Crucible Selection Test

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UNIT ONE RESOURCE
EMCParadigm Publishing Saint Paul, Minnesota
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Staff Credits
Editorial
Laurie Skiba Editor Brenda Owens Associate Editor Lori Ann Coleman Associate Editor Diana Moen Associate Editor Gia Marie Garbinsky Assistant Editor Jennifer Joline Anderson Assistant Editor Janice Johnson Curriculum Specialist Paul Spencer Art and Photo Researcher Chris Bohen Editorial Assistant Chris Nelson Editorial Assistant Katherine S. Link Editorial Assistant
Design
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Cover Credits
Cover Designer: C. Vern Johnson Watson and the Shark [Detail], 1778. John Singleton Copley. Museum of Fine Arts, Boston. Aspects of Negro Life: From Slavery through Reconstruction [Detail], 1934. Aaron Douglas. Schomberg Center for Research in Black Culture, New York. Something on the Eight Ball [Detail], 1953. Stuart Davis. Philadelphia Museum of Art.
ISBN 0-8219-2177-0 2001 EMC Corporation All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without permission from the publisher. Published by EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 www.emcp.com E-mail: educate@emcp.com Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1 XXX 00 01 02 03 04 05 06 07 08 09
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv Elements of the Oral Tradition Check Test 4.1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Elements of the Oral Tradition Test 4.1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Selection Worksheet 1.1: Follow the Drinking Gourd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Selection Check Test 4.1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Selection Test 4.1.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Elements of Poetry Check Test 4.1.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Elements of Poetry Test 4.1.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Selection Worksheet 1.2: Sonnet XXX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Selection Check Test 4.1.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Selection Test 4.1.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Selection Worksheet 1.3: A Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Selection Check Test 4.1.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Selection Test 4.1.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Elements of Fiction Check Test 4.1.11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Elements of Fiction Test 4.1.12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Selection Worksheet 1.4: American History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Selection Check Test 4.1.13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Selection Test 4.1.14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Elements of Drama Check Test 4.1.15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Elements of Drama Test 4.1.16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Selection Worksheet 1.5: from The Crucible . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Selection Check Test 4.1.17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Selection Test 4.1.18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Elements of Nonfiction Check Test 4.1.19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Elements of Nonfiction Test 4.1.20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Selection Worksheet 1.6: The Way to Rainy Mountain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Selection Check Test 4.1.21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Selection Test 4.1.22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Unit 1 Visual Literacy/Critical Viewing Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Unit 1 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Supplemental Activity Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Assignment Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Readers Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Research Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Research Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 Internet Research Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
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Introduction
This introduction gives an overview of the unit resource materials available to you in teaching each unit. In using Unit Resource Books for units 212, you may want to refer back to this overview.
UNIT RESOURCE BOOKS

Each of the twelve units in LITERATURE IN THE LANGUAGE ARTS: THE AMERICAN TRADITION has its own Unit Resource Book. Each contains the following support materials, provided as reproducible blackline masters.
Selection Worksheets
Selection Worksheets include materials for all Reader Response and Teacher-Assisted activities for each literature selection. These include: PREREADING Readers Journal Readers Journal activities relate the literature to students experiences. Graphic Organizers Graphic organizers, important tools for visual learners, appear in prereading or post-reading materials, depending on when students are asked to use them in the textbook. DURING READING Guided Reading Questions Guided Reading questions help students gather facts about the selection that will help in their response to higher-level thinking skills at the post-reading stage. Art Note questions Art Note questions throughout the textbook help students develop their visual literacy and critical viewing skills. POST-READING Respond to the Selection Respond to the Selection activities relate the literature to students lives. Investigate, Inquire, and Imagine Investigate, Inquire, and Imagine questions base literature interpretation on textual evidence. Understanding Literature Understanding Literature questions reinforce the literary concepts and techniques that were introduced on the Prereading page in the Literary Tools feature.
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Writers Journal Writers Journal includes three quick-writing prompts that vary in difficulty. Integrating the Language Arts Worksheets Integrating the Language Arts Worksheets provide integrated activity worksheets based on the language arts activities that follow the literary selection.
Selection Check Tests

Each selection contains a Selection Check Test that can be given as a quiz (graded or ungraded) to ensure that students have read the selection. Selection Check Tests include sections on Checking Your Reading (reading comprehension), Vocabulary in Context, and Literary Tools (literary concepts and techniques). Question formats vary and include multiple choice, true-false, matching, sentence-completion, and short answer items.
Selection Tests
Each selection contains a selection test that can be given after students have completed their study of the selection. Selection Tests include sections on Insightful Reading, Vocabulary in Context, Understanding Literary Concepts, and Critical Writing (which include graphic organizers for visual learners and address higher-level thinking skills). Question formats vary and include multiple choice, true-false, matching, sentence completion, short answer, graphic organizer completion, and essay items. Note: The numbering system of the Selection Check Tests and Tests reflects the organization of the Assessment Resource. The Assessment Resource Book contains all assessment materials for the program, except for Guided Writing, which has its own assessment tools in the Writing Resource Book. The Assessment Resource has four numbered parts: Part 1: Portfolio Assessment Forms; Part 2: Language Arts Survey Evaluation and Assessment Forms; Part 3: Comprehensive Tests: Language Arts Skills; and Part 4: Literature Selection and Unit Tests. All Selection Check Tests and Tests start with a number 4, followed by the unit number. Thus, Check Test 4.1.1 for the Elements of the Oral Tradition reflects the first genre check test in The American Tradition, Unit 1. In Unit 1, a Check Test and Test are provided for each genre review section and literature selection.
End-of-Unit Materials
UNIT REVIEW Each unit in the Pupils Edition contains a Unit Review to help students prepare for the Unit Test. Blackline masters in the Unit Resource Book include a Vocabulary Worksheet, reviews of Words for Everyday Use and Literary Terms, and Reflecting on Your Reading questions in Genre Studies, Thematic Studies, and Historical/Biographical Studies. UNIT TEST The Unit Tests, like the Selection Tests, offer sections in Insightful Reading (reading comprehension and interpretation), Vocabulary in Context, Understanding Literary Concepts, and Critical Writing (higher-level thinking questions). Critical Writing questions include a Prepare to Write section to help students organize their thoughts and ideas, and a Write section in which students write the critical essay itself. Unit Test question formats include multiple choice, true-false, matching, sentence completion, short answer, paragraph, graphic organizer, and essay items.
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Additional Reading and Research Support in the Unit 1 Resource Book

ASSIGNMENT LOG The Assignment Log is a blackline master that allows students to track their assignments throughout the course of study. READERS JOURNAL The Readers Journal is a reproducible page for keeping a journal or for responding to Readers Journal prompts in the textbook. RESEARCH JOURNAL The Research Journal invites students to explore questions about topics they would like to investigate. RESEARCH LOG The Research Log gives students a framework in which they can chart their research. INTERNET RESEARCH LOG The Internet Research Log gives students a way to document and map their Internet research. It is particularly helpful for guiding students and remembering their path as they navigate through complex Internet sites and links. ANSWER KEY The Answer Key at the back of each Unit Resource Book provides answers to Selection Check Tests; Selection Tests; Unit Reviews; and Unit Tests. The Annotated Teachers Edition textbook provides answers for Guided Reading questions; Investigate, Inquire, and Imagine questions; Understanding Literature questions; and Integrating the Language Arts activities. The Annotated Teachers Edition also lists Selection Check Tests with answers.
ADDITIONAL SUPPORT
Guided Writing
BEYOND THE
UNIT RESOURCE BOOKS
WRITING RESOURCE BOOK Each of the 12 units in the Pupils Edition includes a Guided Writing assignment with an integrated Language, Grammar, and Style lesson. Full support materials in the Writing Resource Book include: Writing rubrics Guided Writing lesson worksheets graphic organizers student models alternative student models self- and peer evaluation checklists integrated Language, Grammar, and Style lesson worksheets assignment-specific rubrics
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Writing Resource worksheets providing activities matched to the Writing Resource section in the Language Arts Survey. These worksheets survey the entire process of writing. EMC MASTERPIECE WRITING: GUIDED WRITING INTERACTIVE SOFTWARE The Guided Writing Interactive Software provides extended lessons that deliver print content and extensions electronically and includes a word process with features that simplify electronic composition and grading.
Teachers Resource Kit

The Teachers Resource Kit contains the following additional materials for you to draw from. PROGRAM MANAGER The Program Manager offers a complete map for adapting Literature and the Language Arts to your curriculum, student needs, and teaching style. The Scope and Sequence allows you to see the skills and activities the program covers, and the teaching resources the program provides. The Lesson Planning Guide allows you to choose from among the many activities available to build a complete lesson plan, whether you work with block scheduling or a more traditional classtime structure. ASSESSMENT RESOURCE The Assessment Resource Book contains all assessment materials for the program, except for Guided Writing, which has its own assessment tools in the Writing Resource Book (see Guided Writing Support, above). The Assessment Resource has four numbered parts: Part 1: Portfolio Assessment; Part 2: Language Arts Survey Evaluation and Assessment Forms; Part 3: Comprehensive Tests: Language Arts Skills; and Part 4: Unit and Selection Tests. LANGUAGE ARTS RESOURCE BOOKS Each of the following Language Arts Resource Books contains activities for additional practice beyond the activities in the textbook and Unit Resource Books. The Language Arts Resource Books follow the numbering system of the Language Arts Survey in the textbook as follows: 1 2 3 4 5 6 Reading Resource Writing Resource Language, Grammar, and Style Resource Speaking and Listening Resource Study and Research Resource Applied English Resource
There is at least one set of practice exercises for every numbered section in the Language Arts Survey. For example, the Language Arts Survey 1.1, Purposes of Reading, introduces students to the concept that reading is done for a variety of purposes. Reading Resource worksheet 1.1, Purposes of Reading, guides students through an activity based on this concept. If a teacher wishes to give students additional practice for the Language Arts Survey 3.33, Correcting Sentence Fragments, the Language, Grammar, and Style Resource worksheet 3.33, Correcting Sentence Fragments, provides ample opportunity for practice.
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Supplemental Ancillaries beyond the Teachers Resource Kit

VISUAL LITERACY/TRANSPARENCY RESOURCE The Visual Literacy/Transparency Resource binder contains four-color, fine art transparencies and blackline masters of instructional material and activities that integrate the fine art throughout the program with the literature selections. The Visual Literacy component is designed to help students develop their critical viewing skills. Transparencies also include graphic organizers, student model drafts, and other work for students to do in whole-class activities. AUDIO LIBRARY The Audio Library includes 10 to 12 hours of audio recordings by professional actors and academic scholars of the literature. The careful readings and dramatic intepretations are geared toward English language learners and auditory learners. They are also intended to motivate students by bringing to life the literature in the textbook.
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Elements of the Oral Tradition Check Test 4.1.1

LITERARY TOOLS
Matching
Match each literary term with its description. You may not use every letter, and you may use some letters more than once. a. myth b. tall tale c. legends d. oral tradition e. spiritual
1. stories that may contain elements of fantasy but are generally based on real events or people 2. produced by a culture as a way of explaining objects or events in nature 3. the passing of stories, poems, and songs by word of mouth 4. works that often refer to passages in the Bible 5. one example is the story of George Washington chopping down the cherry tree
True or False
1. Spirituals have influenced American blues and jazz music traditions. 2. A theme is a central idea in a literary work. 3. Refrain is found only in song, and repetition is found only in poetry. 4. The oral tradition of the United States has origins in Native American culture, Europe, Asia, and Africa. 5. Stories about Annie Oakley and Paul Bunyan are examples of legends.
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Elements of the Oral Tradition Test 4.1.2

