THE Power oF Worps The selection “Early Writing’ tells how the people of ancient Sumer CT OC eek understand another language: “The Great Minu” isa story about a man who hears a word from a different language and gets confused. Finally, you will read part of a famous speech by President Lyndon’ Ls By Social Studies “The Great Minu” Reading Strategy: Understand irony Listening and Speaking In this uni, you will summarize a social studies text and retell a story, sate a subtopic web, rn how to edit a draft. .gan in ancient Sumer in the Midde East. Write two or three sentences about an ancient civilization you know about. PY® VIEW AND RESPOND Watch the Unit 5 DVD. As you watch, il answer the questions on page 175.[nom] Prepare to Read i — > BUILD BACKGROU! j What You om = cto dee = i = cea ! ‘4 The Tigris and Euphrates Rivers | 156 Unit S (ea > VOCABULARY Listening and Speaking: Key Words Look at the pictures ond the eaptions, They will help you learn the words in the box. Write the meaning of each ‘RIGHIIGREE word and say them aloud with a partner. Then check your work in a dictionary. cuneiform grain reeds Satie symbol » wedges People from ancient Sumer used a form of writing called 6unORR (kyo0-NEE-uh-form). Cuneiform was made of symbols shaped like or tiny triengles. Each sYMBAl stood for a word, ancient Sumer grew Bai. Grains are seeds that people eat, such as rice, wheat, and barley. 4. RHE are plants that grow in or near water. ‘To take notes means to write down important ideas as you read. ‘Taking notes can help you remember important facts from the text. ‘© Write only the most important words. «You can shorten some words, such as cune for cuneiform. ‘© Reread your notes when you finish the text. Reading 1 157SOCIAL STUDIES JJ your notes after you finish reading, Beto EARLY WRITING Why Did People Begii Warktings People Begin Over five thousand years ago, people living in Sumer created the first known form of writing. What made these people begin to write? Many Sumeriens were farmers, Some farmers grew fall, such as barley, for food. Other farmers raised sheep for milk and wool. As Sumer got bigger, its people needed a way to record, or write down, facts about their products. For example, farmers needed to know how much grain or how many sheep they had. When farmers traded barley or sheep for other products, they needed a way to remember how much grain and how many animals they had traded. Writing was a way for Sumerians to record facts and remember them. Perhaps writing began when a sheep farmer drew a picture of a sheep. Then he added ‘marks next to it to show how many he had traded. ‘A This Sumerian clay ablet tells how many sheep and goats people had. products, things pope mz traded, Bought and sold =r grow 158 Unit S Pay te Auio CO. Usten fr pats of tention Liston othe way the oie rss and fas, nionation ives ‘hes shot whats impotent n be text. How Did the Sumerians Write? ‘The Sumerians did not have paper to write cons we do today. They wrote on clay tablets—flat pieces of clay. There was alot of lay along the Tigris and Euphrates Rivers, ‘where many Sumerians lived, Wet clay was soft and easy to write on. When the clay dried in the sun, it became hard and strong. ‘The Sumerians wrote on clay with Feds, plants that grew along the rivers. They pressed the end of a reed into the clay and made pictures and marks, The marks were shaped like SIGE, or small triangles. We call these marks EGHOFAA. Cuneiform comes from two Latin words: cuneus, which means “wedge,” and forma, which means “shape.” A. Reeds grew along the Tigris ‘and Euphrates Rivers. Gao Bh nating of Infomation id {ames in Sumer need to recor? Bi wy aia the ‘Sumerians wate oncley? Bi Wat does the word ‘une mean? Lay Reading 1 159 ‘A. Sumerians wrote on cl witha reed. The reed made wedge-shaped marks in the layHow Did the Sumerians Write Numbers? fish > ‘The Sumerians also used cuneiform to write numbers. One vertical, or up-and-down, wedge mark bit stood for the number 1, two vertical wedge marks | stood for the number 2, and so on. One sideways This tablet shows ‘wedge mark stood for the number 10. a how the pictures used Over time, trade in Sumer grew. The people | inearly Sumerian needed to use larger numbers. People began to use imo the symbol Y to stand for both 1 and 60. How did «, ‘shaped caneifeer. they do this? A Y symbol on the left side of a cow " number stood for 60. On the right side of a number, the same symbol stood for 1. For an example, see the number 201 in cuneiform below. “This tablet tells how many workers were given certain js How Did Sumerian Wri Change todo. | over Time? ting | ‘The earliest Sumerian writing was made up of litle pictures. The pictures stood for things and for the sounds “The edge ofthe tablet of words for those things, For example, the 81561 <= show the foal numberof workers: 201. could mean the idea of water and the sound of the word for water in the Sumerian language. | Over time, the pictures changed to cuneiform, | Cuneiform was easier and faster for people to write, Look Y Y Y < € Y at the tablet above. It shows how the pictures for fish, bird, tree, and cow changed over time. 80 + 60 + 60+ 30 + 20 += 208 i Co | Cuncitoom writing ona wall inthe Palace of Daius jp omet 1 0a wall inthe Palace of Darius i How was cunt ersepolis, ran torr rom to exer picture writs? Bi ow a Sumerans cage the way hey ‘wrote over tie? 160 Unies Reading 1 161 (rrrca Review and Practice > RETELL AND REVIEW 1. Tella partner what you leamed about early Sumerian writing and cuneiform. Use the headings and the pictures on pages 158-161 to help you. Use the Key Words. If you can't think of a word, describe it, use a synonym, or ask your teacher. 2, What important words and Ideas did you write down as you read the text? Did you shorten words as you took notes? > comprenension ka \Wite the sentences below in your notebook. Write Yes ifthe statement is true, White No if itis not true. Then rewrite the statement corectly, Reread ages 158-464 to find supporting evidence for your answers. 1. Sumerians used tree branches to wite on clay. Ne. Sumerians used reeds to write on clay. Sumerians first used writing to record facts about products they traded. Farmers in Sumer grew barley, a kind of reed The earliest synbols used in Sumerian writing were ite pltures. In Sumer, people wrote on paper. There were no fivers in Sumer Noosep Cuneiform symbols were shaped like wedges. 8. The same wedge-shaped symbol could stand for both the numbers 1. and 60, ez Unit 5 Other Early Writing ‘The Sumerians created one form of writing. Other ancient peoples \wrote in other ways. They used different materials to write with and to write on. They used different symbols. Look at these examples: ‘A. Ancient Egyptian writing -& Ancient Chinese writing 4 Ancient Aral [A. Talk about the early forms of writing in small groups. 4. Describe the symbols. What shapes are they? Listen closely to your val do you Urink Ure people: wrote with? cesomatee. What 2. Wirt do you think Ure people wrote a 3. What material did they write on? Serene Gal ‘ie to support heir B. Find out more about early forms of writing, Saal 11. Use the library or the Internet to find information. 2. Choose a place to read about, such as Sumer, Egypt, or chia. La 2. Take notes as you read. 4. Report what you have leamed to a partner. Use formal language. Reading 1 163moc] Prepare to Read 3 > BUILD BACKGROUND What You WiITLocrn “The Gost Mini" e a fottale tom Gna, # county in ports Wiest fica, Ghana hos many reo, er prs, Mor han Teedayuidng: ity languages were once spoken in those fee eons. Carlet dctray’ Tay hen In Grane loom English in sche. fs ow ss the main language in Ghana sexi stor toasty Tat pe tse (folktale and play) cana rose ‘ting tems tr aepot Wit angoaseor Area eos the cope sy tee of Ghana. BB How do you say hela nyo home lngenge? Do yourtorre Tangeage ne he sae aipabet Engst? Solos > VOCABULARY Listening and Speaking: Key Words Look at the pictures and the cay ms. They will help you learn the words in the box. Write the meaning of each word and say them aloud with a partner. Then check your work in a dictionary. coffin funeral port sailor village A Many people walk behind the = ona shi (ieasien nae ‘Sometimes in a story how things appear to be Is very different from how they actually are. This is called irony. As you read, ask yourself: '* What doas Akwasi think *Minu” means? ‘© What does the writer tell you “Minu” means? ‘© How does this irony make the story funny? The SIGE works The ship - is inche BOA. a | Reading 2 165‘Set a purpose for reading This is a folktale about a rman from a small village in Ghana, His name is Akwas. ‘Akwasi decides to travel to Accra, the capital city of Ghana, ‘As you read, think about how the writer uses irony. tio THE GREAT MINU Adapted from Folktales and Fairy Tales of Africa, selected and retold by Lila Green ‘Along time ago, there was a young man named Akwasi (ah-KWAH-zee). Akwasi lived in a small fila in Ghana, One day, Akwasi decided to travel to Accra, the capital city. It was a long way from his village. He had never been to Accra before. He did not know that the people of Accra spoke a different language. Akwasi walked for many days. Finally, he arrived at the city of Accra. Just outside the city were hundreds of cows. “Tell me, who owns all these cows?” he asked a young boy who was standing near the cows, ““Minu,” the boy said, which in the language of Accra means, “I don't understand.” “Minu2” Akwasi said. “Minu must be a very rich man!” 166 Unit 5 ‘Then Akwasi entered the city. He saw many big shops. The shops were full of beautiful hings—rugs, gold jewelry, bell, lamps, and mirrors. In his small village, there were no shops like these. Akwasi asked a woman, “Tell me, who ‘owns all {nese beautiful shops?” But the woman did not understand. “Miu,” she said. “Mr. Minu?” Akwasi said. “He owns all these shops, too? He really must be very, very tich!” ‘Next, Akwasi walked by some very large and fine kouses. “These houses are magnificent,” he said. “They are not like the small huts in my village!” ‘Akwasi saw a young girl sweeping the steps of abig house. “Tell me, who owns these houses?” he asked. But the young gitl did not understand. “Minu,” she said. “Minu,” Akwasi repeated. “Ofcourse, the great Mr. Minu!” ‘Then Akwasi arrived at the OH. There vwere many ships. Akwasi could see that there were many boxes and bags of grain on the ships. “Tell me, who owns all these ships?” Akwasi asked a S3i16%. But the sailor did not understand. “Minu,” he said. “Is that so?” Akwasi said, “Mr. Minu ‘owns these ships, oo? Mr. Minu must be the richest man in the whole world!” ‘magnificent, grand, beautiful Fhus, small Souses with only oe or two rooms Reading 2 167168 Units After Akwasi had walked around Accra for a long, long time, he decided to go home. He wanted to be back in his own village. He began walking toward the edge of the city. Suddenly, he saw a long line of people. They were walking behind a SH. Many of the people were crying. “A SURGE,” Akwasi said to himself. “An important person must have died.” Akwasi stopped a woman who was in the long line of people. “Tell me,” he said. “Who is the person who died?” But the woman did not understand, “Minu,” she said sadly. “Oh, no!” Akwasi said, “The great Mr ‘Minu is dead! Can it be true? How sad! He ‘owned hundreds of cows. He owned many beautiful shops. He owned magnificent houses. He owned many large ships. And now look at him! He isin a coffin, He has left all those fine things behind. He has ied, just like any other person.” At that moment, Akwasi felt that it was not so bad to be just plain Akwasi, and not the great Mr. Minu. The more he thought about it, the more Akwasi understood that he had much to be thankful for. Akwasi felt that it was very good to be alive, even if he didn’t own a lot of things. And so Akwasi walked back to his village, a happy man. Gao Wy was Akwasi nappy to be himself and not Mr Miu at the end ot the story? How is this an ‘example of roy? Now read the same folktale as a play. There are eight parts. CHARACTERS Narrator Young Gist ‘Akwast Sailor Young Boy ‘Second Woman Fist Woman Chorus Nanator: A long time ago, a young man named Akwasi lived in