ELA Unit 4 G8

Language i COMMONCORE

O cnartnr*Aa tN coNTExT: capitalize Correctly L 2 Demonstrate command of
capitalization when writing.
Review the stage directions in lines 1-3o on page 512. Notice how the words W 2 Write explanatorytexts.
European, German, and Dutch are capitalized. Languages, nationalities,
ethnicities, political parties, and religions should always be capitalized. Here are
some examples:

Languages-English, Spa nish, Russia n, Chinese

Countries and Nationalities-Mexico, Canada, lrish, South African

Ethnicities-H ispa n ic, Native American, Ca ucasian, Asia n

Political Parties-Democrats, Repu bl ica n s, Socia I ists, N azi s

Religions-J uda ism, lsla m, Ch ristia n ity, Budd hism

Example: Although the Franks lived in Holland,theirfirst language

was Cerman.

PRACTICE Rewrite the following sentences, correcting any errors in
capitalization. A sentence may contain more than one error.

1. Not all germans wanted the nazis to be in control.
2. For many europeans, it was dangerous to practice judaism.
3. Because they were jewish, the Franks fled to holland to escape persecution.
4. Anne Frank's diary was translated into many languages, including english.

For more help with capitalization, see page Ry in the Grammar Handbook.

READING'WRITING CONNECTION

YOUR lncrease your understanding of The Diary of Anne Frank by responding
to this prompt. Then use the revising tip to improve your writing.
@

TURil

Extended Constructed Response: Explanation Review your writing. Have

Why do you think Anne Frank's diary has made an you correctly capitalized all

why Limpact on countless readers around the world? languages, nationalities,
ethnicities, political parties,
Write two or three paragraphs explaining

readers might identify with Anne and draw and religions? lf not, make

inspiration from her life. the a ppropriate corrections. Go to thinkcentral.com.

KEYWORD: HML8-567

THE DIARY oF ANNE FRANK 567

ofBeyond fhg Diary .{

Anne FFrroankn? lE"* ill,?ili;i."-

Newspaper Article,

. lnterview, page 571

i,A;i6 What's the Connection?
Frank :-":1""n::l

I lit";:- -,- :** " ln The Diary of Anne Frank, you learned what life in hiding was like for
Anne and her family. Now you will read accounts from two Holocaust
:.=---.- -.'i. i'.. survivors that will tell you more about Anne, Nazi-occupied Amsterdam,
:":j :j -::: :.1..:::' and the concentration camp where the Franks were sent.
i:--, - ,- '..:,: :
-' I ::r:,, -r l:,-,'i,'-:

Use with The Diary of Sta nda rds Focus: Synthesize

Anne Frank, page 51o. Reading a play, diary, or book about a topic can teach you a great deal.
However, you can seldom get a complete picture from any one source.
i COMMONCORE To fully understand something, you have to synthesize, or connect facts,
details, and ideas from different sources in order to form new ideas
Rl 1 Cite the textual evidence about the topic.
that supports what the text says
explicitly. Rl 3 Analyze how a ln this lesson, you will synthesize what you have already learned
text makes connections among from The Diary of Anne Frank and one of Anne's diary entries (page 544)
individuals, ideas, or events. with information and impressions from two more sources. Your goal is
Rl 9 Analyze a case in which two to develop a fuller picture of what life was like for Jewish families in
or more texts provide information Nazi-occupied Amsterdam and in the Bergen-Belsen concentration camp.
on the same topic.
To begin, use a chart like the one shown to record what you've learned
from the play and from Anne's diary entry. Then read the next selections
to add to your knowledge and fill in gaps in your understanding. Continue
filling in the chart with what you learn about life under the Nazis.

Ufe for a ; Ufe for a Ufe iu a lupressbns
of Anne
Je*txshf aMtlq JeutishFauilrq Oernaa Frank
Coaezntration
hHiaing Liviry Apenlrl Canp

1d:!* l
in Awtetda*r
,

The Diarr.t of Anne
Frank & Amls

Deceaber 194?
dlarr1 erttrt1

"A Diarr1 {roa
Another Worla"

lromThe Last l
:
ofSeven Motrths :

Anne Fra-nk i

568 uNrr 4: THEME AND syMBoL

A Diary Ioved freedom and equality and was

from free of prejudice became an enemy of,
Another ;o the Nazi regime. . . .

World I visited Anne Frankt house the

other day. Actually, I visited it twice-

once alone at night when it was tightly

closed, the inside shrouded in darkness.

It conveyed then the eerie feeling of a

tomb in which Anne's unfulfilled

dreams had been dreamed during

many lonely nights. . . .