INSIGHTFUL READING
Matching
1. usually based on historical facts, but with elements of fantasy 2. produced by every early culture around the globe as a means of explaining natural phenomena 3. highly exaggerated, unrealistic, humorous stories 4. the passing of stories, poems, and songs by word of mouth from person to person 5. this sung form of literature came specifically from the African-American folk tradition a. myth b. tall tale c. legend d. spiritual e. oral tradition
Short Answer
1. What is the primary difference between legends and other types of stories?
2. Why did every early culture around the globe produce myths?
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CRITICAL WRITING
Essay
Oral Traditions in the United States PREPARE TO WRITE. Think about the oral traditions in this country. With what oral traditions are you familiar? What traditions are in your own family or cultural group? Are you familiar with others? Why does the United States have many oral traditions? How are these traditions kept alive, and why are they still important when most people in the United States can read?
WRITE. In your essay, explain why the United States has so many oral traditions, and the role they play in todays society. Include personal information if youd like, but also discuss the role these traditions play in the larger society.
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Selection Worksheet 1.1

Follow the Drinking Gourd, page 6
READER RESPONSE ACTIVITIES
Readers Journal, page 6
How far would you go to gain freedom?
Respond to the Selection, page 9

What do you think it would be like to run for your freedom and your life?
INVESTIGATE, INQUIRE, IMAGINE,

Recall
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Interpret 1b. What overriding image is used to guide the travelers toward their destination? Why is this signpost not openly identified? What time of year might be suggested by these natural events?
1a. Who is singing this song? Where are the people going, and why? When are they supposed to travel?
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2a. Who waits for the travelers?
2b. How will the person who waits help the travelers? Who might he be?
3a. How can the travelers use natural elements to help them find the way? What element recurs to guide them? Where do the rivers lead them?
3b. What forces influence the journey of the travelers? Why must they keep traveling on? What might the other side and great big river refer to?
Analyze 4a. What can you infer about the challenges facing escaping slaves from your reading of Follow the Drinking Gourd?
Synthesize 4b. How does the map on page 8 help you visualize the path of the travelers? In what ways do you think seeing the drinking gourd in the sky helped them visualize their path to freedom?
Evaluate 5a. If you were a slave, how encouraging do you think this song would be in helping you decide whether to escape? Explain.
Extend 5b. What song, speech, other inspirational work have you used to encourage yourself to do something difficult? How did it help you?
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UNDERSTANDING LITERATURE,
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SPIRITUAL. In what ways does Follow the Drinking Gourd qualify as a spiritual?
REPETITION AND REFRAIN. What phrase is repeated throughout this spiritual? What is its refrain? In what two ways is it used throughout the song?
THEME. What do you think is the theme of Follow the Drinking Gourd?
ORAL TRADITION. Why do you think a song such as Follow the Drinking Gourd was part of the oral, rather than written, literary tradition?
WRITERS JOURNAL,
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1. Write an ad slogan that might motivate a young person to achieve a personal goal, such as earning better grades.
2. Illustrate and label a map with alternative place names to help a traveler navigate in unknown territory. You might label place names Spaghetti Junction (for an intersection that includes multiple freeways) or The Rollercoaster (for a series of steep hills that are nearly impossible to bike).
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3. Write song lyrics to encourage a friend to overcome a difficult situation.
INTEGRATING
THE
LANGUAGE ARTS,
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Language, Grammar, and Style

FINDING THE COMPLETE SUBJECT AND COMPLETE PREDICATE. In the following sentences, underline the complete subject once and underline the complete predicate twice. For more information, see the Language Arts Survey 3.19, Finding the Complete Subject and Complete Predicate in a Sentence. EXAMPLE You should follow the drinking gourd. 1. The old man is waiting to carry you to freedom. 2. The river bank will make a very good road. 3. The dead trees show you the way. 4. Left foot, peg foot travel on. 5. Escaping slaves listened carefully to the hidden code in this song.
Applied English
REQUESTING INFORMATION. Compose a business letter requesting information for a class project on the American folk tradition.
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Selection Check Test 4.1.3

Follow the Drinking Gourd
CHECKING YOUR READING
1. What was the Underground Railroad?
2. When should the listener follow the drinking gourd?
3. Who is waiting to help the listener to freedom?
4. What will make a very good road?
5. For what is the phrase drinking gourd used as a code?
LITERARY TOOLS
1. What is the theme of Follow the Drinking Gourd?
2. How is repetition used in Follow the Drinking Gourd?
3. Why does Follow the Drinking Gourd qualify as a spiritual?
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Selection Test 4.1.4

Follow the Drinking Gourd
INSIGHTFUL READING
Matching
1. will give the signal that its time to leave 2. will carry the listener to freedom 3. will make a very good road a. drinking gourd b. old man c. river bank d. two hills e. the sun
Short Answer
1. The Big Dipper is in the far northern celestial hemisphere. Why is this important for understanding the hidden message in this song?
2. According to this song, at what time of year was the Underground Railroad most active? Why?
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UNDERSTANDING LITERARY CONCEPTS

Matching
1. usually based on historical facts, but with elements of fantasy 2. produced by every early culture around the globe as a means of explaining natural phenomena 3. highly exaggerated, unrealistic, humorous stories a. myth b. tall tale c. legend d. spiritual e. oral tradition
Short Answer
1. Why were messages between slaves composed into songs and passed along orally?
2. What information is repeated over and over in the chorus? Why was that information included in the chorus, instead of in one verse?
CRITICAL WRITING
Essay
Choose ONE of the following prompts. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. Use your own paper as necessary. 1. Oral Traditions in the United States PREPARE TO WRITE. Think about the oral traditions in this country. With what oral traditions are you familiar? Are there traditions in your own family or cultural group? Are you familiar with others? Why does the United States have many oral traditions? How are these traditions kept alive, and why are they still important when most people in the United States can read?
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WRITE. In your essay, explain why the United States has so many oral traditions, and the role they play in todays society. Include personal information if youd like, but also discuss the role these traditions play in the larger society.
2. Narrative PREPARE TO WRITE. This spiritual tells a specific story. What does it direct slaves to do? How does it communicate when and where they are to go? How does it encourage them to keep going if times get difficult?
WRITE. Write a narrative essay, telling the story of someone following the instructions in this song. Conform as closely as you can to the instructions given in the song.
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Elements of Poetry Check Test 4.1.5

LITERARY TOOLS
Matching
Match the first part of each sentence with its best fitting conclusion. 1. The only thing that all poems have in common. 2. Poetry differs from prose because it. 3. The word poem. 4. A poem that relies on such elements as monologue and dialogue to help tell a story 5. Lyric poetry .. a. compresses more meaning into fewer words. b. is also called vers libre. c. is the use of imaginative language carefully chosen and arranged to communicate experiences, thoughts, stories, or emotions. d. originated with the Greek root word for work. e. uses designs or word pictures to help communicate its meaning. f. is highly musical verse that doesnt tell a story but expresses the emotion of the speaker and often follows the rhythm and rhyme patterns of song. g. is called dramatic poetry.
True or False
1. Rhythm is the repetition of sounds at the ends of words. 2. The line, Once upon a midnight dreary, while I pondered, weak and weary illustrates internal rhyme. 3. Consonance is used in the phrase While I nodded, nearly napping.
Multiple Choice
1. The phrase My love is a red red rose illustrates a. antithesis b. understatement c. metaphor d. hyperbole 2. The phrase no one, not even the rain, has such small hands illustrates a. personification b. chiasmus c. elegiac lyric d. metonymy .
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3. A writer uses a. repetition b. synecdoche c. simile d. parallelism
to emphasize that two ideas are equally valuable.
4. The question, Are you working hard, or hardly working? illustrates a. chiasmus b. hyperbole c. metonymy d. synecdoche 5. How embarrassing! Could you just die? is an example of a. rhetorical question b. understatement c. metaphor d. metonymy .
TECHNIQUES
OF
POETRY
Mark the stressed and unstressed syllables in the following lines: We dance round in a ring and suppose But the Secret sits in the middle and knows
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Elements of Poetry Test 4.1.6

TYPES
OF
POETRY
Matching
1. expresses feelings of grief or loss 2. usually lofty and solemn, exploring serious themes 3. features monologue and dialogue 4. may follow one of a number of rhyme schemes, but always has fourteen lines 5. presents a single vivid picture a. imagist poetry b. dramatic poetry c. lyric poetry d. sonnet e. free verse poetry f. elegiac poetry g. ode
TECHNIQUES
OF
POETRY: METER, STANZAS,
AND
SOUND
True or False
1. Meter is a poems rhythmical pattern. 2. An iamb consists of two stressed and one unstressed beats. 3. Internal rhyme is the use of rhyming words within a line of poetry. 4. A quatrain contains five lines. 5. Slant rhyme substitutes assonance or consonance for true rhyme.
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TECHNIQUES
OF
POETRY: MEANING
Sentence Completion
1. A group of images that together create an emotion in a reader is called 2. Understatement, synecdoche, hyperbole, and simile are examples of 3. If one expression combines two or more different senses, it is an example of . 4. The line, The freshly minted stars were dimes of delight illustrates . . .
5. When Carl Sandburg wrote, When you let proud words go, it is not easy to call them back. They wear long boots, hard boots; he was using . a. metaphor b. synaesthesia c. objective correlative d. chiasmus e. figurative language f. antithesis g. personification
Short Answer
1. What is the difference between end rhyme, internal rhyme, and slant rhyme?
2. Give examples of onomatopoeia.
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3. What is a rhetorical question, and why might a poet use one?
4. How many lines, feet, and syllables would a quatrain of iambic pentameter have?
5. Free verse is a relatively modern style. Why do you think it appeals to poets?
CRITICAL WRITING
Essay
Write an essay based on the following prompt. Remember to complete both the Prepare to Write and Write sections of the prompt. Use your own paper as necessary. PREPARE TO WRITE. Choose one of the following short poems to analyze, using all you know about poetry. Is it dramatic, narrative, or lyric poetry? Mark its stressed and unstressed syllables, and identify any patterns and feet that you see. How many stanzas are there, and of what kinds? Evaluate its rhythm, meter, rhyme scheme, sound devices, figurative language, and rhetorical techniques. Finally, be sure to analyze what the theme of the poem is. What does it say to you? WRITE. Using your work from Prepare to Write, do a literary analysis of one of the following two poems: Apparently With No Surprise by Emily Dickinson Apparently with no surprise To any happy Flower The Frost beheads it at its play In accidental power The blonde Assassin passes on The Sun proceeds unmoved To measure off another Day For an approving God. Held Back by Laurie Abrams We oh so badly wish to go Beyond our fence, beyond to grow, Yet stopped because of age and such Were asked to slow and use a crutch Of beaten path and parents know, And so we limp And grow too slow.
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Sonnet XXX, page 19
What has love meant to you the last year? What has it meant to you over your lifetime?

Explain whether or not you believe that love is as important as food for a hungry person or release from pain for a suffering person.

