Professional Documents
Culture Documents
Novel Companion
The Adventures of Tom Sawyer
Mark Twain
Dragonwings
Laurence Yep
Dandelion Wine
Ray Bradbury
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Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher.
Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 13: 978-0-07-889159-5 ISBN 10: 0-07-889159-0 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 047 14 13 12 11 10 09 08
TABLE OF CONTENTS
About the Novel Companion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Connection to the Glencoe Literature Program . . . . . . . . . . . . . . . . . . . . . . . . . 1 Connection to Glencoes Literature Library . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Overview of the Structure of the Novel Companion . . . . . . . . . . . . . . . . . . . . . 2 Interacting with Excerpts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Using Excerpts to Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Interactive Reading Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Note-Taking Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Note-Taking Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Outline of the Novel Companion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 1
10 About the Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Options for Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Options for Using Related Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 2
. . . . . . . . . . . . . . . . . 20 About the Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Options for Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Options for Using Related Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
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TA BLE OF CONTENTS
Unit 3
30 About the Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Options for Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Options for Using Related Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit 4
40 About the Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Options for Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Options for Using Related Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Unit 5
50 About the Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Options for Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Options for Using Related Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Unit 6
60 About the Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Options for Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Options for Using Related Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
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The Novel Companion is the advanced level of Glencoes interactive reading workbooks, Interactive Read and Write, which accompany the literature program, Glencoe Literature. Students will study six novels, autobiographies, and plays as they complete the Novel Companion workbook. Each title they study is paired with one unit of Glencoe Literature. The titles, chosen from those offered in Glencoes Literature Library, represent well-known and muchloved literature both from the literary canon and from award-winning modern works. They challenge advanced students by offering readabilities that are either at grade level or one grade above level. The Novel Companion workbook does not include the full text of the novels (and the other longer works). Each student should have easy access to their own copies of the novels. The Novel Companion does include numerous excerpts from the novels. These excerpts allow students to do close readings of the text as they study key aspects of the novel that reflect important concepts already covered in Glencoe Literature.
students study literary elements, apply reading skills and strategies, learn new vocabulary, write about literature, and engage in other activities related to the literature. The Novel Companion, however, additionally teaches students note-taking techniques to help them make connections between the Novel Companions longer works and Glencoe Literatures shorter works. Although the Novel Companion is designed to be used in conjunction with Glencoe Literature, it can easily be used independently. For example, students may wish to delay beginning their novels until after theyve finished their unit work in Glencoe Literature. (Note that the literary elements paired with a novel draw from literary elements taught in units up to and including the unit to which the novel has been assigned, whereas the Big Questions and reading skills and strategies draw only from the unit to which the novel has been assigned.)
For an annotated outline of the Novel Companion structure, see pages 89.
reading skills and strategies. For example, to help students understand an authors style, it may be necessary to first teach how to recognize and analyze an authors style as you read. Just as with the literary elements lessons, students study and apply particular reading skills and strategies to an excerpt by answering two questions that address specific highlighted sections of that excerpt. (See page 4.) Interacting with Excerpts: Note-Taking To help students retain what they have read, the Novel Companion introduces two notetaking systems and demonstrates the value of these systems by applying them to targeted areas of literary study: the study of themes and concepts. These themes and
concepts appear in the form of Big Questions that occur in each unit of Glencoe Literature. By applying both notetaking approaches to a specific excerpt, students get the most out of what theyve read. (See pages 69).
er
felt pressured to do (or someone you know) Recall a time when you was your reaction? to. How did you feel? What something you didnt want people think or or traditions suggest that Sometimes social customs feelings or wishes. In conflict with their personal behave in ways that may that may be contrary of your thoughts or beliefs your journal, explore some thinks. society of most to what
NOVEL NOTEBOOK to record Keep a special notebook that you entries about the novels read this year. SUMMARIZE the Summarize in one sentence Build most important idea(s) in Background.
in simple huts, but the majority of people lived During the Middle Ages, were usually a a manor house. Manor houses Catherines family lives in quarters as well as included the familys living collection of buildings. They a gatehouse; a privy, or horses; the for stables as other buildings such spends much of her . In this novel, Catherine cowshed a and ; outhouse quarters. It is a room in the familys living time in the solar, a large as a private retreat and bedroom that serves combination of living room of her time in the solar Catherine spends some for the family members. was handmade at into fiber or thread. All cloth spinning, or twisting yarn to work to make it. had class s of Catherine this time, and even someone not seem all that at the manor house may by the Although the conditions actually quite comfortable were they reader, modern appealing to a which reflected only thing better was a castle, standards of the time. The society. an even higher status in use of paper. Paper s privileged status is her Another sign of Catherine printing press was the Middle Ages, and the was not widely used during most nth century. Consequently, written not developed until the mid-fiftee Ages were painstakingly Middle the during nt, which documents produced e called vellum or parchme substanc a onto hand by or copied This thick, precious of cattle, sheep or goats. of the was made from the skins case the the powerful, andas in paper was used by the rich, e religious elite. monks Catherine visitsth
Middle Ages
ion Why Do You Read? How big a role does reading play in your life? Think read many times about it. You proba throughout the day. As you read bly how reading helps this novel, think you understand about different peopl e, times, and place s. Literary Elem ent Conflict Conflict is the central struggle between oppos external confli ing forces in a ct is the strugg story. An le of a character such as nature against an outsid , society, fate, e force, or another chara takes place within cter. An intern a characters mind. al conflict to make a difficu For example, he lt choice. or she might have The events in most stories revolve around conflict. learn a lot about As a reader, you life by seeing how can people and chara resolve conflicts. cters confront and As you read, ask yourself, what internal and extern Catherine face? al conflicts does Use the graphic organizer on the you record the following page information. to help
Dece mbe r
Vocabulary
betrothal [bi tro thl] n. a promise or a contract for a future marriage The king annou nced the betrot hal of his daughter to the prince. docile [dos l] adj. easily led or managed Because Tim was docile, he did what he was told. dowry [dour e ] n. money or property that a woman brings to her husband in marriage The dowry includ ed a sheep pasture, house hold goods, and money. impudence [im py dns] n. disregard for others ; willful disobedience Making insults and other impudence cause d people to dislike T ina.
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Reading Strat egy Evalu ate Characteriz Characterization ation refers to the metho the personality ds that an autho of characters. r uses to devel When authors op character is like, tell you exactly it is called direct what a characterization a characters perso . When authors nality through show his or her words through what other and actions and characters think indirect chara and say about cterization. When him or her, it is called you evaluate chara critically about the details the cterization, you author used to think reveal character. Evaluating chara ember 55 berDec cteriz Birdy: Septem ation will help Catherin e, Called of characters and you to deepen your appreciatio of the authors n both technique. To evaluate chara 9:03:54 PM cterization 1/22/08 in this novel, ask conflict with socie yourself how Cathe ty helps reveal rines who she is. You use a graphic organ may find it helpfu izer like the one l to at the right.
swagger [swa r] v. to act superior or overw helmingly selfconfident Full of confidence, Elena would swagger as she walked down the hall.
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Unit 2
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Catherines conflict with society is revealed through the customs and issues that she does not understand or with which she does not agree. Through her experiences and analyses of her culture, she develops independent opinions as she
matures and learns about herself. Some of her ideas seem valid; others seem nave. Use the organizer below to chart the ways in which Catherines opinions differ from those generally held by her parents and society.
Social Issue
behavior of young ladies
Societys View
Catherines View
Lady-tasks are pointless. If ladies can pick maggots from the salt meat, why cant they climb trees or throw stones in the river?
Crusades
Literary Element Conflict Name the external writes conflicts that Catherine about.
VE REA DIN G:
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DEC EM BER 9th day of December, Feast of Sain in Norfolk t Wolfeius, first hermit Gods knees! A person can kirtle at a time only wear one , so why are gown and one my mother making such and her ladi a fuss about es my coverin their spare g the bird cage ones! I cann ot believe they s with poor birds to freeze to would wan t my death. I will have plenty of time imprisoned to think on in the solar, this, for I am brushing feat bird dung off hers and seed of what seem and s enough clot French arm y. I see no deli hing for the verance. Perk grandmother in is busy with . Aelis is in London with his Thomas are the king. Geo from home much these rge and drinking and days, riding amusing othe and r people and knees, I mig ht as well be not me. God an orphan. s ... 14th e m ber S e pte m be r D e cday of 57 December, Feast of Sain own Lincolns t Hybald, abbo hire. I wonder t of our if he is a relat I am in disg ive race y. Grown quit embroidery,1/22/08 9:03:54toda PM e weary with with my pric my ked fingers sore back, I and tired eyes kicked it dow and n the stairs dogs fought to the hall, and slobbere where d over it, so mess and thre I took the sogg the w it to the pigs y . Morwenna grabbed me by the ear and My mother gave me a pinched my gentle but ster face. behaving like n lecture abo a lady. Lad ut ies, it seem feelings and s, seldom hav , if they do, e strong never never thumbs! I alw let them sho ays have stro w. Gods ng feelings painful unti and they are l I let them out, like a cow quite milk and bell who needs ows with the to give pain in her disgrace in teats. So I am my chamber. in I pray Mor that being ench wenna nev ambered is er discovers no punishm would find ent for me. some new tort She ure, like send the ladies in ing me to liste the solar. n to 15th day of December, Feast of Sain Saxons, who t Offa, king left his wife, of the East his lands, his to become a family, and monk in Rom his country e and die
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as a young lady in s must Catherine master these skills? 1. What sort of lady-task she protest against learning medieval society? How does [Paraphrase]
APPLY BACKGROUND Novel Reread Introduction to the that on pages 5253. How did nd information help you understa read in or appreciate what you novel? the
? Why does ideas about the Crusades 2. What are Catherines [Analyze] laugh at Catherines ideas?
George
or distinguishing s major character traits, reveal these 3. What are some of Catherine or circumstances does Catherine qualities? In what ways traits? [Interpret]
cem ber
tice Respond to these questions. 1. Whom woul d you expect a betro merchants or two young peop thal to involvetwo le?
2. Which woul d you expect to be more doci a sheep? lea bull or
Vocabulary
Prac
placed on her by her responses to the demands 4. Describe Catherines and justified? Why her reactions reasonable family and by society. Are help you relate to do your own experiences or why not? In what ways Catherine? [Evaluate]
2. What quali ties does Cath erine have that her to be in cause conflict with her world? Expla each quality in why causes conf lict. [Synthesi ze]
3. What woul d you expect to do with a and trade it, dowryspend or eat and drink it? 4. How woul d you expect to respond to a smile or a impudencewi frown? th 5. Whom woul d you expect to swaggera politician or proud a humble serva nt?
about the place main ideas have you learned ize] 5. Why Do You Read? What English manor in 1290? [Synthes where Catherine livesan
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Reading Stra tegy Eval uate Characte Is most of the rization characterizati on in this nove indirect? Expla l direct or in, using evide nce 9:03:54the [Conclude] PM 1/22/08 from novel.
