Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Teaching
Resources
Writing Speaking
Reading Listening
Includes summaries and
School-to-Home activities in
Spanish
Vietnamese
Tagalog
Cantonese
Hmong
Haitian-Creole
Note to the Teacher
There are ten Active Reading Graphic Organizers, on the pages preceding the Answer
Key, that students will need in order to complete some of the exercises in this book. The
text suggests that students ask teachers for a copy of the graphic organizer. Teachers
may want to keep a supply of copies on hand for student use.
ISBN: 978-0-07-889001-7
MHID: 0-07-889001-2
Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Big Question Foldable . . . . . . . . . . . . . . . . . . . . . . . 34
The Big Question School-to-Home Connection . . . . . . . . . . . . 5
The Big Question School-to-Home Connection: Spanish. . . . . . . 6
The Big Question School-to-Home Connection: Vietnamese . . . . 7
The Big Question School-to-Home Connection: Tagalog . . . . . . . 8
The Big Question School-to-Home Connection: Cantonese . . . . . 9
The Big Question School-to-Home Connection: Haitian Creole . . . 10
The Big Question School-to-Home Connection: Hmong . . . . . . . 11
Unit Challenge Planner . . . . . . . . . . . . . . . . . . . . . . . .1215
Academic Vocabulary Development . . . . . . . . . . . . . . . .1617
ACT I V I T Y
Directions Complete the first two steps in the space provided, and then work with a partner to
finish the activity.
1. In the space below, summarize a time when someone counted on
you for help. Explain the situation, what you did to help, and how
you felt.
Copyright by The McGraw-Hill Companies, Inc.
2. Now pretend that you were the person who needed help in the
situation you just summarized. Explain the situation from the other
persons point of view. How did it feel to need help? How did it feel
to know you could count on someone for his or her help?
Directions Share your responses to questions 1 and 2 with a partner. Discuss how it feels to
have someone count on you, and how it feels to count on someone else. Answer the following
questions together.
3. What is the difference between helping someone and needing
someones help?
Step 1 With the long side at the top, fold a Step 3 Label the left pocket
sheet of paper into thirds. My Purpose for Reading.
Label the center pocket
The Big Question.
Label the right pocket
My Thoughts.
You can vary the way you label the
pockets. For example, write the
part numberPart 1, Part 2, Part 3.
Step 2 Open the Foldable. Fold the bottom
edge up two inches and crease
well. Glue the outer edges of the
tab to create three pockets. Staple
both sides of the middle pocket.
Use these pockets to hold notes
you will take on index cards.
Copyright by The McGraw-Hill Companies, Inc.
ACT I V I T Y: Interview
Directions Tell a parent or another adult about the Big Question. Ask him or her to answer the
following questions, and record the answers on a separate sheet of paper.
1. When you were young, whom did you count on? Explain.
Copyright by The McGraw-Hill Companies, Inc.
ACT I V I T Y: Poem
1. With a parent or another adult, think of one person that both of
you can count on. Then list reasons why both of you can count on
this person. Write your reasons on a separate sheet of paper.
2. Now work together to write a poem about the person you selected.
Your poem can be funny or serious. Review your list of reasons for
information to include in your poem.
La pregunta importante
Enlace entre la escuela y la casa
La Unidad 1 se concentra en la Pregunta importante: En quin
puedes contar? En esta unidad aprenders sobre personas en las que
puedes contar. Antes de preparar tu respuesta a la Pregunta
importante, averigua qu piensan tus padres u otros adultos. Escoge
una de las siguientes actividades para hacer en la casa.
hai eu co the trong cay c. Sau o, liet ke cac ly do tai sao hai
ngi co the trong cay vao ngi o. Hay viet cau tra li cua hai
ngi vao mot t giay rieng.
2. Bay gi cung lam mot bai th ve ngi a c la chon. Bai th
cua hai ngi co the nghiem tuc hoac co the mang tnh hai hc.
Hay xem lai bang liet ke cac ly do e lay d lieu lam th.
GAWAIN : Interbyu:
Ang Gagawin Sabihin sa isang magulang o ibang nakatatanda ang Mahalagang
Tanong. Hilingin siyang sagutin ang mga sumusunod na katanungan, at isulat ang
mga sagot sa hiwalay na papel:
1. Noong ikaw ay bata pa, sino ang pinagkatiwalaan mo? Ipaliwanag.
2. Maaasahan ba ang mga taong ito, o nabig ka ba? Ipaliwanag.
3. Bilang nakatatanda, sino ang maaasahan mo? Ipaliwanag.
!
1
i
e
ci
Copyright by The McGraw-Hill Companies, Inc.
1.
2.
3.
i
1.
2.
AKT I VI T E : Entvyou
Enstriksyon Pale ak yon paran oswa yon lt granmoun osij Gwo Kesyon an. Mande l reponn
kesyon ki anba yo epi ekri repons yo sou yon fy papye apa:
AKT I VI T E : Powm
1. Avk yon paran oswa yon lt granmoun, reflechi pou w yon
moun nou toulde kapab konte sou li. Apre sa, f yon lis rezon ki
f nou de a kapab konte sou moun sa a. Ekri rezon yo sou yon fy
papye apa.
2. Kounye a travay ansanm pou nou ekri yon powm sou moun nou
chwazi an. Powm ou an kapab komik oubyen serye. Gade lis
rezon ou yo ank pou w ka jwenn enfmasyon pou mete anndan
powm ou an.
AC TIV IT Y: Pajhuam
Copyright by The McGraw-Hill Companies, Inc.
1. Nrog ib tus niam txiv lossis lwm tus neeg loj, xav txog ib tus neeg uas
neb ob leeg tso siab tau rau. Ces teev cov tswvyim tias vim licas neb
ntseeg tau nws. Sau cov tswvyim rau ib daim ntawv dawb.
2. Zaum nov koom tes los sau ib zaj pajhuam txog tus neeg neb xaiv. Neb
zaj pajhuam yuav txaus luag lossis zoo nkauj los tau. Rov saib cov
tswvyim teev coj los xam rau neb zaj pajhuam.
Challenge Planner
The Unit 1 Challenge provides an opportunity to further explore the
Big Question: Whom Can You Count On? The topics listed below
focus the Big Question on three main ideas: Friends and Family; Me,
Myself, and I; and Extraordinary Individuals.
From the topics listed in Section A, choose one that interests you.
Once you have chosen a topic, choose a project in Section B that will
help you present your ideas on the topic. Any of the four topics can
work with any of the five project types. Projects may be done alone,
with a partner, or with a small group. Follow the steps in Section C to
plan and complete your challenge project.
Source documentation
A. required for all research C. none
B. required for quotations D. other
2. Choose your topic from Section A.
Topic
Project
Selections
Section C, cont.
7. If you will be working with others, agree on each persons
responsibility before your next meeting on:
Name Responsibilities
ACT I VI T Y
Directions Use the boldface vocabulary words in your answers to these questions.
1. Read the following quote from Amigo Brothers. Does it show that
Piri Thomass claim that either boxer could win is justified? Has he
ensured that you wont think one of the boxers is better than the
5. Compare two stories in which you feel the main characters actions
are justified. Explain why you think so. For example, you can
compare the actions of the woman in Thank You, Mam to the
actions of the young farmer in The Wise Old Woman.
Family
1
Friends and
ACT I V I T Y
Directions Draw one line under each verb and write its tense (present, past, or future) in the
blank.
1. Toby will write a great paragraph tomorrow.
Copyright by The McGraw-Hill Companies, Inc.
Summary/Resumen (p. 8)
The Wise Old Woman YOSHIKO UCHIDA
A young lord banishes people over the age of seventy from an ancient
Japanese village. A young farmer hides his mother because he cannot
bear to part with her when she turns seventy-one. Two years later, a
lord from a nearby town threatens to conquer the village unless the
villagers can accomplish three difficult tasks. The young farmers
mother quickly comes up with a solution to each of the tasks, and the
village is saved. When the cruel lord finds out that an old person
provided the answers, he realizes that he was wrong to send all the
old people away and that old people have a great deal of wisdom.
From then on, nobody else is forced to leave the village when they
grow old.
La anciana sabia
Un joven seor feudal destierra a todas las personas de ms de setenta
aos de una antigua aldea japonesa. Un joven campesino esconde a su
Mot chua at tre tuoi tai mot ngoi lang co xa Nhat Ban uoi ra khoi
lang nhng ai tren bay mi tuoi. Mot nong dan tre giau me mnh i v
anh khong the chu c canh chia xa ngi me khi ba bc sang tuoi
bay mot. Hai nam sau, mot chua at th tran gan o doa xam chiem
ngoi lang tr khi ngi trong lang co the hoan tat ba li thach o kho
khan. Me cua ngi nong dan tre nhanh chong ngh ra ba giai phap cho
ba li thach o o va nh vay ngoi lang a thoat nan. Khi v chua at
hung bao biet c rang chnh mot ngi gia a a ra ba cau giai ap,
anh ta nhan ra rang mnh a sai khi uoi tat ca ngi gia trong lang va
rang ngi gia co rat nhieu hieu biet. Ke t o, khong ai khac b buoc
ri khoi lang khi ho ve gia na.