Recall
PAGE
21
Interpret 1b. According to lines 1 and 2, what other things does a person need besides love? In what ways do people, in the course of their lives, sink/ And rise and sink and rise and sink again? What do the circumstances mentioned in lines 5 and 6 have in common? What needs do people sometimes have that cannot be met by love?
1a. In lines 14, what does the speaker say that love is not? According to lines 5 and 6, what can love not do?
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2a. According to lines 7 and 8, what might drive a person to make friends with death?
2b. How important is love to such a person?
3a. According to lines 913, what might move the speaker to sell his or her love for peace? to trade the memory of that love for food?
3b. What question does the speaker consider in lines 914 of the poem? How does he or she answer that question?
Analyze 4a. Does the speaker believe that love is a fundamental need? Support your answer with evidence from the poem.
Synthesize 4b. What do you think are peoples most basic needs? Make a list of these. Is your list the same as the speakers? How does it differ?
Evaluate 5a. Do you agree with the speakers conclusions? Does the speaker seem convinced that he or she would not trade love for food or release from pain? Explain.
Extend 5b. Think of the kinds of love you have had in your life: love from parents and family, from friends, or from a significant other. What can love do for a person? What would happen to you if you had never experienced love?
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SONNET. What is the subject of the first quatrain of Sonnet XXX? of the second quatrain? of the third quatrain? of the concluding couplet? Paraphrase each of these sections of the poem by stating its main idea in your own words.
RHYME SCHEME. The end rhymes of the first four lines of Sonnet XXX have the rhyme scheme abab. What is the rhyme scheme of the rest of the poem?
REPETITION. What effect does the authors repetition of the words rise and sink have?
ALLITERATION. What examples of alliteration can you find in Millays poem, other than the ones highlighted on page 20? In your opinion, what does alliteration add to the poem?
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Sonnet XXX
1. With what is many a man making friends?
2. For what might the narrator trade the memory of this night?
3. What can love not fill?
4. What might pin down the speaker?
5. What might the speaker be driven to sell?
LITERARY TOOLS
1. What is a sonnet?
2. What is the subject of Sonnet XXX?
3. How is repetition used in this poem?
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Sonnet XXX
INSIGHTFUL READING
Multiple Choice
1. A primary message of this poem is that love is a. difficult b. delightful c. painful d. necessary
2. What does the speaker hope she would not do? a. fall in love b. lose love c. trade love d. accept love
3. What might drive a person to make friends with death? a. being betrayed by a lover b. falling in love c. the death of a lover d. lack of love
Short Answer
1. What is one thing that love is NOT?
2. What does the speaker fear might happen in a difficult hour?
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Short Answer
1. What is repeated in this poem, and why?
2. What is the theme of this poem?
3. What is iambic pentameter?
CRITICAL WRITING
Essay
Choose ONE of the following prompts. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. Use your own paper as necessary. 1. Sonnet PREPARE TO WRITE. Analyze this poem as a sonnet. What is its rhyme scheme? How is it divided into sections? What is the theme of each section? What is the overall effect? WRITE. In a paragraph, analyze this poem as a sonnet.
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2. The speaker PREPARE TO WRITE. What does this poem say about love? What does the speaker feel for the person she is speaking either to or about, and why are those feelings complicated? What fear does she have? How does she discuss the various actions she might take in the future? Do you think she is trustworthy, or not? Why? WRITE. In a paragraph, analyze the speakers actions, fears, and predictions to suggest the conclusion the poem draws about love.
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A Story, page 22
Write about a time someone read to you when you were a child.

If you were the father, what would you do if you could not think of a story?

Recall
PAGE
25
Interpret 1b. Why might the man feel sad at not being able to think of a story?
1a. What does the son want? What does the father think the son will do soon?
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2a. What does the father imagine he will offer his son to keep him from leaving? How does he imagine his son will react?
2b. Why is the father silent? What could the father do to keep his son from leaving home one day? Would it be possible, or even healthy, for him to make his son stay?
3a. What words does the father use to describe the equation of his relationship with his son? What does he say the equation is not?
3b. Through this description, what is the father saying about the nature of relationships?
Analyze 4a. Analyze the fathers imagined screams at the end of stanza 5. Based on these lines, what do you think the father realizes about himself, his son, and their relationship? For example, is the father capable of being a god? What frustrates him?
Synthesize 4b. Why do you think a boys supplications / and a fathers love add up to silence? What is the fathers worry? Do his worries have to do with telling stories, or do they extend to other areas? Explain.
Evaluate 5a. What kind of a father do you think the man will be as his son grows up? Explain your answer.
Extend 5b. Describe a time when you enjoyed a story that someone told you. What did you learn by hearing that story? Did it make you feel closer to the storyteller? Why, or why not?
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PAGE 25 FREE VERSE. Into how many stanzas is this poem divided? Are the stanzas regular in length? What do the first and last stanzas have in common?
NARRATIVE POEM. What is the story told in this poem?
WRITERS JOURNAL,
PAGE
26
Checking Your Reading

1. What adjective describes the man who is asked for a story but cannot come up with one?
2. Who is waiting to be told a story?
3. What does the man see far ahead?
4. What sort of equation is it?
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5. What adds up to silence?
Literary Tools
1. What does the italicized text in this poem represent?
2. What is the mood of this poem?
3. How does this poem qualify as free verse?
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INTEGRATING
THE
LANGUAGE ARTS,
PAGE
26

FUNCTIONS OF SENTENCES. Write whether each sentence below is declarative, interrogative, imperative, or exclamatory. 1. Edna St. Vincent Millay was born and raised in Maine in a family with a great interest in literature.
2. She enjoyed reading and, while still quite young, wrote poetry for a magazine called St. Nicholas.
3. Millay did not expect to attend college, but a family friend sponsored her studies at Barnard and Vassar.
4. Although she struggled with poverty, Millay also achieved literary and popular recognition with her second book, A Few Figs from Thistles.
5. Do you remember her best for winning the Pulitzer Prize or for her poetic figure of speech about burning the candle at both ends?
Speaking and Listening & Collaborative Learning

ORAL INTERPRETATION OF POETRY. As you listen to the oral presentations of others in your group, record whether each poem is narrative, dramatic, or lyric.
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Study and Research

RESEARCHING POETS. Use this log to keep track of the sources you use, the information you find, and your reactions to what you learn. American Poet: Summary of Poets Accomplishments and Published Works:
Sources Used:
4 FAVORITE POEMS BY POET:

Poem Poetic Form Techniques Used (meter, stanza, sound) Meanings
1.
2.
3.
4.
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A Story
1. What adjective describes the man who is asked for a story but cannot come up with one?
2. Who is waiting to be told a story?
3. What does the man see far ahead?
4. What sort of equation is it?
5. What adds up to silence?
LITERARY TOOLS
1. What does the italicized text in this poem represent?
3. How does this poem qualify as free verse?
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A Story
INSIGHTFUL READING
Multiple Choice
1. What does the father expect his son to do? a. tell him a story b. give up on him c. go to sleep d. choose a story 2. What does the father imagine? a. the time when the boy will leave home b. the time when the boy has children of his own c. the time when the boy can tell him stories d. the time when the boy will enjoy his stories 3. According to the father, relationships are governed by... a. love b. emotion c. logic d. nature
Short Answer
1. Why is the father frustrated?
2. Why do a boys supplications and a fathers love add up to silence?
3. How does the man describe his feelings?
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1. What makes this a narrative poem?
3. What is a possible theme of this poem?
CRITICAL WRITING
Essay
Choose ONE of the following prompts. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. Use your own paper as necessary. 1. The fathers fear PREPARE TO WRITE. How severely has the father let the boy down? Why is the father so afraid? Is what the father fears the boy will do natural or unnatural? Why does he compare himself and the boy to gods?
WRITE. In a paragraph, examine the fathers fear, and determine if you think it is excessive or normal. What is he really afraid of?
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2. Now and later PREPARE TO WRITE. What is the central event in this story? What event does the fathers imagination leap to? How are the two events connected? How might they share a theme?
WRITE. In a paragraph, discuss the current event in this poem, and the one in the fathers imagination. Explain how they connect and why this poem juxtaposes them. What effect does that juxtaposition achieve?
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Elements of Fiction Check Test 4.1.11

LITERARY TOOLS
Short Answer
1. What are the oldest examples of fiction?
2. What is a short short?
3. What is a primary difference between historical fiction and fantasy?
4. According to Poe, what must every detail in a short story do?
5. The term fiction comes from the Latin fictio, which means what?
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Matching
Match the first part of each sentence with its best fitting conclusion. 1. Creating characters in a work of fiction 2. The antagonist of a story 3. A dynamic character 4. Motivation 5. A storys setting a. can help the reader understand the social, political, psychological, or moral conditions that affect characters. b. requires literary techniques such as direct description, portrayal of behavior, and representation of characters internal states. c. is the central figure in a work of fiction. d. defines the struggle between two forces in a literary work, usually involving the protagonist. e. changes during the course of the story. f. is engaged in a conflict with the main character of a story. g. works as a force to move a character to think, feel, or behave in a certain way. h. is the emotion created in the reader by a literary work.
PLOT DIAGRAM
Identify the parts of the plot diagram 4.
3.
5.
1. 2.
7. 6.
1. 2. 3. 4.
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Elements of Fiction Test 4.1.12

INSIGHTFUL READING
Matching
1. a character who does not change during the course of a story 2. a complex character; most like a real person 3. a character who is found again and again, in many literary works a. stock character b. major character c. static character d. one-dimensional character e. three-dimensional character
Short Answer
1. What is the relationship between a protagonist and an antagonist?
2. Why is setting important?
3. What are the three major techniques writers use to create characters?
4. What is the difference between an internal conflict and an external conflict?
5. What happens at the turning point of a conflict?
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American History, page 31
Readers Journal, page 31 When have you felt excluded?
Respond to the Selection, page 39 Think of a time when adults were deeply moved by some event that you didnt understand.