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De cem ber
Academic Vocabulary One of Catherine s principal occu spinning yarn pations is the or thread. In chore of the preceding means main sentence, princ or major. Think ipal about a princ make of your ipal use you time. Explain why it takes time. up so much of your
Science
s and different plant Catherine uses us ailments Assignment to treat vario substances other natural her any of these . Find out whet her any and complaints tive, and whet actually effec was dies reme today. are still in use steps: to treat Follow these Investigate Catherine uses of substances Make a list t complaints. mation abou illnesses or sources of infor of ble relia te Try a variety Loca eval medicine. ch sear or herbal and medi catalog s in a library be able to also search term may ence librarian n on engine. A refer with informatio Cath erin s work e, Call ed reference Bird y: Sep recommend dies. tem ber Dece r natural reme mbe r 65 herbal and othe tances on your list to learn the subs in treating Research effectiveness their and about them nts. 1/22/08 9:03:54 ailme PM t, or poster char list, e an illustrated Create Mak remedies. Note explaining the what they are showing and and use in are still which ones y. used for toda r and chart, or poste lay your list, in any Report Disp sure to expla it shows. Be explain what s you use. scientific term technical or
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CON NEC T
LA TED WI TH RE WO RK RE AD IN GS
CON NEC T
Cather
have just read ly. right, which is to the literature excerpted from his father cold selection at the Charles by Shirle Literature. Then Laurie regarded said. y Jackson in Glenc answer the quest nothing, he oe ions below. Use text or explain Laurie started I didnt learn the exact words events and ideas The day my son Didnt learn of the in the text to suppo unced corduroy ything, I said. reno An he rt your answer. rten coes kinderga began wearing . dings in Glen and hing Rea gh, bibs anyt ted thou Com with a boy, par e & Con go overalls ers on a r to the Rela tras t I watched him teacher spanked stions refe e your answ belt; a que The Writ and l. d with wing nove 1. Conflict r girl blue jeans The follo essing his brea s on the lines ion of this ing with the olde n some note Library edit d, with Cathe How are Lauries conflicts the same Laurie said, addr texts. Literature but jot dow off the first morn rines conflicts? or different from an era of my g fresh, he adde ils from the t of paper, Are they intern g clearly that butter. For bein ers with deta est Heart separate shee al or external? next door, seein nurseryof the Hon port your answ sweet-voiced The Knight o provided. Sup his mouth full. was ended, my I asked. Wh sered, life and y s Crispin stina Hamlet at did he do? by a long-trou Called Bird ivate Chri e, ced Wh mot erin t repla tot stop res ol e to Cath scho nections Wha who forgot to do their desi Authors Not it? acter Make Con he How ? was char les, g vely decepti swaggerin It was Char hman -bye to me. or problems Celia to act e? Karen Cus Laurie thought. t qualities and wave good er spanked e of Catherin the front at the corner nections Wha teenagers of today? fresh. The teach parallel thos Make Con e the same way, said. He was a corner. He e share with He came hom on the e him stand in does Catherin open, his cap him and mad me door slamming lly fresh. e suddenly beco awfu voic was the again, but d and ? floor, ody here do? I aske What did he ting, Isnt anyb a cookie, his raucous shou his chair, took e insolently to saying, Laurie slid off At lunch he spok father was still 2. Text Structure How is the rs milk, and left, while his text structure of his baby siste and ed different from the spill r, Charles the same fathe we were g man. text structure of and his teacher said Boys Catherine, Called See here, youn ie remarked at in vain. and-Brakes remarked that Birdy? e of the Lord next day Laur the Wheelsnam The ll, the We n, take Becky and d, not to sat dow lar as soon as he ol today? I aske y tion simiw h, scho Berr lunc situa Bird He es was ed kys y. Jam Cag Ho n toda is Bec ribed in les was bad agai nections How al. elou ay desc s Con Char casu Ang e Tod y a bird ratel Mak said, the May elabo pare mously and es? said. nections Com erine like both grinned enor to Catherin Make Con All right, he How is Cath father teacher. Catherine. anything? his Charles hit the the poem to ed bird? Did you learn and the cag the free bird asked.
3. Diction In Catherine, Called Birdy, word choic understand Cathe e helps the reade rines conflicts. r Is the same true Charles? Expla in this excerpt in your answer. from
sa y WRITE ABOUT Argue a Position IT Arranged Write a comparison for centuri marriages -cont es. have bee paragraph that politica rast Do you think they UNDERSTAN n a par makes atl,least cultura are ever D THE TAS l, econom one a good idea t of some cultures main point about should To argue K ic, or othe exis ? Are ther how is to use t? Decide e any reason or Catherine are alike Charles and on your pos r reasons why arra logic to try nged mar ition. to different. riages Preand/o writer Ma readers idea influence a ke a list of s or actions three bes reasons for . t reasons. A positio your opin Use your statement: ion or pos n is an opin reasons to ition. Sele ion. It is usually stat write you ct your ed r thesis or position stat in a thesis, opinion Arranged ement, or marriages opinion statement. (should/sho _________ uld not) exis ____ t because (reason 1) , _____________ , and ______ (reason 2) _______. Grammar (reason 3) Tip Draft Sta te your thes Interjection is or opin paper. Pre s ion stateme sent each Use interjec nt near the of your rea explain eac tions to sho beginning sons in sep emotion, h reason w of or feeling. arate bod you give. what peo y paragraph your As part of Interjection ple with the may com you s. s e opp Full befo r counterarg explanation y re or afte complete uments. End osite opinion might , think abo ra sentence. thin ut with a stro When they express stro ng conclud k or say. Address Revise Exc those ing ng feel stat ing and ement. hange pap on their own ers with a this one for , begin them stand classmate. each othe capital lette with a Complete rs work: r and follo a revision w them with an exc chart like Your thesis lamation point: is ______ _________ Corpus bon _________ Why thesis es! Gods _________ needs/doe thumbs! _________ ________. s not nee d rev _________ When an interjection _________ ision: _________ does not ___ _________ Your reason express stro _________ _______ ng feeling s are quieter tone or has a ________. 1. ______ , follow it _________ with a comma: ______ 2. ___
_________ _________ _________ _________ 3. ______ _________ _________ _________ ___ _________ _________ _________ _________ Why reason ___ _________ s need/do _________ not need rev ision ___ Why explan _________ ation nee ___ _____. _________ ds/ _________ does not need rev isio _________ _________ n _______________ _________ ________. Edit and Pro ofread
Dear god , I can do no more for either of them.
Pe rsu as
D TH RO UG
ive Es
H W RI TIN
nce al Accepta Newbery Med s Apprentice) wife (for The Mid writes, hman Catherine Karen Cus the novel, e nections In does Catherin Con e Mak paints. How ing, and songs, and composes ing, song mak on? rests in writ al expressi tion use her inte emo a means of painting as
Edit your effectively writing so and is wel that it exp l organized. punctuation resses you Carefully , and spe r thoughts proofread lling errors. for gramm ar,
Unit 2 Bird y 91PANI ON: Call ed NOVE L COM Cat her ine,92
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Note-Taking Systems
Pages 45 of the Novel Companions student edition introduce students to the two note-taking systems (described below) taught in the workbook. You may wish to review those pages of the student edition with your students before having them having them complete lessons in the workbook. On-Page Note-Taking To help students connect to the Big Question, the On-Page Note-Taking lessons have students use symbols to mark up an excerpt directly on the page. The Cornell Note-Taking System The Novel Companion also trains students on the Cornell Note-Taking System, developed at Cornell University to help students take more effective notes. In this system, the page is divided into two columns, one wide and one narrow. This format allows students to effectively organize their thinking by having them record, reduce, and then recap their notes. Students take notes on excerpts from the novels and relate the excerpts to the Big Question The following summarizes the steps of the system: First, students will record notes in the wide column as they read. Their notes may include summaries, bulleted lists, and graphic organizers. Next, students will reduce, or condense, their notes into key words, phrases, questions, and comments in the narrow column. This step will help them clarify meaning, find information within their notes, and trigger their memories when they study. Finally, students use the bottom portion of the page to recap, or summarize, what they have learned from their notes. This step helps strengthen their grasp of what they just read before they move on to the next section of text.
Recap Reduce Record
Note-Taking Lessons
The Novel Companions note-taking lessons teach students how to record important information in their own words, reduce the information to key words they will remember, and recap their notes in a summary. Questions and activities in pages that follow allow students to apply the information from their notes. The information below also appears on page 6 of the Novel Companions student edition and serves to introduce students to these types of lesson pages. You may wish to review that page of the student edition with your students before having them complete lessons in the workbook.
O N-PA G E NO TE-TA K ING: BI G Q u est ion
MARK IT UP Are you allowed to write in your novel? If so, then mark up the pages as you read, or reread, to help with your note-taking. Develop a shorthand system, including symbols, that works for you. Here are some ideas: Underline = important idea Bracket = text to quote Asterisk = just what you were looking for Checkmark = might be useful Circle = unfamiliar word or phrase to look up
BIG Question
Why Do You Read? How does the information on this page help you understand the world in which Catherine lives? Mark up the excerpt, looking for evidence of how it expresses or answers the Big Question.
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Use the Cornell Note-Taking system to take notes on the excerpt at the left. Record your notes, Reduce them, and then Recap (summarize) them.
Record
Reduce
Recap
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Novel Title Page I. Introduction to the Novel Students read about the novel and its place in literary history, including details about its themes and how and when it was written and published. II. Meet the Author Students read about the authors background and the historical, cultural, and literary context of his or her work. III. Chapter Set
A. Before You Read 1. Connect to the Literature Students identify with the selection in a brief activity that links the novel with the students own experience.
2. Build Background
Students are provided with any context they will need to fully understand and appreciate the chapter set content. An accompanying activity asks students either to summarize the ideas in the background text or write a caption for a related image.
3. Big Question
This links the chapter set content to the Big Question that appears in the unit the novel accompanies.
4. Literary Element
Students are introduced to the targeted literary element for the chapter set.
5. Reading Skill or Strategy
This introduces students to the targeted reading skill or strategy for the chapter set and also includes a model of a graphic organizer that students might re-create for themselves as they read.
6. Vocabulary
Students are introduced to the targeted vocabulary for the chapter. A sample sentence shows use of each word.
7. Active Reading Graphic Organizer
A graphic organizer shows students how to record literary element or reading skill or strategy information as they read.
B. Interactive Reading 1. Literary Element excerpt Students interact with an excerpt that relates to the targeted literary element.
2. Reading Skill or Strategy excerpt
Students interact with an excerpt that relates to the targeted reading skill or strategy.
C. Note-Taking Systems 3. Big Question excerpt Students interact with an excerpt that relates to the targeted Big Question. D. After You Read 1. Respond and Think Critically Students answer questions about the chapter set content; at least one item addresses the Big Question.
2. Literary Element
Students answer questions that review the targeted literary element for the chapter set.
3. Reading Skill or Strategy
Students answer questions that review the targeted reading skill or strategy for the chapter set.
4. Vocabulary
Students review the targeted vocabulary for the chapter, using exercises that test their comprehension of the words.
5. Academic Vocabulary
Students learn a new academic vocabulary word and apply it, using an activity related to the chapter set content.
6. Writing: Personal Response, Write with Style, Write a
Students write in a variety of modes and produce a range of writing products as they address the content of the chapter set. In some exercises, they try out literary techniques demonstrated by the author in the chapter set.
7. Connect to Content Areas, Research and Report, Speaking and Listening
Students respond to the chapter set content through speeches, oral interpretation, research presentations, and other activities that often extend their knowledge beyond the novel itself.