Then I returned during the daytime,

Gerda Weissmann Klein 4o as the sun shone brightly and the

carillont from the nearby clock tower,

(( 1\-|r6 " Friday, June 12, I woke up ar of which Anne had written, was just

a.1'4. xpd-5mall wonder- playing a merry tune. In the bright

it was my birthday. I received a warm sunlight, I heard music playing, saw
boats moving on the canal and
welcome from my cat and masses of 6 SYNTHESTZE
observed people walking by. What are Cerda
Weissmann Klein's
Across the canal I noticed a impressions of Anne
Frank's house and
things from Mummy and Daddy. . ." boutique, saw some young people neighborhood?
looking at sweaters. Two kids in jeans
Any l3-year-old girl could have

written that on her birthday. As it 5o rode on bicycles. Life was going on,

happens these words appear in a diary even as it must have gone on while she

which was one of the "masses of things" lived there. @

ro and in which Anne Frank wrote: "I
hope I shall be able to confide in you

completely, as I have never been able to

do in anyone before . . ."

She thought that what she would

write in her diary would be for her

eyes alone, so she committed her

innermost thoughts to it. She thought

that perhaps in the very distant
future-when she might have

zo children, or even grandchildren, that

they might on a rainy afternoon find

their grandmother's old diary. . . .

AIas, Anne Frank died as a young

girl, for no other reason than that she

was Jewish. The Nazis invaded
Holland, as they did most other

European countries, and anyone who

l. carillon (kEr'e-l6n'): set oftuned bells in Front of Anne Frank House, Amsterdam,
the Netherlands
a tower.

READTNG FoR TNFoRMATIoN 569

Actually, I found it sadder during want to run downstairs into the tiny,

the daytime, for the night at least so garden where sunflowers now bloom.

seemed to shut out the rest of the against the Gnce, insread o[ having to
world, whereas during the d^y glimpse them from far above.

everything revolved around the silent, She thought of touching them and
subdued girl who so desperately wanted
running through a meadow in the

to be a part ofthat stream oflife. spring, of buying an ice cream cone from

60 What did she think about in those a vendor on a hot summer afternoon.

tiny rooms where shutters had to be She thought of ordinary things,

closed in the daytime? She tells us such as going to school with other kids.

that often the heat became oppressive She thought ofdressing up and being

from the tiny stove on which the so able to go to the movies.

families cooked their meals. We know In short, she thought of all the

that the toilet could not be flushed in things which millions of kids do every

the daytime, lest the neighbors would day and find boring. But to Anne, who
occasionally dared to climb to the roof
be alerted to the existence of the

hiding place. to see the sky and the patch of world

70 \7hat did Anne Frank think about below, that world was as remote as the

E SYNTHESTZE as she sat on her bed during those evening star. @
perilous days looking at the pictures of
Reread linesT6-97. This is the legacy she leFt us. the
What new insights
about Anne's thoughts American movie stars and a picture of understanding of things all of us take
do you get from this
a rticle? a chimpanzee's birthday party which too for granted. Through understanding,

still hangs there today? let us assure that all people everywhere

Her diary tells us that she thought can live in freedom so that a book like

not of fame, nor wealth, nor greatness. The Diary of Anne Frank will never be

She thought rather how much she would written again as a rrue srory.

Anne Frank's diary

57O uNrr 4: THEME AND sYMBoL

G@AoncinutesrvioeNw FoRM

is a

meeting in which

one person asks

another about his

or her thoughts,

feelings, insights,

orexperiences. ln

this interview, which

was conducted

for a television

documentary about

Anne Frank, the

questions asked by

Willy Lindwer have

been omitted. Only

Pick-Goslar's answers

Hannah Elisabeth are printed.
Pick-Goslar and
Anne Frank

from

The Last Seven Months

of Anne Frank

$rat*x'vIt]\], 1,'; { h h$ I *t n xlel *r;* I sal$xr$[r {}ifl k *{ isrs{te r"

Willy Lindwer

r. Frank's factory, Opekta, but no one opened the door. I didnt o TNTERVIEW
produced a substance for know why no one answered. I rang On the basis of the
making jam. My mother alwaYs got again, and finally, Mr. Goudsmit, photograph and what
the old packages as a gift' Soon after you've read so far, what
school let out, my mother sent me to a tenant, opened the door. @ do you think might
the Franks' house to get the scale "\7hat do you want? \7hat have You be the relationshiP
because she wanted to make jam. between Hannah and
come for?" he asked in astonishment.
It was a beautiful day. "I've come to borrow the scale." Anne?
I went as usual to the Franks' "Dont you know that the entire

to house and rang and rang and rang, Frank family has gone to

zo Switzerland?"