Recall
PAGE
39
Interpret 1b. Why doesnt the narrator grieve for the dead president?
1a. What changes occur in El Building the day President Kennedy is shot? What effect does the assassination have on the narrators mother? How was the President going to be remembered in El Building?
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2a. Whom does the narrator watch from her window?
2b. Do Eugene and the narrator make a suitable couple? Why, or why not?
3a. What does Eugenes mother tell the narrator when she comes to visit Eugene?
3b. What does Eugenes mother think of the narrator? On what does she base her opinion?
Analyze 4a. Compare and contrast El Building with Eugenes house.
Synthesize 4b. Why does the narrator want to enter Eugenes house? Explain whether you think getting her wish would have had the effect she expected.
Evaluate 5a. Assess how ethnic prejudice affects the narrator.
Extend 5b. If this story took place today, do you think the narrator would be treated the same way? Explain.
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EXPOSITION AND SETTING. What is the setting of American History?
NARRATOR AND MAJOR CHARACTER. Who is the narrator of American History? Who is the major character in the story?
INCITING INCIDENT, RISING ACTION, CLIMAX, AND RESOLUTION. What are the inciting incidents of the story? What happens in the rising action? When does the climax of the story occur? How does the author resolve the conflict?
MINOR CHARACTER. Why is the minor character Mr. DePalma important to the story? Why is it surprising that he cries the day the President is shot?
CONFLICT. What types of conflict does the narrator experience?
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WRITERS JOURNAL,
PAGE
40
1. Imagine that you are the narrator. Write a letter to your cousin in Puerto Rico describing where you were when you heard about President Kennedys death and peoples reactions, including your own.
2. Imagine that you are the narrator. Write a note to Eugene explaining what his mother did to you and describing how it made you feel.
3. The narrator says that her parents dreams are told as fairy tales. Imagine that you are the narrator. Write a journal entry describing your fairy tale about Eugene.
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American History
1. What did the narrator often hear her parents discussing?
2. What did the narrator like to watch from her bedroom window?
3. Why was the narrator sent home from school early on the day the story takes place?
4. What did the other students call the narrator and Eugene when they saw them together?
5. What happens when the narrator goes to Eugenes house to study?
LITERARY TOOLS
1. How is the setting in El Building described?
2. From what point of view is this story told?
3. Is Mr. DePalma a major or a minor character?
4. Describe an internal conflict experienced by the narrator.
5. Where does the climax of the story take place?
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American History
INSIGHTFUL READING
Multiple Choice
1. Why does the narrator know so much about Eugenes home before she even meets him? a. she used to live there b. she babysat for a couple who lived there c. she snuck inside it to play when it was empty d. she looked through the window 2. Eugenes mother seems to base her opinion of the narrator on a. where she lives b. her reputation at school c. what Eugene has said about her d. her fathers job 3. What were the origins of Eugenes and the narrators nicknames? a. they were both smart b. she was thin and he was from the South c. she was tall and he was short d. she was poor and he was rich 4. What did the narrator think of more after she met Eugene? a. she thought of boys instead of her friends b. she thought of reading books instead of watching television c. she thought of leaving Paterson instead of staying in El Building d. she thought of the present instead of the future 5. What does the narrators mother and Eugenes mother have in common? a. they are nurses b. they are unhappy where they are c. they have been abandoned by their husbands d. they are indifferent to Kennedys assassination
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Short Answer
1. How does the atmosphere in El Building change after Kennedys assassination?
2. What happens when Mr. DePalma tells the students of Kennedys assassination? What does he call the students? Why?
3. What do the narrator and her family do every Sunday?
4. How has the narrators mother treated her since she turned fourteen?
5. What does the narrators mother say to the narrator as she leaves for Eugenes house?
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Plot Diagram
3
Introduction/ Exposition 1 5
Dnouement
Identify each element, and tell what occurs in American History at that point. Element Introduction/Exposition 1. 2. 3. 4. 5. Events from American History Setting: a Puerto Rican tenement in Paterson, New Jersey, in 1963. The protagonist is a ninth grade girl.
Dnouement
Narrator watches the white snow falling
CRITICAL WRITING
Essay
Choose ONE of the following prompts. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. Use your own paper as necessary. 1. Home, sweet home PREPARE TO WRITE. Setting plays a particularly strong role in this story. What is the weather like? Why does the speaker mention, more than once, the white snow turning to gray? What does Eugenes house mean to the narrator, particularly the color of the front door? What role does her fathers dream of a house in the suburbs play?
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WRITE. Using your work from Prepare to Write, write an essay that analyzes the role of setting in this story. In particular, explore how the contrast between El Building, Eugenes house, and the narrators fathers dream deepens the conflict at the center of this story.
2. Kennedys assassination PREPARE TO WRITE. Why do you think Cofer set this story against the backdrop of Kennedys assassination? How does it deepen the mood and the conflict? Throughout the story, how do the adults reactions to Kennedys assassination differ from the kids reactions? Why might this be so? At the end of the story, the narrator writes: That night, I lay in my bed trying to feel the right thing for our dead president. What does she mean about feeling the right thing? What does she really feel?
WRITE. In an essay, explain why Kennedys assassination is contrasted with the narrators personal heartbreak. In particular, explore how the assassination is threaded through the story and reflects the central conflict.
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Elements of Drama Check Test 4.1.15

LITERARY TOOLS
Short Answer
1. Explain how one theory connects the origins of drama to the Greek word for song of the goats.
2. How were comedy and tragedy originally defined?
3. What is the modern idea of a comedy?
4. What is a melodrama?
5. How did the typical stage of the Middle Ages differ from the typical stage of today?
Matching
Match each element with the items it includes. 1. properties 2. spectacle 3. sound effects 4. script 5. set a. an arch around a removed fourth wall b. walls, furniture, painted backdrops c. books, gavels, swords, handbags d. thunder, ringing telephone, howling dogs, gunfire e. up center, down right, up left f. lights, curtains, costumes, makeup, actors g. stage directions, dialogue, acts, scenes
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Elements of Drama Test 4.1.16

INSIGHTFUL READING
Matching
1. a statement heard by the audience but not other characters on stage 2. indicates how actors will move on a stage 3. a speech delivered by a character who is alone on stage 4. everything that affects the senses of the audience: lights, music, costumes, etc. 5. everything on a stage that creates a sense of time and place a. aside b. soliloquy c. properties d. sound effects e. blocking f. spectacle g. set
Short Answer
1. What were the original definitions of comedy and drama?
2. What is the difference between a thrust stage and a proscenium stage?
3. What are the major components of a script?
4. What typically marks the beginning and ending of a scene?
5. Why does a playwright have less control over the final presentation of a play than do other writers, such as poets or novelists?
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from The Crucible, page 44
When have you felt social pressure to do something you knew was wrong?

Why does Mary Warren turn on Proctor and make an accusation against him? Explain.

Recall
PAGE
49
Interpret 1b. According to Abigail, who is making the image appear?
1a. What does Abigail claim to see on the beam? What does Abigail say is a deadly sin?
2a. What question does Danforth ask Mary after she says, Im not hurting her? What does Mary mean when she says that the girls are sporting?
2b. What pressure does Danforths question put on Mary? What might happen to Mary if the court believes Abigail and the girls? Does Mary see the bird? What explanation for the bird does she offer at first?
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3a. Of what does Mary accuse Proctor? To whom does Mary rush at the end of the selection?
3b. Why does Mary change her mind and accuse Proctor?
Analyze 4a. In Puritan New England, debate raged over the admissibility in court of spectral evidence, the evidence of spirits seen by some people but not by others. What example of such spectral evidence appear in this selection? What other evidence does Danforth have for believing that Proctor is the Devils man? How would you describe the method of questioning that Danforth uses with Mary? Explain, giving examples from the selection.
Synthesize 4b. Would such a method of questioning be acceptable in a court of law today? What is the weakness of this strategy? Explain.
Evaluate 5a. What pressures are put on Mary to denounce Proctor? Is what Mary does understandable? excusable? moral? Why, or why not?
Extend 5b. What would you do in Marys position? What do you think will happen next?
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STAGE DIRECTIONS. Find examples in this scene of stage directions that indicate parts of the setting and stage directions that indicate how characters are to speak or move.
CHARACTER. Who are the major characters in this scene from The Crucible? Who are the minor characters? Briefly describe the personalities of the major characters, based on their words and actions in this scene. Which characters do you admire? Which do you not admire? Why?
DIALOGUE. Find examples in this scene of dialogue that would probably not be spoken by characters in a modern setting but that is appropriate to Millers setting of the play in colonial New England.
SET AND PROPERTIES. If you were designing a set for this scene from The Crucible, what elements would you have to include? What properties might you have the actors use?
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BLOCKING. What movements described in the stage directions for this scene would have to be taken into account by the person, such as the director, who was planning the blocking of the scene?
THEME. What do you think is the theme of this scene from the play? What does the scene reveal about the forces that cause people to give in to mob hysteria? Why do some people forsake their convictions in situations like the one described in this scene?
WRITERS JOURNAL,
PAGE
50
1. Imagine that you are John Proctor. Write a speech, or address to the jury, defending yourself and refuting the evidence that has been collected against you.
2. Write a summary, or abstract, explaining what happens in this scene from The Crucible.
3. Imagine that you are Reverend Parris. Write a sermon you might deliver to your congregation about how to recognize whether a witness is telling the truth about an accused witch.
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INTEGRATING
THE
LANGUAGE ARTS,
PAGES
5051

THE PARTS OF SPEECH. Identify the part of speech of each italicized word in the paragraph below. For more information, see the Language Arts Survey 3.7, Parts of Speech Overview. [1] Joseph Raymond McCarthy entered the United States Senate in 1946. [2] After two undistinguished years in the Senate, [3] he gained national recognition in 1950 by charging that over two hundred Communists [4] had infiltrated the State Department, that part of the government that oversees foreign relations. At the time, the United States was at war with the Communist government in North Korea, and many citizens of the country were [5] deeply fearful about Communist advances in Europe and China. McCarthys charges struck a chord with the people, and for several years thereafter, [6] innocent people were hounded from their jobs in government and in the entertainment industry because of suspected Communist activities and associations with Communists. Targets [7] of McCarthyism included such well-known literary figures as Ring Lardner, Jr., and Lillian Hellman. McCarthy went too far, however, when he made accusations against such popular figures as President Dwight D. Eisenhower. In 1954, the Senate formally voted to condemn McCarthy for his [8] conduct, and the McCarthy Era came to an end. Did anything positive come out of the McCarthy Era? [9] Yes, this period in American history gave people a new understanding of the dangers of character assassination, guilt by association, [10] and mass hysteria. It also gave us Arthur Millers fine play, The Crucible. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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Study and Research & Collaborative Learning

RESEARCHING THE SALEM WITCH TRIALS AND THE MCCARTHY HEARINGS. Depending upon which task you have been assigned, research the Salem witch trials of 1692 or the McCarthy hearings of the early 1950s. TOPIC RESEARCHED (CHECK ONE) Salem Witch Trials McCarthy Hearings What were the origins of your assigned event?
How many people initiated it? Who were they?
What motivated the instigators as well as those who subsequently support the trails or the hearings?
Did anyone speak out against these crusaders? What happened to them? Why?
Our group used the following sources of information:
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Critical Thinking
EXAMINING THE CRIMINAL JUSTICE SYSTEM. Locate a news or magazine article which tells the story of someone wrongly accused of a crime. News article author/news service, headline title, publication title, date, page number:
According to the article, what evidence was used in the case against this person? Was a false confession coerced, or forced, from the suspect? Based on what you learned about the case, was the person truly guilty beyond a reasonable doubt? Why, or why not?
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from The Crucible
1. What creature does Abigail claim to see?
2. What name does Abigail call the creature?
3. What do Abigail and the girls do each time Mary Warren speaks?
4. Who tries to convince the court that the girls are pretending?
5. What does Mary Warren call John Proctor?
LITERARY TOOLS
1. What is the setting of this scene?
2. According to the stage directions, what does Abigail do at the end of the scene?
3. Name one minor character from this scene.
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from The Crucible
INSIGHTFUL READING
Matching
1. Mary, remember the angel Raphaeldo that which is good and 2. I see nothing, Your Honor! 3. Oh, Mary, this is black art to change your shape. No, I cannot, I cannot stop my mouth; its Gods work I do. 4. Do you know who I am? I say you will hang if you do not open with me! 5. Give me a whipIll stop it! a. Hale b. Danforth c. John Proctor d. Abigail Williams e. Elizabeth Proctor
Short Answer
1. Why is Mary Warren in the courtroom?
2. What decision does Danforth force Mary Warren to make?
3. Why does Abigail Williams claim Mary Warren wants to harm her?
4. What is Hales reaction to the hysteria in the courtroom?
5. What evidence is there that Abigail has won?
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Matching
1. a minor character who refuses to give into the hysteria, and speaks the truth 2. a major character who manipulates the others in the scene 3. continues to fight for what is right, despite overwhelming odds 4. more interested in exercising authority than in discovering truth 5. begins strong, but collapses under pressure and becomes hysterical a. Mary Warren b. John Proctor d. Reverend Hale e. Abigail Warren f. Deputy Governor Danforth g. Reverend Parris
Short Answer
1. What is Abigails motivation for her behavior?
2. Draw a quick sketch of how the stage might be organized for this scene.
3. What is the setting of this play?
4. What is a theme of the play, suggested by this scene?
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5. What central conflict is suggested by this scene?
CRITICAL WRITING
Essay
Choose ONE of the following prompts. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. Use your own paper as necessary. 1. Witch hunts PREPARE TO WRITE. This play was inspired by the McCarthyism that was rampant in American in the 1950s, and it is credited with coining the phrase witch hunt. What parallels did Arthur Miller see between the Salem witch trials and 1950s America? What message did he attempt to share through this play?
WRITE. In a paragraph, explain the connection Miller saw between those two historical events, and what message he hoped to share in this play.
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2. Changes and influences PREPARE TO WRITE. Mary undergoes a profound change in this scene. What is that change? What causes it? Why is she influenced as she is? How do the other characters react to her change? From the action and conflict that is established in this scene, what impact can you predict Marys change will have on others?
WRITE. In a paragraph, explain the change Mary undergoes in this scene. Consider what causes it and what impact it is likely to have on further action in the play.
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LITERARY TOOLS
1. How does nonfiction differ from other types of literature?
2. What are two examples of public records?
3. What is the difference between a biography and an autobiography?
4. What is a history?
5. What characterizes a good essay?
TYPES
OF
WRITING
Match the first part of each sentence with its best fitting conclusion. You may use some choices more than once and you may not use every choice. 1. Descriptive writing 2. Analysis 3. Narration 4. Comparison-contrast writing 5. Dialogue a. uses chronological order as a method of organization. b. places subjects into categories according to their characteristics. c. presents words as they were actually spoken by people. d. portrays in words how things look, sound, smell, taste, or feel. e. presents the steps in a process or gives directions how to do something. f. presents similarities and differences. g. breaks something into its parts and shows how the parts are related.
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PURPOSES
AND
MODES
1. What is a writers purpose, or aim?
2. What is the writers purpose when he or she uses the imaginative mode?
3. Give three examples of writing in the persuasive/argumentative mode.
4. Why might a writer use more than one mode in a piece of writing?
5. If a writers purpose is to reflect on a significant event in his or her life, what mode would he or she use?
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Elements of Nonfiction Test 4.1.20