IV. Work with Related Readings Students answer questions that connect the novel with the related readings that appear in Glencoes Literature Library edition of the novel. V. Connect to Other Literature Students answer questions that connect the novel with an excerpt from another Glencoe Literature title. VI. Respond Through Writing Students write a longer pieceeither narrative, persuasive, or expositoryin response to the novel. The assignment guides students through the writing process, and at least one assignment in the Novel Companion will have students directly compare and contrast the novel to a selection in Glencoe Literature.
Tom Sawyer
Mark Twain
The Adventures of
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Synopsis
The novel opens in the Mississippi River town of St. Petersburg in the mid-1840s. Tom Sawyer, whose mother is dead, lives with his Aunt Polly, cousin Mary, and halfbrother Sidney. Tom is an imaginative boy who dislikes the confines of school. One of his friends is Huckleberry Finn, the son of the town drunkard. In the towns graveyard late one night, Tom and Huck witness the murder of Dr. Robinson by the evil Injun Joe. The two boys take an oath never to reveal what they have seen in the graveyard. After Dr. Robinsons body is discovered, Injun Joe pins the killing on another town drunk, Muff Porter. Tom, Huck, and Joe Harper decide to run away from home and become pirates.
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Remember When
Prepare students for the nature of this novel and its unique place in American culture. Write the word nostalgia on the board. Define it as a sentimental longing for a past time or situation. Have students think of a situation or a place in their own past about which they feel nostalgic, such as a particularly enjoyable summer vacation spot, a holiday spent with 12
favorite relatives, or a former hometown. As a class, discuss how nostalgia colors our views of past experiences and how too much nostalgia can be harmful. End the discussion by explaining that the book they are about to read is marked by the authors nostalgia for his boyhood and his hometown. Remind students to be on the lookout for this aspect of Tom Sawyer. Help students understand that nostalgia is evident in some popular entertainment today. Ask students to think of television programs and movies that present a period in the past as a more desirable or more interesting time to live in than the present. Have them discuss whether or not these programs and movies present a realistic picture of life in the time and place depicted. Explain that one episode in this novel has become part of our cultural heritage. In that episode, Tom manipulates his friends into painting a fence for him by making them pay for the privilege of painting. Provide students with the following quotation from Tom Sawyer: Work consists of whatever a body is obliged to do, and . . . play consists of whatever a body is not obliged to do. Invite students to think of situations in their own lives where they willingly spend more time and physical energy than they would choose to expend on physical work or studying. Remind them that sports and hobby interests should be considered. Ask if they can think of examples in school or in our society in which making something hard to attain makes it more desirable.
RELATED READINGS Boys Manuscript by Mark Twain (Glencoes Literature Library, BLM page 25)
A Rescue from an Underground Mine! by Deborah Morris (Glencoes Literature Library, BLM page 26)
Getting the Bugs Out of Tom Sawyer: An Entomologists View of a Classic by John D. Evans (Glencoes Literature Library, BLM page 27) Sometimes I Feel This Way by John Ciardi (Glencoes Literature Library, BLM page 28)
Even Aunt Polly knows that the temptations for Tom to misbehave are often overwhelming. This poem puts the reader inside a childs head when deciding whether to behave or misbehave. On the chalkboard, make two columns, one with the heading Good and one with the heading Bad. Have students list under each category the Good/Bad things that Tom Sawyer does in the main novel. Have students rank the good/bad behaviors. A strong sense of ethics brings out the best in people. This reading offers reasons why Tom Sawyer is ethically bound to reveal the name of the doctors real killer. Help students see the thematic connection between the reading and the main novel. Ask students to define ethics in their own words. Discuss with students the different times in Tom Sawyer where a character lets ethics guide him or her to the good life.
from Ethics by Susan Neiburg Terkel (Glencoes Literature Library, BLM page 29)
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ANSWER KEY
All answers are sample answers except those for Vocabulary Practice.
ON-PAGE NOTE-TAKING BIG Question: Whom Can You Count On? Tom feels he should care about and depend on no one but himself. This is clear as he considers leaving home to take on the dangerous lifestyle of a soldier or a pirate. He is feeling this way because things went badly with Becky Thatcher earlier. AFTER YOU READ Respond and Think Critically 1. Tom makes them think its so much fun that they pay him to be allowed to whitewash the fence. To make someone want something, it is only necessary to make it hard to get. 2. Huck is the son of the town vagrant. He has complete freedom because he has no parents to control him. 3. Students may say the narrator doesnt want to show Tom being punished because it might not interest readers who are more attracted by Toms capers. 4. Positive: Having an active imagination can be fun and exciting, can lead to interesting consequences, and can result in a persons never being bored. Negative: An active imagination can cause problems for other people and can keep a person from fully participating in real life. 5. Tom depends on Aunt Polly for food and a place to live; he depends on Huckleberry and his other playmates for adventure and a good time; he at first depends on Becky Thatcher as his new love interest, but soon he finds himself disappointed and persuades himself not to count on her after all.
ACTIVE READING Sid: Toms half-brother; Ben Rogers: Toms friend; Joe Harper: Toms friend; Mary: Toms cousin (connect also to Polly and Sid); Becky: Toms new love; Judge Thatcher: Beckys father; Huckleberry Finn: Toms friend; Muff Potter: town drunk; Injun Joe: town undesirable; Dr. Robinson: town doctor INTERACTIVE READING Literary Element: Narrator and Point of View Tom hates to wash. When he is made to do it, he finishes as quickly as possible. The narrator describes this with much humor, referring to Toms neck as an expanse of unirrigated soil. He also makes fun of the finished effect by referring to Toms dainty curls.
Apply Background
Students may say that they were less offended by Tom and Hucks racist language when the students learned that author Mark Twain supported equal rights for African Americans.
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ANSWER KEY
addition to using descriptive language, he refrains from his usual humorous commentary about the characters and their actions.
CHAPTERS 1124 BEFORE YOU READ Write the Caption Mark Twain blended fact and fiction with his experiences in Hannibal, Missouri, to create his unforgettable characters. ACTIVE READING Nature shaking off sleep and going to work/compared to a person; little green worm crawling over a dewy leaf/close-up of nature shows fine observation; ants appeared/more close observation of nature, described in human terms; ladybug/linking of nature with superstition; catbird and jay/appeals to eye and ear; squirrels inspect and chatter at boys/innocence of animals described; long lances of sunlight/leads to description of pirates to come. INTERACTIVE READING Literary Element: Description Answers may include the faint moan sighing through the branches; a fleeting breath upon their cheeks; a flash turned night into day; the boys white startled faces; thunder tumbling down from the heavens; sullen rumblings; a sweep of chilly air; snowing the flaky ashes; big raindrops fell pattering.
Vocabulary Practice
1. g, 2. d, 3. f, 4. b, 5. e
Writing
Personal Response Students may say that Tom is a mischievous boy who believes having a good time is the most important thing in life. Words and phrases that describe Tom might include overly dramatic, clever, emotional, fun-loving, and adventurous.
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ANSWER KEY
sailing out an open window knocking over flowerpots as it went. 2. Twain clearly intended to make readers laugh.
ON-PAGE NOTE-TAKING BIG Question: Whom Can You Count On? Tom remembers only his adoration of Becky and not the conflicts they have been experiencing. He takes the blame because he feels sorry for her and he has been in the same situation himself many times. AFTER YOU READ Respond and Think Critically 1. They take small comforts to him. Tom and Huck feel guilty about not telling what they know and clearing him. 2. He decides to tell Potters lawyer what he and Huck saw. Potter is freed, Injun Joe escapes, and Tom and Huck live in fear of Joe. 3. Students may say he is a cartoonish villain, all evil with no redeeming traits, unlike a real person. 4. Most students will say he thoughtlessly hurts people he cares about. Students may have different responses but most will mention being embarrassed or annoyed. 5. Students may note that the whole town knows Tom and there are many people (teachers, friends, relatives) he counts on every day. On the other hand, the townspeople have already made many judgments about Tom, and it would be hard for him to change their perceptions.
Vocabulary Practice
1. conspicuous 2. vindictive 3. chronic 4. frivolous 5. ominous
Academic Vocabulary
The word means carry out or manage. The first use of the word is as a noun. The second is as a verb.
Apply Background
Students may wonder whether Twains friends and neighbors in Hannibal recognized themselves as models for some of the characters.
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ANSWER KEY
CHAPTERS 2536 BEFORE YOU READ Write the Caption Mark Twain followed up The Adventures of Tom Sawyer with his 1885 masterpiece, Adventures of Huckleberry Finn. ACTIVE READING Boys see Injun Joe find treasure; Tom decides to watch room 2 in tavern; boys decide to follow Joe; Becky returns to town and plans picnic; children explore the cave; Huck follows Injun Joe to the Widow Douglass; Joe explains his revenge on the widow; Huck warns the Welshman; villagers search for Tom and Becky; Huck gets sick; Tom and Becky found; cave is sealed and Joe dies; Tom and Huck find the treasure and attend Widow Douglass party. INTERACTIVE READING Literary Element: Theme Huck is dragged kicking and screaming into society in the same way many people feel they are forced to leave childhood behind when they become adults.
ON-PAGE NOTE-TAKING BIG Question: Whom Can You Count On? The whole town finds out at about the same time and most of the people go out searching for the missing children. This reveals that the people of St. Petersburg come together and are able to count on each other during the hard times. AFTER YOU READ Respond and Think Critically 1. Uncle Jake is an enslaved man. Huck does not act as if he is better than Uncle Jake. The well-to-do think they are better than others. 2. He warns the Welshman about the threat to his life. He fears Injun Joe and wants to be inconspicuous. 3. Money drives many of the characters in different ways: the villains are willing to commit evil to get it, Tom and Huck are anxious to find treasure, other men unsuccessfully copy the boys actions after they find the treasure. 4. Examples include: Injun Joe explains that Douglass husband had him horsewhipped as if he were a slave. The Welshman exclaims that white men, in contrast to Indians, do not perform acts of extreme physical cruelty on other people. Joe says that ruining a womans appearance is the best way to gain revenge on her because women are vain. 5. He is calm, brave, comforting, resourceful under pressure, and takes the responsibility for their dangerous situation.
Apply Background
Students may be reminded of Twains dislike of good boy novels when, at the end of the novel, bad boys Tom and Huck are rewarded with wealth and admiration.
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ANSWER KEY
2. The statement embodies the idea of Boys will be boys. Huck is talking about becoming a famous robber so the Widow Douglas will be proud of him. This statement also suggests, from the narrators point of view, a sense of nostalgia for the innocence of youth.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Boys Manuscript
Students may cite Billys infatuation with Amy as being similar to Toms love of Becky.
Vocabulary Practice
1. same 2. opposite 3. opposite 4. same 5. same
Ethics
Answers will vary, but most students will probably say that Toms decision was the morally just and fair thing to do in order to save the innocent man.
Academic Vocabulary
Students examples will vary but should reflect their understanding of the word potential.
Writing
Write an Argument Students arguments should be well supported with specific examples from the novel.
CONNECT TO OTHER LITERATURE Narrator and Point of View: Both narrators are outside the story and therefore use the third-person point of view. The narrator of The Adventures of Tom Sawyer is omniscient, meaning he reveals the thoughts of several of the storys characters. The narrator in We Are All One reveals only the old peddlers inner thoughts, which means the storys point of view is limited third person.