Ghana. ‘Chorus: His home was in a village Narator: One day, Akwasi decided to travel to Accra, the capital city. The people there did not speak his language, but Akwasi did not know this. Chorus: He traveled for many days Narrator: Finally, he arrived at the city. Just outside the city were hundreds of cows. Avast (to oy?) Who owns these cows? Young Boy: Minu, ‘Ayasi: Minu? Minu must be a very rich Narrator: Then Akwasi entered the city Chorus: He saw many big shops fall of beautiful things Alvasi (én worsan): Look at all these beautiful shops! Who owns all these shops? First Woman: Minu. Alwast Mr. Minu, again? Does he own these shops, too? He really must be very, very rich! Narrator: Next, Akwasi passed some large and fine houses. The Great Minu @ artey ‘Chorus: He had never seen anything like them in his own village. Narrater: He saw a young girl sweeping some steps. ‘Awa (io girl): These houses are ‘magnificent. Who owns these houses? Young Girt: Minu, ‘Akwasl: Minu, Of course, it is the great Mr. Minu! Narrator: Then Akwasi arrived at the port. ‘Chorus: He saw many ships full of grain. ‘Akwas (to sailor}: Who owns all these ships? Sailor, Minu. Akwasi: Can it be true? Mr. Minu must be the richest man in the world! Narrator: Finally, Akwasi decided to go home to his village. As he was leaving Accra, he passed a long line of people. Chorus: They were walking behind a coffin. ‘Akwasi (to woman): This must be a funeral ‘What important person died? Second Woman: Minu, ‘Acwasi: Oh, no! Is the great Mr. Minu dead? Narrator: Akwasi thought about all Mr. Minu had owned. ‘Akwasi: Now look! He is dead, just like any other person. Chorus: Akwasi went home to his village. ‘Akwast: Lam happy to be who I am. Thave many things to be thankful for. It is good to be alivenone] Review and Practice y3 > RETELL AND REVIEW 1. Look back at the pictures in “The Great Minu" on pages 166-168. Cover the words on each page. Retell tre events of the story to a partner, using only the pictures. Use the Key Werds. If you can't think of a word, describe it, use a synonym, or ask your teacher. 2. How does the writer use irony in the story? 3. What do you think is the lesson ofthis folktale? > comprenension LES Complete the sentences. Choose the correct word from the column on the right. Waite the completed sentences in your notebook. 4, Accra is the capital of Ghana. things 2. The people of Accra did not speak Akwasi's village 3. Just outside the city, Akwasi saw hundreds of grain 4, The shops were full of beautiful language 5. Akwasi talked to a young grt near one of the. coffin 6. There were many bags of _____on the ships. copite! 7. People in the funeral walked behind @ cows, 8. Akwasi traveled back home to his houses 170 Unit 5 Kente Cloth Artists in Ghana make kente cloths for people to wear. These cloths have many diferent designs. Each design means something different. Look at the examples below. a “Babadua” “Potsherd” strength “MotherHien” ‘Knowledge “Rising Sun” good mothers progress and energy A. Talk about the kente cloths in small groups. ‘1. What colors does each one include? 2. What does each design mean? 3. How are they the same? How are they different? 4. |. Which Is your favorite kente cloth? Explain why you Uke it Create your own kente cloth design. 1. Choose three of four colors for your cloth. Create a pattern with the colors. 2. Choose a meaning for your design. 3. Draw your design on paper. The basic design should be 10 centimeters (4 in.) wide. Repeat the design to make the cloth wider. 4. Share your kente cloth design with the class. Reading 2171Grammar Pronouns Pronouns are words that take the place of nouns. A subject pronoun replaces & noun that is the subject of a sentence. ,. ¥ subject subject pronoun Akwasi left his village. He left his village. {An object pronoun replaces a noun that is the object of a sentence. object objet pronoun People did not understand Akwasi, People did not understand him. Subject Pronouns | Object Pronouns ' me Remember to use pronouns correctly you you ven you speak as he, she, it him, her, it Well as when you we us we you you they them Practice Copy these sentences in your notebook. Replace the underlined noun in the first sentence with a pronoun in the second sentence. 1. Akwasi traveled to Accra. __J£__is the capital city of Ghana, 2. Akwasi asked people questions. The people of Accra could nat understand 3. Akwasi saw a gil sweeping the steps. Akwasi asked a question. 4. Akwasi decided to leave Accra. thought it was time to go home. '5. You and | learned a lesson from Akwasi. can explain it to the teacher. 172 Unit S joss 8 ee (ss Write Notes for a Report —— ‘A report gives information about a topic. To write @ report, frst choose a topic. Then find information about that topic. Suppose your topic is “Ancient Egyptian Writing.” You can find information about ancient Eaypt in books and on the Intemet. {As you find information, you need to organize it, or put itn order. One way to organize information is to write notes. Write notes for each book or website you use. '® Write down important facts and ideas. Use your own words. Do not copy information from a source. ‘© Write the address of the website. For a book, write the title, author, publisher, place and date of publication, and page number. Read notes that one student wrote. Then answer the questions, Ancient Egyptian Whiting © sarliest form called hieroglyphs | © Eqyptians began. writing hiero around 3000 B.CE © Mast were pictures that stood for pe animals, & things © Hero were painted, carved, or written with brush and ink Source: Ancient Egypt. by George Hark, Dorling Kindersley, New York 1990, p. 34 :L. What is the topic of this report? 2. What source (book or website) did the writer use for the notes? 3. Where did the student write the source? Reading 2 173Practice baa You will write a report about an early form of writing, 1 Reread the student’s notes on page 173. Think of a topic on early writing that you want to write about. Writing Strategy: Subtopic Web Think about your opie. What subtopics, or smaller toples, do you want to wrt about? Use @ subtopic web to organize your ideas Wite your topic inthe mide fa sheet of paper. Ten think of some ideas to wt about your topic Look at ths students subtopic we a Ancient Egyptian Writing a ~_—— Where Egyptians \; ~ urote hieroglyphs, How the Egyptians) made hieroglyphs ealyphs / Ne IE Look for information about your subtopics inthe library and onthe Intemet. Which ideas can you fnd the most information about? Choose these subtopics to wite about. 2, Make a subtopic web for your topic in your Notebook. Choose three subtopics. Then find information about them. Remember to write notes and be sure to include source information. 3. Use your notes to write your report. Edit your work, Make sure you vary your sentences. Use different lengths and types. Also check for pronoun agreement. Finally, use what you know about spelling, pattems to check for misspellings. 174 Units Prepare to Read > BUILD BACKGROUND In 4964, President Lyndon Johnson made a speech explaining how he wanted to make the country a better place. He sald he wanted to create the “Great Society.” The two main goals 1 Vocabuiary bulng of President Johnson's Great Society were to get end poverty Connottion and racial injustice. He also wanted new programs to imbrove ‘= Connect to reatng education, medical care, and transportation. In this section, you ‘Main ideas and deta will read part of his speech to the American people. Authors purpose ‘Speeches type: Ifomational President Johnson signing the Civil Rights Act of 1968 text (soci stuies) sw Eciting a rat w Editing Unit 5: The Power of Words ‘our teacher wil play the DVD fortis unt. fer you listen, answer these questions. A. Whereis Ghana? 4. Wat is bargaining? ‘2.\Where do the people of Ghana goto buy, 5. What are some items you can buy ata typical sell, and trade goods? market in Ghana? ‘8. For wnat other reasons do people goto 6. Why are words so powerful ata market the market? in Ghana? CER?> CONNECT TO VOCABULARY Connotation is the dictionary definition of a word. Connotation is the feeling that goes along with a word. Sometimes, you can tell the connotation of ‘a word by its context. That means the way itis used in a sentence. Words with positive connotations send a positive message. Words with negative connotations send a negative message. Words with ‘neutral connotations do not express positive or negative feelings. Words can have similar denotations but different connotations, Read the examples below. All the words mean *having little body fat.” However, their connotations are different. Word Connotation Feting) ‘lender | postive skinny | negative teen neutral or postive Practice ESE |, Read the paragraph. Use a dctonayt find the denotation ofthe word |} stingy Use the meaning ofthe paragraph to gue out te comnctaton ofstingy. ‘Many people are careful with money. They think before they spend. However, some people are too careful with money. These people are stingy. They don't buy gifts for people, they never lend ‘money to friends, and they never give money to people in need. 176 units Most words have both a denotation and a connotation. Denotation > CONNECT TO READING Main Ideas and Details ‘The main idea of a piece of writing makes a point about the subject. The main {dea is usually big, or general. Details expiain te main idea. Details are usually ‘small, 0” specific. Read the paragraph. Look for the main idea and details. ‘Summer Often, summer is a happy time for children, The weather is usually good. ‘The sun shines, and children can play outside. They can go swimming. If they have a pool, they can use it. Otherwise, they can go to the beach. They can ‘also ride their bikes. Another reason summer Is a happy time for children is this—in the summer, many children don't have to attend school. ‘Summer is the subject of the paragraph. The first sentence Is the main idea. It makes a point about summer. The point is that summer is often @ happy time for children. Mary details explain the main idea: + The weather is usually good. + The sun shines. + Children can play outside. + They can go swimming. ‘+ They can swim in a pool or go to the beach, + They can ride their bikes. + Many children do not have to go to school ‘Some details are more important ‘than others. For example, “They can -g0 swimming” is more important than “They can swim in a pool.” Why? Because “They can go swimming” has a broader meaning. Itis a detail that can be broken down into smaller details. "They can swim in a pool” is a good detail, but it cannot be broken down into smaller details, soit is not as important. Practice What are the most important details in the paragraph? Work with a partner. Discuss your ideas. Reading 3.177Author's Purpose {An author's purpose is his or her reason for writing. These are the three main purposes for writing: ‘+ to inform readers, or explain a subject ‘+ to entertain readers, or engage them ‘+ to persuade readers, or make them do something Source Passage ‘Author's Purpose Encyclopedia | “Many Sumerians were farmers. ‘To inform: This paragraph gives ‘Some farmers grew grain, such as _facts about Sumerians. barley, for food. Other farmers raised sheep for milk and wool.” Play “'Minu, the boy said, which inthe To entertain: This passage makes language of Accra means, ‘Idon’t people laugh. It is just for fun. understand.” "Minu?" Akwasi said. ‘Minu must be a very rich man!" Book review “Everyone should read the folk tale To persuade: This passage makes “The Great Minu, It uses humor to people want to read “The Great teach a powerful lesson about life.” | Minu.” Practice WES Identify the purpose of the paragraph below. Then find the main idea. “The earth's crust isa layer of rock that covers the earth. It is underneath all the land and water on the earth. The crust is made of huge pieces of rock called plates. The plates move very siowiy” 178 Unit S ‘Speeches A speech is a talk given by a speaker to an audience. A good speech makes people sit up and listen. It uses clear, interesting language. It is easy to understanc. Good speakers use language devices to help them make their point. A device is a tool. Look atthe language devices used