrete
7. a colorful bead details from the poems. Answers should include
8. a doubtful man details that reveal the themes in each poem, such
9. a land baron as loneliness in The Rider and getting through
10. a small bead dissolved in wine hard times in Ill Walk the Tightrope.
Selection Quick Check Grammar Practice
1. He remains poor because he gives away as 1. physical; skates
much as he sells. 2. physical; has demonstrated
2. He says he will be back before the two baskets 3. mental; wonder
of candy in the house are gone. 4. physical; left
3. She tells him that if he keeps looking for it, he 5. physical; had
will surely find it. 6. mental; have considered
4. He is supposed to dissolve the magical bead 7. physical; step
in wine and then drink it. 8. mental; remember
5. He doubles the reward that he had promised 9. physical; had
to give for the person who would find a cure. 10. mental; concentrate

Answers
Selection Quick Check Writing Workshop Graphic Organizer
1. The speaker wonders if he will be able to leave Student responses should include detailed
his loneliness behind him by riding fast like descriptions of each of the basic elements of the
the rollerskater. short story they will compose.
2. The speaker describes the cloud of azaleas as
never having felt loneliness. Speaking, Listening, and Viewing
3. The speaker considers leaving your loneliness Answers will vary. Students should address each
behind you a victory. of the questions with thoughtful, detailed
4. The speaker will fall. responses as they prepare to perform a scene
5. The speaker must walk without a parasol, a from their short stories.
net, or a balance stick.
Spelling Practice
1. immature
2. il-
3. submarine
4. necessary
5. reconsider
6. tele-
7. irregular
8. in-

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UNIT 1

Copyright by The McGraw-Hill Companies, Inc.

Send all inquiries to:

Printed in the United States of America.

Part 1: Friends and Family

The Highwayman . . . . . . . . . . . . . . . . . . . . . . . . . . 6070

Part 2: Me, Myself, and I

Part 3: Extraordinary Individuals

Unit Resources Course 2, Unit 1 iii

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iv Course 2, Unit 1 Unit Resources

Whom Can You Count On? (page 1)

Unit Resources Course 2, Unit 1 1

4. Why is it rewarding to help others?

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2 Course 2, Unit 1 Unit Resources

The Big Question Foldable

Step 4 On the front of the Foldable, list all

Unit Resources Course 2, Unit 1 3

The Big Question Foldable

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4 Course 2, Unit 1 Unit Resources

The Big Question

ACT I V I T Y: Create a Chart

2. Were these people reliable, or were you disappointed? Explain.

Unit Resources Course 2, Unit 1 5

ACT I VI DAD : Elabora un cuadro

ACT I VI DAD : Entrevista

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ACT I VI DAD : Poema

6 Course 2, Unit 1 Unit Resources

Cau Hoi Chnh: Ket Noi Gia nh vi Trng Hoc

Unit Resources Course 2, Unit 1 7

Ang Mahalagang Tanong

GAWAIN : Gumawa ng isang Chart

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8 Course 2, Unit 1 Unit Resources

Unit Resources Course 2, Unit 1 9

Koneksyon ant lekl ak lakay ak yon Gwo

AKT I VI T E : Kreye yon tablo

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10 Course 2, Unit 1 Unit Resources

Zaj Lus Nug Loj

Unit Resources Course 2, Unit 1 11

Section A. Choose a Topic

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12 Course 2, Unit 1 Unit Resources

Section B. Choose a Project

topic 2, for example, your collage could present a variety of ways in

Unit Resources Course 2, Unit 1 13

Section C. Make a Plan

Project due date

3. Choose your project from Section B.

4. Decide whether you will be working alone or with others.

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

14 Course 2, Unit 1 Unit Resources

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

Details and examples complete.

Unit Resources Course 2, Unit 1 15

Academic Vocabulary Development

Unit 1 Academic Vocabulary

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