Description: Parts of both works are set in the forest. In We Are All One, Laurence Yep uses description of the natural world to convey a sense of the connection between all living things. In The Adventures of Tom Sawyer, Mark Twain uses descriptive language to convey a place of great beauty, one that offers peace and freedom.
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ANSWER KEY
Theme: Like the forest creatures and the peddler in We Are All One, the townspeople of St. Petersburg in The Adventures of Tom Sawyer take care of each other and their community. This is especially clear when the whole town turns out to mourn, to celebrate, or to search for a member of their community who is missing.
Write About It
Students may choose either option but should defend their choice with reasons.
RESPOND THROUGH WRITING Students research reports should use multiple sources write a cogent topic sentence use a logical progression to support the topic sentence use graphic aids if relevant
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ABOUT TH E WORK
Synopsis
A young woman of fourteen in the late Middle Ages, Catherine is of a marriageable age. Marriages during this time are more business transaction than romantic union, and Catherines father seeks suitors of wealth and consequence for his daughter. Meanwhile, Catherine must master the skills required of a lady of her time, such as spinning, sewing, doctoring, and behaving modestly. Catherines brother Edward, a monk-intraining, has encouraged her to write a
many marriages in the Middle Ages (and even later) resulted from business arrangements designed to profit the families of both parties through the exchange of land, titles, or both. Explain to students that for centuries, women were expected to marry according to the wishes of their fathers. Discuss how womens roles in society and in the family have changed. Do family members in the United States today have any influence over their relatives life decisions, such as whom a person will marry?
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RELATED READINGS Authors Note to Catherine, Called Birdy by Karen Cushman (Glencoes Literature Library, BLM page 24)
Caged Bird
Newbery Medal Acceptance (for The Midwifes Apprentice) by Karen Cushman (Glencoes Literature Library, BLM page 26)
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ANSWER KEY
All answers are sample answers except those for Vocabulary Practice.
ON-PAGE NOTE-TAKING BIG Question: Why Do You Read? Answers will vary. The page tells that people wash in ponds; use combinations of organic matter to cure illnesses and ailments; pick maggots out of meat, which is salted to preserve it; are bred, in some cases, to be ladies; and fear, misjudge, and persecute Jews. AFTER YOU READ Respond and Think Critically 1. Catherine must spin, embroider, hem sheets, give medical advice, and learn manners. She protests by throwing her sewing into the privy and finding ways to avoid her chores. 2. Catherine imagines the crusaders dressed in finery and riding back to London victorious. George laughs because the crusaders suffered deplorable conditions. 3. Catherine describes herself as some good and some bad. She is clever and witty; she is also childish, nave, and idealistic. Her schemes to discourage suitors and her fantasies reveal these traits. 4. Catherine rebels by avoiding lady-tasks and by discouraging suitors. Twenty-first-century readers might find her reactions justified, since individuality is highly valued. Catherines contemporaries probably would not have agreed because the values of that time emphasized ones place in society. Students answers will vary based on their own values. 5. Students may mention details of housing, dress, domestic life, social status and conventions, religion, family, health, and medicine.
ACTIVE READING Societys view: Young ladies should learn to embroider, behave moderately, and master domestic responsibilities; Crusades are brutal bloodbaths, and crusaders live in deplorable conditions; Jews are wicked and dangerous and should be driven out of the country; young ladies should not have a room to themselves, nor do they need time alone. Catherines view: Crusades are glorious, heavenly adventures; Jews are just like everyone else, with families and stories and a religion that is important to them; everyone needs privacy, and too many people crowd her chamber; young ladies should be able to choose their own mates or at least have a say in the matter. INTERACTIVE READING Literary Element: Conflict She is in conflict with fleas, her family, her father, her job of spinning, her task of writing her diary, Morwenna, and anyone who gives her jobs she does not want to do.
Apply Background
Students may say that knowing that marriage for upper-class girls like Catherine was more of a business transaction made them more sympathietic to her situation.
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ANSWER KEY
ACTIVE READING Positive or humorous events: Edgar is found after being stranded for four days; Catherine sets the privy on fire; Catherine enjoys her visit to Aelis; Odd William arrives to celebrate Easter with the family; Catherine meets her aunt Ethelfritha. Negative or tragic events: Roger Moreton sustains an injury during a fight and dies; villagers near the castle where Aelis now lives freeze to death; Robert must marry a 12-year-old girl who is with child; Catherine worries for her mother, who is expecting again; Catherines father negotiates an undesirable marriage for her. INTERACTIVE READING Literary Element: Text Structure Each entry is dated. The dates are in time order, often one day after the next as they are here.
Vocabulary Practice
1. 2. 3. 4. 5. two young people sheep spend it and trade it a frown a proud politician
Academic Vocabulary
Answers will vary, but may include going to school or studying and learning as principal uses of time.
Writing
Write a Song Students songs should express a theme that Catherine would express, such as not wanting to marry, not wanting to be limited by lady tasks and roles, and not wanting others to tell her what to do.
ON-PAGE NOTE-TAKING BIG Question: Why Do You Read? Answers will vary. Students may comment on how the Englishs Christian beliefs and ritual, such as the Passion, Good Friday, and the resurrection; or about their familiarity with Biblical figures such as Herod, Pontius Pilate, and Saint Peter.
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ANSWER KEY
AFTER YOU READ Respond and Think Critically 1. Catherine fantasizes that Madame Joanna is clever and will take Catherine back to the kings palace to have adventures. Madame Joanna responds that duties come before pleasure; only now and then is she able to enjoy her life. 2. Shaggy Beard is Catherines name for Lord Murgaw, a man who wishes to marry her. Catherine finds him repulsive. He is old enough to be her father and has crude manners. 3. Characters have more freedom to move about the country. Catherine, however, is increasingly confined. Apart from her visit to Aelis, she spends more time in her chamber and must deal with the prospect of a marriage to Shaggy Beard. 4. Catherine is clever, and her actions are often humorous. Her efforts to push the limits of her parents patience reveal her independence. Her flaws and her idealism add to her charm. 5. Students may say that peoples religious faith is of greatest importance to them; they may also say that people value their place in society and their material goods.
Vocabulary Practice
1. g, 2. f, 3. e, 4. a, 5. c
Academic Vocabulary
definition: relating to just one person synonyms: single, sole, separate antonyms: multiple, shared sentence: The food was divided into individual servings.
Writing
Personal Response Students may say they like Catherines independence or find her funny and full of life. They may relate to having to answer to their parents or to society rather than making all their decisions on their own.
Apply Background
Students may say that they are not surprised Catherine has such sour feelings about feasts and entertainment because they seem quite frequent and she has to take care of the revelers.
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ANSWER KEY
MAYSEPTEMBER BEFORE YOU READ Summarize Medieval medicine was very different from medicine today and included the use of superstitions and unusual herbal and other cures. ACTIVE READING Catherines acts of kindness and her feelings: persuades her father to give Meg and Alf Perkins grannys cottagefeels that Perkins granny would be pleased; paints a picture for Perkin to ease his griefhas a warm feeling; rescues the bear at the fairfeels relieved that the bear is safe; strews flowers on the bed for Morwenna on her saints dayis reminded of her love for Morwenna; cares for her mother during labor and deliveryfeels gratitude for the babys and her mothers safety and feels protective of her mother and the baby. INTERACTIVE READING Literary Element: Diction Possible answers for denotation include courtyard, orchard, walls, trees, kettles, dairy, and pigs: these are all exact places or things. Possible answers for connotation include bubbled, because it suggests a happy feeling of activity; puny, because it shows that Alf does not match Meg in Catherines regard; and desolate, because it shows great sadness and aloneness. Literary Element: Diction Choices that show the personal pain of arranged marriages, perhaps especially for young women, include smelly, broken-toothed old man who drinks too much; word such as bind, ropes, and force; the simile sold like a cheese for your profit; and the pig.
ON-PAGE NOTE-TAKING BIG Question: Why Do You Read? Answers will vary. Students key words may include fair, spending, pork and pastries, tumblers, magicians, puppets, giants, minstrel, dancing bear, bearbaiting, and wagering. AFTER YOU READ Respond and Think Critically 1. Catherine persuades her father to let Meg and Alf have Perkins grannys cottage. Catherine knows that her father expects her to repay him by considering marriage to Shaggy Beard and will be angry when she refuses. 2. Though Catherine consents to an arranged marriage with his son, she is happy because the son appeals to her more. She has also come to accept her place in the world. 3. Catherine becomes more accepting of her circumstances, finding peace within herself rather than fighting against everything around her. At first, she is belligerent and unyielding; now she is more compassionate. 4. Catherine is beginning to recognize others suffering and is starting to show compassion. She becomes less selfish and more willing to help others. 5. Students may say that growing up now involves many of the same things that growing up then involved: finding ones relationship to ones family and society while still maintaining ones self.
Apply Background
Students may say that knowing how strange some of the medieval medicine was makes them appreciate more the skill of Catherine in applying remedies.
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ANSWER KEY
more mature, has come to understand her place in the world, and is attracted to her husband-to-be, Stephen.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Authors Note to Catherine, Called Birdy
Like many teenagers today, Catherine faces conflicts with her parents over making personal decisions for her life. She struggles to establish a personal identity and value system that reflects her own opinions and feelings.
Vocabulary Practice
1. 2. 3. 4. 5. force desolate harrowing remains ignorant
Academic Vocabulary
Answers will vary but most accurately cite a technique.
Caged Bird
Like the free bird, Catherine has adventures and thinks of future possibilities. Like the caged bird, Catherine yearns for freedom from her oppressive father and society.
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ANSWER KEY
CONNECT TO OTHER LITERATURE Conflict: Like Catherine, Laurie is in conflict mainly with his outside world: he is in conflict with his teacher, with other students, and with his parents. Like Catherine, Laurie is also in conflict with himself, as shown most clearly through his two identities and two worlds.
Text Structure: Both works use mainly chronological order, but Catherine, Called Birdy takes the form of diary entries and Charles does not. Diction: Students may say it does, citing examples such as slamming, raucous, and insolently.
RESPOND THROUGH WRITING Persuasive Essay Students persuasive essays should state a clear thesis or opinion statement present each reason that supports the thesis in separate body paragraph fully explain and support each reason conclude with a strong statement
Write About It
Main comparisons might include both characters being at odds with society, both characters acting out inappropriately, and both characters using inappropriate language. Contrasts might include the different settings in which the characters act out their conflicts; Catherines having a more serious or valid reason for being in conflict; and the attitudes of both sets of parents.