in the examples below. Device Definition Example repetition repeating words ‘The only solution is change; change that will help us all; change that will bring about a new vision of our future. alliteration | repeating the first | am offering you—kind members consonant sound in __of this community—my creativity a string of words ‘and courage. allusion | making hint about This is the home of the brave; we something or someone need to show that bravery by voting ‘against this unfair policy. Practice ‘Work with a partner Write a short speech about school. Use one or more of the: ‘speech devices. Reading 3 179A INFORMATIONAL!) Set 2 purpose for reading A TEXT [President Johnson's spee fo soci. stupies ff 1. from “THE GREAT SOCIETY” Ihave come today from the turmoil of your Capital to the tranquility of your campus to speak about the future of your country. The purpose of protecting the life of our Nation and preserving the liberty of our citizens 4s to pursue the happiness of our people. Our success in that pursuit is the test of our success as a Nation. For a century we labored to settle and to subdue a continent. For half a century we called upon unbounded invention and untiring industry to create an order of plenty for all of our people. ‘The challenge of the next half century is whether ‘we have the wisdom to use that wealth to enrich and elevate our national li quality of our American civilization. [Hn your time we have the opportunity A President tomove not only toward the rich society and the Re ion powerful society, but upward to the Great Society. senmson ind to advance the ACT ‘Tho more you read, te arger your ‘vocabulary knowledge becomes. Now ‘hat you have read this speecn, go to vw. Longmankeystone com and do the activity fortis unt, You wi eam ways to use kinesthetic visual supporto develop vocabulary and structures and to build more background io LU 180 Unit $ Cao Hl Wat iste purpose of Lyndon Johnson's speach? How can youtel? Bi Reread the first sentence ofthe speech, What device isuseo? Ei Ihe phase “pursue the happiness” isanalusiono. the Decleration of Independence. Why {do you think Jonson ‘made this allusion? Writing E Esl a Draft In this lesson, you will earn to edit a draft. When you edit, you check for mistakes in spelling, grammar, and punctuation. You also check to see that. the writing is organized. Is there a main idea? Are there details to support the main idea? Read the saragraph a student wrote. Then answer the questions, Playing tennis is my favorite exersise. To play good, I have to use most of the muscles in my body. I have to use my leg muscles to move feruurd and backward I have to use my arm muscles to serve and hit the ball. After a match, I fel great. Do you like to have fan. I suggest you play tennis. 41, What speling mistakes did the student make? 2, What grammar mistake did the student make in the second sentence? 23. Where didthe student forget to put @ period? A question mark? . AL SREPractice 1L, Read Reread the student's paragraph, Do you like sports or disike sports? 2, Write Write a paragraph. Give your opinion of sports. Explain ycur apinian with reasons. ‘3. Edit After you finish writing your paragraph, edit it. Use the checklist below, twill help you find any mistakes, and will remind you to include @ main idea ‘and supporting details. EDITING CHECKLIST | have spelied all words right. If | have used a computer spell- check program, | have double-checked my paragraph. My paragraph is free of errors in grammar, | have used verb tenses correcty. All pronouns refer to the correct nouns, ‘My draft is free of errors in punctuation. I have used correct end purctuation, My paragraph is organized. | have a main idea, and | have included details that support it 4, Share After you have edited your draft trade paragraphs with a partner. Look over each other's writing. Did you find and fix all the mistabes? If ‘ot, fx them now. RD Unit 5 Link the Readings Make @ chart tke the one below to compare the readings inthis unit Look at ech word in the column. Put an X under “Early Writing” if the word reminds you of that tex, Put an X under “The Great Minu” if the word reminds you of the foltale. Put an X under “The Great Society" ifthe word reminds you of the speech, Put an X i ll places if the word reminds you of all selections. Check Your Knowledge Language Development 4. Look at your notes from “Early Writing.” Use your notes to tell a friend what you learned. 2, What is @ pronoun? Say a sentence with a subject pronoun. Say a sentence with an object pronoun, 3. Describe the irony in the folktale “The Great Minu.' ‘Academic Content 1. What modern country is located where ancient Sumer once was? 2. Why did the people of Sumer need writing? 3. How did the Sumerians write numbers? 4. What were the goals of President Johnson's “Great Society"?about itin different ways. The fable” The Blind Men and the unc eee eet] POCO CU RUC ence) BAT ric OO MUL mn teeter nt ways animals use their hearing, smell, sight, and touch. SRE Lets “The Blind Men and the “Animal Senses” “Tiny Giant” Elephant” Reading Strat Reading Strategy: Make inferen Findmain ideas Structureand elements ofpoetr tening and Speaking In this unit, you will retell a fable and summarize a science In this unit, you will create a sensory devails chart, write a descriptive paragraph, and learn how to plan and write a poem. We have five senses: hearing, sight, touch, smell, and taste. Write two or three sentences about the sense that is the most important to you. PY VIEW AND RESPOND = Wateh the unit 6 DVD. As you watch, ‘answer the questions on page 205. www.Longmankeystone.coranc| Prepare to Read See Listening and Speaking: Key Words Look at the pictures and the captions. They will help you What You ?BUIES RAckasouND) learn the words in the box. Write the meaning of each ‘argue Will Learn “The Bind Men and the Elephant” isa fable. A fable is @ (NRE word anc soy hom aloud wth eparer. Then | aephant gio Reading sstcry that teaches a moral, or a lesson about life. This fable check your work in a dictionary. gentle wy ocala btcing. | is rom in trunk | Contr detrary tusks sis nies . im Reading strategy: Nate hess Ye pe itatre ! (fable and play) A. An BIBBABIE Is @ large animal. IL has two long front teeth called tUSKS and a long nose Ruinentrecrle hava citer called a fifk, The elephant in the story is a ideas, they sometimes HS itle animal. it does not hurt people. aboriahic eealionigne | Lay Sometimes writers do not tell you what story means. They give clues about the ston’'s ey ro Paxnvcr meaning. Inese cues can be things thatthe characters do nd say. The eader uses the Why do you think the clues to make inferences about, or guess, the stoy's meaning, a foching the '* Look for clues in the story. Sephanks Expiain. ¢ Think about what the characters do and say. aE © Usc these clues to guess the meaning of the story. 186 Units Reacing 1 187‘Set a purpose for reading “The Blind Men and | 7 | LITERATURE Bi the Elephant” isa fable rom India, Like most fables, it hhas a moral, or a lesson about life. As you read, make FABLE Jf inferences and guess the moral of the story. —— a ard the walking down a road in India. They met an old man leading an SIEBHART. They stopped to speak to the old man. One of the blind men said, “Sir, what kind of animal do you have? It is making a strange noise.” ‘The old man said, “It is an elephant.” men. “I don’t know what an elephant is.” “May we touch it?” asked the second. blind man. “We want to know what an elephant is like.” “Of course,” said the old man. “This elephant is @@HH. It will not hurt you.” ‘One by one, the blind mer. began to touch the elephant. The first blind man. touched one of the elephant’s [BBKS. It was Jong and smooth. The tip was pointed and Strange, not usual 188 Unit 6 The Blind Mer~ ‘Then the second blind man touched the elephant’ fA It was long and very strong, It moved up and down and from side to side. He cried, “Brothe elephant is not like a spear. Its like a snake! ‘Next, the third blind man touched one of the elephant’s legs. It felt thick and rough. It wwas very tall. “No, you are wrong, my brothers. An elephant is not like a spear. It is not like a snake, either. Its like a large tree.” After that, the fourth blind man touched the elephant’s side. Then he said, “Are you crazy? An elephant is not like a spear. And itis not like a snake. It is not like a tree, either. It is hard and wide and flat. Icannot find the end of it. An elephant is like a great wall.” At that moment, the elephant lowered its head. The fifth blind man reached out and touched one of the elephant’s ears. I felt big and soft and flat It flapped and made a breeze. He said, “No, my brothers. An clephant is not like a spear or a snake or a tree or a wall, It is like @ huge fan.” breeze, gentle wind Gaon Eh Wty aid the bind men want fo touch the elephant? Eh What cid the bind men tink the elephant ft ke? Ed Have you ever touched something tat you ‘couldn't see” Describe your experence. Reading 1 189Finally, the sixth blind man touched the elephant’ tail. It was long and thin. Ithad hair on the end. He said, “You are all wrong. An elephant is not like a spear or a snake ora tree or a wall, or even a fan, An elephant is like a rope.” Now, the blind men started to age. Each one thought that his idea about an elephant was correct. “Wait,” said the old man with the elephant. “You are all right. But you are also all wrong,” ‘The six men were confused. “How can wwe be right—and wrong?” they asked. The old man replied, “Each of you touched only a part of the elephant. An clephant is more than a spear. It is more than a snake. It is more than a tree. It is ‘more than a wall, It is more than a fan. It is ‘more than a rope, Imagine an animal that is all of those things put together. Can you imagine something huge and strange? That isan elephant.” Imagine. seein your mind, picture Ce iy 0 men argue about what an ephant Bi How does the old man eserbe the elephant? E100 you think elephants strange? Why or why not Now read the fable as a play. There are nine parts. CHARACTERS Narrator Fourth Blind Man First Blind Man ‘Fifth Blind Man Elephant Keeper Sixth Blind Man Second Blind Man Chorus Third Blind Man Narrator: Once upon a time, six blind men were walking down a road in India, They ‘met an old man leading an elephant. First Blind Man: Sir, what kind of animal do you have? It is making a strange noise. Elophant Keeper: It is an elephant. First Blind Man: An elephant? I don’t know what an elephant is, Second Blind Man: May we touch it? We want to know what an elephant is like. Elephant Keeper: Of course. This elephant is very gentle. It will not hurt you. Narrator: ‘The blind men began to touch the elephant. ‘chorus: The first blind man touched a tusk. First Blind Man: It is long and pointed! This animal is like a spear. Chorus: The second blind man touched the trunk. Second Blind Man: It is long, and it moves up and down and from side to side! Brothers, this elephant is like a snake! (chorus: The third blind man touched one of the clephant’s legs. The [lind Mey and the Elephant @ A Play ‘Third Blind Man: It is thick and rough. No, brothers, an elephant is like a large tree. Chorus! The fourth blind man touched the lephant’s side. Fourth Blind Man: Are you crazy? This animal is hard and wide and flat. An clephant is like a great wall. Chorus: Then, the elephant lowered its head, ‘The fifth blind man touched one of the lephant’s ears Frith Blind Man: Itis big and flat. It makes a breeze. An elephant is like a fan ‘chorus: The sixth blind man touched the elephant’s tal Slat Blind Man: Itis long and thin, It has hair on it, An elephant is like a rope. Narrator: The blind men started to argue. Each one thought his idea about the elephant was right. Elephant Keeper: Wait! You are all right. But you are also all wrong. Each of you touched only @ part of the elephant. Chorus: An elephant is more than a spear. It is moce than a snake. It is more than a tree. It is more than a wall It is more than a fan, It is more than a rope. Elephant Keeper: Can you imagine an animal that is all of those things put together? Can you imagine something huge and strange? That is an elephant.ram] Review and Practice 1 > RETELL AND REVIEW 1. Look back at the pictures in “The Blind Men and the Elephant” on pages 1188-190. Cover the words on each page. Retell the events of the story to 2 partner, using only the pictures. Use the Key Words. If you can't think of ‘a word, describe it, use a synonym, or ask your teacher. 