READING I'OR INFORMATION 571

o SYNTHESTZE I didn't know anything about it. to school after the summer, fewer
After the Franks went "\X/hy?" I asked.
into hiding, what children came to class every day.
happened to other He didnt know either. \7e stayed in Amsterdam almost a
This was a bolt out of the blue.
Jews in Amsterdam? \X/hy had they gone to Switzerland? full year longer, until June 20, 1943,
and all this time things were getting
The only connection the Frank
family had with Switzerland was that worse and worse. Jews had to wear a
Otto Frank's mother lived there. yellow star. \tre had an Ausweis (an

But later it appeared that, in fact, identification card), with a large "J"
to the family had always reckoned that it
so on it-for Jew. People were stopped
would get worse for Jews. They had
been preparing for a whole year to go on the street: "May I see your
into hiding. \7e didnt know anything Ausueis?' If you were Jewish, you
were taken away and you never
about this. You can't talk about returned home. And a mother

something like that. Because if waiting for her child would ask
herselfi \(here is my child? Have they
anyone talked, then the whole afFair takenheraway?...@
would go amiss. . . .
So far, my family had been lucky
I believe that Anne was the first
girlfriend that I lost. It was, of course, insofar as we were able to buy South
40 very frightening, but we began to get 6o American citizenship through an
used to the idea. \7hen I went back
uncle in Swiserland. \7e were
expatriates. Thatt why it was

A Dutch Jewish
star with the word
/ood (Jew)on it

A household identiflcation
card (Ausweis) that identified

families as Jewish

572 uNrr 4: THEME AND sYMBoL

possible. tWe got passports from lo something new. At five o'clock in the Language Coach
Paraguay. Laughing, my father said,
"Youd better know something about morning while everyone was asleep Word Definitions The
Paraguay in case they ask." So I they blocked offall the southern part word barracks in line ro7
of Amsterdam. They went from door means "a building or
learned the name of the capital, group of buildings used
to door, rang, and asked: for temporary housing."
Asunci6n. I didn't know anything "Do Jews live here?" Do you think the writer's
else, but no one ever asked me ttl Ie' s. ,, father shared the
"You have fifteen minutes; take a barracks with few or
70 anything. many people?
backpack, put a few things in it, and
Because of these passports we E SYNTHESTZE
get outside quickly."
could still go out for a while longer Reread lines 58-85.
without trembling in fear, but you 1oo That was our neighborhood, so What strategies did
never knew what would happen Jews living openly
tomorrow . . . we had to pack too. A passport no use to survive? What
hardships did they
So we continued to live, with longer helped. We had a quarter of endure?
little to eat and with a great deal of an hour, and we had to go with
fear, but at least we were at home.
In October, my mother died during them. . . .
so childbirth. The baby was born dead.
That was in Anne's diary. Someone So we were taken to \Testerbork.
told Anne that our baby had died, My father ended up in a very large
but not that my mother had died barracks. My sister and I were put in
too. They probably didn't have the an orphanage, where, they said, there
was more to eat. My father had
heart to tell her. . . .tr tto known the director of the orphanage
when he was in Germany. My little
Everl'thing went along fine until
June 20, 1943, when there was the sister wasnt there very long. She
big roundup in Amsterdam-South.
On that day, the Germans started became seriously ill and had to have
operations on both ears. She was in

the hospital for almost the entire time
that we were in \Testerbork. . . .

J Septenber 4'Elatt
.JI'DSISIXSPOf,T IUS DEI NIEDERLII{DET LICSR TESTEA3OTI

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!01./Bngere rLflarsotnlhdforueoa<rraI r--irl'vr21o12r....5l68,,.. !2J0-- f,suf6arn
Oo! 1- Landarbeltsr
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,vq. haIqr^rk r' Eoatrtot'v e J12.5. 89 Eaufnaaa

l0?.
l0SJtreak-Eollaenilar 8i11th 16.1. 00 ohne

)11. Irert ea Lanilalbelt6!
t12.r/ henkcn-fryaoil Johanne 24.12.96t LBnilbaue!
Jl).3rantea f,er6a,n6-Y12;r.14 ohna
,1t1. Frantan Louia 1O.8, 17- Gaertaer
J116!.. (.
hanrea Iranalbeu
Fraltfolt
Al.er 1 4i1'1.19- Dr.l.tt.0ekoaorle