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Dandelion Wine
Ray Bradbury
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Synopsis
Dandelion Wine is a novel that uses the technique of a frame story. The frame of the novel is the summer of 1928. Within that frame are numerous episodes, all joined because they have some connection to the main character, Douglas. It is 1928 in Green Town, Illinois, when Douglas Spaulding climbs to the cupola of his grandparents house and awakens his family. The summer has begun, and a series of events unfolds: Douglas and his brother Tom pick grapes with their father and make dandelion wine with their grandfather; Douglas convinces a shopkeeper to give him new sneakers in exchange for work; Leo Auffmann, a happily married husband and father, almost loses his family when he tries to create a Happiness Machine; the boys meet Colonel Freeleigh, whom Charlie Woodman calls a Time Machine because Colonel Freeleigh remembers and recounts all the decades of his life in minute detail; the boys climb aboard the local trolley for its last run; Clara Goodwater and Elmira Brown get into a spat about spells; young Bill Forrester falls in love with ninety-five-yearold Helen Loomis; Lavinia Nebbs has a run-in with the murderous Lonely One; Great-grandma dies a natural death; Douglas rescues a mechanical witch; Douglas almost dies from the heated piling up of events and insights over the course of the summer; and Grandma almost forgets how to cook. Then summer ends, leaving behind the bottles of dandelion wine to remind the boy of each and every day.
D a ndel i on Wi ne
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Imagine That!
Encourage students to speculate about life in 1928. Tell students that Dandelion Wine takes place during the summer of 1928. Share with the class books about the 1920s. Then have students discuss what they think life might have been like at that time. Encourage them to be specific about what people did for fun, how they traveled, and what their concerns might have been. As they read, encourage students to look for ways in which summers in the 1920s were similar to and different from summers now.
Ask students to make a list of the various character types that they might include in a story about their summers. Encourage students to be both playful and thoughtful.
Snapshots
Prepare students for the individual stories within a story. Point out that Dandelion Wine is like a photograph album in some ways. It shows a series of events from one particular period. Ask students to imagine that they are making a photo album about their own lives. What snapshots would they want to include in it? Encourage students to discuss the types of pictures they would want to include. For example, they might mention pictures of their rooms, favorite pets, or events that were significant for them.
Local Characters
Introduce students to a variety of character types that Bradbury includes. Tell students that Bradbury includes a variety of characters in this book. They range from young to old, from conventional to a little odd. 32
RELATED READINGS Just This Side of Byzantium by Ray Bradbury (Glencoes Literature Library, BLM page 24)
Mango Juice by Pat Mora and Knoxville, Tennessee by Nikki Giovanni (Glencoes Literature Library, BLM page 26)
This article shows that people do not forget the places of their youth. This article would work well as a postreading activity. Before students read the article, ask how many have ever felt homesick. Allow students to give examples, if they wish. Discuss why people in new surroundings may be frightened by strange noises or unfamiliar clothes. This article looks at dandelions scientifically rather than metaphorically. Before students read the article, ask them what words and images they associate with dandelions. You may wish to create a word web of terms on the board. This reading could be the basis for a discussion that contrasts how scientists and artists differ in their approach to subjects. After reading this article, have students suggest how an artist might describe dandelions.
Dandelions: Survivors in a Challenging World from Hands-On Nature edited by Jenepher Lingelback (Glencoes Literature Library, BLM page 27) Searching for Summer by Joan Aiken (Glencoes Literature Library, BLM page 28)
Like the main character in Dandelion Wine, these characters also remember one special summer. Before students read the story, have them predict what life might be like in the future. After students read, have them discuss what makes the summer in this story so memorable and how this summer is different from Douglas Spauldings summer. Both the novel and story are set in places that have changing seasons. Have students speculate whether people who live in climates that are usually warm would feel the same way toward summer and sunshine.
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ANSWER KEY
All answers are sample answers except those for Vocabulary Practice.
ACTIVE READING Answers will vary. Sample answers: Wine: put away until January; word; Sneakers: soft, springy when new, dead when old; feel as if you could run faster and jump higher; Ravine: dark smelly, wide, jungle; meant death and danger, loneliness; Lawnmower: clatter of metal, spray of grass; fountain of youth, sign of summer; Machine: sights, sounds, smells, unchanging; makes wife unhappy, misses true happiness; Photo: shows seven-year-old girl in yellow dress; proof of Mrs. Bentleys youth; just a picture to kids. INTERACTIVE READING Literary Element: Figurative Language Bradbury is comparing dandelion wine to summertime. Students may say that he uses metaphor in order to highlight the importance Douglas and his family place on the making of the wine, which has many uses including as a cold and flu medicine.
ON-PAGE NOTE-TAKING BIG Question: What Makes Life Good? By having Mr. Sanderson try on the shoes, Douglas is able to take him back to the carefree comfort of what its like to be a child.
Apply Background
Students may say that the information showed them that the dandelion is a medicinal herb, which helped them understand the importance the Spauldings place on making dandelion wine.
AFTER YOU READ Respond and Think Critically 1. Evil is in the world, and people must face it essentially alone. 2. She doesnt like it, because it makes her wistful for what she doesnt have and because it never changes. He realizes that he already has happiness in his family. 3. She is trying to capture and control time. She gives them away or burns them. After she gets rid of them, she feels freer. 4. Students should give reasons for their comparisons. For example, they may say that Grandpa reminds them of a grandparent, because he likes things the old way. 5. Answers will vary, but examples include waking up on the first day of summer, sitting on the porch at night, getting new sneakers, and beating the rugs.
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ANSWER KEY
Vocabulary Practice
1. 2. 3. 4. 5. A B B A B
ACTIVE READING Answers will vary. Sample answers: Row 1: Word choice and imagery appeals to sense of hearing. Row 2: Author uses rhythm and punctuation to build a sense of excitement and impending disaster. Row 3: Word choices and imagery appeal to sense of hearing. Row 4: Word choices and imagery appeal to sense of sight. Row 5: Word choices and imagery appeal to sense of hearing, sight, and touch. INTERACTIVE READING Literary Element: Sound Devices The parallelism is the repetition of the name of a person and his or her machine. The repetition creates an expectation about the next kind of machine that will appear in the story.
Academic Vocabulary
Affect in this context means a visible manifestation of emotion.
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ANSWER KEY
ON-PAGE NOTE-TAKING BIG Question: What Makes Life Good? Colonel Freeleighs ability to remember the sights and sounds of a long ago time and place in his life is more important to him than being careful about his health. AFTER YOU READ Respond and Think Critically 1. He means that Mr. Quartermain is not dead. They will never drive the machine again. 2. He admires him. Douglas is angry and says he hates John. He is hurt that his friend left. 3. She is referring to the fact that she met Mr. Forrester when he was too young and she was too old. Some students will agree it is terrible, others will think the timing was nice, because it gave them both pleasure. 4. Students may focus on the sadness of the many deaths, or the heartwarming aspects of the good relationships. Some may find the multiple stories confusing. 5. Students may say that memories allow people to relive pleasant or dramatic times, learn from the mistakes of the past, and share with friends and loved ones. All of these are aspects of what makes life good.
Vocabulary Practice
1. 2. 3. 4. 5. concoction infinitesimal dessication ricochet calamities
Academic Vocabulary
definition: to treat or represent as equal or comparable synonym: liken, associate antonyms: contrast sentence: You cannot equate laughter with happiness because there are many different kinds of laughter.
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ANSWER KEY
CHAPTERS 3040 BEFORE YOU READ Write the Caption Today, as in the early part of the twentieth century, people enjoy the amusements offered by arcades. ACTIVE READING Answers will vary. Sample answers: Row 1: I went into an abandoned building to play with friends. Row 2: My aunt died last year. I didnt know her well, but I couldnt stop crying. Row 3: Yes, I think everyone has questions about what its like to die and most people are at least a little afraid. Row 4: I got a great fortune cookie that I decided was true because it said what I wanted it to say. Row 5: I had viral pneumonia when I was eight, and I was very sick for three weeks. Row 6: It feels as if everything in life is good and nothing can go wrong again. Row 7: Family dinners at my house are huge and everyone cracks jokes and talks with their mouth full. INTERACTIVE READING Literary Element: Setting The community cares about and watches out for one another. Helen and Lavinia have known each other long enough and well enough that Helen knows Lavinia will leave to cross the ravine.
ON-PAGE NOTE-TAKING BIG Question: What Makes Life Good? Douglass recent illness makes him appreciate tiny things in a way he did not before, such as words like relish and the whole world of experience the word brings with it.
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ANSWER KEY
AFTER YOU READ Respond and Think Critically 1. Mr. Jonas thinks that Douglas is overwhelmed by the summers events. The boys recovery shows that Mr. Jonas may have been correct. 2. Aunt Rose thinks Grandmas kitchen methods are oldfashioned. By changing the kitchen and Grandmas methods, she ruins Grandmas cooking. The narrator probably thinks that cooks work best by instinct. 3. There were ninety-odd bottles, one for every day of summer. Tom thinks it is a way of saving summer forever; Grandfather thinks you can relive the events only for a moment or so. 4. Some students may side with Tom and point out that the narrator claims to have remembered everything. Others may think that no one remembers everything, so the older man is correct. 5. They are sad because the excitement and mystique of the Lonely One will now be gone. Students may say that all the people of Green Town bonded over the idea of the Lonely One in one way or another; in that way they shared with each other as a community.
Vocabulary Practice
1. 2. 3. 4. 5. commotion overwrought apparition equilibrium exhalation
Academic Vocabulary
Students examples will vary but should provide an example of a family or community tradition that reflects their understanding of the word.
Writing
Personal Response Answers will vary. Students should support their opinions with examples from the novel.
Apply Background
Answers will vary but students may mention the similarities between the author and the central character of Douglas Spaulding including the fact that Bradbury claims to be curious, energetic, and always full of ideas.
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NOVEL AFTER YOU READ WORK WITH RELATED READINGS Just This Side of Byzantium Students may mention that Bradbury makes stories out of details, changes facts to suit his purpose, and makes up details that seem suitable.
Homesickness
He recalls specific details, such as the people, places, and sounds. Ya Thong cannot return, while Spaulding could.
CONNECT TO OTHER LITERATURE Figurative Language: Bradbury uses many metaphors and similes to describe the ravine as a vast expanse of ocean and a kind of monstera living, breathing, thing. By contrast, Dillard tells her story in a simpler, more straightforward style, relying on the situation and the excitement of the chase to draw readers in. Sound Devices: Annie Dillard uses far fewer sound devices than Bradbury. They both use distinctive language and strong storytelling. Setting: For both characters the setting is familiarit is their home. They know the landscape and the buildings. The stories play out during different seasons, but each reveals the central characters love of place.
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Dragonwings
Lawrence Yep
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Synopsis
In 1903 eight-year-old Moon Shadow leaves his mother and his home in China to join his father, whom he has never before seen. The only thing that Moon Shadow knows about his father is that he was a kite maker before moving to the United States. Upon arriving in San Francisco, Moon Shadow meets his father and the Company, a group of Chinese men who are working to support their relatives in China. The Company, headed by Uncle Bright Star, own and operate a laundry and live and work together. Moon Shadow learns that his father, Mr. Lee, is often referred to as Windrider. Lee recounts a dream involving a dragon called the Dragon King, who tells Lee that in a former life Lee had been a dragon known as Windrider and that if Lee passes certain tests, he would be allowed to return to the world of dragons in his next life. This dream explains Lees passion for kites and fuels his desire to build a flying machine.