2. What is the moral of this fable? Explain how clues from the story helped you understand the moral > comprenension bi Complete the sentences. Choose the correct word from the eclumn on the right Write the completed sentences in your notebook. 4. This fable takes place in the country of _India fan 2. The six blind men did not know about book 3. The first blind man thought the tusk was Ike a___ wall ‘4. The second blind man thought the trunk was like a_____. snake 5. The third blind man thought the leg was like a rope 6. The fourth blind man thought the side was like a spear 7. The fifth blind man thought the ear was like a—__ elephants 8. The sixth blind man thought the tall was like @ ‘ree 192 Units Simites A simile shows how two things are alike, or similar. In a simile, you use the word lke to compare two things. The elephant's tall was like a rope. (The simile compares the elephant's tal to a rope.) ‘A. Look at your completed Comprehension sentences ffom page 192, Find the similes in sentences 3-8. Then write in your notebook the two things that each simile compares The fret Blind man thought the tusk was like a spear The simile compares an elephand's tusk to a spear B. Read the poem. Then complete the activity, * Batic. Rain Poem The rain was ikea litle mous, quiet, small and gray. It pattered all around the house and then it went away. It did not come, I understand, indoors at all, until ical en opera left tracks across the silll. Elizabeth Coatsworth Sil bottom ofa window 1. Underline the simile in the poem, 2. What two things are being compared? 3. Name three words that show how the two things are alike. Sal Reading 1 193raons| Prepare to Read }> BUILD BACKGROUND “Animal Senses” is a nonfiction text. It tells about the ways Reading animals 609, hear, smell, and touch. 1 Vocabulary buidng: Context dctonary stil; sensory images 1 Reading strategy: Find main ideas 1 Text type: Informational text (science) Academic Content 1m Science vocabulary 1m Animal senses Grammar Adjectives Witing Wao a descriptive paragraph Elephants cannot see very well. But they have 00d senses of smell, touch, and hearing. > Discuss In what ways do elephante “talk” to each other? 194 Unit € > VOCABULARY Listening and Speaking: Key Words Look at the pictures and the captions. They will help you learn the words in the box. Write the meaning of each hive Highlighted word and say them aloud with a partner. Then predators ccheck your work in a dictionary, prey audio survive * vision 4 Owis see well. Their ood fisfoN helps them find food to SURV. or stay alive wis eat mics Onis are BredatOn. Mice are their Brey. Gna The main Ideas are the most important ideas in a text. Each paragraph usually has one main idea. The main ideas help you remember the important parts of the text. «© Notice headings and titles. They are clues to main ideas. ‘© Remember that the first sentence of a paragraph often tells the main idea. © Look for facts that support the main idea in each paragraph, Lal Reading 2 195Set a purpose for reading “Animal Senses" is a ‘nonfiction text. It explains how three kinds of animals Use their senses. As you read, look for main ideas in each section. What details support each main idea? Animal Senses Why Are Senses Important? Animals use their senses to S888 in nature. Animals’ abilities to see, hear, smell, taste, and touch help them find food. Animals also use their senses to avoid, or stay away from, their enemies, Animals adapt to their specific environments, or surroundings. As a result, most animals have one or tWO gg baby elephant feels safe holding ont its mother's senses that are more important than the jail. What conclusion can you draw about cephant others. These senses help animals survive. fanilist How Do Elephants Use Their Senses of Smell and Touch? Elephants have small eyes, and they cannot see well They use their senses of smell and touch to find food, water, and other animals, Elephants breathe and smell with their trunks. They use their trunks to smell the Elephants use their trenks to smell the air and the ground. adapt, change co ita specie situation beter 196 Unit 6 and the ground. Sometimes they can smell other animals or water from miles away. Elephants also touch each other with their trunks to communicate. Friendly elephants touch trunks as a greeting. Mother elephants touch new baby elephants with their trunks to welcome them. When a baby elephant is afraid, the ‘mother strokes it with her trunk, Sometimes a baby clephant holds its mother’s tail with its trunk. That ‘makes the baby feel safe. How Do Elephants Feel with Their Feet? Scientists think that elephants’ feet can feel vibrations A Flephants’ big ers can hear sounds that people's ears cannot hear, in the ground. For example, when thunder makes the ‘ground shake far away, elephants feel the direction of the thunder with their feet. Then the elephants know where to find rainwater. How Do Elephants Use Their Sense of Hearing? Elephants use their sense of hearing to avoid danger. Elephants can hear low sounds that human ears can’t. They can also make special low sounds with their trunks to communicate with other elephants far away. For example, elephants make sounds to tell other elephants about dangerous animals, such as lions. Baby elephants make special sounds when they are afraid. When a mother elephant hears the sounds, she goes to help her baby. ‘A. Elephants make sounds with » their trunks to communicate with other elephants, ‘communicate, give or share information vibrations shaking movements Pero) Bh Why con't elephants use ther sense of vision to finc food and water? EB Name two ways elephants (raw [F cctrunecatvtncat othr Reading 2 197What Is Special about an Owl’s Eyes? Owls have excellent #8168. At night, they fly and look for F}—small animals to eat, such as mice, rabbits, frogs, and birds. When owls see an animal move, they fly down and catch it. ‘Ovs are piREWAUOHS—they catch and eat other animals. ‘Their large eyes are specially adapted for hunting at night. Most birds have eyes on the sides oftheir head. These birds see well on the sides, but they do not see well in front of themselves. Owls are different. They have eyes in the front of their head, which makes them good hunters. Their eyes are good at following and catching prey. iting ching and ling animals fr food “Eyes in fron, likes to hunt.” Predators, such as ovis have eyes inthe front oftheir head. Their front-facing eyes help them find and catch prey. “Eyes onthe side, likes to hide.” Many animal, such as this sparrow, have eyes on the sides of their head. Sparrows can see left and right, so they can ‘escape from predators Owls catch end eat mice, frogs, rabbits, and 198 Uni 6 Why Do Honeybees Dance? Honeybees live together in large groups in hives. Honeybees travel to different flowers to get food and nectar. They use the nectar to make hhoney inside the hi. Honeybees cannot hear very ‘well, and itis dark inside the hive. As a result, they touch each other and use their senses of touch and smell to communicate, ‘A scientist named Karl von Frisch studied honeybees. He saw that honeybees move back and forth in a kind of “dance” when they return to the hive. They dance in different ways to tell other honeybees where to find food. Frisch saw that honeybees dance in a circle to show that food is near. They dance in a figure eight (oo) and wiggle to show that food is far away. The other honeybees in the hive use their senses of smell and touch to learn the location of the food from the oneybees get food and nectar dancing bees. from flowers. nectar, a sweet liquid found inside Nwers ‘wiggle to move and shake the body Tocation, place ae co i How aro tho dances of honeybees lke a language? EX Can you think of another bied or animal that has eyes in front? Bi in English, the sound an ow Honeybees use touch and smell to ‘makes is, "Whooo!” Wat communicate wth each other. sound das an owl make in your fist language? Reading 2 199Review and Practice Ce > RETELL AND REVIEW 1. Tella partner the main ideas you learned about elephants, ows, and honeybees. Use the headings and pictures on pages 196-199 to help you. 2. What facts do you remember about each animal? Explain. > comprcension a White the sentences below in your notebook. Use the words in the box to complete the sentences. Lsten careful to your Parner fr ideas that ate not stated direct, smell sunive vibrations. touch avoid predators. vision nectar 2. Animals use their senses to _survive _ in nature, 2. To survive, animals need to find food and 3. Owls have very good 4, Mother elephants welcome them. 5. Scientists think that elephants can fee! __ 6. Elephants breathe and with their trunks. 7 _ catch and eat other animals 8 Honeybees tell one another where to find by dancing. danger. ‘new babies with their trunks to with their feet. 200 Unit 6 Extension Sensory Images Poems often have sensory images. Poets use sensory images so readers can see, hear, taste, touch, or smell things as the poet does. Read this poem. Wings Bedi, If had wings iL I would touch the fingertips of clouds and glide on the wind’s breath. Pray the Audio CO. LUsten or patterns of intonation. Listen to the thytim ofthe Words and the way the Voie ses and tls, Intoraton gves clues {0 the meaning ofthe oem. If Thad wings Twould taste a chunk ofthe sun 2s hot as peppered curry If Thad wings 1 would listen tothe clouds of sheep bleat that graze onthe blue. Thad wings I would breathe deep and sniff the scent of raindrops. If Thad wings / I would gaze at the people who cling tothe earth, fT had wings I would dream of swimming the deserts and walking the seas. Pie Corbet : J What can you see, hear, touch, taste, and smell in the: poem? Copy the chart. Complete it with a partner. See Hear | Touch | Taste | Smell people 4 who eling bo the earth Reading 2 201Grammar Adjectives Adjectives describe nouns—people, places, and things. Adjectives can come after the verb be. ‘An elephant is gentle. Remember to se A lion is dangerous, aljeaives enicly Adjectives usually come before nouns. when you speak as well as winen you write, adjective noun —_—ajetve noun ‘An owl has large eyes and excellent vision. adjective noun Friendly elephants touch each other with their trunks. Do not adds to adjectives that describe more than one noun, Elephants have long tusks. Practice Use the words to make sentences in your notebook. Put the acjectives in the right place Example: sounds / hear / ow / elephants Elaphands hear lour sounds 4. ive / animals / environments / in / specific 2, long / elephant / tusks / the / has 3, trunk / strong /is / its 4. dance / honeybees / diferent / in / ways 8. dangerous / lions / are 6. dark /is / hive / a / honeybee's 202 Unit 6 eB ee Write a Descriptive Paragraph Use adjectives and sensory images when you write a deseription. Then your reader can see, hear, taste, smell, or fee! what the person, place, or thing you are describing is like. Read this description that Carlos wrote about his dog. Then answer the questions. - Carles dabgpras Mey Dag, Blow Mey dog Blur has a lung badry amd. short bigs. Blue's shire wey oa Whar te pul hi shire gery, ib sbotchee ihe a sbben band! Wiaears are very oman adametinnes they fall ints Ki foods Them hia care srmell like dog fond! Blue makes a. tac, shuange ssund wher he drinks watn, “Thuk-a-thuk-a-thub-a- thud!” hers he wants te go for a wath, te hauls, “Ch-h-o-s-e- owl” Blue has a big head and a tag nase Wis face te winked, and hiv eye ave sade cD marred hime “Bluw” because “kl” maama sad. Blan toaks sad, tuk he's a very funny dag! 2. Which adjectives describe what Blue looks lke? 2. What sensory images does Carlos use? Which senses do they describe? 