The Franks'names on a transport list from the Westerbork transit camp

READTNG FoR rNFoRM,{.tIoN 573

On February 15, 1944, we were just have one more little child

E SYNTHESIZE transported to Bergen-Belsen. .. . with us." @
Reread lines r48-t62. tX/hen we arrived, our clothes weren't And that's how it worked out.
What is the relationshiP
between this incident r2o taken away and families werent The next morning her daughter,
and the theme of the separated. My father and my sister who seemed to be about my age,
play? came and took the little girl with her.
stayed with me. \7e slept in different Meanwhile, my father was able to
Language Coach visit me. \(/e were together with that
places, but we could see each other
ldiom An idiom is a
word or phrase that every evening. The trip took-I don't
has a meaning that
is different than its remember precisely-two or three family until the end. To this day we
individualwords. The days to get to Bergen-Belsen. . . .
phrase "at my wits'end" t7o have stayed on friendly terms with
that appears in line t5z is In Bergen-Belsen, it was verY cold
an idiom. lt meansthe in the winter. \7e soon found that them. ...
writer didn't know what
to do. What problem did One day, we looked in the
she need to solve?
out. Because we had been arrested in direction where there hadnt been

t:o June we hadnt thought about winter any barracks and saw that tents had
clothes. Especially me, a young girl, suddenly appeared there. . . . Then a
barbed-wire fence was built through
who had to do her own packing. the middle of the camp and filled
But what I had brought, I kept.

My sister had a large bandage on with straw so that we couldnt see the

her head because she had had other side. But we were, of course,

surgery on her ears in \Testerbork. 180 very close to each other, because the

The first day we arrived in Bergen- camp wasn't large. A11 those PeoPle
Belsen, I got jaundice. The policy of from the tents were taken to the

the Germans was: whoever got sick barracks on the other side. In spite

t4o had to go to the hospital; otherwise, of the German guards on the high

all the others could be infected. watchtowers, we tried to make

I didn't know what to do with my contact....

little sister. My father was confined One of my acquaintances, an older

in another barracks and I couldnt woman, came up to me one day.

take her to him. He also had to "Do you know; there are some Dutch

work, so that wouldn't have uo people there. I spoke to Mrs. Van

worked out. Daan." The woman had known her

So there I was and didnt know from before, and she told me that

what to do. This situation showed me Anne was there. She knew that I knew

150 that there were very special people in Anne.
that camp. I told an old lady that I "Go over to the barbed-wire fence
was at my wits' end: "Tomorrow
and try to talk to her." And, of
morning, I have to go to the hospital course, I did. In the evening, I stood

and my little sister is sick." by the barbed-wire fence and began

Two hours later, a woman came, to call out. And quite by chance Mrs.

who said, "My name is Abrahams. zoo Van Daan was there again. I asked

Mrs. Lange told me that you were her, "Could you cail Anne?"

here and that you don't know what She said, "Yes, yes, wait a minute,

to do with your sister. I have seven I'll go to get Anne. I cant get Margot;

teo children; give her to me; then we'll she is very, very ill and is in bed."

574 UNIT 4: THEME AND SYMBOL

A sign posted by the British army outside the Bergen-Belsen concentration camp

But naturally I was much more zzo because she couldn't have known

interested in Anne, and I waited there anything else. She thought that her

a few minutes in the dark. father had been gassed right away.

Anne came to the barbed-wire But Mr. Frank looked very young

fence-I couldnt see her. The fence and healthy, and ofcourse the

210 and the straw were berween us. There Germans didn't know how old @ SYNTH ESIZE

wasnt much light. Maybe I saw her everybody was who they wanted to What happened to
Jewish people in the
shadow. It wasnt the same Anne. gas, but selected them on the basis
concentration camps
She was a broken girl. I probably of their appearance. Someone who
who looked healthy?
was, too, but it was so terrible. She looked healthy had to work, but What happened to
those who were sick or
immediately began to cry, and she 230 another who might even be younger, looked ill?
but who was sick or looked bad,
told me, "I dont have any parents

anymore." went directly to the gas chamber. @
I always think, ifAnne had known
I remember that with absolute

certainty. That was terribly sad, that her father was still alive, she

READING FOR INFORMATION 575

might have had more strength to package: my sister, my father, and I.

survive, because she died very shortly zso A very small package, the size of a

before the end-only a few days book, with hniichebrot (Scandinavian

before [iberation]. But maybe it was crackers), and a few cookies. You cant
imagine how little that was. My son
all predestined. always says, "But Mama, that was
something really very special." But
240 So we stood there, two young girls,

and we cried. I told her about my

mother. She hadnt known that; she in those days we really collected

only knew that the baby had died. everlthing, half a cookie, a sock, a
glove-anything that gave a little
And I told her about my little sister. warmth or something to eat. My
I told her that my father was in the zqo friends also gave me something for

hospital. He died two weeks later; he

was already very sick. She told me Anne. I certainly couldnt have

that Margot was seriously ill and she thrown alarge package over the
told me about going into hiding barbed-wire fence; not that I had one,

z5o because I was, of course, extremely but that wouldnt have been possible

curious. at all.