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Dragons as Symbols
Examine the different ways in which dragons are characterized in Eastern and Western cultures. Tell students that dragon figures emerged in many cultures throughout the world before there was any knowledge of prehistoric dinosaurs. Have students draw a picture of a dragon and then discuss their drawings with the class. Ask students to make a list of dragon characteristics. Write the list on the board. Explain that the word dragon comes from the Greek word drakon, for any large serpent. Jewish and Christian traditions, in which the snake is associated with evil, have created a negative perception of dragons in Western cultures. In Eastern cultures, the dragon has a far different significance. The majestic dragon lung, living in rivers, lakes, and air, was originally a rain god and thus a source of fertility and plenty. Scholars from ancient China defined four types of dragons: Tien Lung, which guarded the home of the gods; Fu Tsang Lung, which represented hidden treasure and thus good fortune; Ti Lung, the Earth Dragon, which ruled the waterways and earth; and Shen Lung, which controlled the wind and rain. Eventually, the latter two were thought of as dragon kings, gods who lived in the oceans and protected seafarers. Emperors used dragon images as symbols of generosity and power. Ask students to review their list of dragon characteristics. Have students collect a variety of dragon images as they read Dragonwings. 42
Shaky Ground
The characters in Dragonwings are not prepared for the earthquake that occurs in 1906. Discuss with students what they might do to prepare for an earthquake today. Have students brainstorm and make a list of items that they would include in an earthquake survival kit. Remind students that medical aid, transportation, water, electricity, and communication may not be available for many days following an earthquake. Have students compare their lists with any found on the Internet.
(Glencoes Literature Library, BLM page 25) from Chinese Kites by Wang Hongxun (Glencoes Literature Library, BLM page 26) Some Personal Recollections
by Gerstle Mack
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ANSWER KEY
All answers are sample answers except those for Vocabulary Practice.
ON-PAGE NOTE-TAKING BIG Question: What Influences You? Moon Shadow believes what his father tells him. His father, not Uncle Bright Star, influences him. AFTER YOU READ Respond and Think Critically 1. The U.S. government will not allow non-property holders to bring their families, and Moon Shadows father does not yet own enough property to qualify. 2. Black Dog steals money from the owners of an opium den. He is a drug addict. 3. The italics emphasize how strange English sounds to Moon Shadow. They also suggest a difference between internal thought and external behavior when the Chinese characters are dealing with people who are not Chinese. 4. White people had lynched Moon Shadows grandfather shortly after the grandfather arrived in the United States. Moon Shadow thinks all Americans are like the ones that killed his grandfather. Based upon his early impressions of white people, there is no reason to believe that Moon Shadow wont stop thinking of them as demons. 5. Perhaps the two greatest influences on Moon Shadow are his loving and intelligent father, from whom Moon Shadow learns about the world beyond Chinatown, and his Chinese family and heritage, which determine where he lives and with whom he lives.
ACTIVE READING Uncle Bright Star: a strong, special man; They dont make men like Uncle Bright Star anymore; narrators words, direct characterization White Deer: kind and helpful; cooks the meal, gives Moon Shadow clothes; characters actions, indirect characterization Lefty: misses home; a poem hangs over his ironing board that shows longing for home; characters actions, indirect characterization Black Dog: drug addict; Black Dog had taken to opium; narrators words; direct characterization INTERACTIVE READING Literary Element: Characterization He loves machines. He is aware of the latest technology. He says he doesnt know much about being a father but he acts with kindness. He believes in the Dragon King and a special destiny for himself. Indirect characterization is achieved through Windriders words and actions.
Apply Background
Students may say that knowing that Yeps father was a kite maker and a model for Windrider made them appreciate the realism of the kite-making details.
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ANSWER KEY
CHAPTERS 58 BEFORE YOU READ Summarize The highly addictive drug opium became a problem in China and caused wars between China and Great Britain. ACTIVE READING Students sketches should show a kitchen with a stove, icebox, and table, as well as three charactersMiss Whitlaw, Windrider, and Moon Shadow. Sketches might also show the doorway to the kitchen, as well as miscellaneous details such as the checkered tablecloth, the copper teakettle, and the plate of cookies. INTERACTIVE READING Literary Element: Allusion The Listener hears prayers. The Listener is also a good person who does not allow for her own salvation before the salvation of her brothers and sisters. Miss Whitlaw is not a huge monster with blue skin and warts but more like a kindly goddess.
Vocabulary Practice
1. 2. 3. 4. 5. 6. 7. none heirlooms insolent none amiably intuitive dynasty
Academic Vocabulary
Here, invest means to put money into something in order to make more money from it.
Writing
Write a Letter Students should use Moon Shadows voice and details from the novel to explain to a relative what the United States is actually like.
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ANSWER KEY
ON-PAGE NOTE-TAKING BIG Question: What Influences You? Moon Shadows culture has taught him to revere rather than to fear dragons, so he naturally takes that perspective in this encounter with those who dont share that view. AFTER YOU READ Respond and Think Critically 1. Moon Shadows father seeks to punish Black Dog for beating and robbing the boy. When Mr. Lee finds Black Dog, Mr. Lee kills an accomplice of Black Dogs who is about to shoot Moon Shadow. The father and son leave because they fear that others in Black Dogs gang will seek revenge for their loss. 2. The growing closeness between Moon Shadow and Miss Whitlaw allows him to feel safe in sharing Windriders dream. The Whitlaws take an interest in gliders and help fly them, and Miss Whitlaw helps Moon Shadow write a letter to Wilbur and Orville Wright. 3. Yep humanizes the demons by instilling them with admirable qualities such as kindness (the cookies); courtesy and respect (manners and speech); openness (willingness to learn); helpfulness (Robins suggestion on how to handle bullies and Miss Whitlaws help with the letter). Moon Shadow sees few of these virtues in other white people in the book. 4. Students will probably agree that the friendship is true to life, because it occurs gradually, in stages, just as real-life friendships do. 5. Students may suggest that Moon Shadow follows his fathers role modeling: only shortly before, Windrider stood up to Black Dog. Students may also say more generally that Moon Shadow is being raised to do what a superior man would do, and a superior man would, perhaps, not let himself be bullied.
2. Allusions to Buddhism help show religious beliefs. Allusions to various Chinese Buddhist gods, such as the Stove God, help show beliefs, ways of life, and traditions, as well as why people of such different cultures might have trouble understanding each other.
Vocabulary Practice
1. 2. 3. 4. 5. opposite opposite same same opposite
Academic Vocabulary
They are kind and welcoming. They see past differences in appearance and culture.
Writing
Personal Response Students responses should make reasonable predictions based on actual novel details.
Apply Background
Students may say that the information helps explain why Uncle Bright Star refers to the British when talking about addiction.
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ANSWER KEY
CHAPTERS 912 BEFORE YOU READ Write the Caption Early gliders, like the ones the Wright Brothers flew, were lightweight flying machines. ACTIVE READING Resolution: Windrider flies and ends his obsession with flight; he then sails for the Middle Kingdom to get Moon Shadows mother. Conflicts: between Uncle Bright Star and Windrider over flying (resolved); between Black Dog and Windrider (not resolved); between following the dream of flight and following a course that would bring Moon Shadows mother over sooner (resolved); between Chinese immigrants and the dominant culture (unresolved); between Moon Shadow and his father over pursuing the dream of flying (resolved) INTERACTIVE READING Literary Element: Conflict and Resolution Moon Shadow does not understand his fathers dream.
AFTER YOU READ Respond and Think Critically 1. The Company and other Chinese people own property and control a considerable amount of money. The citys economy would suffer without their economic activity. 2. Black Dog returns to rob and beat Moon Shadow. Without money, Moon Shadow dare not dream of flight until the Company and the Whitlaws come to the rescue. 3. This question is intended to get students thinking about behavior under pressure. Most will probably hope that they would respond calmly and be able to help themselves and other people survive the disaster. 4. Some students may be disappointed that Mr. Lee would abandon his efforts after all this labor. This is Mr. Lees last flight. He tells Moon Shadow that his family means more to him than does flying. 5. Many answers are possible. Uncle Bright Star is influenced by his strong feelings of family and sticking together in America. He is also, perhaps, influenced by the hard life he has had and proving over and over again that he can meet every obstacle, solve every problem. APPLY BACKGROUND Students may say that it helped show how the flying episodes had a historical basis.
ON-PAGE NOTE-TAKING BIG Question: What Influences You? Answers will vary. Students may express thoughts about the importance of family bonds and loyalty and how they make people who they are.
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ANSWER KEY
2. Students may name any other theme not mentioned in the previous question.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Writing Dragonwings Yep wrote the book for children. That helped him to look at things through the eyes of a child, with a sense of wonder and new experience.
Vocabulary Practice
1. throwing eggs at the old mans house [example] 2. after the hurricane hit [cause and effect; general context] 3. people were cold and hungry, ruler did not take action [general context] 4. the discussion while all the others are silent [contrast/opposites] 5. because of her wisdom and generosity [example]
Chinese Kites
Kites may have helped the characters to become interested in aviation, and a knowledge of kite construction would have helped the characters effectively design their own airplane.
Academic Vocabulary
Factor means a quantity by which another quantity is multiplied. Both meanings suggest something that contributes to a result, but one meaning is strictly mathematical while the other can apply to a broad range of variables that affect events.
Writing
Write Storyboard Text Answers will vary but should include key events such as the move to the barn, the building of the glider, the robbery, the arrival of the Company, and the flight.
CONNECT TO OTHER LITERATURE Characterization: This narrator tells thoughts, words, and actions, just as the narrator of Dragonwings sometimes does. Allusion: There are allusions to famous African American leaders from the Civil Rights movement. They are like the allusions in Dragonwings because they are allusions to a specific culture.
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ANSWER KEY
Conflict and Resolution: The conflict in this story is over painting a wall; it arises because the narrator and the narrators cousin do not understand the painters intent. It is resolved when the wall is finished and the intent is clear. The conflict in Dragonwings is between cultures, as well as, at times, between family members. Only part of the conflict is resolved.
Write About It
Advice should be addressed to the children in War of the Walls, should explain why people should not jump to conclusions about others, and should support ideas with examples from Dragonwings.
RESPOND THROUGH WRITING Expository Essay Students essays should open by creating interest in Dragonwings present a clear thesis near the beginning present and support three reasons for reading Dragonwings use precise evidence or explanations
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Synopsis
After being seduced into an incestuous relationship, the young Arthur is advised by Merlin to kill forty baby boys so that his son of that union, fated to kill him, will not live to do so. That son, Mordred, survives and is fostered by a fishing couple. His happy childhood is cut short, however, when the sorceress Nyneve fosters him in Lothian. There Mordred learns what it means to be a prince in the household of Lothe and Morgause, and from his half-brothers, Gawain and Garet, he learns what it means to be the cursed son of Arthur. Mordred has only one friend in his loneliness: Nyneve conjures a dog,
Have students write brief stories of recent events in their lives. Students should write the stories in third person, then rewrite them in first person. Have student volunteers read their stories aloud and poll classmates on which version is more compelling and why. Prepare students for the shift from third person to first person and back. As they read, have them discuss why Springer made this choice.
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Eldorado by Edgar Allan Poe (Glencoes Literature Library, BLM page 25)
A Call to Armor
by Robert K. Elder
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ANSWER KEY
All answers are sample answers except those for Vocabulary Practice.