3. How do Carlos's words and images make you feel about Blue? Explain Reading 2 203Practice 4 SEM You will write a descriptive paragraph about an animal. You can describe a pet, an animal you have seen at the 200, or any animal you lke. 1, Read Reread “Animal Senses” on pages 196-199 and Carlos’s, description of his dog on page 203. What descriptive words and images do the writers use? Writing Strategy: Sensory Details Chart |A sensory details chat can help you deserbe how things look, smell, sound, taste, and feel Carlos used this chart to wie his description. What I See What I Smell | What I Hear | What I Feel long body. nose, dog food on his | “Thuk-a-thuk- his loose skin ears ears a-thuk-a-thuk!” stretches like short lege hen a drinks \a rubber band seid “basset sad eye ” when he howls 2. Make a chart In your notebook, make a sensory details chart about your animal. Write words that describe what you see, smell, hear, and feel when you are near the animal 3. Write a descriptive paragraph Use your chart to write a descriptive paragraph about your animal. Edit your work. Make sure you combine sentences correctly. (Check your work for errors in spelling 204 Unit 6 id . ———————————— Pr FE }> BUILD BACKGROUND Prepare to Read What You In this section, you wil read a poem inspired by nature, You wil Learn also learn about the aeret tools posts use to write poems, Reading Poems can be short or long. Some poems are just a few lines. 1 Vocabulary bung: Other poems are many pages long. Have you ever written a poem ‘Arabs about nature? What inspire you to write he poem? Sfare wth them comet to retea class Store an eben of poetry 1 Tox ype Late oat Wing i Plan poem ‘= Write poor Bey Unit 6: Exploring the Senses ‘Your teacher wil play the DVD fr tis unit. After you listen, answer these questions. 42. Wats the largest land animal in the world? 22, How did many of fica’ highways begin? ‘3. What do elephants eat? '. What are some unusual things about the baobab tee? 6. Why do elephants need to eat alot? Why & tis problem? 4. Wat can olephants do with their trunks? Reading 3 205> CONNECT TO VOCABULARY Analogies ‘An analogy compares two sets of words that are related in the same way Lanka the analogy below. More is to less as loud isto soft. To understand the analogy, you must see how the two sets of words relate to each other. Ask yourself: How are more and less related? ‘The answer is that they are opposites. How are loud and soft related? ‘They, too, are opposites. Now, try to complete the analogy below. Nose is to smell as ear is to _ ‘The word smell tells what you do with your nose. To complete tne analogy, find a word that tells what you do with your ear. The correct answer is hear. You use your nose to smell, and you use your ear to hear, The two sets of words are related in the same way. Practice SSSR Work with a partner. Choose the word that best completes each analogy. 4, Penall is to write as knife is to___. 2, Shovel is to dirt as fork is to _. 3. Rock is to hard as blanket is to 4, Glove is to hand as sock is to 5. Candy is to sweet as lemon is to 206 Unit 6 © Paradox Astatement that doesn't | “She has eyes, > CONNECT TO READING Structure and Elements of Poetry To understand a poem, you may have to read it several times. The first few times, try to understand what the poem is about. Ask yourself: What is the subject of this poem? What does the poem say about this subject? ‘Once you can answer those questions, think about how ideas are expressed In the poem. Ask yourself how elements in the poem help shape the poem's meaning. The chart below describes some common elements of poetry. Element Definition Example Diction The words poet chooses | “The bleak night brought to use in a poem. Diction | Only the wail of wind, helps express ideas, set 2 | The shadows, lke ghosts, ‘mood, and create rhythm | rose beyond the window." ‘and sound. Understatement | Expressing less emotion _ “Her love was nothing to than one would normally | me. ! could have tossed it expect. Understatement | like a stone into the river.” creates a sense of ‘surprise or irony. Overstatement Expressing more emotion | */ ald not ust love her, than one would normally | worshipped her, expect. So | lay a thousand kisses upon ner brow." Irony ‘The poet writes something | “Water, water every that is the opposite of | where And all the boards what the reader might did shrink; Water, water, normally expect. ‘every where, Nor any drop to drink.” ‘Sarcasm The poet states one thing,“ was awoken by the sound but means the opposite. Or two cats yowiing. What music to my ears!” ‘seem to make sense, but yet she cannot Which is stil tue.Use your imagination when you read a poem. As you read, try to picture the people, places, and things that are described. Look for imagery, or descriptions that help you form pictures in your mind. See whether the poem has 2 controlling image, or main ‘word picture” that is repeated. For example, in the poem “The Rime of the Ancient Mariner,” Samuel Taylor Coleridge describes the sea many times. These descriptions are the controlling image. Figurative language is another imaginative element of poetry. The chart below explains different kinds of figurative language. things without using the Word lke or 2s. Figurative ition tose Detinit Example simile Using the word tke or as | “Do we run away, to compare two things that Like frightened rabbits?” are similar in some way. Metaphor Directly comparing two “The moon was a misty eye Looking down on us Through the night sky." ) Personification Giving human qualities to ideas or objects. “Stalks of com greoted us ‘As we walked in the fla.” [iso think about how a poem is organized. Many poems are organized into stanzas. A stanza is a group of lines that go together. Itis similar to a paragraph ina story, ; Structural i | ‘Beet betnten Bante | Couplet ‘A stanza of two lines, | “In sunny fields we run, which usually rhyme. Hands linked; hearts as one." ret ‘A stanza of three lines. If all three lines rhyme, the “Though my heac aches, ‘And my spirit quakes, stanza is called a triplet. | J will do what it takes.” Quatrain ‘A stanza of four lines. "Roses are red, Viotets are blue, ‘Sugar is sweet And so are you.” | 208 Unit 6 Read this poem, “The Wayfarer,” by Stephen Crane. (A wayfarer is someone who walks from place to place.) As you read, think about what you have just Jeamed about the structure and elements of poetry. Reread the first two paragraphs on page 207, and keep those questions in mind as you read, ‘The Wayfarer ‘The wayfarer Perceiving the pathway to truth, ‘Was struck with astonishment, It was thickly grown with weeds. “Hay’he said, “Isee that none has passed here Ina long time” Later he saw that each weed ‘Was a singular knife. “Well? he mumbled at last, “Doubtless there are other roads” Practice Work in a small group. Reread “The Wayfarer” Then answer the questions. 1. What is the subject of the poem? 2. What point does the poem make about the subject? 3. What is the controlling image in the poem? ‘4. Where is a metaphor used in the poem? 5. What two things are compared in the metaphor? 6. How would you describe the poet's diction, or choice of ‘words? Why? Reading 3 209es LITERATURE POETRY ‘Along a road I stopped to see a parade of bluebonnets marching there Al yellow and violet eyes met me and watched me stoop to kindly stare upon their fluffy heads of bloom. A bee buzzed near, a burglar, he! Legs heavy with their tons of dust ‘The tiny giant rattled me, reduced me to a swatting fuss. Thinking only of the 1 flailed back to my waiting car. So brave Lam! Such might! Such nerve! Admiring that giant from afar. EacmeD Set a purpose for reading You will read a poem about someone who had an unexpected encounter while viewing a field of flowers. As you read, think about the structure and elements of poetry that are used in this poem, Asad insane The more you read, the larger your vocabuary knowledge becomes. Now that you nave read this poem, go to www. Longmankeystone.com and do the activity fr this uni. You wil learn ways o use kinesthetic visual support to develop vocabulary and structures and to xild more background knomledg Cee il Whicn words in the second stanza help you imagine the flowers ok? EB The description “tiny gent Ian example of which poetic element? Explain EX Wich ties inthe poe show sarcasm? Explain When you plan a poem, you think about these things: + The subject, or what you will write about + The theme, or what point you will make about the subject + The descriptions you might use, including figurative language + The structure of the poem, or what type of poem you will write Many poems follow a set structure. In an English sonnet, the first three stanzas contain four lines each. In each stanza, the last word of t first and thd lines rhymes, and the last word of the second and fourth ines rhymes. The last two lines of the poem rhyme with each other. (See the definition for quatrain and couplet on page 208.) A haiku poem has only thee lines. The fist line has five syllables, he second has seven Cia Paueons Now that you have practioed writing a oem, goto wav. Longmankeystone. —C com and do the activity for this unit. You wil find suggestions for planning future written works, including how to determine appropriate topics through a range of strategies. syllables, and the third line has five syllables. Free verse, another kind of poem, does not follow a set pattern. Below is the plan a student used to write “Tiny Gian Subject: Bees ribe tiny bee as a fri right describe bee az a burglar — might describe how I rea g fuss, Ae to the bee: reduced me to led back, brave (sarcasm) of bee contrasts with pl field of lowers Structure: Free verse ‘1. What things do you need to include in a plan for a poem? 2. Why is it helpful to make a plan? ening animal irony) La Reading 3.211Practice ‘a EERE 2. Read Rercad the poem “Tiny Giant," on page 210. Compare the puztn Ww the student's plan. Think about how the writer used the plan to write the oem. Did she follow her plan, or did she make changes to it? 2, Make a Poetry Chart Make a poetry chart for your poem. Use the chart below as a model. Writing Strategy: Writing a Poem What is my subject? What is my thems? What descriptions do I think I might use? What structure will I use? | 3. Write Use the chart to write your poem. 212 Unit 6 Link the Readings Make a chart like the one below to compare the readings in this unit. Look at each \Word in the column, Put an X under “The Blind Men and the Elephant” if the word reminds you of the fable. Put an X under “Animal Senses" if the word reminds you Of that selection. Put an X under "Tiny Giant” if the word reminds you of the poem, Put an X in all places if the word reminds you of all’selections. Check Your Knowledge Language Development 1. What is a fabie? How is it uifferent from a legend? 2. What inferences did you make about the moral of “The Blind Men and the Elephant"? ‘3. What is a simile? Give an example of a simile and use it in a sentence. 4, What is an adjective? Give an example using an adjective and the verb be. Sclence Content 1. What senses does an elephant use to survive? 2. How do owis use thelr sense of vision to hunt? 3. How do honeybees use their senses of touch and smell to communicate?The World of dey Cae ES ae us) Se ea aca Oa LeLe Ce ee OCA ee Cat ue ee ds ec pala “Amazing Plants" “The Horse's Friend” Reading Strategy: By | Reading strategy: Connect to Reading: Use diagrams visuatze Archetypes:matife Listening and Speaking In this unit, you will summarize a science text, retell a myth, and sing a folk song. Writing In this unit, you will create a Venn diagram, write a comparison, leam how to plan theme and mood, and write a script for a short play. Do you have a favorite tree or flower? Write two or three sentences about a plant you like. VIEW AND RESPOND Watch the Unit 7 DVD. As you watch, answer the questions on page 235.