"But what are you doing here? You \7e agreed to try to meet the next
were supposed to be in Switzerland,
weren't you?" And then she told me evening at eight o'clock-I believe I
still had a watch. And, in fact, I

what had happened. That they didnt succeeded in throwing the package

go to Switzerland at all and why they 300 over.

had said that; so that everyone should But I heard her screaming, and

think that they had gone to her I called out, "\7hat happened?"

grandmothert. And Anne answered, "Oh, the

zlo Then she said, "\7e dont have woman standing next to me caught it,

anything at aIl to eat here, almost and she wont give it back to me."

nothing, and we are cold; we dont have Then she began to scream.

any clothes and I ve gotten very thin I calmed her down a bit and said,
and they shaved my hair." That was
"I'll try again but I don't know if i'll

terrible for her. She had always been be able to." \7e arranged to meet
very proud of her hair. It may have 3to again, two or three days later, and I

grown back a bit in the meantime, but was actually able to throw over
it certainly wasnt the long hair shed another package. She caught it; that

had before, which she playfully curled was the main thing.

@ SYNTHESIZE z7o aroundher fingers. It was much worse After these three or four meetings
What do you learn about
Anne's circumstances for them than for us. I said, "They at the barbed-wire fence in Bergen-
from this first meeting?
didnt take away our clothes." That Belsen, I didnt see her again, because
o SYNTHESIZE
Bythe end of this was our first meeting. @ the people in Anneb camp were
account, what have you transferred to another section in
learned about life in Then for the first time-we had
Bergen-Belsen?
already been in the camp for more Bergen-Belsen. That happened

than a year; we arrived in February 3zo around the end ofFebruary. I
1944, and this was February 1945-
That was the last time I saw Anne

we received a very small Red Cross alive and spoke to her.

576 uNrr 4: THEME AND sYMBoL

Comprehension i COMMONCORE

l. Recall For what occasion does Anne Frank receive her diary? Rl 1 Cite the textual evidence
that supports what the text says
2. Summarize Briefly describe Hannah Elisabeth Pick-Goslar's experiences explicitly. Rl 3 Analyze how a
in Bergen-Belsen before she reconnects with Anne. text makes connections among
individuals, ideas, or events.
Text Analysis Rl 9 Analyze a case in which two
or more texts provide information
3. Evaluate a Source Cerda Weissmann Klein, the author of "A Diary from on the same topic. W 2 Write
Another World," is Jewish. When she was r5, Nazis invaded her home country, explanatorytexts. W 2b Develop
Poland. She was forced to work as a slave laborer in Cerman factories. thetopic with facts, details,
Her entire family was killed in the Holocaust. What effect does Klein's quotations, or other information
background have on the way you view the information in the article? and examples.

o 4. Analyze an lnterview Pick-Coslar has a unique view of Anne. Explain why

that is. What new information about Anne and her family do you learn from

Pick-Goslar's account?

a 5. Synthesize What were the physical and emotional effects of living in a Nazi-

occupied country as a Jew? What survivaltechniques allowed people to
withstand the hardships they did? Refer to the chart you filled in as you read,
and support your answer with evidence from at least three selections.

Read for lnformation: Make a Generalization

WRTTIIEG PftOHEPT

ldentify an important life lesson you take away from these Jewish families'
experiences. Support your response with evidence from the selections.

To respond to this prompt, you will have to make a generalization.
A generalization is a broad statement about a topic that follows logically
from solid evidence. To arrive at your generalization, follow these steps:

l. Review the information you gathered in your chart, jotting down any

general statements about life or human nature.

2. Pick the most convincing statement you have jotted down and rephrase it as a
life lesson. To do this, begin with a phrase such as "lt is human nature to . . ."

3. Review the evidence for your generalization to make sure it comes from
more than one source and supports your statement.

4. ln a paragraph, state Lli: ':ii :- :lr: :.
the life lesson you've
identified. Then present ,,!ife,[epgen-i' :Eyid&5e=,,..,
evidence from two or
more texts to support -+ -)

this generalization.

READING FOR INFORMATION s77

fromAnne Frank Remembered

Film Clip on Media@Smart ovo-nonr

#mm #€Em* rem&{ry

HISTORYBwTstutr

I COMMONCORE Have you ever wanted to meet a famous figure from history? We can
learn the facts about a famous person's life, but we can't know what
Rl 7 Evaluate the advantages and itwould be liketo sit down and talkto him or her. ln this lesson,
you'll watch a biographical documentary about Anne Frank. You'll
disadvantages of using different explore how the filmmakers try to bring you into Anne's world and
mediums to present a topic. give you a sense of what she was really like.