Copyright by The McGraw-Hill Companies, Inc.
Buod (p. 8)
Ang Marunong na Matandang Babae YOSHIKO UCHIDA
(p. 8)
YOSHIKO UCHIDA
Copyright by The McGraw-Hill Companies, Inc.
Yon jn sey entdi moun ki gen plis pase swasant-dis ane nan yon ansyen
vilaj japon. Yon jn kiltivat kache manman li poutt li pa kapab sipte
separe avk li l l ap gen swasant-onz ane. De ane apre, yon sey nan yon ti
vil vwazen menase pou li konkeri vilaj la sof si abitan vilaj la kapab akonpli
twa tach difisil. Manman jn kiltivat a jwenn yon solisyon byen vit pou
chak tach, epi vilaj la sove. L sey mechan dekouvri se yon vye granmoun
ki te bay repons yo, li reyalize li pa t dwe voye tout vye granmoun yo ale
epi vye granmoun gen anpil sajs. Depi l sa a, psn lt pa janm oblije kite
vilaj la l yo vin vye granmoun.
Ib tug huabtais hluas txwv tsis pub cov neeg muaj hnub nyoog xya caum
xyoo nyob rau Zibpeeb ib lub zos. Muaj ib tug hluas neeg liaj teb tau muab
nws niam zais vim nws tsis xav kom nws niam ncaim mus thaum muaj xya
caum-ib xyoos. Ob xyoos tom qab, muaj ib tug huabtais nyob ze ntawd yuav
tuaj caij tsuj lawv lub zos yog lawv ua tsis tau peb yam txuj tiav rau nws.
Tus hluas ntawd leej niam thiaj tawm tau peb lub tswv yim los rau peb
qhov txuj ntawd, thiab ua rau lub zos tsis raug teeb meem. Thaum tus
huabtais phem ntawd hnov txog tus neeg laus peb lub tswv yim, nws mam
rov ras tias qhov nws xa txhua tus neeg laus tawm tsis yog lawm thiab cov
neeg laus muaj zoo laj lim tswv yim. Thaum ntawd los, tsis muaj cov laus
raug xa tawm lub zos mus lawm.
Copyright by The McGraw-Hill Companies, Inc.
In literary works, the narrator is the person who tells the story. The
narrator may be a character in the story, a voice outside the story, or
the author. Point of view is the narrators relationship to the story. In
a story using first-person point of view, the narrator is a character in
the story. The reader sees everything through that characters eyes. In
a story with a limited third-person point of view, the narrator is
outside the story and reveals the thoughts and feelings of only one
character. In a story with an omniscient point of view, the narrator is
outside the story and may reveal any kind of information, along with
the thoughts of several characters.
ACT I VI T Y
Directions In the left column, list details or quotations that show the limited third-person point
of view in The Wise Old Woman. In the right column, explain how the story would change if it
were told from the cruel young lords point of view.
3. 4.
5. 6.
ACT I V I T Y
Directions In this chart, the first four boxes show sample cause-and-effect connections from
The Wise Old Woman. Return to the story and continue charting causes and effects. An effect
can be repeated as the next cause.
Cause Effect
The young lord does not feel that old He makes a decree that anyone over
people are useful to the village. the age of seventy-one must be taken
to the mountains and left there.
Copyright by The McGraw-Hill Companies, Inc.
The farmers mother turns The farmer must take his mother to
seventy-one. the mountains and leave her there.
1. 2.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Continue analyzing cause-and-effect in the story. For this activity, ask
your teacher for a copy of the If-Then Graphic Organizer.
Vocabulary
haughtily adv. in a way that shows too much pride in oneself and scorn for others
banished v. forced someone to leave a country or community
commotion n. noisy confusion
commended v. expressed approval of
undoubtedly adv. without a question, definitely
ACT I V I T Y
Directions Use context clues to determine the meaning of each underlined word. Write a short
definition for each.
1. The lord made a decree, so the people did not have a choice other
than to follow it.
2. It was a loathsome situation. All of the old people in the village
village.
5. He walked haughtily through the room, bragging about his new
outfit.
ACT I VI T Y
Directions Write in the blank dec. before each declarative sentence and int. before each
interrogative sentence.
3. What does the wise old woman do for her son as he carries her to
the mountains to die?
Copyright by The McGraw-Hill Companies, Inc.
4. How does the son hide his mother for two years?
5. What does the mother do for her son later in the story? What is the
end result of her actions?
The friendship of Antonio and Felix is tested when the two teenaged
boys face each other in a boxing match. Neither one wants to fight
against his best friend, but they both want to win the match. They
promise each other that they will act like strangers in the ring.
Because they usually train together, each one knows the others
strengths and weaknesses as a boxer. In the ring during their match
each one fights his hardest, but with good sportsmanship. Their story
sheds light on the ingredients included in a true friendship.
ellos conoce los puntos fuertes y dbiles del otro como boxeador. Ya
en el cuadriltero, durante la pelea, cada uno lucha al mximo de sus
fuerzas, pero con un buen espritu deportivo. Su historia arroja luz
sobre los ingredientes que se necesitan para una verdadera amistad.
Tnh ban cua Antonio va Felix b th thach khi hai cau thieu nien phai
au vi nhau trong mot tran quyen anh. Ca hai eu khong muon au
vi ngi ban than nhat cua mnh, nhng lai muon gianh chien thang
trong tran au. Ho ha vi nhau se coi nhau nh ngi la tren san au.
Do hai ngi thng xuyen luyen tap cung nhau nen ho biet ro ve cac
iem yeu va iem manh cua nhau trong au quyen anh. Trong luc tran
au dien ra tren san, ca hai eu co gang het sc nhng vi tinh than
thng vo. Cau chuyen cua ho cho chung ta hieu them ve cac nhan to
cau thanh nen mot tnh ban thc s.
(p. 18)
PIRI THOMAS
AntonioFelix
Txoj kev phooj ywg ntawm ob tug tub hluas Antonio thiab Felix yog ib txoj
kev sib tw thaum nkawd los tawm ntsej tawm muag sib ntaus nyob saum
sam thiaj. Nkawd tsis xav sib ntaus tabsis ob leeg puav leej xav yeej tib yam
nkaus. Nkawd sib cog lus tias nkawd yuav coj li tsis sib paub thaum nyob
saum sam thiaj. Vim qhov nkawd kawm uake, nkawd ib leeg paub ib leeg
zoo hais txog kev sib ntaus. Nyob saum sam thiaj nkawd siv zog heev li,
tabsis tsuas yog kev sib tw xwb. Nkawd zaj dabneeg nov ua rau muaj kev
pom deb heev ntawm txoj kev phoojywg zoo.
ACT I V I T Y
Directions Conflict is the part of the story that drives the plot forward. In the chart below,
identify and explain at least one conflict for each of the main characters, Antonio and Felix.
Felix 3. 4.
ACT I VI T Y
Directions In this chart, write down feelings that the characters have in Amigo Brothers.
Then write about when you, or others you know or have read about, had similar feelings.
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Continue charting Antonio and Felixs feelings, and your connections
with them, throughout the story. For this activity, ask your teacher for
a copy of the Two-Column Table Graphic Organizer.
Vocabulary
devastating adj. causing a lot of pain, damage, or destruction; overwhelming
wary adj. cautious; on the alert
perpetual adj. constant; unceasing
improvise v. to invent or compose
evading v. keeping away or avoiding
ACT I VI T Y
Directions Use context clues to figure out what the underlined words mean. Write a short
definition for each.
1. The fighters, careful and quick, moved nimbly around the ring.
5. The fans cheered with unbridled emotion. They were too excited to
contain themselves.
ACT I V I T Y
Directions Write in the blank exc. before each exclamatory sentence and imp. before each
imperative sentence. If a sentence is neither exclamatory nor imperative, write neither. If a
sentence could be either exclamatory or imperative, write imp. or exc.
1. I love boxing!
3. Be careful!
7. Listen to me!
3. What promise about when they got into the boxing ring did Felix
and Antonio make before the match?
ACT I VI T Y
Directions Write a sentence that combines the sentences using the provided grammar skill.
2. Mr. Nelson looked for a rare bird. Mr. Nelson went on a hike.
(Subordinating Conjunction: when)
Rikki-Tikki-Tavi
Una pequea mangosta macho de la India llamada Rikki-tikki-tavi es
separada de sus padres. Una familia britnica la adopta como
mascota. Rikki-tikki es un experto matador de serpientes. Ya que la
Copyright by The McGraw-Hill Companies, Inc.