MODES
OF
WRITING
True or False
1. Poetry, short stories, and novels are examples of personal/expressive writing. 2. Essays are nonfiction. 3. Writers generally do not pursue more than one purpose in a piece of writing. 4. A writer of a persuasive/argumentative piece wants to change his audience in some way. 5. The original meaning of the word essay was trial or attempt.
ORGANIZATIONAL PATTERNS
Matching
AND
TYPES
OF
WRITING
1. places objects into categories according to their properties or characteristics 2. most closely associated with narration 3. breaks something into parts and examines how parts are related 4. events arranged in the order in which they occurred 5. explores the similarities and differences between two subjects a. chronological order b. spatial order c. analysis d. classification order e. comparison and contrast order f. process
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Short Answer
1. Why are public records important to a writer preparing a history?
2. Why is a memoir considered nonfiction although it tells a story?
3. In what type of writing are sensory details particularly important, and why?
4. What are the two common presentations of subjects in comparison/contrast essays?
5. What is the primary purpose of an imaginative piece?
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The Way to Rainy Mountain, page 56
Think about a place that has special meaning or prompts strong memories for your family. Why is this place special?
Art Note, page 56

Kiowa Funeral, 1930. James Auchiah. What do you think the artists purpose was in making this painting?
RESPOND
TO THE
SELECTION,
PAGE
63
If you were to visit the places described by the narrator, what kind of response do you think you would have? Explain why it would be similar to or different from the experience of the narrator.

Recall
PAGE
63
Interpret 1b. Explain the significance to the narrator of the Fort Sill incarceration.
1a. What event in the experience of her people did the narrators grandmother miss by eight or ten years? What does the narrator think she must have experienced despite missing this event?
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2a. What ceremony did the narrators grandmother participate in as a child? Why did the ceremony stop? What does the narrator remember his grandmother doing most?
2b. How did the prayers make the narrator feel despite the fact that he could not understand them? Why might the narrator be impressed with the reverence of his grandmothers prayers?
3a. Where is the narrators grandmothers grave?
3b. Why is the location of the grave appropriate?
Analyze 4a. Identify key events in the journey of the Kiowa as presented by Momaday.
Synthesize 4b. Summarize the effect of all of these events on the Kiowa people.
Evaluate 5a. Evaluate the impact on the grandmothers life of changes that occurred in the Kiowa culture.
Extend 5b. Compare the experiences of the Kiowa and those of the African Americans expressed in Follow the Drinking Gourd.
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PAGE
63
DESCRIPTION. How does Momaday use description at the beginning of the narrative? What sensory details does the author include?
NARRATION. Whose story does Momaday recount?
CHRONOLOGICAL ORDER. What sections of the selection are told using chronological order? What transitions are used in telling the story of Momadays journey that retraces the Kiowas migration?
ORAL TRADITION AND MYTH. According to the Kiowa, how did they enter the world? How was the Big Dipper formed? How did Momadays grandmother keep the oral tradition of the Kiowas alive?
TONE. What tone does Momaday use when describing his grandmother in her familiar postures on page 61?
CLASSIFICATION ORDER. Which section of The Way to Rainy Mountain uses classification?
COMPARISON AND CONTRAST ORDER. Which method of comparison and contrast order is used in the description of the grandmothers house as it was in the past and as it is after her death?
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WRITERS JOURNAL,
PAGE
64
1. In this selection, Momaday describes a place that is special to him. Write a description of a place that is close to your heart.
2. Create a paragraph-long original myth that explains an object or event in the natural world.
3. An elegy is a poem that laments the dead. Write an elegy for Momadays grandmother or for the Kiowa culture.
INTEGRATING
THE
LANGUAGE ARTS,
PAGE
64

FINDING THE SIMPLE SUBJECT AND VERB. For each of the sentences below, circle the simple subject and underline the simple verb. For more information, see the Language Arts Survey 3.20, Finding the Simple Subject and Simple Predicate in a Sentence. 1. Winter brings harsh weather. 2. Her forebears came down from the country. 3. Yellowstone, it seemed to me, was a region of beautiful scenery. 4. The sky in all directions is close at hand. 5. The land, descending eastward, is a stairway to the plain.
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The Way to Rainy Mountain
1. Why has the narrator come to Rainy Mountain?
2. What had the Kiowa done to save themselves from the advances of the U.S. Cavalry?
3. Why could the narrator never understand his grandmothers prayers?
4. According to their origin myth, how had the Kiowa entered the world?
5. What element of nature held special significance for the Kiowa, forming the central symbol of their worship?
Vocabulary in Context
Fill in each blank below with the most appropriate word from the following Words for Everyday Use from The Way to Rainy Mountain. You may have to change the tense of the word. disposition pillage unrelenting writhe wean tenuous opaque
1. The soldiers tried to stop thieves from 2. Allisons doctor advised her to 3. Marshalls health felt 4. The fog turned the windows 5. The firefighters continued to fight the
the abandoned village. herself from drinking so much coffee. for weeks after the illness passed. . flames.
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LITERARY TOOLS
1. How does the narrator describe the weather on Rainy Mountain?
2. What example of the Kiowa oral tradition does Momaday weave into this selection?
3. What type of organization does the narrator use to present his description of his grandmothers house?
4. How does Momaday use chronological order in developing this selection?
5. What is the tone of this selection?
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The Way to Rainy Mountain
INSIGHTFUL READING
True or False
1. Momaday returns to Rainy Mountain to visit his grandmothers grave. 2. Momaday recalls the Kiowa as a peaceful people who craved quiet. 3. Momaday recalls a myth in which a boy becomes a bear. 4. Momadays grandmother was born when the Kiowa were the bravest hunters on the plains. 5. Momadays grandmother converted to Christianity.
Short Answer
1. What had the U.S. Cavalry done to the Kiowa?
2. How had meeting the Crow tribe change the Kiowa?
3. Why had the Kiowa backed away forever from the medicine tree?
4. Why could Momaday not understand his grandmothers prayers?
5. Why had the Sun Dances stopped?
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VOCABULARY
IN
CONTEXT
Sentence Completion
Fill in each blank below with the most appropriate word from the following Words for Everyday Use from The Way to Rainy Mountain. You may have to change the tense of the word. servitude nocturnal profusion reverence opaque pillage writhe
1. The noisy children became quiet and showed 2. Bats are
as they entered the church.
, so you have to stay up late to catch a glimpse of them. ; we couldnt see the oceans floor. the small village had suffered. of bright leaves on the trees.
3. The surface of the churning water was 4. Consuela winced as she read of the 5. In early November, we enjoy the brilliant

Matching
Match each section of the essay with the element of writing that it primarily uses. 1. the migration of the Kiowa 2. the explanation of Momadays grandmothers familiar postures 3. the depiction of Momadays grandmothers house before and after her death 4. the story of the seven sisters 5. the description of Rainy Mountain a. sensory details b. narration c. myth d. dialogue e. imaginative writing f. classification g. comparison/contrast
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1. What impression of Rainy Mountain is suggested by the long description that opens this selection?
2. How does Momaday describe the effects of weather on houses on the plains?
3. What is the mood of this selection?
4. What is a possible theme for this selection?
5. With what event does this selection begin, and with what event does it end?
CRITICAL WRITING
Essay
Choose ONE of the following prompts. Remember to complete both the Prepare to Write and Write sections of the prompt you choose. Use your own paper as necessary. 1. The Kiowa PREPARE TO WRITE. Momaday shares information about the Kiowa tribe, interwoven with his memories of his grandmother. What do you learn about the history, customs, and beliefs of the Kiowa? What two major changes in their cultures are described in this essay? What does Momaday suggest will happen to the Kiowa in the future?
WRITE. In your essay, explain what you learned about the Kiowa from this selection. Be sure to share the impressions of them based on the facts that you gleaned from this piece. Make notes and choose an organizational pattern before you begin.
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2. Momadays personal journey PREPARE TO WRITE. In sharing his story about his grandmother, Momaday shares information about the Kiowa. He also gives a rich portrayal of his grandmother, and suggests her impact on his life. What effect do you think she has had on his life? What has he returned to Rainy Mountain to do, and what does this suggest about their relationship? He illustrates, rather than states, his feelings for her; how does he seem to feel about her and about his heritage? What evidence points to your response?
WRITE. In your essay, explore Momadays personal reasons for returning to Rainy Mountain, and what they suggest about his relationship with his grandmother. Draw a rich picture of her, using information from the selection. Make notes and choose an organizational pattern before you begin.
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Unit One Visual Literacy/ Critical Viewing Worksheet

ART NOTE,
PAGE
Sky Woman, 1936. Ernest Smith.

A member of the Seneca tribe, Ernest Smith (19071975) illustrated a creation story that has been retold for thousands of years. In this first scene of the long and complex story, Sky Woman falls toward the primeval waters where the world will be created on the back of a turtle. What type of oral literature do you think Smith is illustrating?
ART NOTE,
PAGE
13
Something on the Eight Ball, 1953. Stuart Davis.

Stuart Davis (18941964) brought elements into his abstract paintings that suggest modern music, dance, and poetry. The repeated geometric forms and color combinations suggest the rhythm and improvisation of jazz. The disjointed words and script-like squiggles suggest free-form poetry. What terms for the elements of poetry might also be used to describe the elements of painting?
ART NOTE,
PAGE
53
Room in New York, 1932, Edward Hopper.

Edward Hopper (18821967) recorded city life in a simple, direct way. Rather than a staged portrait, this painting has the feelings of an intimate scene of ordinary life. What can you tell about these people? About their lifestyle? About the historical period?
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ART NOTE,
PAGE
56
Kiowa Funeral, 1930. James Auchiah.