Backgrou nd r@&E*

Behind the Symbol Anne Frank's diary has sold over 31 million * I II I I I
copies in approximately 67 languages. 5he has become an
enduring symbolof the tragedy of the Holocaust. But behind T I m il I I
that symbol was a real girl, a teenager trapped for two years in
a small hiding place with seven other people. II

Anne Frank Remembered is a documentary

that explores the life and death of the girl :

behind the symbol. The film takes viewers
inside the Franks'hidden annex,
revealing what it was like to live
in such cramped quarters. lt also
tells the story of Anne's diary and ,r,.
how her private thoughts became
the book that has touched
throughout the world.

I

{

Media Literacy: Documenta ry

A documentary is a nonfiction film that often presents social, political, or
historical subject matter. Famous historical figures make good subjects for
documentaries, because the filmmakers can tell the story of both the individual
and the time period. To create a documentary, filmmakers often gather primary
sources, firsthand information such as diaries, photographs, and eyewitness
accounts. They then combine these materials with voice-over narration and,
often, a re-enactment of scenes or settings to re-create the times for viewers.

Footage is recorded materialthat gives information
about a subject. lt includes film clips, photographs,
news reports, and interviews. Footage from a
particular time period can show viewers what life
was like back then.

Voice-over narration is the voice of an unseen
speaker that is heard in a documentary. The voice-
over tells the subject's story and explains the
footage. Primary sources, such as diary entries, can
also be read as part ofthe voice-over narration.

Re-enactment is the re-creation of key events or
important settings. Filmmakers shoot scenes or
settings using sets, props, actors, and costumes.
They try to re-create the subject's story as
realistically as possible.

STRATEGIES FOR VIEWING

. ldentify the different types of footage. Notice how the filmmakers

combine primary source footage with footage they shoot themselves,
such as interviews and re-enactments, to tell the whole story.

. Think about the purpose of the voice-over narration. Different narrators

can present different sides of someone's personality.

. Notice the type of information you learn from any re-enactments.

Re-enactments are often used in historical documentaries. Think about
why the filmmakers might have chosen to present the information in

this way.

MEDIA STUDY 579

Media$smart DvD-RoM

. FilmzAnne Frank Remembered
. Director: Jon Blair
. Voice-over Narrators: Kenneth

Branagh and Glenn Close

. Genre: Documentary
. Running Time: 4 minutes

Recall After Otto Frank had such trouble getting Anne's diary
published, what finally caused a publisher to step forward?
Clarify Give two examples of primary source material used in the
clips you viewed.

Examine the Visuals Think about the re-enactment of the setting of
the secret annex. Why do you think the filmmakers show the food
and furniture fading away to leave empty rooms?
Analyze Voice-over Narration Think about the dlfferent types of
information the two voice-over narrators provide. Why might the
filmmakers have decided to use two narrators rather than one?
Determine Filmmakers'Purpose The clip of Anne Frank standing at
the window is from the end of the documentary. What effect do you
think the filmmakers intended this clip to have on viewers?

Write or Discuss i COMMONCORE

Compare the Texts Think about the impression you had of Anne Frank from Rl 7 Evaluate the advantages and
the play you read. Now think about the documentary clips you viewed. Write a
brief comparison of the Anneyou read about in the play and the Anne described disadvantages of using different
in the film. Which is most effective at going beyond the symbol and revealing mediums to present a topic.
what you believe to be the realAnne Frank? Think about the following:

. the documentary footage of the actual secret annex where the Franks hid

. how the play portrays Anne's personality

. the footage of Anne at the window, and the voice-over reading of her diary

Produce Your Own Media Go to thinkcentral.com.

Create a VisualTimeline When filmmakers plan a biographical documentary, KEYWORD: HML8-581
they look closely at their subject's entire life story. They decide what events to
include in the documenta ry and what to leave out. lmagine you're planning Tech Tip
a documentary about a friend's life. Choose five or six events in that person's
life, and create a visual timeline depicting these events. Your timeline should lf available, use a computer
include a photograph or drawing and a caption for each event. software program to present
your timeline.
HERE'S HOW Here are a few suggestionsfor preparingyour visualtimeline:

. Start by choosing the events you want to show. Choose the most exciting

and interesting things that have happened to your friend.

. Collect or take photographs to illustrate each event. You might want to have

your friend re-enact a favorite event, such as a time he or she won a contest.

. Write a brief sentence for each picture that describes the event depicted.
. Arrange your pictures on a board in chronological order.