(p. 38)
RUDYARD KIPLING
Rikki-tikki-tavi
Rikki-tikki
NagNagaina
Rikki-tikki
Rikki-tikki
Yon jenn mangous nan peyi Lenn ki rele Rikki tikki tavi vin separe ak
paran li. Yon fanmi angle adopte li km animal kay. Rikki tikki se yon esp
nan touye span. Poutt fanmi an janti avk li, li deside se djb li pou
pwoteje nouvo fanmi imen li an kont span danjere ki rete toupre yo. Pi
danjere a se de gwo kobra ki rele Nag ak Nagaina. Rikki tikki yon ti jan p
batay ak gwo kobra yo, men li jwenn konfyans nan tt li l li touye yon
span ki pi piti nan jaden an. Kobra jeyan yo deside pi bon manny pou
debarase yo de mangous la se touye fanmi imen li a. Rikki tikki vin konn
plan sa a epi li reyalize li dwe batay ak kobra yo.
Copyright by The McGraw-Hill Companies, Inc.
Setting is the time and place in which the events of a story occur.
Setting includes values, traditions, and customs that are connected to
the time and place of a story. Writers use setting to create atmosphere,
or mood. For example, a writer may use a stormy night and a run-
down house to create a gloomy setting for a mystery story.
ACT I V I T Y
Directions In the first column, list story details that describe the setting of Rikki-tikki-tavi.
In the second column, identify the mood or feeling the details help create and tell why you think
so. The first row in the chart below gives an example from the story.
3. 4.
ACT I VI T Y
Directions The events in Rikki-tikki-tavi take place in chronological order. Read the first two
completed events in the chart. Complete the third event. Write the fourth main event in the box.
The family takes Rikki-tikki-tavi into the house to let him dry off after the flood.
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Ask your teacher for a copy of the Sequence Graphic Organizer. Use it
to continue keeping track of the events in the story.
Vocabulary
restless adj. nervous, unable to keep still
cultivated adj. prepared for growing plants and free from weeds
cower v. to crouch or draw back in fear
valiant adj. brave; courageous
Every sentence has a subject and a predicate, which together express a complete
thought. The subject of a sentence tells whom or what the sentence is about. The
predicate of the sentence tells what the subject does or has. It can also tell what the
subject is or is like.
The simple subject, usually a noun or a pronoun, is the main word or group of
words in the complete subject. The complete subject is the simple subject with all of
its modifiers. The simple predicate, which is always a verb, is the main word or
group of words in the complete predicate. The complete predicate is the simple
predicate with all of its modifiers.
SUBJECT PREDICATE
SIMPLE The noise of the thunder scared the children.
COMPLETE The noise of the thunder scared the children.
ACT I V I T Y
Directions Read the sentences below. On line A, write the last word of the complete subject
and the first word of the complete predicate. On line B, write the simple subject. On line C,
write the simple predicate.
Copyright by The McGraw-Hill Companies, Inc.
A.
B. C.
2. Rikki-tikki-tavi is a mongoose.
A.
B. C.
A.
B. C.
A.
B. C.
El ladrn de caminos
Bess, la hija de un posadero, est enamorada del ladrn de caminos,
que la visita todas las noches. Una tropa de soldados britnicos acude
a la posada, donde utilizan a Bess como seuelo para atraer al ladrn
de caminos a las cercanas y as poder matarlo. Ellos han atado a Bess
Bess, con gai mot ngi chu quan tro, yeu mot Ke Cp ng, ngi
thng en tham co hang em. Mot toan lnh Anh en quan tro va s
dung Bess lam moi e du Ke Cp ng ti gan e giet anh ta. Ho
troi Bess vao mot cay sung hoa mai sao cho hong sung cha vao ngc
co. Bess co gang cham tay c vao co sung, roi keo co t sat e tieng
sung no se canh bao cho ngi yeu mnh ve moi hiem nguy ang chc
ch. Khi biet c Bess a chet, Ke Cp ng co gang tra thu cho
cai chet cua co va v vay anh cung khong gi c tnh mang.
Copyright by The McGraw-Hill Companies, Inc.
(p. 60)
ALFRED NOYES
Bess Highwayman
B e s s
HighwaymanBess
Bess
Highwayman Highwayman
Bess
Copyright by The McGraw-Hill Companies, Inc.
Bess, pitit yon otelye, damou ak Bandi Gran Chemen an, ki vin w li chak
nwit. Yon twoup slda angle vin nan otl la, kote yo svi ak Bess pou atire
Bandi Gran Chemen an toupre pou yo kapab touye li. Yo mare Bess ak yon
mouskt pwente sou li. Bess reyisi mete dwt li sou gacht zam nan. Li
pouse gacht la, touye tt li pou son mouskt ki pati a ka avti Bandi Gran
Chemen an de danje a. L li reyalize Bess mouri, Bandi Gran Chemen an
eseye vanje li, sa ki mennen lanm li tou.
Bess, ib tus neeg saib vaj tsev tus ntxhais, muaj kev hlub nrog tus tub
Ceevxwm, uas niaj hmo tuaj saib nws. Ib pab tub rog Aakiv tuaj hauv lub
tsev, qhov chaw lawv siv Bess los ua tus kab ntxias kom tub Ceevxwm tuaj
raug tua. Lawv muab Bess khi nrog rau rab phom tig caws tuaj rau nws.
Bess ncav mus nyem tus qib phom. Nws nyem tus qib phom, tua nws tus
kheej kom phom nrov es tus tub Ceevxwm thiaj ceev faj txog kev phom sij.
Thaum tus tub Ceevxwm paub tias Bess tuag lawm, nws npaj pauj rau nws
tus hluas nkauj, nov ua rau nws tuag, thiab.
Copyright by The McGraw-Hill Companies, Inc.
ACT I VI T Y
Directions In the first column, list setting information that contributes to the mood of The
Highwayman. In the second column, explain the mood or feeling that the details help create.
3. 4.
When you summarize a piece of writing, you state the main ideas
and important details of the selection in your own words. You omit
unimportant details so that the summary is shorter than the original
piece. Summarizing helps readers explain a series of events and
shows that you understand what you have read. As you read, think
about who, what, when, where, why, and how events happen.
ACT I V I T Y
Directions Read the events or ideas from the poem in the first column. Answer the questions
in the second and third columns. Use the first row of the chart as a model.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Use a Three-Column Table Graphic Organizer to keep track of events
and ideas in the story. (Ask your teacher for a copy.)
A sentence may have more than one simple subject or simple predicate. Two or more
simple subjects that have the same predicate form a compound subject. The subjects
are joined by and, or, or but.
Keisha or Alex can fix that bike for you.
A compound predicate has two or more simple predicates, or verbs, that have the
same subject. The simple predicates are connected by and, or, or but.
Wasps drink nectar and eat other insects.
ACT I VI T Y
Directions Read the sentences below. On the line below each sentence, write whether it has
a compound subject or compound predicate. Then write each part of the compound subject or
predicate.
1. The highwayman clattered and clashed in the front yard.
6. When its windy or cloudy you can still hear the highwayman.
7. Late at night the highwayman hopes and watches for his love.
2. What did Tim the ostler hear the highwayman say he would have
with him when he returned before the morning light?
3. After the soldiers had bound and gagged the landlords daughter,
what could she see through her casement?
Copyright by The McGraw-Hill Companies, Inc.
PART
2
Me, Myself, and I
Name Class Date
ACT I VI T Y
Directions Write singular in the blank if the italicized word is a singular noun. Write plural if it
is plural.
1. The miller did not know the value of the jewels.
Mr. Sanchez counts on Rey and his friends to help with yard work; in
return, Mr. Sanchez promises that the boys can play basketball and
swim in his pool. However, the boys soon find out that they cannot
count on Mr. Sanchezs promises. In the end, Rey is forced to decide if
he will be someone Mr. Sanchez can count on.
El buen samaritano
El seor Snchez cuenta con Rey y sus amigos para que lo ayuden
trabajando en su jardin. A cambio, el seor Snchez promete a los
muchachos que podrn jugar baloncesto all y nadar en su piscina.
No obstante, los muchachos se dan cuenta muy pronto
de que no pueden confiar en las promesas del seor Snchez.
Al final, Rey se ve forzado a decidir si el seor Snchez podr
seguir contando con l o no.
Copyright by The McGraw-Hill Companies, Inc.
Ong Sanchez nh Rey va cac ban cua cau giup lam viec trong san.
ap lai, ong Sanchez ha cho bon tre chi bong ro va bi trong ho bi
nha mnh. Tuy nhien, cac cau be nhanh chong phat hien ra rang khong
the tin c vao li ha cua ong Sanchez. Cuoi cung, Rey b buoc phai
quyet nh xem lieu mnh co phai la mot ngi ma ong Sanchez co the
trong cay vao hay khong.
(p. 72)
RENE SALDANA JR.
SanchezRey Sanchez
Sanchez Rey
Sanchez
Mesye Sanchez konte sou Reny ak zanmi li pou yo ede li ak travay nan
lakou; poutt sa, Mesye Sanchez pwomt ti gason yo ap kapab jwe basktbl
ak naje nan pisin li an. Men, ti gason yo vin konnen byen vit yo pa kapab
konte sou pwoms Mesye Sanchez. Finalman, Reny oblije deside si li menm,
l ap yon moun Mesye Sanchez kapab konte sou li.
Copyright by The McGraw-Hill Companies, Inc.