> VOCABULARY Fa Prepare to Read Look atthe pictures ond the captions, They wit hep you EAMETS J BUIED BACKSROUND lear the words in the box. Write the meaning of each absorb “amazing Plants” ia @ nonfiction science text. tlls how IRIE wort ont sy ther sous wth a paver. Then | oxygen Audie plants make their own food, make seeds, and help make ‘check your work in a dictionary, | pollen te Vocabulary building; new plants ; | pollination x Conte dtonary 2 | release skills | reproduce 1 eaing strategy roots Proview | stem Text ype: Informational tet (ience) w Scion vocabulary s Parts of plant 1 Photosntesis The GIS of a plant HERB. oF take in, es water from the ground. The St holds up the During Bats plant, The leaves absorb sunlight and FBS, (PotinNAY-shun), bees 0 give off, BRE (OXinii), en important gas. carry Ball between many different flowers. Pollen, made of tiny grains, helps plants fpreduee, or make seeds for new plants. es Giant redwood trees ! Hl How okt do you think = 3 these trees are? READING STRATEGY | USE DIAGRAMS The diagrams, of labeled drawings, in a science text give you oe eal help wy ‘© Look at each diagram carefully. ants? . ¢ Read all the labels. , ® ‘¢ How does the diagram make ideas in the text clearer? Hummingbird eating the sweet liquid Inside a flower 216 Unit 7 Reading 1 217nT | INFORMATIONAL) Set purpose for reading “Amazing Photosynthesis SER secrerces scenes est tells about plants and how t yrow. spon science f) flsut prs an ow tay 9 NY sian Share at goth he et TAIN In Oxygen Why Are Plants Amazing? Plants are an amazing form of life, Scientists think there are about 300,000 different kinds of plants. Some plants are huge and old, like the giant redwood tree. Other plants, such as algae, are tiny and live in water. Some plants, like orchids, have beautifial flowers. Other plants, like the saguaro cactus, have sharp spines instead of leaves. Without plants, most other forms of A Orchids have life on Earth could not live. Plants are an important food for many living things. People and many animals eat different parts of plants, including fruits, nuts, leafy Water + Carbon dioxide = Food + Oxygen ‘A. Plants make their own food through a process called photosynthesis, How Do Plants Get Energy? Living things need energy to grow and reproduce. ‘4. Photosynthesis happens in the > The saguaro vegetables, and seeds like grains. Plants cactus grows in the rae also release GRVBEH into the air. People desert. People and animals get energy from food. Mos plants get Pl and animals need oxygen to live. energy from sunlight, Plants use sunlight to make food. SST This process is called photosynthesis (foe-toe-SIN-thih- )-In Greek, photo means “light” and synthesis means Hi sie eames ot “put together,” or “combine.” Head akan Photosynthesis happens in the leaves of plants. In of plats, photosynthesis, sunlight provides the energy needed to Bia to ways tat combine water with carbon dioxide gas from the air. This sansa met ant. It also oxygen ving tings. process makes food for the plant, It also REIERSES oxyg: reo into the air, as shown in the diagram above, the process of A Apples area major fit Loe photosynthesis? ‘op in the United States, 2IR Unit 7 Reading 1 219 Me| What Does Each Part of a Plant Do? The 0018, the stem, and the leaves help a plant grow. Roots hold the plant in the ground. They support the plant under the ground. Hairs on the roots absorb water and minerals. Some roots—like carrots and potatoes—also store food. ‘The SRG supports the plant above the ground. The stem connects the roots to the leaves. Tubes inside the stem carry water and minerals to the leaves Leaves absorb sunlight, which isthe start of photosynthesis, the process of making food. How Do Flowers Help a Plant? Flowers help a plant FEpRORUE, or make new | pans. ome plants have big, colorful lowers. The color and sweet smell attract insects, birds, and other | animals. When insects and animals touch a flower, they often touch the BROMGH inside the flower. The pollen sticks to their bodies. Then, when the insect, ‘or animal moves to another flower, the pollen passes to that flower. This process is called paNiRaiC. 220 init 7 Yy IW & Parts of plant “4 Butterflies pass pollen from flower to How Does a Fruit Form? ‘When pollen reaches the ovary in the center of the flower, the plant can reproduce. Parts of the pollen and ovary combine, and the ovary grows larger. It becomes a fruit with seeds inside. The fruit protects the seeds as they grow. The seeds will later become new plants. Some fruits, such as peaches, have only one large seed inside, Others, Jemons, have many seeds. What Is the Plant Life Cycle? * ‘When seeds fall to the ground, they begin a new cycle of plant life. Rain makes the seeds soft, and roots start to {grow out of the seed and into the ground, New leaves and, stems form and grow above the ground. The plants produce flowers. Insects pollinate the flowers, and ceeds form again. This process is called the plant life cycle. The plant life cycle is one of many cycles in nature. ‘ovary, pce inside a Hower where fait and seeds form ‘yee, evens that happen again and agin in the same order PLANT LIFE CYCLE Pollination takes place ‘Seeds fal Roots and other plant parts grow out of theseed, ‘A. Apeach has one large seed. ‘A Alemon has many small seeds. “4 Each event in the life yee of flowering plants hhappens in the same order, year after year Hl Wat nappensin a lant afte polination? BU Eapian te plat ite cele. Why it shown asacice? What fowers grow in your home county? ‘What do they lok ike? ‘What do they smal ibe? Reading 1 221Rev ew and) Practice > RETELL AND REVIEW L. Tell a partner what you leamed about plants. Use the headings and -he pictures on 2ages 218-221 to help you. Use the Key Words. If you can't think of a word, describe it, use a synonym, or ask your teacher, 2. How did the diagrams and labels help you understand the text? ‘3. Explain the diagram of photosynthesis on page 219. > comprenension (SS Write the senterces below in your notebook. Write Yes if the Statement is true. Write No if itis not true. Then rewrite the Statement correct. Reread pages 218-221 to find supporting ‘evidence for your answers. 1. Plants make their own food. Yes 2. Insects, birds, and other animals pass energy from flower to flower. ‘3. The hairs on plant roots absorb water and minerals. 4. The stem supports the plant under the ground. ‘5. Photosynthesis happens in the roots of a plant. 6. Flowers help a plant reproduce. 7. A Seed begins to grow in a flower after pollination, 8. The plant life cycle is the only cycle in nature. 222 Uni 7 ee Extension La This is a folk song about planting rows of seeds. The rhythm of the song makes it a good work song. Read the words. Then listen and sing along with the music. Audio. Garden Song “SC, Chorus Inch by inch, row by row, gonna make this garden grow All it takes is a rake and a hoe and a piece of fertile ground Inch by inch, row by row, someone bless these seeds I sow Someone warm them from below “Till the rain comes tumbling down. Pulling weeds and pickin’ stones; We are made of dreams and bones | feel the need to grow my own ‘cause the time is close at hand. Grain for grain, sun and rain, I'l find my way in nature's chain ‘Tune my body and my brain to the music ofthe land, Chorus Plant your rows straight and long, ‘Temper them with prayer and song. Mother Earth will keep you strong if you give her love and care. ‘An old crow watching hungrily from his perch in yonder tree. Jin my garden T'm as free as that feathered thief up there. Chorus fertile able to grow alot of plants bless, saya prayer for so, place in the ground temper, hep, give treatment to perch, branch, place where bird stands yonder, over there| Fal Prepare to Read > BUILD BACKGROUND 1 Reading strategy: Vsvalee 1m Text type: Literature (myth and play) Grammar | ‘The comparative form of adjectives Writing Wate a comparison | what You Will Learn Aalio and Daphne isa piece of classical iterate. It is Reacing an anclent Roman myth. in ancien tines, people made up fr Vocabulary bulging: ‘myths, or stories, to ty to expain things in nature. This myth Content dtoay explains how the laurel tree came to be. [Try ro Preprcr Hh What kind of arrow do you think the boy is shooting? Bi Why do you think the girl is running? 224 Unit? > VOCABULARY Listening and Speaking: Key Words Look at the pictures and the captions. They will help you learn the words in the box. Write the meaning of each ‘IGRNIGHEES word and sey them aloud with a partner. Then check your work in a dictionary. =) ‘4. Wining athletes sometimes \wear GFN of laure leaves. < Many trees grew in a ES. Trees are covered with 4. Cupid played with his ‘Wend arrows. Sea ‘o visualize means to picture people, places, or things in your mind. Visualizing helps you understand the events in a story. '» As you read, look for words that describe the characters. ‘© Look for details about the story's setting (time and place). © Look for words and details that describe events and actions, ae Reading 2 225a 4 Flpoffo Set a purpose for reading Myths come from many different cultures. “Apollo and Daphne” started as a Greek myth, Then the Romans changed ita litle. As you read, visualize the people, places, and events. budio and Dapdine One day, Cupid, the young god of love, a .was playing with his litle BOW and FROWS. ‘The arrows were a gift ftom his mother, ‘Venus. She was the goddess of love and beauty. Cupid’s arrows were small, but they ‘were powerful. They could make people fall in love, ‘Cupid wanted to be a hunter like Apollo, his uncle. However, Apollo didn’t think Cupid was big and strong enough. ‘One day, Apollo saw Cupid playing with his bow and arrows. “Put away your little arrows, Cupid,” he said. “You can't be a hunter, You need to be bigger and | stronger.” Apollo's words made Cupid angry. “You and your arrows are bigger,” Cup d said, “but my arrows are more powerful.” Cupid shot one of his arrows at Apollo and hit him, Cupid’s arrow made Apollo fallin love with Daphne, the daughter of the river god, Peneus (puh-NEE-us). 226 Unit? Daphne was very beautiful. She had long hair and fairskin, Daphne was also very sy. She did not like talking to people, so she lived alone in the FORESt ‘Assoon as Apollo saw Daphne in the forest, he fell in love with her. He wanted to talk to her, so he followed her. Daphne was afraid and ran away from Apollo, She did not love him, Apollo ran after her. “Daphne! Please, wait!” Apollo cried. “I love you. Tam not your enemy.” But Daphne did not stop. She ran farther into the forest. ‘They ran and can, Daphne was fast, but Apollo was faster. Soon Daphne was tired, and Apollo came closer. Daphne called to her father, Peneus. “Father! I'm tired! You ‘must help me!” Tre river god heard his, daughter's voice. “Don’t worry, Daphne,” he cried. “Tam here. I will help yout” Bi Wat cia Cupia's ‘zw oto Apa? ‘Ace there forests in your home county? Explain [E100 you know any myths? Tak bout ‘hom Reading 2 227228 Unit 7 Suddenly, Daphne began to change. Her feet became roots, and they grew into the earth, Her arms became branches, and her hair became leaves. Daphne's body became covered in BAB. She was now a beautiful laurel tree Apollo was amazed. He touched her branches and leaves. “You cannot be my wife,” Apollo said sadly, “but you will always be my special tree. I will wear your leaves as my crown forever.” From that day, Apollo gave laurel crowns to all the great musicians, poets, and athletes in honor of Daphne, his one great love Even in our time, we still give laurel (RAE to honor great athletes. Eero i Wat nappened to Daphne? Bh Wat co curt crowns mean teay? Bi Have you eas any books or seen any moves about classical mythoogy? Share with he elas. Now read the same myth as a play. ‘There are seven parts. CHARACTERS Narrator Daphne Venus Peneus Cupid Chorus Narrator: One day, Cupid was playing with his little bow and arrows. They were a gift from his mother, Venus. She was the goddess of love and beauty. Venus: Be careful, Cupid. Those are special love arrows. They're very powerful Cupid (aiming his bow and arrow): 1 want to be a hunter like Uncle Apollo. Apollo (laughing: You can’t be a hunter, Cupid. You're too small. You need to be bigger and stronger. Cupid (angrily): Your arrows are bigger than mine, Uncle Apollo. But my arrows are ‘more powerfull Corus: Cupid shot one of his arrows and hit Apollo. Venus: Oh, no! Now Apollo will fallin love, Nrrator: Apollo was walking in the forest. Suddenly, he saw a beautiful young woman. ‘Apollo: I's Daphne, daughter of Peneus. She is very beautiful Apollo and Daphne & cA Play & Chorus: Apollo wanted to talk to Daphne. He followed her. Daphne: Go away, Apollo! Don’t follow me. Narrator: Daphne was afraid, and she ran away. ‘Apollo: Daphne! Please, wait! [love you. I am not your enemy. Chorus: ‘They ran and ran. Daphne was fast, but Apollo was faster. Daphne: Father! I'm tired! You must help Feneus: Don't worry,-Daphne. I’m here. will help you! Narrator: Suddenly, Daphne began to change. Chorus: Her feet became roots. Her arms became branches, and her hair became leaves. Narrator: Daphne’s body became covered in bark. Chorus: She had become a beautiful laurel tree! ‘Apollo: You will always be my special tree. I will wear your leaves as my crown forever. Narrator: From that day forward, Apollo always wore a crown of laurel leaves. And he gave crowns of laurel leaves to all the seat musicians, poets, and athletes.Extension > RETELL AND REVIEW 1. Look back at the pictures in “Apollo and Daphne" on pages 226-228. Cover the words on each page. Retell the events of the story to a partner, using only the pictures. Use the Key Words. If you can’t think of a word, describe it, use a synonym, or ask your teacher. 