STUDENT MODET

MEDrA sruDY 581

Short Story

What did you like best about the stories you read in this unit-the characters, the

suspense,ormaybethesatisfyingendings? lnthisworkshop,youwillweaveyour
own tale of adventure, mystery, triumph, or woe.

e=8.

i;fr Complete the workshop activities in your Reader/Writer Notebook.

WRITTNG TA'K l. oevttopuEur oF tDEAs
Write a short story with an interesting plot that will entertain an . introduces and develops a

audience of children, teenagers, or adults. conflict

ldea Starters . introduces and develops a

. a middle-school student travels back in time narrator and characters
. a lonely girl discovers a new side of herself
. two former friends compete for a prize . uses dialogue and description to
. a familyadopts an unusual pet
develop events
7HE EI,SENf'ALS
Here are some common purposes, audiences, and formats for . ends with a conclusion, or
fictional writing.
resolution of the conflict
to entertain classmates story for class
readers and teacher oral presentation . uses events and characters to
story for school
to express a parents literary magazine reveal a theme, or message
general idea storytelling blog post about life
or insight festival video
about life writing group podcast 2. oeaat*tzAftaN oF tDEAI
. develops a sequence ofevents
judges of
short story that unfolds naturally and
contest logically

Web users . uses pacingto developthe plot

3. tancuacE FActLtrY

AND CONVENTIONS

. establishes and maintains a

point of view

. uses precise words and phrases,

relevant descriptive details, and
sensory language

. uses effective sentence

structures

. employs correct grammar,

mechanics, and spelling

Go to thinkcentral.com.

KEYWORD: HML8N-582

582 uNrr 4: THEME AND syMBoL

Planning/Prewriting i1.coCMOMREoN W 3a-e Write narratives to develop real or imagined

experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W 5 Develop and strengthen writing as needed by planning.

CHOOSE A STORY IDEA A5K YOURSEtF:

Although a story is a work of fiction, the . What types of people do I know well who would
characters and events should seem real. You
can make up a story based on people and places make good characters?
you know.
. What are some experiences I know about that

might make an interesting story?

THINK ABOUT AUDIENCE AND PURPOSE A5K YOURSETF:

As you plan your story, keep in mind your purpose . Who will read my story? What style of writing
and audience. Remember that your audience
should dictate the style of writing you use. Style would engage these readers?
is the way you use words to express ideas or
describe things. . What audience would be entertained by my story?
. Do I want my audience to be inspired or to do or

feel something in particular?

PLAN CHARACrERS ) wnlr DoEs rr rooK UKE?

Think about how your characters look, act, and Charartql', t'lartak , Otheri Reattioas
.
Appurarce ?er*aalihl iipuit:&f tr::i"+'
sound. As you develop your characters, write
down precise words and phrases that give your wears serious, hia with respect
readers a clear picture of your characters'traits, or
qualities. Avoid describing characters with vague I futurlsttb ' businesslrke
words, such as "cool" or "interesting." Use specific, ',, clothrag

relevant descriptive details and sensory language ',
to really bring the characters to life.

PLAN POINf OF VIEW ) rrps:
Think about who will tellyour story. A first- . A first-person narrator can give a very personal

person narrator is a character in the story and perspective on story events. Make sure to

refers to himself or herself as lor me. Athird- describe the narrator's thoughts and feelings

person narrator is someone outside the story who about the events.
describes the characters as he,she, or they. Once
. A third-person narrator is not directly involved

you decide on a narrator, establish and maintain in the events of the story. lf yourthird-person

the same point of view throughout the story. narrator is omniscient, or all-seeing, you can

describe the thoughts and feelings of all the

characters in the story.

.lrRrrrNc \roRKSHoP 583

Pla n n i n glP rewriti ng conti n ued

DECIDE ON A SEIT'NG . When and where does the story take place?

Your setting can give readers a lot of Over how much time?
information. The setting tells about your
. What role, if any, does the setting play in the
characters (for example, a mansion indicates
wealth) and can even play a role in the conflict conflict?

(for example, a character may struggle to . How can I describe the setting using sensory

survive in a desert). language to create a distinct mood?

PLAN YOUR PLOr Martak, Martaks a /a-boratorrq in
spau; Johnnris qard
After you've decided on your characters and supervisor, Johnn1,
setting, create a story map that outlines your
plot. Make sure your plot includes these basic lohnntis parwts
elements:
Coaflict, Martak decrdes to eud an experiuent,
. a conflict, or struggle, that will drive the but thls means destror4rng a whole planet,

action of your story Eveft l,)n lab, Martakte/ls hls supervisor that

. rising action, a series of related events set the.q should ehd an experiuent,

in motion bythe conflict Eveft x )n r1ard, Johnn1 pla4s in a sandbox.