Yawg hlob Sanchez cia siab rau Rey thiab nws cov phooj ywg pab ua num
rau nws lub vaj; yog lawv kam, Yawg hlob Sanchez cog lus cia lawv mus
pov pob thiab da dej hauv nws lub pas dej. Tabsis, lawv paub tias lawv
yuav ntseeg tsis tau Yawg hlob Sanchez txoj kev cog lus. Thaum kawg, Rey
xav tias xyov nws puas yuav yog ib tug uas yawg hlob Sanchez cia siab rau
tau.
A storys plot includes all the events that happen in the story. A plot
is usually organized around conflict, or a struggle between opposing
forces. The plot of a story begins with the exposition. The exposition
introduces the characters, setting, and conflict. The rising action
includes all the events that lead to the climax. The climax is the point
of greatest interest or suspense in a story. The falling action is all of
the events that happen after the climax. The resolution is the
conclusion, or the ending, of the story.
ACT I V I T Y
Directions Fill out the major events from the plot in the graphic organizer below. The
exposition has been completed as a model.
1. Rising Action:
2. Climax:
3. Falling Action:
4. Conclusion:
ACT I VI T Y
Directions Use the chart to record the descriptive details in each part of the story. You can
sketch as well as write for some visual details. The first row is an example.
Diggs
Holes
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Continue recording details from the story. Ask your teacher for a
Three-Column Grid Graphic Organizer.
Vocabulary
supervision n. the act of watching or overseeing others
standstill n. a stop in motion or progress
disrespect n. a lack of proper courtesy
ritual n. a set routine
1. supervisionobservation
2. standstillprogression
3. disrespectimpoliteness
4. ritualtradition
ACT I VI T Y
Directions Use what you know about word parts to analyze the words below. Then write a
definition for each word.
1. memorial:
2. freeload:
3. bookkeeper:
4. movable:
5. skyscraper:
A sentence must have a subject and a predicate and must express a complete
thought. A group of words that does not have both a subject and a predicate is an
incomplete sentence, or sentence fragment.
The truck, an old red one. (lacks a predicate)
Slowly climbed the steep hill. (lacks a subject)
On the country road outside of town. (lacks a subject and a predicate)
ACT I V I T Y
Directions Write sent. in the blank if the group of words is a sentence and write frag. if it is a
fragment.
1. Creaked open.
4. Playing basketball.
Copyright by The McGraw-Hill Companies, Inc.
6. Want to go swimming.
9. In all directions.
2. What excuse did Mr. Snchez give for not letting the boys in the
pool after they had helped out with the yard work?
3. Why did Orlie eventually talk the boys into going back to the
basketball court when his dad wasnt home?
5. When Rey saw Mr. Snchez trying to fix his truck, what did he see
that reminded him of his own father?
ACT I VI T I ES
1. The Good Samaritan is written from a first-person point of view.
Seventh Grade is written from a third-person point of view.
Think about how point of view affects a story. How does the reader
learn about the characters, setting, and plot? What information is
Cau truyen ngu ngon nay noi ve tam quan trong cua viec t mnh lam
moi viec thay v trong i vao ngi khac. Mot con Chim Chien Chien
co trng ang c ap tren mot canh ong lua m thay lo lang v bac
nong dan ang chuan b thu hoach vu mua. Chim me quyet nh ch
trc khi chuyen cac chu chim non i bi v bac nong dan con ang i
cac ban va hang xom cua mnh en giup thu hoach. Khi ho khong en,
bac nong dan noi vi cac con trai rang ho se phai t thu hoach lua m.
Luc o chim Chien Chien me biet mnh phai a cac chim con ra khoi
ong lua m ngay tc khac, v gi ay bac nong dan ch trong ch vao
chnh mnh va cac con trai nen lua m thc s sap c thu hoach roi.
Trong cau truyen ngu ngon nay, mot ngi an ong hoc c mot bai
hoc rang ch khi gap nguy hiem mi biet ro tnh cach mot con ngi.
Ngi an ong nay ang i cung ban mnh trong rng th co mot con
gau xuat hien. Ban anh nhanh chong leo len cay va v qua lo lang cho
mnh nen khong giup ban treo len cung. Ngi an ong no anh phai
nam xuong at va ngh rang mnh se b con gau an tht. Nhng con gau
i en ben anh va th tham vao tai anh rang anh nen chon nhng ngi
ban tot hn.
Copyright by The McGraw-Hill Companies, Inc.
(p. 86)
AESOP
AESOP
Copyright by The McGraw-Hill Companies, Inc.
Nan fab sa a, yon misye aprann l yon moun an danje, se vre ts la sou
tanperaman li. Misye a ap mache ak zanmi li nan bwa l yon lous part.
Zanmi misye a grenpe yon pyebwa byen vit, men li tlman enky pou tt
pa li pa ede misye a grenpe pyebwa a. Misye a kouche at, li panse lous la
pwal manje li. Olye sa, lous la mache vin kote misye epi pale nan zry li ta
dwe chwazi pi bon zanmi.
Zaj dabneeg hais txog qhov tseemceeb ntawm kev ua rau yus tus kheej, tsis
tos lwm tus. Ib tug noog Xib Dub txhawj txog nws cov menyuam daug
nyob hauv daim teb nplej vim tus tswv yuav hlais nplej. Nws xav tos me
ntsis mam tshem nws cov menyuam vim tus tswv teb tseem tos nws cov
phooj ywg thiab neeg zej zog tuaj pab. Thaum cov phooj ywg thiab neeg zej
zog tsis tuaj, tus tswv teb hais rau nws tus tub tias nkawd yuav tsum ua
nkawd tus kheej. Ces tus poj Xib Dub paub tias nws yuav tsum tshem nws
cov menyuam tawm ntawm daim teb nplej tam sim ntawd. Nws paub tias
tam sim nov nkawd ob txiv tub tsis tos leej twg lawm, cov qoob yuav tsum
muab sau tseg.
Hauv zaj dabneeg nov, ib tug txiv neej kawm tau tias lub sijhawm plhomsij
qhia tau tib neeg tus yam ntxwv. Tus txiv neej nrog nws tus phooj ywg mus
tom hav zovo thaum tus dais tawm los. Nws tus phooj ywg nce ntoo lawm,
tabsis nws txhawj heev txog nws tus kheej ua rau nws tsis nco pab tus
phooj ywg nce ntoo. Nws pw rau hauv av thiab cia siab tias tus dais yuav
muab nws tom. Tabsis, tus dais los ntawm nws thiab ntxhi rau nws ib sab
pob ntseg tias nws yuav tsum xaiv tus phooj ywm dua.
Copyright by The McGraw-Hill Companies, Inc.
ACT I VI T Y
Directions The characteristics of a fable are listed in the first column of the table below.
In the second column, list an example from The Lark and Her Children that illustrates the
characteristic. In the third column, list an example from The Travelers and the Bear that
illustrates the characteristic.
Fable Characteristic The Lark and Her Children The Travelers and the Bear
The characters are 1. 2.
animals.
A simple sentence has one subject and one predicate. However, a simple sentence
may have a compound subject, a compound predicate, or both.
Saturn and Jupiter are two of the largest planets in our solar system. (compound
subject)
Queen bees survive the winter and lay eggs in the spring. (compound predicate)
Juan and Luis throw and catch the softball. (compound subject and compound
predicate)
A compound sentence contains two or more simple sentences joined by a comma
and a coordinating conjunction or by a semicolon. (and, but, or, nor, or for)
Priscilla enjoys reading about technology, but she doesnt care for science fiction.
Paramecium are very small; a microscope is needed to examine them.
A run-on sentence is two or more sentences incorrectly written as one sentence. To
correct a run-on sentence, divide it into separate sentences or add the necessary
words or punctuation to form one complete sentence.
Run-on: The movie was long I got restless.
Corrected: The movie was long. I got restless.
Copyright by The McGraw-Hill Companies, Inc.
ACT I V I T Y
Directions Write S in the blank before each simple sentence, C before each compound
sentence, and R before each run-on sentence.
1. The larks nest is in a field.
2. Why did the lark tell her children they still had time left in the
nest?
3. How did the lark know when her children had to leave the nest?
Two wealthy men decide to find out whether it is good luck or money
that makes someone wealthy. On two occasions they give money to a
poor miller, who accidentally loses most of the money. Annoyed, the
wealthy men give the miller a piece of lead instead of more money.
The millers luck changes when he loans the lead to a fisherman, who
uses it to weigh down his net. The fisherman gives the millers family
the first fish he catches. While cleaning the fish, the millers wife
finds a piece of glass in its stomach. The glass turns out to be a
diamond, and the miller finally does grow rich.