ON-PAGE NOTE-TAKING BIG Question: How Can You Become Who You Want to Be? Mordred feels very conflicted. He hates good King Arthur, so he feels that he must be evil. If he is indeed the child of the king and his sister, Mordred feels even worse about himself. AFTER YOU READ Respond and Think Critically 1. He is impressed by Nyneves horse, clothing, regal bearing, and weaponry. He also does not understand what is happening. After a night in the forest, he longs to be back home. 2. Gull cringes and cowers in Morgans presence. Her reaction tells readers that Morgan is untrustworthy. 3. They are at times helpful and affectionate, but usually rough and disdainful of him. Beyond sibling rivalry, Mordred is Gawains rival for the throne. Mordred is never loved by his mother or Lothe, while Gawain and Garet are. 4. Mordred, furious because Garet kicked Gull, defends his dog by beating Garet. Garet then resorts to the cruelest attack he knows. Student responses to the second part of the prompt will vary, showing agreement or disagreement. 5. Mordred begins to dream about riding into Camelot where his father, King Arthur, will claim him as a son. His attitude changes from hatred to curiosity based on his mistrust of Morgan le Fay and his inability to see his fathers face while crying in the mirror.
ACTIVE READING ArthurMordred both loves and hates him; Fisherfatherrescues him, cares for him, welcomes him home: Mordred respects but cannot really understand him; Lothedespises him as a bastard child, beats him or simply ignores him: Mordred fears him and despises him; Morgauseis ashamed of him but treats him courteously if coldly: Mordred longs for her love but gives up; Fishermothertreats him as a gift of the god Lyr, loves him with all her heart, makes him happy: Mordred loves and misses her, tries to return to her; Nyneveteaches him a little magic, protects him and watches over him from afar, always welcomes him: Mordred loves her but refuses to trust her wholly. INTERACTIVE READING Literary Element: Narrator and Point of View He is both honest about his lack of skills and would in many way prefer the simpler life of a fisherman or a poet, but he believes that his bloodline gives him both the potential and the obligation to be a great warrior knight.
Apply Background
Students may say that author Nancy Springers assertion that, in her opinion, earlier presentations of Mordreds story had not been fair to his character helped them take a more sympathetic view of Mordred.
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ANSWER KEY
CHAPTERS 510 BEFORE YOU READ Write the Caption People in medieval England believed that the Grail, a goblet or bowl, was used by Jesus Christ at the Last Supper. ACTIVE READING The sea; description; sometimes gentle, sometimes violent, home of beloved Fishermother and Fisherfather; symbolizes for Mordred: youth and innocence, later his heritage and curse. Lothian; description: cold and forbidding, a fortress; symbolizes for Mordred: unhappiness, loneliness, loss of innocence. Camelot: beautiful white castle that glows in the sun; symbolizes for Mordred: all that is noble, the key to his greatest hopes. Forest Perilous: dense forest with gnarled trees; symbolizes for Mordred: a place of dread and darkness. Caer Morgana: symbolizes for Mordred: a prison, a place of confusion and hopelessness. INTERACTIVE READING Literary Element: Symbol Mordred feels that he is inherently evil. The image of Camelot is presented as glowing brilliant white (a symbol of purity and good).
Vocabulary Practice
1. 2. 3. 4. 5. deceive fidelity ploy captivated mysterious
Academic Vocabulary
Answers will vary, but many students will say that time and experience of the world or education have changed the way they interpret many things.
Writing
Write a Letter Students letters should express two distinctive point of view reference plot and character details from the novel attempt to use vocabulary and sentence structures from the text use proper spelling and punctuation
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ANSWER KEY
ON-PAGE NOTE-TAKING BIG Question: How Can You Become Who You Want to Be? Students will likely say that saying no to pressure shows how Mordred is determined to become who he wants to be, not who others want him to be. AFTER YOU READ Respond and Think Critically 1. He fears that other men will look down on him if he listens too much to womens advice. He is adopting the manners and beliefs of the knights and wants to be like them. 2. Obstacles include finding his way, overcoming challenges from other knights, braving the odd creatures, and escaping Morgan. The last sight in the Forest of mother, maiden, and crone spinning his life frightens him with his mortality. 3. Arthur tries to tell Mordred that he cannot acknowledge him as his son because of his position. Because he is insecure about being a knight, Mordred thinks Arthur is knighting him against his better judgment. 4. He seeks the peace and happiness that he knew as a child. It symbolizes his chance to escape fate. 5. He prefers being without a name because he doesnt feel any of the names truly fit him. He does not feel worthy to be a knight, he is no longer Tad, and he is uncomfortable with his true name, Mordred.
showed him that fate is inescapableit is like a single door leading to the inevitable.
Academic Vocabulary
The context (battle, foe) makes it clear that there is a struggle for power or control. Dominate means to control.
Apply Background
Students may mention that Springer described buying her own horse, an act that set her writing on a new path. They may mention the particularly vivid imagery of the war horses in this section of the novel: the slaying of the knights horse in the Forest Perilous, Lothes head hanging from Pellinores saddle.
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ANSWER KEY
CHAPTER 11EPILOGUE BEFORE YOU READ Write a Caption In Sir Thomas Malorys Le Morte dArthur, the knights of Camelot sat at a round table so no one would be at the head of the table. ACTIVE READING A life spent in love with Lynette: fails because Lynette learns who and what he is, Mordred despairs and seeks his enemy, Merlin; a simple life as a woodcutter or hunter: fails because Mordred is too proud to take Nyneves advice, he spurns his chance at freedom; simply doing good: fails because he unwittingly releases Merlin, he loses Gull and Nyneve and gives up his quest; giving his soul to Arthur for safekeeping: fails because the harpers raven snatches it away, he no longer cares because he is now without a soul, without a conscience INTERACTIVE READING Literary Element: Legend Women did not have social status equal to mens. Nyneve knows she is powerful and that Mordred needs her if he is to reach his goal. Yes, this is verisimilitude.
ON-PAGE NOTE-TAKING BIG Question: How Can You Become Who You Want to Be? Even as he takes Mordreds soul, King Arthur is acknowledging their connection. As a result, Mordred feels his father is someone he can trust with his fate. AFTER YOU READ Respond and Think Critically 1. He ignores them to get more quickly to Lynette. Nothing matters to him now but the possibility of her love, especially not the fleeting praise or scorn of men-at-arms. 2. He will no longer suffer the torment of his own hatred. Snuffing the candle symbolizes the cutting off of Mordreds affections. 3. As in most tales of magic, it both came true and did not come true, because in some way and in some place Arthur still lives. There appears to be some possibility that Mordred in fact could have escaped fate had he kept fighting it. 4. Everyone knows who he is: the bastard child who will destroy the kingdom. Only Gawain, Arthur, and Nyneve try to see beyond his evil reputation. He hides his name from Lynette so that she will not judge him based on rumors. 5. Most students will say that Mordred did manage to escape his fate in a way. He did not kill Arthur as the prophecy had forewarned. Instead, he went to his own death, but his soul, thereafter in the body of the raven, lived on.
Apply Background
Students may say that the information helped them to see that the inconclusive ending of the Mallory version is in some ways similar to the ending of Springers tale. In both stories, Arthurs final fate is not clear. And his ability to call Mordred his son is bittersweet given the fact that Mordreds soul now exists inside a raven.
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ANSWER KEY
raging river down which he is carried on the back of a small dog. There are elements of magic, as when Morgan le Fay turns every door into the door to Mordreds chamber, when the harper hawk plays beautiful music on the bars of its cage, and when Mordred has his soul removed so that he will no longer feel pain and darkness. 2. Answers will vary. Students should note that other legends in feature many of the same elements, such as larger-than-life deeds, magic, and the fight of good against evil. Some may mention that I Am Mordred takes readers more deeply inside the mind of the central character.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Boudicca Both inspired loyalty and courage, experienced victory in battle, and defended their people. But Arthur seems to have been a temperate man, slow to do battle; and he protected civilians, whereas the fiery Boudicca allowed Roman civilians to be slaughtered.
Eldorado
Mordreds quest fails perhaps because of his personal weaknesshe gives in to hatred, he is tired of fightingor because of fate, depending on ones perspective. The knights quest fails because his object does not exist. Students may also theorize that greed keeps the knight on his fruitless journey.
Vocabulary Practice
1. 2. 3. 4. 5. opposite same opposite same opposite
A Call to Armor
An armored knight requires help to mount because of the weight and rigidity of the armor. When Sir Dalbert will not help him, Mordred kills Sir Dalbert and then must discard most of the armor in order to mount.
Academic Vocabulary
Answers will vary, but students personal philosophies need not take on the subjects of love versus war.
Writing
Personal Response Students paragraphs should express a clear point of view citing examples from their personal experience.
CONNECT TO OTHER LITERATURE Narrator and Point of View Both go through great changes at a very early age. Both are separated from others because of who they are and where they came from. Both find mentors that guide them (Nyneve and Miss Hurd). Both have personal heroes who become widely known and help create social change (King Arthur, Nicks mother).
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ANSWER KEY
Symbol Students may say that a pen would make a good symbol for Nick because that is the instrument he uses to write his mothers story. One symbol for Mordred is his lance, which both saves his life and brings about the end of it. The raven is also Mordreds symbol. Legend The early lives of both characters are influenced by violent or dangerous circumstances caused by forces outside their control. Some of the people around Nick and Mordred performed amazing feats to keep them alive and safe: Nicks mother gave up her life to help her children escape to freedom, and Nyneve saw to it that Mordred not only survived but thrived during his dangerous youth. Both stories resonate with peoplethe tales of King Arthur have been passed down through centuries while the story of Nicks mothers sacrifice served as a monument and inspiration in the movement against war.
Write About It
While both Mordred and Nick are aided by people who make great sacrifices for them, the stories are very different in terms of outcome. Nicholas Gage claims his happy and fulfilled life was forged in part by a teacher he had in grade school. Mordreds outcome was not nearly so positive. Although in the end Nyneve and others help him become a better person, he gives up his soul in the process and regains it only in death.
RESPOND THROUGH WRITING Expository Essay Students expository essays should reflect the use of their charts and notes. focus on their own opinions and points of view. be strongly supported by incidents and ideas in the text use a logical progression to support the topic sentence or guiding idea.
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Land of Opportunity
Explain the concept of capitalism to students. Have students brainstorm for examples of competition in the production and sale of goods and services. List their responses on the board. Ask them what purpose they think competition serves in society. Explain the general principles of a capitalistic society: the means of production and distribution of goods and services are generally privately owned and are operated for a profit. This results in competition. However, eventually a concentration of wealth can occur, along with the growth of huge corporations and increased governmental control. Ask students to consider what problems this might cause in a society. As students read The Time Machine, have them look for the narrators ideas of what unchecked capitalism might lead to.
Frame It!
Help students understand the structure of a frame story. Draw a stick figure on the blackboard. Draw a large speech bubble above it. Inside the bubble, draw another figure who also has a speech bubble. Tell students that The Time Machine contains a frame story, a secondary outer story that sets up and contains the telling of a more important inner story. Label the first stick figure Unnamed Narrator, and explain that he narrates the outer story. Label the figure inside the speech bubble Time Traveller, and explain that he tells a story that is then recounted to readers by the unnamed narrator. The Time Travellers story is framed by the narrators account of the story he heard from the Time Traveller.