2. Did you visualize the myth the way the artist who drew the pictures did? Explain, 3. Draw a picture that shows how you visualized Daphne turning into a tree. > comprenension Complete the sentences. Choose the correct word from the column on the right. Write the completed sentences in your notebook. 4. Cupid was playing with his bow and arrows Peneus 2. Venus was the goddess of love and —__. athletes 3. Cupid shot an arrow at river god 4, Daphne was the daughter of laurel tree 5. When Apollo called out to Daphne, she stom 6. Daphne's father was the Apollo 7. Suddenly, Daphne began to change into a___. ran away 8. Apollo gave laurel crowns to great musicians, beauty poets, and 230 Unit 7 ‘Song DS ee ‘Scientists think that an ancient redwood tree in California is about 12,000 years old! This song tells about some events n history that happened during the life of this amazing tree. Giant Silent Redwood g. Chorus Giant Silent Redwood tell me what you know Giant Silent Reéwood tell me what you know Stand and tell me what you know Antony and Cleopatra kissed upon the Nile You stood there Giant Redwood, ‘Tell me, did they smile? Tell me, did they smile? Chorus Marco Polo walked to China, worked for Kublai Khan You stood there Giant Redwood Tell me how to move on Tell me how to move on Chorus By, of, and for the people, Lincoln made a speech You stood there Giant Redwood Tell me how to teach ‘Tell me how to teach Chorus Loggers in the woods got their eye on you You stand yet Giant Redwood ‘Tell me what to do Tell me what to do You stand yet Giant Redwood Tell me what to do Tell me what to do Dan Scanlan Reading 2 231‘The Comparative Form of Adjectives Use the comparative form of an adjective to compare two people, places, or things. For most one-syllable adjectives, add er + than. adjective comparative Cupid was young. Cupid was younger than Apollo. Daphne was fast. Apollo was faster than Daphne. For two-syllable adjectives that end in -, change the y to / and add -er + than. adjective ‘comparative Cupid was angry. Cupid was angrier than Apolio. For most adjectives with two or more syllables, use more + adjective + than. Cupid's arrows were more powerful than Apollo's. Daphne was more tired than Apollo. Practice aL Copy these sentences in your notebook. Complete each sentence with the ‘comparative form of the adjective in parentheses. 1. Cupid's arrows were __smaller__ than Apollo's. (small) 2. Venus was than Daphne. (beautiful) 3. Apollo was _____ than Cupid. (strong) 4, Lions are than elephants. (dangerous) '5. My Spanish homework is homework. (easy) 6. A peach seed is than a lemon seed. (large) 7. Apollo was ________— than Peneus. (famous) '8. My science class is than my social studies class. (difficult) — than my English 232 Unit 7 Write a Comparison ‘A comparison tells how two people, places, or things are alike and different. Ina two-paragraph comparison, explain how the things are alike in the first paragraph. Then tell how they are different in the second paragraph. Use the ‘word both to show how the things are alike, Use the comparative form of adjectives to show how they are different. Read this two-paragraph comparison. Then answer,the questions. Edie Memnory Sve Amaging Plants Gard wdiosd and a saguane cactus ane hike i yn Thery bath grown inv thy United, Bath, we vevy tall plamts. Both plamts tive to be very olde _saquare cam live ts be 200 spare olde | The giant eadusoad. amd, the saquane cactus am ao difframds ime mamcy ways The giant sedueed. paiva taller amd. lines lamgen thar the saguane cackisn What two things does the writer compare? 2. What does the writer explain in the first paragraph? In the second pareeranh? 3 What comparative fos does the witer use? What do they show ‘a SEAFARE Reading 2 233Practice baa ‘You will write @ two-paragraph comparison of two plants. 1 Reread the comparison on page 233. How does the writer show that the two kinds of plants are alike and different? Writing Strategy: Venn Diagram ANenn diagram shows how wo ngs ar alike and diferent. Eddie made ths Venn eagam ta compa gin cod anda saguao eats. Tho mio of hi ogra shows how bath plants ae ate. he le and rt pats of his dlagam show how the plans ae ie \ / Giant redwood Boll \ Saguaro cactus \ taller / \ covered with — \ lives longer | sharp spines \ covered with | row) in needs little | \ strong bark \ United States rain and lots J \ 9 of sun needs rain \ / fi \ end fag \ J. —_ NZ 4 we 2 Draw a Venn ciagram in your notebook. List ways your two plants are alike and liferent. 3, Write Use your Venn diaeram to write two paragraphs comparing your plants. In the first paragraph, explain how the plants are alike, In the Second paragraph, tell how they are different, Edit your work, Make sure you use compound subjects correctly. 234 Unit 7 mou| Prepare to Read Ej }> BUILD BACKGROUND You will read a short play about a boy's special 2 connection to the natural world. Billy surprises his workmates when he tames a wild horse. Have you ever 1 Vocabulary building ridden a horse? Share your experience with the clas Aoots fam otter 3 languages 1 Connect to reading Archetypes; Motifs se Text type: Literature ley 1 Pan theme and mace sm Wie a script Unit 7: The World of Plants. ‘Your teacher wl olay the DVD for this unt. After you listen, answer these questinns. 12. What do we call the stem ofa tee? 4. wnat isthe main diference between deciduous ‘and evergreen tees? 2. What ste function of a wee's bark? 5. How long do trees lve? 3, What is photosynthesis? Describe ‘the process. 6. Wy are trees an important part of our habitat? Reading 3 235| > CONNECT TO VOCABULARY > CONNECT To READING baa Roots from Other Languages = Archetypes Many Enish words used in your classes come from Latin and Greek ‘hn archetype isan original model or pattem that other people ony. foots Ifyou know what the roots, of main parts ofa word, mean, YoU ‘An archetype can be a kind of character ora situation, Archetypes from Can igure out the meaning ofthe whole word more easily, Look at he long ago stil appear in stores, plays, poems, and movies today. Below example below. Gan you guess what the word autograph means? are some example autograph = auto (“self”) + graph (“write”) Archetype Description Examples Hero Someone who is very brave | Odysseus (Odyssey, Sth century ec. Use the folowing roots to understand words in your English, math, Superman (comic-book hero, 19308) social eae a eae ee Wise Person | Someone very smart erin (wizard in legends of King Arthur } Root | Language Comes From | Mesning ObiWan Kenobi edi teacher In Star Wars, 297 inocen Someone pure, simple, jane Eye (novel by Charlotte Bron, 1847), snermn Greek heat Person trusting, and honest ‘The Little Prince (novella by Antoine de june Latin join Saint Exupery, 1949) | Ten Greek measure Tragic Lovers | Sweethearts who are doomed | Romeo and let Shokespearean cheracters, t Fi ‘or who are separated 1595), Rose and Jack (Titanic, 1997) words ae and suffixes fo |) Nom Ean wos ov ei and is om te Suter ar Person wos ot a a? Sods orn Sophos elas : : : Suteast | Society ora main sovial gioup | 5th century ec), Ul Ducking (aiy tale Profi or Sufix | Language it Comes From | Meaning character, 1843) | ant Tatin against Here are some examples of sitution archetypes a a ar a ee. Baie - ee = Quest Along, hard search for Gilgamesh’s journey to find eternal life, | “ess id Eneish [without something precious (Sumerian myth, 2000 e.c.), Jason's search for the golden fleece (Greek myth, Btn century ee) Practice Sa meee) Use roots, prefixes, or suffixes to figure out the meaning of Task Aico iat must be | The ten labors of Hele (ancient Roman i} each underlined word. Then check your work in a dictionary. preoous ‘something myth, 2nd century 8.c.e.) | ing the entislavery movement in histor ce eau is stucying tne antisiavere movernont in Pestory class. Triumph of Good characters winning out Dorothy and her friends (The Wizard of 2. Maya had a wonderful time at the concert last week: Good over Evil over bad characters 02, 1900), Despereaux Tiling (The Tale of 3 The thermometer outside our back door reads 78 degrees Fahrenheit. Despereaux, 2003) 4, The speedometer said we were going 45 miles per hour. 236 Unit7 Reading 3 2371 i Motifs ‘A motif is a repeated idea or description. Writers use motifs to express important ideas. For example, the jewel in “Jewel in the Sand” in Unit 4 is @ ‘motif. The word jewel is repeated mary times. It develops the Idea that a good character is more valuable than “precious” gems. ‘Animal motifs are also common in stories, especially folktales. In these tales, owls often represent wisdom. Foxes and coyotes often represent slyness, or the ability to trick others. Many motifs are used over and over again, For example, many stories are about the difference between truth and lies or the difference between darkness and lightness. Look at the chart for more examples of motifs. Motif Description wishes People make silly or thoughtless wishes that come true. night and day | Bad things happen at night; good things happen in the light of day. revenge ‘Someone is hurt by another person. He or she then tries. to hurt that person in return ‘Archetypes and motifs often work together to express an important idea. In “Jewel in the Sand,” for example, there is a quest for ove from a beautiful and kind princess. The jewel motif adds a new idea to the quest. Just as the princess generously gives her jewels to the old wornan, the sheik selflessly ives the princess back to her intended groom. Practice LE Ina small group, talk about the archetypes in the charts. Answer the following questions. 41. What are some other archetypes from stories you have read or movies you have seen? 2. Are there any motifs in stories you have read or movies you have seen? ‘Then discuss whether there are any motifs in the stories or movies. 