La fuerza de la suerte
Dos hombres adinerados deciden averiguar si es el dinero o la buena
suerte lo que hace a un hombre rico. En dos ocasiones, ellos dan
dinero a un pobre molinero, quien pierde por accidente la mayor
parte del dinero. Molestos, los hombres ricos dan al molinero un
Hai ngi an ong giau co quyet nh tm hieu xem yeu to chnh mang
lai s giau co cho con ngi la s may man hay tien bac. Hai lan ho
cho tien mot th xay ngheo nhng ngi nay vo tnh lam mat gan het
so tien. Bc mnh, hai ngi giau no cho ngi th xay mot cuc ch thay
v cho them tien. Van may cua anh ta en khi anh ta cho mot ngi
anh ca mn cuc ch e lam cho li anh ca nang them. Ngi anh
ca mang en cho gia nh ngi th xay con ca au tien anh ta anh
c. Khi ra con ca, v ngi th xay tm thay mot mau thuy tinh trong
bung ca. Hoa ra, o la mot vien kim cng va cuoi cung th ngi th
xay cung tr nen giau co.
Copyright by The McGraw-Hill Companies, Inc.
Dalawang mayamang lalaki ang nagpasiyang malaman kung ang isang tao
ay mayaman dahil sa pagiging suwerte o dahil sa pera.
Dalawang beses silang nagbigay ng pera sa isang mahirap na miller o may-
ari ng kiskisan, at di naman nito sinasadyang mawala ang karamihan ng
pera. Nainis ang mga mayamang lalaki at binigyan nila ng isang pirasong
tingga ang miller sa halip na karagdagang pera. Sinuwerte ang miller nang
pinahiram niya ang tingga sa isang mangingisda upang gamitin ito bilang
pabigat sa kanyang lambat. Ibinigay ng mangingisda sa pamilya ng miller
ang unang isdang kanyang nahuli. Habang nililinis ng miller ang isda,
nakakita siya ng isang pirasong kristal. Ang kristal pala ay isang diyamante
at ang miller ay yumaman sa waks.
(p. 90)
RUDOLFO A. ANAYA
Copyright by The McGraw-Hill Companies, Inc.
De mesye rich deside jwenn si se bon chans oswa lajan ki f yon moun rich.
Nan de okazyon yo bay yon menye pv lajan, men menye a pdi pif lajan
an pa aksidan. Sa annwiye mesye rich yo, kidonk yo bay menye a yon mso
t alaplas plis lajan. Chans menye a chanje l li prete yon plon bay yon
pech, ki svi avk li pou kenbe fil li nan fon. Pech a bay fanmi menye a
premye pwason li pran. Pandan l ap netwaye pwason an, madanm menye a
jwenn yon mso v nan lestomak li. V a se yon dyaman, epi finalman
menye an vin rich.
Ob tug neeg nplua nuj xav paub txog saib hmoo lossis nyiaj ua rau neeg
nplua nuj. Muaj ob zaug lawm nkawd muab nyiaj rau ib tus neeg pluag zom
zeb, tus uas nyuam qhov ua nyiaj ploj tag. Meem txom heev, ob tus neeg
nplua nuj txawm muab tau ib daim tooj rau tus neeg zom zeb. Tus neeg
zom zeb txoj hmoo txawm hloov thaum nws qiv qhov tooj rau ib tus neeg
nuv ntses, siv ua pob tog rau lub vas. Tus neeg nuv ntses txawm muab
thawj tus ntses nuv tau rau tus neeg zom zeb yim neeg. Thaum tseev ntses,
tus neeg zom zeb pojniam pom ib daim iav hauv plab uas yog ib lub
diamond, thiab tus neeg zom zeb thaum kawg kuj nplua nuj tuaj.
Copyright by The McGraw-Hill Companies, Inc.
ACT I VI T Y
Directions Make a character map for the miller in The Force of Luck. In each box, write
something you know about him. Include words from the story to support your idea.
The Miller
When you analyze plot, you look at how the parts of the plot work
together as a whole. The plot is the sequence of events in a story,
novel, or play. A plot has several different parts. The plot begins with
the exposition, which introduces the characters, setting, and conflict,
or problem. The rising action includes the things that happen to the
characters, and it leads to the storys climax. The climax is the point of
greatest interest or suspense. The falling action is what happens after
the climax. The resolution is the final outcome of the story.
ACT I V I T Y
Directions In the first column, write details from the story that help you understand the plot. In
the second column, write conclusions you can draw and inferences you can make. Use the first
row of the chart as a model.
1. 4.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Ask your teacher for a copy of the Two-Column Table Graphic
Organizer to continue analyzing the plot.
Vocabulary
prosperous adj. having wealth or good fortune; successful
provisions n. food or supplies
novelty n. something new and unusual
benefactors n. people who help, especially by giving money or gifts
But the bright glass was such a novelty that the children
were soon fighting over it
Rudolfo A. Anaya, The Force of Luck
Symbol Sound
ah sound, as in father
ACT I V I T Y
Directions Use what you know about pronunciation to answer the following question
d) rhyme with feud, food, or flood?
1. Does skewed (skyoo
e
2. Does maternal (m tur n l) start with the same sound as monster or
made?
3. Does prow (prou) have the same vowel sound as crow, zoo, or loud?
4. Does laud (ld) have the same vowel sound as loud, thought, or
grow?
A noun names a person, place, thing, or idea. A singular noun names one person,
place, thing, or idea. A plural noun names more than one. Plural nouns are usually
formed by adding -s or -es to the singular noun.
SINGULAR student bench hotel truth
PLURAL students benches hotels truths
A proper noun names a specific person, place, thing, or idea. A common noun
names any person, place, thing, or idea.
PROPER Thomas Alvarez Canada Sears Tower the Bronze Age
COMMON man country building age
ACT I VI T Y
Directions In the first blank, write sing. if the italicized word is a singular noun, and write pl. if
it is plural. In the second blank, write pr. if it is a proper noun, and co. if it is a common noun.
1. Two friends were having an argument.
2. Upon meeting the miller for the first time, how much money does
one of the wealthy men give him?
This poem praises the civil rights pioneer Rosa Parks. The author
notes that it seems fitting that Rosa Parks protested over
discrimination in seating arrangements. The time was right for such a
protest, and Rosas last name suggests the dream of a bench to rest
on. Rosa Parks is portrayed as a sensible, straightforward, and very
dignified person.
Rosa
Este poema es un elogio de Rosa Parks, la pionera del movimiento de
lucha por los derechos civiles. El autor observa que resulta apropiado
que Rosa Parks haya protestado contra la discriminacin en los
asientos. Haba llegado el momento justo para semejante protesta, y el
apellido de Rosa (que significa parques) sugiere el sueo de un
banco donde poder descansar. El poema muestra a Rosa Parks como
una persona sensata, franca y llena de dignidad.
Copyright by The McGraw-Hill Companies, Inc.
Bai th nay ca ngi Rosa Parks, ngi tien phong trong cuoc au tranh
v quyen dan s. Tac gia boc lo suy ngh rang dng nh that phu hp
khi Rosa Parks phan oi s phan biet oi x trong viec sap xep cho
ngoi. Thi iem o that thch hp cho mot cuoc au tranh nh vay, va
ho cua Rosa la Parksco ngha la cong viencung gi len giac m
co c chiec ghe bang e ngoi ngh. Rosa Parks c khac hoa la
mot ngi co oc xet oan, thang than va rat co pham cach.
(p. 104)
RITA DOVE
Powm sa a ap f elj Rosa Parks, pyonye dwa sivil la. Ot a note li sanble sa
apwopriye Rosa Parks te pwoteste kont diskriminasyon nan aranjman syj.
Se te bon moman pou yon pwotestasyon konsa, epi siyati Rosa sijere rv
sou yon ban pou repoze. Yo dekri Rosa Parks km yon moun ki sansib,
dirk, ak diy anpil.
Copyright by The McGraw-Hill Companies, Inc.
Zaj paj huam nov qhuas txog Rosa Parks kev xav muaj vaj huam sib luag.
Tus kws sau ntawv paub tias nws phim rau Rosa Parks kev tawm tsam cai
cais pab pawg cev nqaij daim tawv nyob rau kev zaum rooj tog. Yog zoo caij
nyoog rau kev tawm tsam, thiab Rosa lub xeem hais tias npau suav rau lub
rooj zaum so. Rosa Parks yog ib tus neeg ua qauv tuav kev ncaj ncees, coj
tsis zais, thiab lub meej mom zoo.
ACT I V I T Y
Directions In the first column, write quotations from the poem that tell you about Rosas
personality. Then explain what you learn about Rosa from these details. In the third column,
identify the detail as direct or indirect characterization. The first row below gives an example.
4. 5. 6.
Concrete nouns name things that you can recognize with your senses.
Abstract nouns name ideas, qualities, or feelings.
A collective noun gives a single name to a group of individuals. When referring to
a group as a unit, the noun is singular. When referring to the individual members of
the group, the noun is plural.
The mob was waiting at the door for the store to open. (a unit, singular)
The panel are discussing the issues with each other. (individual members, plural)
CONCRETE ABSTRACT COLLECTIVE
inventor idea crowd
city progress committee
calendar time family
jazz culture team
ACT I VI T Y
Directions Write in the blank concrete, abstract, or collective to identify the type of noun in
italics.