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RELATED READINGS The Disintegration Machine by Sir Arthur Conan Doyle (Glencoes Literature Library, BLM page 24) Rip Van Winkle by Washington Irving (Glencoes Literature Library, (BLM page 25)
MAKING CONNECTIONS TO The Time Machine and The War of the Worlds
Like the Time Traveller, a scientist in this tale has invented a strange new machine. As a prereading selection, have students name modern machines that are dangerous to humans. Ask them how the world would be different had those machines been destroyed as soon as the dangers were discovered. As a postreading selection, point out that this story is narrated by a secondary character. Ask students how the stories would change if the main characters narrated them. Like the Time Traveller, Rip Van Winkle suddenly finds himself in the future. As a prereading selection, ask students to consider the differences between a story that involves a character who inadvertently finds himself in the future and one that involves a character who purposely sets out to discover the future. As a postreading selection, have students identify the outer story and the inner story of Rip Van Winkle. Why might Irving have included the outer story? This article provides a behind-the-scenes look at the radio broadcast of The War of the Worlds. As a pre- or postreading selection, ask students to discuss the effects of radio and TV on listeners perceptions of reality. Do listeners respond differently to news broadcasts than to entertainment programs? Do listeners believe everything they hear? As a pre- or postreading selection, ask students why people might be quick to believe that aliens who come to Earth intend to destroy humankind. The alien speaker in this poem provides a contrasting perspective on extraterrestrials to that of the Martians in The War of the Worlds. As a prereading selection, ask what effect the first-person perspective has and how a third-person perspective would affect readers attitudes toward UFOs or aliens. As a postreading selection, ask students to describe or to enact a conversation between Chasin and Wells about their views on aliens. Like The Time Machine and The War of the Worlds, this article explores the concept of planetary evolution. As a prereading selection, ask students to imagine that some form of intelligent life exists beneath Mars surface. Given the condition of the planet, how understandable would it be if those intelligent beings looked elsewhere for resources to sustain life? As a postreading selection, ask students to compare the future of Earth as the Time Traveller sees it in Chapter 11 with current-day Mars as described in this article. As a postreading selection, have students relate the conditions on Mars to Wellss description of and explanation for a Martian. If scientists succeed in terraforming Mars, do students see humans utilizing any resources Mars might have? Why or why not?
The Night Martians Came to New Jersey by Michelle Green, Andrea Fine, and Suzanne Adelson (Glencoes Literature Library, BLM page 26) In Communication with a UFO by Helen Chasin (Glencoes Literature Library, BLM page 27)
Bringing Life to Mars by Christopher P. McKay (Glencoes Literature Library, BLM page 28)
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ANSWER KEY
All answers are sample answers except those for Vocabulary Practice.
THE TIME MACHINE BEFORE YOU READ Write the Caption Although many utopian societies have existed, including the Shakers and the Harmonists, none has managed to survive over the long term. ACTIVE READING Eloi: gentle; delicate; soft-spoken; vegetarian; afraid of the dark; live above ground Morlocks: hairy; nocturnal; live below ground; carnivorous; mechanically inclined INTERACTIVE READING Literary Element: Flashback Answers will vary but students may say that the flashback structure allows a more objective, scientific view of the events. It also uses the idea of time as a part of the structure of the narrative.
AFTER YOU READ Respond and Think Critically 1. The Palace is an ancient museum that might provide protection. He finds matches and camphor and is able to fight the Morlocks with fire in order to return to his machine. 2. He sees the earths rotation slowing, the earth cooling, and life dying off. The author may want to show the long-term course of the planets evolution, thereby emphasizing the temporal nature of humanitys current existence. 3. He has the flowers from Weena, is dirty, and suffers from injuries he sustained in the future. Students may say that the men cannot separate themselves from their occupations long enough to be sympathetic; they see things objectively and cannot accept time travel or a warning of what is in store for capitalistic societies such as theirs. 4. Wells may be saying that a true utopia is not possible. Students may say that a utopia would fail because imperfect human beings cannot expect to create a perfect world. 5. Students may say that the Time Traveller may have felt lonely or misunderstood after having gone through such a difficult experience only to come home and have his story doubted.
Apply Background
Students may say that the information helped them to understand the ideas that fueled the development of science fiction.
ON-PAGE NOTE-TAKING BIG Question: Why Share Stories? The Time Traveller most likely knew he could not resist taking another trip into the future or the past and he wanted his story to be known by otherseven if they did not believe him.
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ANSWER KEY
THE WAR OF THE WORLDS: BOOK ONE BEFORE YOU READ Write a Caption An Italian scientific report of canneli, or channels, on Mars led to fear that the planet was inhabited with people who could build canals. ACTIVE READING Spacecraft: cylindrical; metal; top screws off. Physical Appearance: huge brains; V-shaped mouth; tentacles; oily brown skin. Weapons: Heat-Ray, Black Smoke, fighting-machines; Actions: use machines for manual labor; attack and kill humans; travel in fightingmachines INTERACTIVE READING Literary Element: Description Sensory details: decapitated colossus, drunken giant, drove along a straight line, with the impact of a battering ram, a spout of water, mud and shattered metal shot far into the sky, water flashed into stead, a muddy tidal bore, seething and roar.
Vocabulary Practice
1. 2. 3. 4. 5. B B A A A
Academic Vocabulary
Students may or may not agree with Wellss assessment. They may cite examples of their own laziness during downtime or vacation; alternatively, they may mention an increase in productivity when they are free from the rigors of study or work.
Writing
Write a New Ending Students alternative endings should use information from the novel, combined with their own interpretation of the events and character of the Time Traveller.
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ANSWER KEY
ON-PAGE NOTE-TAKING BIG Question: Why Share Stories? The author implies that the people in London were not as interested in events that did not immediately concern them, and they only became interested when the danger approached their own city. AFTER YOU READ Respond and Think Critically 1. He describes events from his younger brothers perspective. Students may say that this allows for two perspectives and settings in the description of the invasion or that the shift in focus creates suspense about the narrators fate. 2. At first, Londoners are curious about the news of the distant attacks; later, they become concerned but are sure that the military can effect a defense; finally, they flee in mass panic. The panic causes people to become barbarous. 3. They kill some of the population but concentrate on disabling transportation and communication systems and destroying powerful weapons, taking away any hope the humans have. 4. Students may say that the English had never faced such an enemy and had no concept of the Martians powers; others, that people tend to deny bad news. Students may say that Americans would be complacent because of their powerful military. Possible evidence: Americans are somewhat complacent about other crises, such as energy and the environment. 5. Bad things that happen in one place can happen in other places as well. Sharing stories is one way to keep history from repeating itself when the consequences are dire.
Vocabulary Practice
1. 2. 3. 4. 5. Gorgon indefatigable complacency common conflagration
Academic Vocabulary
The word research contains the word search. The context makes it clear that research has to do with gaining information. Research means investigate, study, or explore.
Apply Background
Students may note that the authors background as a historian, scientist, and philosopher gave them insights into the writing of the novel, which increased their understanding or appreciation of it.
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ANSWER KEY
THE WAR OF THE WORLDS: BOOK TWO BEFORE YOU READ Summarize Robots were virtually unknown during Wellss time, but today they can be built and programmed to perform a variety of tasks. ACTIVE READING Suspense: narrator is trapped in house; Martians are in pit outside house; curate begins to go insane; red weed proliferates; London is void of life; narrator hears eerie sound. INTERACTIVE READING Literary Element: Suspense The conflict foreshadows the curates death at the hands of the narrator. Students may say that the conflict builds suspense by creating anticipation about an escalation that might alert the Martians that the narrator and the curate are in the house.
and to keep a sense of hope for the planet, even though a nagging sense of fear and insecurity persists.
AFTER YOU READ Respond and Think Critically 1. London is desolate; many shops have been ransacked for food. The narrator hears the sound of a dying Martian and eventually realizes that the aliens are dying of disease for which their bodies have no immunity. 2. The narrator goes temporarily insane from the stress of what he has experienced. The paper is one he had been writing about the future of civilization; he did not anticipate the pending Martian invasion in it and now, as a result of the invasion, everything has changed. 3. Students may say that disasters unify people by giving them common goals. They may mention various natural and human-made events that have unified people. 4. Some students may see his actions as justified and believable given the situation. They may think they would react similarly. Others may believe he is too quick to protect himself at the expense of others. They may think they would want to do more for the common good. 5. The ending is happy in one sensethe narrator is reunited with his wife. And the author indicates that humankind learned some valuable lessons from the Martian invasion. But the planet has sacrificed the ease with which they once occupied the planet. They know they are never again going to feel completely safe. This is both the tragedy and the lesson learned.
Apply Background
Students may say that the information about how robots operate gave them added insight into the war machines the Martians used against the humans.
ON-PAGE NOTE-TAKING BIG Question: Why Share Stories? The narrator is trying to see both the good and the bad that came from the invasion. He is trying to warn others
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ANSWER KEY
the narrators behaviorthat in some ways the murder was an act of self-preservation.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS The Disintegration Machine Travel to the past might change the future; travel to the future might cause people to change their present actions, which would also change the future. Students responses as to whether such changes would be dangerous may vary. Most students will probably agree that anything that has the capacity to change the natural order is unethical.
Vocabulary Practice
1. 2. 3. 4. 5. same opposite same opposite opposite
Academic Vocabulary
Students will likely mention computers, cell phones, digital and cable television, automobiles and so on as technologies that have an impact upon their daily lives.
Writing
Write an Incident Report Students may have very strong feelings about the moral implications of committing a murder and so may suggest that the narrator be prosecuted to the fullest extent of the law. Others may feel that the circumstances dictated
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ANSWER KEY
CONNECT TO OTHER LITERATURE Flashback In The Time Machine, the first dinner the Time Traveller has with his colleagues is a moment of stasis before the action shifts. By the second dinner, the Time Traveller has been to the future and his life, and the lives of some of his friends, will never be the same. In The Monsters Are Due on Maple Street, the Maple Street neighborhood is experiencing a typical early evening when there is a roar and a flash of light. The mystery of what caused this event throws the neighborhood into a panic that steadily increases until people begin to turn on each other with suspicion and violence. Description The people of Maple Street react at first with annoyance and disbelief over the breakdown of their telephone, lighting, and automobile technologies. The people in Woking first respond to the cylinder in the pit by trying to figure out what it isthey are more curious than afraid. Unlike the people of Maple Street, they do not fear whats inside the cylinder until the Martians emerge and begin to kill them. The Maple Street neighbors, by contrast, turn on each other, neighbor against neighbor, assuming that one of them is an extraterrestrial in disguise. Suspense Both works are very suspenseful in that there is a significant threateither real or imagined. In the Serling teleplay the people themselves become
monsters, turning on each other out of terror and suspicions about differences between them. In the Wells novel, the people are terrified because of the overwhelming and ever escalating force of the Martian invasion.
Write About It
Both sets of characters should tell the story about what has happened to them in an attempt to learn the lessons of the future. The people of Maple Street need to understand their own tendency to panic and the destruction and violence it brings on. The people in the invaded land of The War of the Worlds need to become aware of how their own complacency and prideful view of the rest of the universe led to the destruction of part of the planet and many lives.
RESPOND THROUGH WRITING Short Story Students short stories should use a real event as the basis for a short story use suspense by providing hints about what will happen. use proper spelling and mechanics. have a beginning, middle, and end.
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