238 Unit 7 Set a purpose for reading The Horse's Friend is 8 short play. As you read the play, notice the stage directions. They tell you what the actors should do and how they should do it Bi LITERATUR! PLAY ame oe The Horse’s Friend The play takes place on a ranch, It is morning. Billy is a new worker at the ranch. He is wearing new clothes that are too big, 2 [Walks up to Mr. Hernéndez and shakes his hand.) Good morning, Mr, Hernéndez. I am ready to work. Mr. Hernindez: Follow me. [Walks to the stable, Silly behind him. Juant Ben! Come ‘out here! /Walking away] Good-bye, Billy. Juan: [Walks from stable towards Billy] Howdy. Billy: [Folds out his hand for a handshake, but Juan does not shake his hand. Nice to ‘meet you, Juan. [Shouts to Ben.) Get out here! Ben: [Walks to Billy.) You are just a kid. Can you do a man’s work? You do not even fit in those men’ clothes. They are too big for you. Reading 3 239[Before Billy can answer, aloud noise comes from the stable. All three turn and hurry in ‘A horse rears and kicks at its stall] Billy: [Directly approaches the horse. Whispers as he grabs her lead.) Tes allright, girl. Settle down, You are okay. Iam your friend. Ben: Get out of the way, boy! That horse is f crazy! Let me at her! PP tam [T lh] Lookout Youare going to Get out a (Des of the way, / boy! That Billy: [Does not listen to Ben and Juan. Keeps whispering to horse.) Easy, girl. 1 am Billy. I (horse is crazy! am your friend. Do not be afraid. Juan: [With a look of surprise asthe horse quiets} Teannot believe my eyes! Ben: I guess you are not as inexperienced as you look, Billy. lam sorry about what I said. Your clothes may be too big, but you can sure do a man's work. Juan and Ben: [Together] Good to work with you, Billy, Claas Ge neasaae The more you red, the larger your vocabulary knowledge becomes. Now that you have read ‘his play, go to wun Longmankeystone.com Deu | and do te act for {Hi wroaetne | ts unit You warn = j characters inte | vgs use knesthetie ‘ slay? | visual supporto develop PB tow oe weary nd otartoes Se setrstoors | an to bud more ( understand wat | backround knowledge. haopens? u — D0 you think Bil the archetype of lanacent Person? DWhyorwy rat? 240 Unit 7 7 Every play has a theme and at least one mood. theme is the main idea of a play. Sometimes, the theme of a play is stated, Cr spoken. For example, Akwasi states the theme of "The Great Minu,” in Unit 5, when he says, “I have many things to be thankful for. tis good to be alive.” ‘Other times, the theme is not stated. To find an unstated theme, think about what the characters learn from their experiences. For example, Juan and Ben in “The Horse's Friend” learn that It is wrong to Judge someone by his age Cr looks. That is the theme. The mood ofa play Is the feelings it creates in the audience. A play can ‘make people fee! happy, sad, fearful, or cheerful. The mood of a play may change. For example, the mood is tense and fearful in the middle of "The Horse's Friend.” At the end of the play, the mood is happy. Here are a student writer's notes for a play. My play will be about two sisters. One night, they are babysitting They hear strange noises. They “house? No, itis just the wind. From this experience, the sisters learn to be more confident. They learn that but not fearful. I want my play to be scary. At the end, though, should fel hago. cared. Is a stranger in the iis good to be careful _everyor 4. What will the theme of the play be? 2. What moods will it ereate in the audience? La Reading 3 241Practice ba You will write a scriat for a short play. 4. Read Reread the student writers notes on page 241. Think of something you would like to write about. 2. Make a script chart Make @ script chart for your play. Use the chart on this page as a model. Writing Strategy: Writing a Script Think ebout your play. Who wil be in t? What wil happen to them? Use a script char ike the one below to organize yout ideas as you plan your play. What happens? (plat) What do the characters learn? (theme) How does the audience feel? (mood) 3, Write Use your chart to write a script for a short play. Be sure to include a character list, dialogue, and stage directions. Remember +10 use brackets or parentheses to offset your stage directions, ua ueroke) When you write, you write fora pariclar reader, or “audience.” ‘Good writers are careful about selecting the corect genre ‘and determining an appropriate topic to wre about. Go to ‘wc Longmankeystone.com and doth activity fortis unit You wl lear strategies o help you convey mearing appropriately | oifrnt ype of autor. 242 Unit 7 Link the Readings Make a chart like the one below to compare the readings in this unit. Look at each word in the column, Put an X under “Amazing Plants” if the word reminds you of that selection. Put an X under “Apollo and Daphne” if the Word reminds you of the myth. Put an X under “The Horse's Friend” if the Word reminds you of the play. Put an X in all places if the word reminds you of all selections. fiction nonfiction photosynthesis. roots and leaves laurel tree lant redwood pollination character Check Your Knowledge Language Development How can diagrams help you understand @ nonfiction text? . What does visualize mean? What is the comparative form of the adjective short? }. What is the comparative form of the adjective dangerous? Science Content 1. Name three parts of a plant, What does each part do? 2. How do insects and animals help with pollination? 3. Why is photosynthesis important to a plant? 4. Explain what happens in the plant cycle.Listening and Speaking In this unit, you will tell a story. Writing ream come true. rib aa aes Pt 7 P In this unit, You wil write a short story. and flying. Then you will read a story about a boy who rescues 2 Berar will also a Runge ru eager Boks . Have you ever flown in an airplane or F dreamed of fiying? Write two or three a short story about a boy who learns to spell new words in a SOR Rano ocean Be y 2X2 VIEW AND RESPOND “= Watchthe Units DVD. As you warch, LL] ansehen onpone 27s Social Studies Short Story << “Bessie Coleman, “This Big Sky” “Aaron's Gi m N “The Goat and the Bee” American Flyer” Reading Strategy: Reading Strategy: 7 : Summarize Summariie Fgurative language; ProceduralREADING Prepare to Read > BUILD BACKGROUND What You Will Learn “Bessie Coleman, American Flyer” is a nonfiction text. It Is, Reading 2 biography of Bessie Coleman, the first African-American 1 Vocabulary bulng woman to fly an airplane. Male Make cannetons Besse Coeran gow up in Texas inthe tary 29008. A a tno nthe eran South, ian Rudra: fepercans wet not ee to he a they wished lack pont ou cou nate Inthe same neorhoods og 0 he same Tettmes Schnee te peo. They col ot exe at restaurants with white people. For Bessie Coleman, there Writing was a way to escape her hard life and feel free. That way 1 Create a dlagram aero n 1 Wie instructions Look at the map and answer the questions. Listening/Speaking 1 Group discussion wm Poetry Grammar Imperatives Viewing/Representing Maps, diagrams, photos ‘Academic Content 1 Socal stucles vocabulary w= Bessie Coleman Early aviation Cotton a key crop 4. Whit status are part of the American Soutn? 2. In which states was cotton a key crop? ‘3, What inference can you make about cotton and the American South? | 246 Unit 8 > VOCABULARY Listening and Speaking: Key Words Look atthe pictures and the captions. They will help you team the words in the bor. Write the meaning of each figligited word and say them aloud with a partner. Then use a dictionary, the glossary, ora thesaurus to determine of confi your answers, encouraged famous publisher Ale thrilling ww toured Robert Abbott was a newspaper or owner. He Bessie to go to France, BLACK HERITAGE 4 Bessie Coleman is ‘{@ifOUS. This U.S, postage stamp was made in her honor. 4 Bessie {URE the courtry in her plane. She did flying tricks and put on or exciting, air shows. To summarize means to state or write the main ideas of a text in your own words. '* As you read, summarize each section. ‘© Keep your summaries simple. Include only important facts. ‘¢ After you finish reading the text, review your summaries. This will help you understand and remember the main ideas. ae Reading 1 247Set a purpose for reading “Bessie Coleman, ‘American Flyer” is a biography of the first African- ‘American woman pilot. As you read, summarize each section. Bessie COLEMAN == AMERICAN FLYER == Bessie Coleman was the first African American to get an international pilot’s ieense. She was also the first African-American woman to fly an airplane. Bessie was brave, smart, and determined to do something special with her life. She did not let prejudice stop her. Bessie’s Childhood Bessie Coleman was born into a large family in Atlanta, ‘Texas, on January 26, 1892. She grew up in a time of discrimination. In the South, African Americans couldn't go to school with white people. They couldn’t eat at the same table ot ride in the same train car. Life was very hard. Bessie’s parents were hard-working cotton farmers. ‘They moved the family to the small city of Waxahachie, Texas, The whole family worked in the cotton fields at harvest time. When not helping out in the field, Bessie and her brothers and sisters went to a one-room schoolhouse for African-American children. — a SOCIAL STUDIES ‘A. Bessie Coleman ¥ Picking cotton atharvest time 7 Torna atnnt four aby 1 do voneng proud a un die of omcone vis of antet ace rion Eluniation tein one pup of pol an uw 248 Unit 8 ‘The school had few supplies. Sometimes there were not ‘enough books, pencils, or paper to go around. But that didn’t stop Bessie from walking four miles there and four miles back. Bessie loved school and was a great reader. She was also very good at math and soon became the family’s bookkeeper. Bessie completed all eight grades at her school and wanted to learn more. She saved her money and went to an African-American college for one year. Then her ‘money ran out, and she went back home to work. The Beginning of a Dream ‘When she was twenty-three, Bessie moved to Chicago to live with her brother. She hoped to find a bette life there, Soon her mother and three younger sisters moved to Chicago, too. Bessie loved the excitement of the big city She watched the great musician Louis Armstrong and other talented African-American performers play jazz. Chicago was an exciting place to be. Bessie soon got a job at a barber shop. There, she listened to men tel stories about World War I. Some of them had been pilots in France. Bessie decided that she wanted to become a pilot, too, But who would teach her? Flight schools were all-white and all-male. There were no African-American instructors then. Bessie had to find a ‘way to make her dream come true. An African-American schoolroom in the eazy 4. Chicago in the 19205, Pa i How cid Bessie Coleman spend her days asa child? BA What was Bessie Coleman's dream? WF tow anout You? Do you ike small towns oF big cities? Explain. Reading | 249“4 Bessie lew a Curtiss IN-4 biplane. Bessie's friend Robert Abbott was the DISH of the Chicago Defender, a newspaper that wrote about African Americans at a time when other papers did not. He (GEORGE Bessie to go to flight school in France. First, Bessie studied French, Then she sailed on a ship to France. ‘Ihe flight training was ditficult and dangerous. Sometimes the 27-foot biplanes they used had accidents, and some pilots were Killed. But Bessie did not give up. On June 15, 1921, she received her international pilots license, Bessie was finally a pilot! Returning Home Bessie returned to the United S:ates in September 1921. Many newspaper reporters came to meet her. Bessie dressed like a pilot. She wore tall, shiny boots and a helmet with goggles. Large crowds watched her thrilling air shows. Bessie became f4fH6U8. She was the guest of honor at an African-American ‘musical. The audience stood up and clapped and clapped for her. Bessie was proud of her own accomplishments, and she was proud to be an African American, A. Bessie in her pilot's uniform Goggles protect a pilots eyes biplanes, airplanes with 6wo main supporting panels 250 Unit & Free to Fly For the next five years, Bessie (4888 the country. Thousands ‘of people came to watch her perform tii stunts at her air shows, Bessie encouraged other African Americans to fy. “The air isthe only place free from prejudices,” she said, Bessie wanted to start a flight school for African Americans. To gain support for the school, she traveled across the country to give flying shows. Bessie practiced before each show. Her last performance—and her last flight—was on April 30, 1926. Her plane went into a tailspin, and Bessie fell to her death, Bessie's body was brought home to Chicago, Many, many people went to her funeral. They wanted to honor the woman who had the courage to BLACK HERITAGE follow her dream. ( Bc) Bessie Remembered Bessie Coleman’s flying career was short, but her skill and love of flying are still remembered. She has inspired countless young African Americans to become pilots. Many flying clus are named for her. A street in Chicago is now called Bessie Coleman Drive. In 1995, a U.S. postage stamp was made in her honor. Every spring, African-American pilots fly over “Brave Bessie’s” grave in Chicago. They drop flowers on the grave in honor of the little girl with a big dream. cette tailspin, an uncontrolled fll of Inspired, ne through the a ncouragel someone todo something good Epo Hi vty was Bosse Coleman an usual bint? Bd descrive how people romember Bose. on Your Own ast's eam was 4 this cartoon celebrated tobecome apt Bessie’s succes as a plot, ‘Whats your dream? ‘What docs the caption . Reading 1 251