2. The public did not agree about the rules on the bus.
3. In the third stanza, why does the poet say that nothing
happened?
Copyright by The McGraw-Hill Companies, Inc.
Rosa Parks says that she wanted to become a person who was known
for wanting justice for everyone. She became an advocate of justice
when she refused to give up her seat on a bus to a white person in
1955; her heroic act helped begin the Civil Rights Movement. In this
selection, Parks tells her story about the day she was arrested for not
giving up her seat.
Rosa Parks noi rang co muon c moi ngi biet en la ngi mong
moi ngi c oi x mot cach cong bang. Co a tr thanh ngi ung
ho s cong bang khi t choi nhng cho tren xe buyt cho mot ngi da
trang vao nam 1955; hanh ong anh hung cua co a giup khi xng
Phong Trao au Tranh V Quyen Dan S. Trong oan trch nay, Parks
ke lai chuyen xay ra vao cai ngay co b bat v khong nhng ghe.
Sabi ni Rosa Parks na gusto niyang maging isang taong kilal para sa
kanyang kagustuhang magkaroon ng katarungan para sa lahat. Siyay
naging tagapagtanggol ng katarungan nang ayaw niyang ibigay ang
kanyang upuan sa bus sa isang taong puti noong 1955; nakatulong
umpisahan ng kanyang magiting na kilos ang Kilos para sa mga Sibil na
Karapatan. Sa seleksyon na ito, ikinukuwento ni Parks ang nangyari noong
araw nang siyay inaresto dahil ayaw niyang ibigay ang kanyang upuan.
Copyright by The McGraw-Hill Companies, Inc.
(p. 107)
!Rosa Parks! ROSA PARKS WITH JIM HASKINS
Rosa Parks
1955
Parks
Rosa Parks ap di li te vle vin yon moun yo te konnen poutt li te vle jistis
pou tout moun. Li vin tounen yon avoka lajistis l li refize bay yon moun
blan plas li an 1955; aksyon ewoyik li a ede Mouvman Dwa Sivil la
kmanse. Nan mso chwazi sa a, Parks ap rakonte istwa li sou jou yo te
arete li a poutt li pa bay plas li.
Copyright by The McGraw-Hill Companies, Inc.
Rosa Parks hais tias nws xav los ua ib tus neeg kom luag paub rau txoj kev
nws xav muaj kev ncaj ncees rau txhua leej. Nws sawv ua ib tus neeg hais
kev ncajncees thaum tsis kam txav chaw rau tus neeg dawb zaum hauv
tsheb xyoo 1955; nws txoj kev twj lij txhawb txoj kev pib tawm tsam yuav
vajhuam sib luag rau pej xeem. Nyob rau ntu nov, Parks piav dabneeg txog
hnub nws raug ntes vim nws tsis kam tso nws lub rooj.
ACT I V I T Y
Directions Use this chart to keep track of important historical details in the selection. In
the right column, record thoughts or questions you have about each detail. The first row is an
example.
3. 4.
5. 6.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Ask your teacher for a copy of the Two-Column Table Graphic
Organizer. Continue keeping track of important historical details.
2. What did the driver do when the whites got on the bus at the
Empire Theater stop and one was left standing?
3. How did Rosa Parks react when the driver told the blacks sitting
on the bus they better make it light on themselves and give up
their seats?
ACT I V I T Y
Directions Draw a line under the word in parentheses that means the opposite of the italicized
word in the sentence.
1. George felt frustrated when his team lost the game by two
points. (happy, disappointed, angry)
4. Jessica started to cross the street, but she faltered when she spotted a
speeding motorcycle. (hesitated, paused, continued)
5. When I told my mother that I did not wash the dishes like she had
asked me to, she shook her head disapprovingly. (angrily,
disappointedly, approvingly)
Victors first day of seventh grade may remind students of their own,
not so long ago. Victor sets a goal of winning the heart of a girl
named Teresa, pretending to know French in order to impress her. He
actually knows very little French, is too shy to speak to Teresa, and
thinks that he has made a fool of himself in Mr. Buellers French class.
However, Teresa knows even less French than Victor does and Mr.
Bueller is a good sport about not telling Teresa otherwise. Teresa is
impressed with Victors seeming knowledge, and asks him to help her
to learn French. Victor is delighted and agrees, but also rushes to the
library to get some French books.
Sptimo grado
Puede que el primer da de Victor en sptimo grado les recuerde a los
estudiantes el suyo propio, no hace tanto tiempo. Vctor se propone
ganarse el corazn de una muchacha llamada Teresa, y finge saber
Ngay au tien trong nam hoc lp bay cua Victor co the gi cho nhieu
hoc sinh nh lai ngay au tien vao lp bay cua chnh mnh. Victor at
muc tieu chiem c cam tnh cua mot co be ten la Teresa bang cach
gia v biet tieng Phap e gay an tng vi co be o. Thc ra cau biet
rat t tieng Phap, lai rat ngng nen khong dam noi chuyen vi Teresa,
va ngh rang mnh a c x nh mot thang ngoc trong gi hoc tieng
Phap cua Thay Bueller. Tuy nhien, Teresa tham ch con biet t tieng
Phap hn ca Victor va Thay Bueller to ra la ngi biet chuyen khi
khong noi vi Teresa ieu o. Teresa that s an tng vi von kien
thc be ngoai cua Victor, do o nh cau giup mnh hoc tieng Phap.
Victor mng r ong y, nhng chay ngay en th vien e mn may
cuon sach tieng Phap.
Copyright by The McGraw-Hill Companies, Inc.
(p. 112)
GARY SOTO
Victor
VictorTeresa
TeresaBueller
TeresaVictor
BuellerTeresa Victor
TeresaVictor Victor
Copyright by The McGraw-Hill Companies, Inc.
Premye jou Victor nan setym ane dwe f elv sonje pwp pa yo, pa gen si
lontan pase sa. Objektif Victor se genyen k yon ti fi yo rele Teresa, donk li
f km si li pale franse pou enpresyone li. An verite, li pale yon ti Franse
tou piti, li p pale ak Teresa, epi li panse li rann tt li ridikil nan klas franse
Mesye Bueller la. Sepandan, Teresa pale mwens Franse toujou pase Victor
epi Mesye Bueller pa di Teresa sa. Teresa enpresyone devan konesans Victor
sanble genyen an, epi li mande Victor pou li ede l aprann franse. Victor
anchante epi asepte, men li kouri al nan bibliyotk la pou pran kk liv
franse.
Victor thawj hnub hauv qib xya ua rau cov tub ntxhais kawm ntawv nco
txog lawv tus kheej, tsis ntev los. Victor npaj ua kom yeej tus ntxhais Teresa
lub siab hlub, ua txuj paub lus Fabkis kom raug tus ntxhais siab. Qhov tiag
nws kuj paub me ntsis thiab, tabsis txaj muag hais, vim nws tau ua tej yam
txaj muag heev hauv xibfwb Bueller chav Fabkis lawm. Tabsis, Teresa tseem
paub lus Fabkis tsawg dua Victor thiab xibfwb Bueller los tsis qhia dabtsi
txog nws. Teresa txaus siab heev rau Victor txoj kev txawj ntse, thiab tau
hais kom nws pab qhia Teresa kawm lus Fabkis. Victor zoo siab heev thiab
kam qhia, tabsis kuj maj nroos mus tom chaw saib ntawv nqa cov phau
ntawv Fabkis.
Copyright by The McGraw-Hill Companies, Inc.
ACT I VI T Y
Directions In the first column of the chart below, list details or quotations from the story
that are used to describe something. In the second column, describe which of the readers five
senses the details appeal to. Then in the third column, explain what these details reveal about
the setting, characters, and events. The first row of the chart gives an example from the story.
4. 5. 6.
When you make an inference, you make a guess based on clues. You
use clues in the text and your own knowledge to figure out something
that the writer does not tell you directly. Making inferences is
important because most writers do not explain everything about a
character or situation. Making inferences about characters and
situations helps readers fully understand the characters and the story.
ACT I V I T Y
Directions In the first column, choose an event from the story. In the second column, write an
inference about the event. The first row is done as an example.
Event Inference
They talked about recent movies, The fact that they have to pick grapes
baseball, their parents, and the horrors to earn money to buy clothes suggests
of picking grapes in order to buy their that the characters are poor.
fall clothes.
Copyright by The McGraw-Hill Companies, Inc.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Continue choosing events from the story and making inferences. For this
activity, ask your teacher for a copy of the Two-Column Table Graphic
Organizer.
ACT I VI T Y
Directions Use context clues to determine the meaning of each underlined word. Write a
synonym or a short definition for each.
1. Victor began studying with conviction, taking extra steps to be
sure he got the answers right.
2. Michael glowered at the seventh-grade girls. He narrowed his eyes
and set his jaw.
3. Victor was zealous about getting Teresas attention. He did
everything he could to impress her.
4. Victor was rattled when his French teacher asked him to speak in a
language he didnt know.
5. Mr. Bueller identified with Victor because he had also once tried to
get a girls attention.