James Auchiah (19051954) was a member of the Kiowa Five, a group of twentieth-century artists who drew on the Kiowa pictoral tradition and combined it with European painting methods. Ironically, museums that collected Native American artifacts rejected these contemporary paintings for not being authentic, refusing to see the changing nature of Native American cultures. What do you think was the artists purpose in making this painting?
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Unit 1 Review
VOCABULARY WORKSHEET
Spelling
Circle the word that is spelled incorrectly. Then spell the word correctly on the blank provided. 1. a. infirm b. eerie c. mute d. ween 2. a. waryness b. supplication c. confound d. pillage 3. a. lilting b. resolution c. profusion d. enjender 4. a. elation b. consumate c. tenuous d. dilapidated 5. a. martyr b. hysterical c. preeminently d. desposition
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Antonyms
Choose the answer that comes closest to meaning the opposite of the underlined word. 1. Follow the Drinking Gourd contains discreet messages. a. complicated b. obvious c. simple d. mysterious 2. In A Story, the father imagines himself distraught as his son leaves. a. loud b. unconscious c. pleased d. unsure 3. The narrator of American History found solace in reading. a. enjoyment b. stress c. humor d. play 4. In The Crucible, Mary, sobbing, claims the reverence she feels toward God. a. confidence b. lack of emotion c. hatred d. harmony 5. Strong essays follow a logical pattern of organization. a. similar b. creative c. boring d. irrational
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Sentence Completion
Fill in each blank below with the most appropriate word from the following Words for Everyday Use from Unit One. You may have to change the tense of the word. enmity enthralled resigned nocturnal opaque nocturnal writhe journey.
1. The stars helped keep slaves on a northward path on their 2. The small boy 3. Eugenes mothers 4. In The Crucible, Mary wavers under
with anticipation as he waited for his father to tell him a story. distressed and humiliated the young girl pressure from Danforth. to losing the old ones.
5. His grandmother was accepting of new ways, but not
Words for Everyday Use

confound, 47 consummate, 60 dilapidated, 37 discreet, 34 disposition, 58 distraught, 37 eerie, 36 elation, 37 engender, 60 enmity, 62 enthralled, 35 hierarchy, 32 hysterical, 35 infirm, 58 lilting, 35 logical, 24 maneuvering, 34 martyr, 32 mute, 24 nocturnal, 62 opaque, 61 pillage, 58 preeminently, 58 profusion, 60 resigned, 37 resolution, 20 reverence, 60 servitude, 62 solace, 38 supplication, 24 tenuous, 60 unrelenting, 58 wariness, 60 wean, 60 writhe, 58
Literary Terms
alliteration, 19 blocking, 44 character, 44 chronological order, 56 classification order, 56 climax, 31 comparison and contrast order, 56 conflict, 31 description, 56 dialogue, 44 exposition, 31 free verse, 22 inciting incident, 31 major character, 31 minor character, 31 myth, 56 narration, 56 narrative poem, 22 narrator, 31 oral tradition, 6, 56 properties, 44 refrain, 6 repetition, 6, 19 resolution, 31 rhyme scheme, 19 rising action, 31 set, 44 setting, 31 sonnet, 19 spiritual, 6 stage directions, 44 theme, 6, 44 tone, 56
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LITERARY TOOLS
Matching
Choose the letter of the genre that each element fits most closely. a. oral tradition b. poetry c. fiction 1. refrain 2. classification order 3. blocking 4. inciting incident 5. set d. drama e. nonfiction f. all of the above 6. tone 7. free verse 8. myth 9. properties 10. theme
QUESTIONS
FOR
WRITING, DISCUSSION,
AND
RESEARCH
1. Although A Story is a narrative poem, it has elements of lyric poetry. Although Sonnet XXX is a lyric poem, it suggests a story. Discuss with a group the lyric and narrative elements in each poem.
2. American History juxtaposes several event: the narrators personal experience with Kennedys assassination; El Building with Eugenes house; the adults reactions to Kennedys death with the kids reaction to the same event. What effect do these comparisons have? Which juxtaposition forms the central conflict of the story? Why?
3. In which of the selections from this unit is the setting important? Could any of the selections taken place in a different setting? Choose two that are particularly dependent upon their setting, and explain how the writers created the settings of those works. Why is the setting paramount in each?
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Unit 1 Test
INSIGHTFUL READING
Multiple Choice
1. In Follow the Drinking Gourd, the line When the sun comes back and the first quail calls refers to a. the beginning of hunting season b. the time after the storm passes c. spring d. night 2. The speaker in Sonnet XXX is worried that a. she will not find love b. her lover will forget her c. she will not be able to honor the love she has d. her lover will discover that she has been unfaithful 3. According to Sonnet XXX, what might drive a person to make friends with death? a. being betrayed by a lover b. falling in love c. the death of a lover d. lack of love 4. The father in A Story grows afraid when he a. remembers what happened the previous night b. remembers the boys birth c. imagines what will happen the next night d. imagines what will happen far in the future 5. According to A Story, relationships are governed by a. love b. emotion c. logic d. nature
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6. Why did the narrator of American History feel a connection with Eugene? a. they were both poor b. they both had problems getting along with their parents c. they both felt like outcasts d. they shared an admiration for President Kennedy 7. What event forms the climax of the plot in American History? a. when the narrator meets Eugene b. when the narrators father leaves for Puerto Rico c. when Mr. DePalma announces President Kennedys assassination d. when the narrator meets Eugenes mother at the door 8. What is a melodrama? a. a drama with a happy ending b. a play where most of the parts are sung c. a play with a surprise ending d. a play with exaggerated characters and situations 9. In The Crucible which of the following characters appears most reasonable? a. Reverend Hale b. Abigail Williams c. Danforth d. Mary Warren 10. In the story of the seven sisters in The Way to Rainy Mountain, a. the great tree saved the sisters from the bear b. the sisters became seven planets that revolved around the sun c. the sisters became bears and stalked the tribe d. the sisters planted a seed which became the earth
VOCABULARY
IN
CONTEXT
Fill in each blank below with the most appropriate word from the following Words for Everyday Use from Unit One. You may have to change the tense of the word. reverence infirm engender solace servitude resigned lilting . .
1. On her first trip to Graceland, the Elvis fan toured the mansion with 2. As she climbed higher on the mountain, Arletta felt increasingly 3. The hostess greeted us with a pretty, 4. Jack felt
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5. When my date stood me up, I found
in a gallon of ice cream.

1. Why did every primitive culture around the world create myths?
2. What is an image, and why is imagery an important element in poetry?
3. What is the mood of Sonnet XXX? Why?
4. Explain the title of American History. What two meanings does it convey?
5. What is a primary aim of The Way to Rainy Mountain?
CRITICAL WRITING
Paragraphs
1. What is the hidden message in Follow the Drinking Gourd? Why is it expressed through the oral tradition? Explain the message and why it is conveyed in a song.
2. Which two characters in The Crucible hold the most power? Over whom do they wield this power? How do they use this power? Explain.
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3. In A Story, both stories and silence serve as symbols. What do these symbols stand for, and what impact does this have on the poem?
Essay
PREPARE TO WRITE. Regardless of the genre, all works have a central idea, or theme. Choose any selection from this unit, and analyze how effective it is within its own genre. For example, if you choose a poem, describe its theme and how the poet uses the techniques of poetry to convey the theme. Make some notes first to organize your analysis.
WRITE. Using your work from the Prepare to Write exercise above, choose a selection from this unit. Write an essay that analyzes the selection as a representative of its genre.
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Supplemental Activity Worksheets
CONTENTS
Name________________________________________ Class_____________________ Date ____________________
ASSIGNMENT LOG
Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date: Date: Subject: Assignment: Due date:
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READERS JOURNAL
Date:_________________________
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RESEARCH JOURNAL
Use this form as you work through a research project. As you get started researching, you may need to narrow or broaden your topic for research based on your initial findings. Topic of study: ____________________________________________________________________________ Narrower topic for research:_________________________________________________________________ Hypotheses or predictions: __________________________________________________________________ Possible sources (circle all of those you think will apply): Books Reference materials Periodicals Internet Interview Other
Initial findings:_____________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Notes about any relationships or patterns in your data: _________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Notes from evaluating and interpreting your data: _____________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Conclusions you can make: _________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Notes from exchanges of ideas with peers:____________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Generalizations you can make about the topic: ________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
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RESEARCH LOG
Your research journal, which could be a notebook or an electronic file, is a good place for taking notes on your topic and for documenting your sources. When you document a source, include the following: author. Write complete name(s) of all author(s), editor (s) and translator(s). title. Write the full title exactly as it appears on the title page; include the edition if noted. place of publication, publisher, date of publication. Copy the publishers name from the title page. Copy the place and date from the copyright page. location and call number. Note where you found the book. If it is from the library, write the call number. 1. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place, publisher, date: __________________________________________________________________ Location and call number: ______________________________________________________________ 2. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place, publisher, date: __________________________________________________________________ Location and call number: ______________________________________________________________ 3. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place, publisher, date: __________________________________________________________________ Location and call number: ______________________________________________________________ 4. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place, publisher, date: __________________________________________________________________ Location and call number: ______________________________________________________________ 5. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place, publisher, date: __________________________________________________________________ Location and call number: ______________________________________________________________ 6. Author: _______________________________________________________________________________ Title: _________________________________________________________________________________ Place, publisher, date: __________________________________________________________________ Location and call number: ______________________________________________________________
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INTERNET RESEARCH LOG

The Internet is a convenient research tool but it also presents some challenges. As you jump from one Internet site to another, its easy to lose track of how you got from place to place. Mapping your navigation in your research journal is a good way to keep track of the sites you have visited and the information you found there.
topic of your research
search engine used
keywords or phrases used to search
names/addresses of sites you explore
names/addresses of linked sites you explore
new keywords used to search
complete documentation for sites you actually use for information
Topic: ____________________________________________________________________________________ Search engine: ____________________________________________________________________________ First keyword(s) or phrase tried: _____________________________________________________________ Promising hits (site names/addresses): _______________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Links: ____________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ New keyword(s) or phrase tried: ____________________________________________________________ Promising hits (titles of sources): ____________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Complete documentation for the two most promising sites: ____________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
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Answer Key
See the Annotated Teachers Edition answers to all Selection Worksheet Activities.
ELEMENTS
OF THE
ORAL TRADITION CHECK TEST 4.1.1
LITERARY TOOLS Matching

1. 2. 3. 4. 5. 1. 2. 3. 4. 5. c. a. d. e. c. legends myth oral tradition spiritual legends
True or False
False True False True False
ELEMENTS
OF THE
ORAL TRADITION TEST 4.1.2
INSIGHTFUL READING Matching

1. 2. 3. 4. 5. c. a. c. e. d. legend myth legend oral tradition spiritual
Short Answer
1. Legends contain fictional, often fantastic elements, but are generally based on some real event or person. 2. Myths served a cultural, and often religious, function. They helped a society explain the natural world and phenomena within it.
CRITICAL WRITING Oral Traditions in the United States

Responses will vary. Students may point out that this country has many oral traditions because its people originated in many cultures around the world. Even though most Americans learn to read, preserving oral traditions helps maintain ties with the rich cultural backgrounds and customs that were brought to the United States from other societies.
SELECTION CHECK TEST 4.1.3

1. The Underground Railroad was not an actual railroad but a series of routes and passages through which fugitive slaves escaped to safety. 2. The listener should follow the drinking gourd when the sun comes back and the first quail calls.
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3. The old man is waiting. 4. The river bank will make a very good road. 5. The drinking gourd is used as a code for the Big Dipper constellation.
LITERARY TOOLS
1. Responses will vary, but could discuss themes of escape or of a journey. 2. Responses will vary. 3. Responses will vary, but could mention a sense of melancholy, of a quest for freedom or salvation (which can be associated with religious salvation).
SELECTION TEST 4.1.4 Follow the Drinking Gourd

1. the sun 2. old man 3. river bank
Short Answer
1. This is important because the drinking gourd is the Big Dipper, which guides slaves northward to freedom. 2. The Underground Railroad was most active in spring (when the sun comes back and the first quail calls) because the escaping people could not survive the long journey in the harsh weather of winter.