Compound nouns are nouns that are made up of two or more words. To form a
plural of a compound noun written as one word, add -s or -es. Add -es to words
ending in ch, sh, s, x, and z. When the compound noun is hyphenated or written as
more than one word, make the most important part of the noun plural.
doorknobs mailboxes great-grandmothers dining rooms sisters-in-law
A possessive noun names who or what owns or has something. To form the
possessive for all singular nouns and for plural nouns not ending in -s, add an
apostrophe and an -s. To form the possessive of all plural nouns already ending
in -s, add only an apostrophe.
a girls coat Hanss job childrens voices boys shoes bakeries cakes
ACT I V I T Y
Directions Write in the blank the correct plural form of the compound noun in parentheses.
Directions Write in the blank the possessive form of the noun in italics.
5. Why does Victor check out three French textbooks from the
library?
In this short story, Roger thinks that stealing a womans purse will get
him the blue suede shoes he wants. Instead, it gets him contact with
Mrs. Luella Bates Washington Jones. Mrs. Jones does not take Roger to
the police, or interrogate him about his home life. She takes him
home, feeds him dinner and gives him the money he tried to steal.
The reader is left to decide which course of action will ultimately have
the most influence on Rogers life.
Gracias, seora
En este cuento breve, Roger cree que robar la cartera de una mujer le
conseguir los zapatos de gamuza azul que l quiere. En lugar de eso,
lo pone en contacto con la seora Luella Bates Washington Jones. La
seora Jones no denuncia a Roger a la polica, ni lo interroga acerca de
su vida familiar. Ella lo invita a su casa, le da de cenar y le regala el
dinero que l trat de robar. El lector queda libre para decidir cul
Trong truyen ngan nay, Roger ngh rang lay cap c chiec v cua mot
ngi phu n se giup cau mua c oi giay mau xanh bang da lon ma
cau mong muon. Nhng thay v o, hanh ong lay cap ch a cau en
vi ba Luella Bates Washington Jones. Ba Jones khong giao Roger
cho canh sat hay gan hoi cau ve cuoc song gia nh. Ba a cau ve
nha, cho an toi va cho cau so tien ma cau a co lay cap. Tac gia e
oc gia oan xem rot cuoc cach x ly nao se co anh hng nhat oi vi
cuoc song cua Roger.
Copyright by The McGraw-Hill Companies, Inc.
(p. 124)
LANGSTON HUGHES
Roger
Luella Bates Washington Jones
JonesRoger
Roger
Copyright by The McGraw-Hill Companies, Inc.
Hauv zaj dabneeg luv nov, Roger xav tias nyiag tus poj niam lub hnab nyiaj
yuav ua rau nws tau nkawm khau xiav uas nws xav tau. Qhov tiag, ua rau
nws ntsib Mrs. Luella Bates Washington Jones. Mrs. Jones tsis coj Roger mus
rau tub ceevxwm, los tsis ua phem rau nws txog nws lub neej. Nws coj
Roger mus tom tsev, muab hmo rau noj thiab qhov nyiaj uas nyiag ntawd
rau nws. Cov neeg twm ntawv ho xav saib lub tswvyim twg thiaj yuav
muaj feemcuam rau Roger lub neej ntau dua.
Copyright by The McGraw-Hill Companies, Inc.
ACT I VI T Y
Directions In the first column of the chart below, list examples of characterization in the story.
In the second column, tell whether this is direct or indirect characterization. Then in the third
column, explain how these details develop the personality of the characters. The first row is
filled in as an example.
4. 5. 6.
Setting is the time and place in which a story takes place. A setting
can also include the values and traditions of a culture. When you
analyze setting, you look at separate parts of the setting to
understand their significance to the story. Analyzing setting is
important because the setting often influences the characters and
action of a story.
ACT I V I T Y
Directions In the graphic organizer below, record what you know about the setting of Thank
You, Mam. Use concrete details from the story in your answer. The first circle is filled in as an
example.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Continue recording details about the setting of the story. For this
activity, ask your teacher for a copy of the Cluster Graphic Organizer.
But the boy took care to sit on the far side of the room
where he thought she could easily see him out of the corner
of her eye....he did not want to be mistrusted now.
Langston Hughes, Thank You Mam
ACT I VI T Y
Directions Use the information about prefixes and suffixes above along with what you already
know to analyze the following underlined words. Write the meaning of each word on the line.
Some plural nouns and possessive nouns sound alike, but their spellings and
meanings differ.
The farmers harvested the corn. (plural noun)
The farmers harvests were plentiful. (plural possessive noun)
The farmers harvest is finished. (singular possessive noun)
A contraction is a word made by combining two words into one by leaving out one
or more letters and adding an apostrophe.
Katarinas homework is perfect. (possessive)
Katarinas preparing for the test. (contraction of Katarina is)
ACT I V I T Y
Directions Write possessive, contraction, or plural to identify the type of noun in italics.
2. What does the boy say he will do if she turns him loose?
3. What is the first thing Mrs. Jones has Roger do when they arrive at
her place?
5. What does Mrs. Jones give to the boy at the end of the story?
A rich man has offered a reward to anyone who can cure his failing
eyesight. A poor peddler, who believes in treating every living thing
with respect, has heard of an herb that can cure eyesight problems
and goes to look for it. While looking, he helps a colony of ants by
moving a rock out from the edge of a stream so that water will no
longer flood the ants nest along the stream bank. Later, the peddler
saves a centipedes life by scaring away an approaching bird. The
centipede turns out to be magical, and in its gratitude tells the
peddler that he will find the herb at the base of a pine tree that has
two trunks. The peddler finds the tree, but has trouble searching
around its base. He asks a local ant colony for help. The ants,
remembering the peddlars kindness to their cousins along the
stream, gladly find the herb for the peddler.
Mot ngi an ong giau co rao thng cho bat c ai co the cha c
th lc ang yeu dan cua mnh. Co mot ngi ban hang rong, du ngheo
nhng anh luon oi x mot cach knh trong vi moi sinh vat. Anh nghe
noi ve mot loai thao dc co the cha cac van e ve th giac lien len
ng i tm. Trong khi i tm, anh giup mot an kien bang cach dch
chuyen mot tang a ra khoi b suoi e nc khong con lam ngap to
kien doc b suoi na. Sau o, anh lai cu mot con ret thoat chet bang
cach uoi i mot con chim ang tien en gan. Hoa ra con ret co phep
thuat, va e bay to long biet n, no noi vi ngi ban hang rong rang
anh ta se tm thay loai thao moc o di goc mot cay thong co hai than.
Anh tm thay cay o, nhng gap kho khan trong viec tm kiem quanh
goc cay. Anh nh mot an kien o giup . an kien nay nh en
long tot cua ngi ban hang rong vi ho hang cua chung doc con suoi
no lien vui long tm giup anh cay thao moc.
Copyright by The McGraw-Hill Companies, Inc.
(p. 134)
LAURENCE YEP
Copyright by The McGraw-Hill Companies, Inc.
Yon mesye rich ofri yon rekonpans bay nenpt ki moun ki kapab geri je li k
ap bese. Yon revand medikaman pv, ki kw nan trete tout bagay ki vivan
ak resp, tande pale de yon zb ki kapab geri pwoblm je epi l al chche li.
Pandan l ap chche, pou li ede yon koloni foumi, li deplase yon wch sou
b yon kouran dlo pou dlo a sispann inonde nich foumi an sou riv kouran
an. Apre sa, pou sove lavi yon milpat, revand a f yon zwazo ki t ap
pwoche p. Milpat la majik, epi nan gratitid li, li di revand a l ap jwenn zb
la nan pye yon pye pen ki gen de twon. Revand a jwenn pyebwa a, men li
gen pwoblm chche toutotou baz li. Li mande yon koloni foumi lokal pou
li ede l . Foumi yo, ki sonje jantiys revand a pou kouzen yo ki rete b
kouran dlo a, jwenn zb la pou revand a ak anpil plezi.
Ib tug txiv neej muaj nyiaj tau hais tias nws yuav muab nyiaj ntau rau leej
twg uas kho tau nws lub qhov muag pom kev. Ib tug qhev lagluam, tus
neeg uas fwm txhua yam muaj sia, tau hnov tias muaj ib yam tshuaj ntsuab
kho tau qhov muag pom kev ces nws mus nrhiav tsob tshuaj. Thaum
tabtom nrhiav, nws tau pab ib xub ntsaum tshem ib lub pob zeb ntawm
ntug dej ua rau dej tsis nyab cov ntsaum lub zes. Tsis ntev, tus qhev lagluam
tau cawm ib tug kab laum tshooj ntawm noog ncauj. Kab laum tshooj muaj
khawv koob, thiab qhia nws nrhiav tau tsob tshuaj ntawm lub hauv paus
thuv ob cag. Tus qhev lagluam nrhiav tau tsob ntoo, tabsis tsis pom hauv
paus ncau. Nws nug ib xub ntsaum nyob ntawd kom pab. Cov ntsaum, nco
tau nws kev ua siab zoo, lawv zoo siab pab nrhiav tau tsob tshuaj rau nws.