1. repetition 2. oral tradition 3. refrain
Short Answer
1. They were composed into songs so that they could be sent secretly, but also because most slaves were illiterate and could not read messages. 2. The main phrase that is repeated is follow the drinking gourd, which could be the most important part of the message because it urges people to keep heading northward.
CRITICAL WRITING Essay

Responses will vary for each of the prompts.
ELEMENTS
OF
POETRY CHECK TEST 4.1.5

1. 2. 3. 4. 5. c a d g f
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True or False
1. False 2. True 3. True
Multiple Choice
1. 2. 3. 4. 4. c. metaphor a. personification d. parallelism a. chiasmus a. rhetorical question
OF
TECHNIQUES
POETRY
Students should mark the stressed and unstressed syllables as follows in the following lines: / / / / We dance round in a ring and suppose / / / / But the Secret sits in the middle and knows
ELEMENTS
TYPES
OF
OF
POETRY TEST 4.1.6
POETRY
f. elegiac poetry g. ode b. dramatic poetry d. sonnet a. imagist poetry
AND
1. 2. 3. 4. 5.
TECHNIQUES OF POETRY: METER, STANZAS, True or False

1. 2. 3. 4. 5. True False True False True
SOUND
TECHNIQUES OF POETRY: MEANING Sentence Completion

1. 2. 3. 4. 5. c. objective correlative e. figurative language b. synaesthesia a. metaphor g. personification
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Short Answer
1. End rhyme is rhyme at the ends of lines; internal rhyme is rhyme between words in the same line; and slant rhyme is the substitution of near rhymes for true rhymes. 2. Responses will vary. 3. A rhetorical question is one that doesnt require an answer, because the answer is obvious or the poet intends to provide it. Poets use them for various reasons, often to identify a question so that he or she can suggest an answer. 4. A quatrain would have four lines; the pentameter suggests five feet; and an iamb has two syllables so there would be ten syllables. 5. Responses will vary. Free verse allows freedom, and also approximates normal speech so poets may use it if they want a conversational tone.

Responses will vary.
SELECTION CHECK TEST 4.1.7 Sonnet XXX

1. 2. 3. 4. 5. Many a man is making friends with death. The narrator might trade the memory of this night for food. Love cannot fill the thickened lung with breath. The speaker might be pinned down by pain. The speaker might be driven to sell the listeners love for peace.
LITERARY TOOLS
1. A sonnet is a 14-line rhyming poem that follows a conventional rhythmic pattern and often deals with the subject of love. 2. Sonnet XXX deals with the importance, and limitations, of love. 3. The repetition of the words rise and sink reflects the actions of a drowning person and also the changing fortunes of life.
SELECTION TEST 4.1.8 Sonnet XXX

INSIGHTFUL READING Multiple Choice
1. d. necessary 2. c. trade love 3. d. lack of love
Short Answer
1. Responses will vary. 2. She fears that she will feel so badly that she will trade love or the memory of love for a reprieve.

1. The phrase rise and sink is repeated to illustrate changing fortunes. 2. Responses will vary. 3. Iambic pentameter is a line of poetry with five feet containing one stressed syllable and one unstressed syllable.
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Critical Writing
Students should write an essay on one of the prompts. 1. Responses will vary. Students should show the ways that the poem conforms to the standard structure of a sonnet, and follows the thematic development of a sonnet. 2. Responses will vary. The poem offers a sophisticated portrayal of love; the speaker appears to be in love, although she does not say so directly. She references selling your love and trading the memory of this night, which both suggest that she has just had a romantic experience. She is, perhaps, arguing with herself over the depth of her feelings and wondering how true to them she will remain.
SELECTION CHECK TEST 4.1.9 A Story

1. 2. 3. 4. 5. The man is described as sad. The mans five-year-old son is waiting. The man sees the day the boy will go. It is emotional rather than logical, and earthly rather than heavenly. The boys request and the fathers love add up to silence.
LITERARY TOOLS
1. The italics are spoken text. 2. Responses will vary, but could include a slightly melancholy mood as the father contemplates his love of his son and the sons inevitable leaving. 3. The poem does not follow a regular pattern of rhyme or rhythm.
SELECTION TEST 4.1.10 A Story

1. b. give up on him 2. a. the time when the boy will leave home 3. b. emotion
Short Answer
1. He cannot think of a new story. 2. Responses will vary. Students may note that the fathers fear of not giving the boy what he wants or needsand of not keeping him from growing uprenders him silent. 3. He feels sad.

1. It tells the story of a father trying to come up with a new story to tell his son. 2. Responses will vary. Students may say the poem evokes a melancholy, wistful, or sad mood. 3. Responses will vary. Possible themes might include the idea that a parents love cannot provide as much as a parent would like, and that a child will outgrow what a parent can give the child.
CRITICAL WRITING
Students should write an essay based on one of the prompts. 1. Responses will vary. The father may fear the day that his son no longer needs him, or perhaps the day he begs his son and his son wont be able to help him. 2. Responses will vary. The juxtaposition suggests the way the relationship between father and son will change, possibly even reverse, over time.
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ELEMENTS
OF
FICTION CHECK TEST 4.1.11
LITERARY TOOLS Short Answer

1. The oldest examples of fiction are the prose stories told in the oral tradition, which includes the myths, legends, and fables of ancient cultures. 2. A short short is a very brief short story. 3. Historical fiction is based on fact, while fantasy is highly unrealistic. 4. Poe believed that every detail in a short story should contribute to creating an overall impression or effect. 5. Fictio means something invented.
Matching
1. 2. 3. 4. 5. b. f e g a
Plot Diagram
Element/What the element contributes to the plot 1. Inciting Incident: Introduces the central conflict 2. Rising Action/Complication: Develops the conflict to a high point of intensity 3. Climax/ Crisis/Turning Point: High point of interest or suspense; the point in the plot where something decisive happens to determine the course of events through the rest of the work, including the eventual working out of the central conflict 4. Falling Action: All events that follow the climax, leading toward a resolution of the central conflict 5. Resolution: The point at which the central conflict is ended, or resolved
ELEMENTS
OF
FICTION TEST 4.1.12

1. c. static character 2. e. three-dimensional character 3. a. stock character
Short Answer
1. The protagonist is the main character; the antagonist is the character who challenges him or her. 2. Responses will vary. Setting tells time and place, which can suggest political climate, social or cultural mores, weather, etc. 3. Writers create characters through direct description, description of behavior, and portrayal of the characters thoughts and feelings. 4. An internal conflict is a struggle a character has with himself; an external conflict is between two characters. 5. At the turning point, the conflict is set on a path to resolution. Some decisive event determines the course of events through the end of the work.
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SELECTION CHECK TEST 4.1.13 American History

1. Responses will vary, but she heard her parents discussing their future, including moving out of the tenement, buying a house on the beach in Puerto Rico, or retiring in Puerto Rico. 2. The narrator liked to watch the people in the house next door. 3. The students had been sent home early because President Kennedy had been assassinated. 4. The other students called them Skinny Bones and The Hick. 5. Eugenes mother wont allow her in to study with Eugene.
LITERARY TOOLS
1. El Building is described as a huge tenement building forming the corner of Straight and Market streets in Paterson, New Jersey. The building is loud with peoples music, many tenants have little altars in their apartments, and there is often a crowd of unemployed men clustered on the front stoop. 2. It is told in first-person point of view. 3. Mr. DePalma is a minor character. 4. Responses could describe the narrators difficulty in feeling the right thing about the presidents death or her struggle to fulfill her dreams within the dreary setting of El Building. 5. The climax takes place on the doorstep of Eugenes house.
SELECTION TEST 4.1.14 American History

1. 2. 3. 4. 5. d. she looked through the window a. where she lives b. she was thin and he was from the South d. she thought of the present instead of the future b. they are unhappy where they are
Short Answer
1. The music stops, the people mourn, and the building grows quiet and morbid. 2. Mr. DePalma calls the students losers. It probably reflects his grief and frustration over their response to the news. 3. They drive to the suburbs to look at the houses. 4. She has been watchful and worried. 5. She tells the narrator that she will be humiliated, but she makes no move to stop her from going.
UNDERSTANDING LITERARY CONCEPTS Plot Diagram

1. 2. 3. 4. 5. Inciting Incident: Introduction of Eugene: That summer...,I kept him company on my fire escape. Rising Action/Complication: Meets Eugene; friendship develops; Kennedy is assassinated Climax/Crisis/Turning Point: Narrator meets Eugenes mother Falling Action: Narrator leaves Eugenes house and goes home Resolution: Narrator weeps for herself, not Kennedy
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Students should write an essay responding to one of the following prompts. 1. Responses will vary. The settings represent the narrators reality (El Building), her fathers dream that will most likely never be realized, and her own dreams about the future (Eugenes house). 2. Responses will vary. Kennedy represented the hopes and dreams of the adults in the story, and his assassination metaphorically represents the death of her own hopes and dreams regarding Eugene. The central conflict is the narrators hope for the future versus her reality, which hits a crisis point when Eugenes mother speaks to her and tells her to go home.
ELEMENTS
OF
DRAMA CHECK TEST 4.1.15
LITERARY TOOLS Short Answer

1. The theory states that people in ancient Greece would gather to sacrifice animals (often goats) to one of the gods, and over time the ceremony of sacrifice developed into an elaborate show and, eventually, other actors were added and drama was born. 2. Originally, comedy was any work with a happy ending and tragedy was a drama that told the story of the fall of a person of high status. 3. Today, comedy is a humorous work, usually prepared for stage or screen. 4. A melodrama is a play with exaggerated characters, scenes, and situations. 5. In the Middle Ages, people watched plays performed on the backs of wagons in the courtyards of inns. Today, plays are most often performed on proscenium, or picture, stages that are box-like and have three walls surrounding the stage.
Matching
1. 2. 3. 4. 5. c f d g b
ELEMENTS
OF
DRAMA TEST 4.1.16

1. 2. 3. 4. 5. a e b f g
Short Answer
1. A comedy was any work with a happy ending; a tragedy was a story of the fall of a person of high rank. 2. A thrust stage juts out into the audience. A proscenium stage is boxy with three walls and an invisible fourth wall through which the audience views the action. 3. It has dialogue and stage directions. 4. The entrance of a character begins a scene, and the exit of a character ends the scene. 5. Plays are shaped by the interpretations of set designers, actors, producers, costumers, musicians, directors and others.
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SELECTION CHECK TEST 4.1.17 from The Crucible

1. 2. 3. 4. 5. She claims to see a yellow bird. She calls the bird Mary. They repeat what Mary says. John Proctor tries to convince the court that the girls are pretending. She calls John Proctor the Devils man.
LITERARY TOOLS
1. The scene takes place in a courtroom in Salem, Massachusetts. 2. Abigail comforts the sobbing Mary and looks up at Danforth. 3. Responses will vary, but could include Mercy Lewis, Susanna Walcott, Reverend Parris or Reverend Hale.
SELECTION TEST 4.1.18 from The Crucible

1. 2. 3. 4. 5. c. John Proctor a. Hale d. Abigail Williams b. Danforth c. John Proctor
Short Answer
1. Mary is in the courtroom because she has evidence that Abigail and the girls are lying. John Proctor hopes Mary can clear his wifes name. 2. Danforth forces Mary to stick to her position or join Abigail and the girls in their claims of possession. 3. Abigail claims that Mary is jealous because Abigail is pretty. 4. Hale is the only member of the court to remain calm despite the girls antics. He only becomes animated when Mary becomes hysterical. 5. Mary says Ill never hurt you more! and rushes into Abigails arms.
UNDERSTANDING LITERARY CONCEPTS Matching