Copyright by The McGraw-Hill Companies, Inc.
The theme is the main idea of a story, poem, novel, or play. The theme
often tells you what the author thinks about a topic. Folktales often
share the same theme. For example, the value of friendship is a theme
that is common in folktales.
Discovering the theme of a story is important because it helps you see
a deeper meaning. A storys theme can teach you lessons about life.
ACT I VI T Y
Directions Choose a theme in We Are All One that you feel the story supports. Write it in
the top box of the graphic organizer. In the rest of the boxes, write details and quotations from
the story that support or illustrate that theme.
Theme
ACT I V I T Y
Directions In the first column, identify a plot event in the story. In the second column, tell
about the events meaning. Explain how the event relates to the storys theme or main idea.
The first row is done as an example.
Event Meaning
The peddler saves the centipede from This event shows how the peddler
being caught by the bird. The centipede helps others. One theme of the poem is
then tells the peddler where to find the that if you help others, you will be
cure. rewarded.
Copyright by The McGraw-Hill Companies, Inc.
1. 2.
3. 4.
ACT I V E R E A D I N G G R A P H IC O R G A NIZER
Continue recording events from the story and their meaning.
Ask your teacher for a Two-Column Table Graphic Organizer.
Symbol Sound
ACT I VI T Y
Directions Use what you know about pronunciation to help you answer the questions.
e
1. Does the pronunciation kri r represent the word career, crier, or
carrier?
2. Does the pronunciation roof represent the word rough, roof, or rife?
3. Does dissolve (di zlv) share a vowel sound with cough, caf, or coat?
ACT I V I T Y
Directions Underline each appositive or appositive phrase.
6. The ants, the peddlers old friends, came to help him in his time
of need.
9. The rich man, a land baron, let the peddler into the house.
2. When the peddler is leaving for his journey, when does he tell his
wife he will be back?
3. During the dream, what does the queen tell the peddler about
finding the herb?
5. How does the rich man show his gratitude to the peddler for
finding the cure?
mgica?
Bai bao nay cua tap ch TIME mo ta nhng no lc cua cac nha moi
trng nham ngan nga cac vu chay rng nghiem trong. Nhng vu
chay rng nh vay thng xay ra khu vc tay nam nc My, ni kh
hau am va kho. Cac nha chc trach can phai lam cho rng tha hn e
neu co chay rng xay ra th se khong co nhieu go e am chay lan
rong. Cac bien phap lam tha rng gom co on go va ot co kiem
soat mot so khu vc nho trong rng. Cac nha moi trng ang tran tr
vi nhng cau hoi quan trong nh: viec on cay non e tao ieu kien
cho cay gia song c co phai la mot viec lam ung an khong? Moi
ngi ang tm kiem cac bien phap hu hieu hn trong quan ly rng va
bao ve cac cong ong khoi b anh hng cua chay rng.
Copyright by The McGraw-Hill Companies, Inc.
(p. 144)
TIME J. MADELEINE NASH
TIME
Copyright by The McGraw-Hill Companies, Inc.
ACT I VI T Y
Directions What do you think is the main idea of Fireproofing the Forests? Write the main
idea in the top box of the graphic organizer below. Then, write details from the story that
support or illustrate the main idea.
Main Idea
ACT I VE RE A D I N G G R A P H I C OR G A NIZER
Continue writing details from the story that support the main idea.
Ask your teacher for a Supporting Details Graphic Organizer.
2. What did he say would be the way to get them to look that way
again?
2. Cmo dice que se puede lograr hacerlos ver como eran antes?
ACT I V I T Y
Directions Use the graphic organizer below to compare and contrast the themes of The
Rider and Ill Walk the Tightrope.
A bicycle racer thinks about a boy who thought that if he went fast
enough on his rollerskates, he could outrun loneliness. The bicycle
racer thinks this is a wonderful idea. He hopes he can use it both to
win his next bicycle race and to never feel lonely.
El ciclista
Un ciclista de carreras piensa en un nio que crea que, si corra lo
bastante rpido con sus patines, podra dejar atrs la soledad. El
Mot ngi ua xe ap ngh ve mot cau be co suy ngh rang neu cau
trt u nhanh tren oi giay trt pa tanh th cau co the tron thoat c
noi co n. Ngi ua xe ap cho rang ay la mot y tng tuyet vi.
Anh hy vong co the s dung y tng o e va gianh c chien thang
trong cuoc ua xe ap sap ti va khong bao gi cam thay co n na.
Mot dien vien day cang cao giai thch ve s can thiet cua viec tap trung.
Neu co nhn xuong di nhng ngi ang i tren mat at, co se mat
tap trung va nga lon xuong. Co khong co li an toan hay gay gi thang
bang, v vay phai bc i het sc can than. Co phai hoan toan tap trung
e gi thang bang.
Copyright by The McGraw-Hill Companies, Inc.
(p. 150)
NAOMI SHIHAB NYE
MARGARET DANNER
Copyright by The McGraw-Hill Companies, Inc.
Ib tus neeg xeem nees zab xav txog tus menyuam tub txoj kev xav tias yog
nws caij khau log ntog ceev txaus, nws yuav yeej txoj kev kho siab. Tus neeg
xeem nees zab xav tias nov yog ib qho tswv yim zoo. Nws npaj siv kom yeej
rau txoj kev sib twv nees zab tom ntej nov thiab kom txhob kho siab ntxiv
lawm.
Ib tus neeg taug hlua piav txog qhov tim tsum ntawm kev tswj. Yog nws
saib hauv rau tej neeg mus kev hauv av, nws yuav plam nws txoj kev tswj
thiab poob. Nws tsis muaj lub vas cuab thiab tsis muaj pas nruam nrog,
nws yuav tsum ua zoo tsuj zoo zoo. Nws yuav tsum tswj ntsoov rau txoj
kev taug ncaj.
Copyright by The McGraw-Hill Companies, Inc.
ACT I VI T Y
Directions In the second column below, record details or quotations from each poem. In the
third column write down the themes.
ACT I V I T Y
Directions Draw two lines under each action verb. Write physical or mental in the blank to
indicate whether the verb expresses physical action or mental action.
2. In The Rider, what does the speaker describe as never having felt
loneliness?
Spelling Practice
Adding Prexes
When you add a prefix to a word, do not change the spelling of the
word.
Examples
un- + concerned = unconcerned
re- + cycle = recycle
in- + destructible = indestructible
This is true even if the last letter of the prefix is the same as the first
letter of the word.
Examples
re- + emerge = reemerge
im- + moral = immoral
ACT I VI T Y
Directions Complete the chart by filling in all blanks. Remember to write the prefixes, words,
and new words in the correct columns.
2. legible illegible
sub- marine 3.
un- 4. unnecessary
re- consider 5.
6. scope telescope
ir- regular 7.
8. visible invisible
Character Names
Copyright by The McGraw-Hill Companies, Inc.
Character
Descriptions
Setting
Description
Conflict
Resolution
4 Chooses an Develops a plot Makes the Includes some Uses some dialogue
appropriate that is weak in internal or sensory details and description to
narrator, but one of the external to describe highlight similarities
point of view is following: the conflict part setting and and differences
sometimes beginning, the of some action, but among characters, but
inconsistent. rising action, the events in the some are could use more.
climax, the falling plot and the ineffective (not
action, or the basis of evocative).
resolution. the theme.
1 Both the Develops a plot Does not Does not Does not use any
narrator and the that is missing develop include sensory dialogue or
point of view more than one internal or details. description to
are ineffective or of the following: external highlight similarities
inconsistent. the beginning, conflict as and differences
the rising action, part of the among characters.
the climax, the plot or theme.
falling action, and
the resolution.
ACT I VI T Y
Directions Develop a performance of a scene from your story. You will most likely have to ask
some of your classmates to participate in your performance. Follow the steps below to create
the performance.
1. Choose a method of performance. Think about how you would like
to present your scene to your audience. You can use video
equipment, stage a play, put on a puppet show, or some other
original method. Record your method of performance here:
3. Decide who will help you perform your scene. Think about how
many actors you will need. Remember to offer to participate in
your classmates scenes as well. Write the names of your classmates
who will be performing in your scene here:
7. Rehearse your scene with your actors. Work with the actors to
make sure that your scene is clear and understandable. Make any
changes necessary before the performance. Write down any
changes you have to make here:
2 Rarely speaks Struggles to adjust Rarely changes Rarely varies tone Makes eye
clearly and speaking style to the pace of and volume and contact with
precisely. fit individual speaking to has difficulty audience only
characters. emphasize communicating once or twice
moments emotions or during
throughout the building suspense. presentation.
story.
1 Does not speak Does not adjust Does not Does not vary Does not make
clearly and speaking style. change pace of tone or volume. eye contact with
precisely. speaking. audience.
Copyright by The McGraw-Hill Companies, Inc.
Unit Resources Course 2, Unit 1 201
Name Class Date
How Alike?
How Different?
Venn Diagram
Copyright by The McGraw-Hill Companies, Inc.