1. 2. 3. 4. 5. 1. 2. 3. 4. 5. d. Reverend Hale e. Abigail Warren b. John Proctor f. Deputy Governor Danforth a. Mary Warren Abigail is in love with John Proctor and wants his wife to be hanged. Responses will vary. The play is set during the witch trials in the 17th century in Salem, Massachusetts. Responses will vary. Responses may include Proctor vs. the girls; Mary vs. herself; Abigail vs. Proctor; etc.
Short Answer
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Students should write an essay on one of the prompts. 1. Responses will vary. He hoped to convey the danger of a mob mentality, and the ways in which a loud and convincing mob can influence rational people to believe the silliest ideas. He hoped to warn people not to repeat the Salem tragedies. 2. Responses will vary. Mary is influenced by Danforth and the girls to abandon her reasonable argument and give into the hysteria. She is clearly not strong, and is afraid of Danforth and Abigail. She will likely cause harm to the Proctors with her conversion, and strengthen Abigails power.
ELEMENTS
OF
NONFICTION CHECK TEST 4.1.19
LITERARY TOOLS
1. Nonfiction explores actual people, places, things, events, and ideas with the idea of being true to the original occurrences. 2. Public records include sermons, speeches, political tracts, deeds, contracts, constitutions, and laws. 3. Both are stories of a persons life; a biography is written by another person and the autobiography is written by the person himself or herself. 4. A history is an account of a past event. 5. A good essay develops a single idea and is characterized by unity and coherence.
TYPES OF WRITING Matching

1. 2. 3. 4. 5. d g a f c
PURPOSES AND MODES Short Answer

1. A writers purpose, or aim, is the goal he or she wants to accomplish with a piece of writing. 2. The purpose of using imaginative mode is to entertain, enrich, enlighten, and/or share a unique perspective. 3. Responses will vary, but could include editorial, petition, advertisement, campaign speech, debate, graffiti, grant application, invitation, letter of complaint, movie review, nomination speech, press release, sermon, slogan, etc. 4. Responses will vary. 5. The personal/expressive mode is used for reflection.
ELEMENTS
OF
NONFICTION TEST 4.1.20
MODES OF WRITING True or False

1. 2. 3. 4. 5. False True False True True
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ORGANIZATIONAL PATTERNS Matching

1. 2. 3. 4. 5. d a c a e
AND
TYPES
OF
WRITING
Short Answer
1. Public records provide information of events and people from earlier times. 2. Memoir is based on fact. 3. Sensory details are particularly important for description because they call on the five senses to understand a piece. 4. Most comparison/contrast either presents first one subject and then the other, or it compares both subjects on first one characteristic and then the other. 5. Imaginary pieces generally seek to share a unique perspective on something.
SELECTION CHECK TEST 4.1.21 The Way to Rainy Mountain

1. 2. 3. 4. 5. 1. 2. 3. 4. 5. The narrator has come to Rainy Mountain to visit the grave of his grandmother, who recently died. The Kiowa had surrendered to the soldiers. He did not speak Kiowa. They entered the world through a hollow log. The sun held special significance for the Kiowa.
IN
VOCABULARY
CONTEXT
pillaging wean tenuous opaque unrelenting
LITERARY TOOLS
1. The narrator says that the hardest weather in the world is on Rainy Mountain. 2. Momaday includes the Kiowa myth of how the seven sisters became the stars of the Big Dipper. 3. The narrator presents the description using comparison and contrast, first describing the house as it used to be and then as it is now. 4. Responses could suggest the chronological progression of the narrators visit to Rainy Mountain or the chronological progression of the Kiowa tribe. 5. Responses will vary, but could suggest the narrators nostalgia for his grandmother and for his heritage; his sadness at her death; his love and respect for her and for their heritage, etc.
SELECTION TEST 4.1.22 The Way to Rainy Mountain

INSIGHTFUL READING True or False
1. True 2. False 3. True
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4. False 5. True
Short Answer
1. 2. 3. 4. 5. 1. 2. 3. 4. 5. They had forced the Kiowa onto reservations. It added culture to their way of life. There were no longer any buffalo with which to perform the ceremony. He did not speak Kiowa. After elements of their sun ceremony were destroyed, it held little meaning.
IN
VOCABULARY
CONTEXT
reverence nocturnal opaque pillaging profusion
UNDERSTANDING LITERARY CONCEPTS Matching

1. 2. 3. 4. 5. b f g c a
Short Answer
1. Rainy Mountains weather is harsh and unforgiving. 2. Weather slowly destroys houses: washing away paint, blackening windowpanes; aging the wood and rusting the nails. 3. Responses will vary. 4. Responses will vary. 5. The selection begins when Momaday arrives at Rainy Mountain, and it ends as he leaves.

Students should write an essay on one of the prompts. 1. Responses will vary, but Momaday says that the Kiowa were evolved, proud, warlike worshippers of the sun. He also describes how their dignity and freedom were slowly stripped away. He suggests that they will continue to lose their ways and assimilate into the dominant culture: he doesnt speak Kiowa and his grandmother had become Christian. 2. Responses will vary. Momaday apparently had a close and respectful relationship with his grandmother. He seems to have admired her old ways without faulting her new ways. He appreciated her sun worshipping, her Kiowa language, her strength, her stories, and her mannerisms. He does not seem to have admired her less when she grew old.
UNIT ONE VISUAL LITERACY/CRITICAL VIEWING ANSWERS

Sky Woman, 1936. Ernest Smith, page 4. Responses will vary, but students should point out that Ernest Smith is illustrating a myth. The story of the Sky Woman explains the creation of the world. Students may also discern from the painting that the characters have supernatural powers, another element of myth. Something on the Eight Ball, 1953. Stuart Davis, page 13
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Some elements of poetry that students may recognize as having counterparts in painting include the following: rhythmthe use of repeated forms, which in art is also called a motif; metaphoran object or person standing for something else, although in painting the entire narrative aspect usually acts as a metaphor; symbolobjects in paintings often have symbolic meaning (the study of symbols in art is called iconography); narrativesome paintings tell a story, even in a single image. Room in New York, 1932, Edward Hopper, page 53 Students will likely say the setting is urban, the people are middle class, perhaps office workers. Students may further interpret that the couple is bored or even angry with each other. Encourage students to provide a story for the picture and to explain what led them to their conclusion. Kiowa Funeral, 1930. James Auchiah, page 56 Students may say that the purpose of Auchiahs paintings is to record Kiowa customs, perhaps to preserve them or to educate others outside of his tribe. Engage students in a discussion about the purpose of art in general. Responses may be that art is for pleasure, the expression of emotions, the communication of ideas, the artists purpose of challenging the viewers outlook on the world or inciting the viewer to action.
UNIT REVIEW
VOCABULARY WORKSHEET Spelling
1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. d. wean a. wariness d. engender b. consummate d. disposition b. obvious c. pleased a. enjoyment c. hatred d. irrational nocturnal writhed enmity unrelenting resigned
Antonyms
Sentence Completion

1. 2. 3. 4. 5. 6. 7. b e d c d f b 1 RESOURCE
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CONTENTS
8. a 9. d 10. f
QUESTIONS
FOR
WRITING, DISCUSSION,
AND
RESEARCH
1. Responses will vary. Each poem has elements of a story but also appeals to emotions. 2. Responses will vary. The juxtaposition of the narrators personal experience with Kennedys assassination feeds the central conflict of the story. 3. Responses will vary.
UNIT TEST
INSIGHTFUL READING
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. c c d d b c d d a a
IN
VOCABULARY
CONTEXT
reverence infirm lilting resigned solace

1. Myths are narrative explanations of natural occurrences, and every culture created them in efforts to understand the world around them. They also contain suggestions of religious interpretations of these natural events. 2. An image is a word or phrase that names something that can be seen, heard, touched, tasted, or smelled. Poetry conveys messages concisely and is strengthened by appealing to as many senses as possible. 3. Responses will vary, but may suggest that the mood is melancholy, quiet, reflective. 4. The title may refer to the assassination of President Kennedy, as significant historical event in America, or to the narrators experience in America and her own personal history. Students may also note her parents history in America and their nostalgia for the territory of Puerto Rico. 5. Responses will vary. The essay aims both the honor Momadays grandmother and her culture.
CRITICAL WRITING Paragraphs

1. The hidden message gives instructions for slaves to follow the Underground Railroad to freedom. The song was an important means of conveyance, because many slaves could not read and because it was the easiest way to keep it secret. 2. Abigail and Danforth hold the most power. Abigails insistent hysterics, imitated by the group of girls, and Danforths bludgeoning questions, frighten Mary into submission. 3. Responses may vary, but could suggest that the fathers stories may represent the needs he cannot fulfill for his son and the silence represents the gulf that opens when these needs cannot be met.
Essay
Responses will vary.
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Crucible Selection Test

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Crucible Selection Test

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CONTENTS

UNIT ONE RESOURCE

EMCParadigm Publishing Saint Paul, Minnesota

UNIT RESOURCE BOOKS

THE AMERICAN TRADITION

Selection Check Tests

THE AMERICAN TRADITION

Additional Reading and Research Support in the Unit 1 Resource Book

UNIT RESOURCE BOOKS

THE AMERICAN TRADITION

Teachers Resource Kit

THE AMERICAN TRADITION

Supplemental Ancillaries beyond the Teachers Resource Kit

THE AMERICAN TRADITION

Elements of the Oral Tradition Check Test 4.1.1

THE AMERICAN TRADITION

Elements of the Oral Tradition Test 4.1.2

THE AMERICAN TRADITION

THE AMERICAN TRADITION

Selection Worksheet 1.1

Respond to the Selection, page 9

INVESTIGATE, INQUIRE, IMAGINE,

THE AMERICAN TRADITION

2a. Who waits for the travelers?

THE AMERICAN TRADITION

THE AMERICAN TRADITION

3. Write song lyrics to encourage a friend to overcome a difficult situation.

Language, Grammar, and Style

THE AMERICAN TRADITION

Selection Check Test 4.1.3

2. When should the listener follow the drinking gourd?

3. Who is waiting to help the listener to freedom?

4. What will make a very good road?

5. For what is the phrase drinking gourd used as a code?

2. How is repetition used in Follow the Drinking Gourd?

3. Why does Follow the Drinking Gourd qualify as a spiritual?

THE AMERICAN TRADITION

Selection Test 4.1.4

THE AMERICAN TRADITION

UNDERSTANDING LITERARY CONCEPTS

THE AMERICAN TRADITION

THE AMERICAN TRADITION

Elements of Poetry Check Test 4.1.5

THE AMERICAN TRADITION

3. A writer uses a. repetition b. synecdoche c. simile d. parallelism

to emphasize that two ideas are equally valuable.

THE AMERICAN TRADITION

Elements of Poetry Test 4.1.6

POETRY: METER, STANZAS,

THE AMERICAN TRADITION

2. Give examples of onomatopoeia.

THE AMERICAN TRADITION

3. What is a rhetorical question, and why might a poet use one?

THE AMERICAN TRADITION

Selection Worksheet 1.2

Respond to the Selection, page 20

INVESTIGATE, INQUIRE, IMAGINE,

THE AMERICAN TRADITION

2b. How important is love to such a person?

THE AMERICAN TRADITION

THE AMERICAN TRADITION

Selection Check Test 4.1.7

3. What can love not fill?