. a climax, or most exciting point, when Eveft ?t Supervlsor a4rees wfth Martak
Eveft 4, Johnn(s mother calls hiu in.
something happens that reveals how the Evert 5 Glirvat)' Johnnq sees a. large star
conflict will end
getting brgger; his parents screan.
. a resolution, or outcome, showing how
Re.solutioa, )n lab, Martak watches a sphere
things work out
Most of the events in your story should be burning on his rnonftor.
presented in chronological order, or the order
in which they happen. lf your plot is well
planned, the events should unfold naturally and
logically.

nffiilNIW Using your story map, give an oral summary of your story to a classmate. Then ask: Does

my story make sense? How can I better engage and orient my readers?

YOUR ln your Reader/Writer Notebook, plan your story. Use a chart like the one
on page S8l to develop your story's characters. Then create a story map.
@ Exchange plans with a classmate. Think about what he or she says and

TURI{ then revise your plan, keeping in mind your purpose and audience.

584 uNrr 4: THEME AND syMBoL

Drafting W 4 Produce clear and coherent writing appropriate to task,

'i1. CORECOMMON purpose,andaudience. L1b Formanduseverbsintheactive
and passive voice. L 3a Use verbs in the active and passive

voice to achieve particular effects.

The following chart shows how to draft an effective short story.

EXPOSTf

'ON

. Open with a sentence or an intriguing piece of dialogue that will engage your audience.
. Establish the point of view and introduce the conflict, characters, and setting.

V

RISING ACrION AND CLIMAX

. Create a sequence of events that leads toward the climax.
. Use transitions, such asfinally or later,to convey sequence and signal shifts in time or setting.
. Use verbs in the active voice to move your plot forward and establish effective pacing.
. Develop characters and show action through dialogue, description, and reflection.

V

RESOLUT'ON

. Show howthe resolution ofthe conflict affects the characters.
. Reveal a theme, or message about life, in your conclusion.

A verb in the active voice describes an action performed by the subject. A verb in the passive
voice describes an action received by its subject, using a form of the verb be.

F.prpe +f Mpfc* Ex*rcep3*

voiceactive F-..1= Johnntl gaan on hrs wsthl finished sand castle

passive voice The aostlt1 finished sand castle was gazxn on br1 Johnntl

Above, the active voice is direct and natural, while the passive voice is awkward. However,
if you do not want the person performing the action to be known, or if you want to
emphasize the subject receiving the action, the passive voice can be effective

The sand cast/e hal beaa abaldold and would soon bewashel a:tal btl the ristng trde.

YOUR Develop a draft of your story. Use the active voice to achieve a direct and forceful effect
in your writing. Use the passive voice to accomplish a more subtle effect.
ffi

TURN

ITRITING \$TORKSHOP s85

Revising

When you revise, your goal is to improve your draft by looking for places where
you can add details about the characters, include dialogue, or further develop
you r plot to make your story more entertai ning for your audience. The chart
below will help you revise, rewrite, and improve your draft.

1. Does the story have a well- to each element: conflict, necessary. Delete events that do not
developed plot? Do the andrising action, climax, help move the story toward its climax.
events build to a climax?
ls the main conflict resolved? resolution.

2. Are main characters complex Underline descriptive Add relevant descriptive details about
and convincing? Does the appeara nce, personality, or background.
story establish a specific, details and dialogue that Add dialogue and actions that develop
believable setting? reveal character traits. characteL if needed. Elaborate on the
Draw an arrow to details setting by adding details.
3. Doesthe pace keepthe plot that describe the setting.
moving?
Highlight sentences that Detete unnecessary details and add
slow the story's pace. strong verbs to quicken the pace.

4. Are events arranged in a Number the major Rearrange events that are out of order.
natural and logical sequence? events. Put a star next to Add a variety of transitional words,
tra nsitiona I words, phrases,
Are transitions used to and clauses. phrases, and clauses, such as before,

show order? after, or during, to show the order of

5. ls the point of view events.
established and maintained
throughout the story? whether the point of view Change pronouns or details that shift
is first or third person. the point of view.
6. Does the story reveal
a theme? suggest an important idea Add details or sentences that clarify and
about life or human nature. reflect on the theme.

YOUR @@, Exchange stories with a classmate. Read your classmate's

@ story once for enjoyment. Then reread it, and use the chart above to

TURN suggest revisions and identify areas where a new approach might be

necessary.

585 uNrr 4: THEME AND sYMBoL

ANALYZE A STUDENT DRAFT COMMON W 3b Use narrative techniques, such as
CORE dialogue. W 5 Develop and strengthen
Read this student's draft. Notice the comments on its strengths writing as needed by revising, editing,
as well as the suggestions for improvement. rewriting, or trying a new aPProach,

focusing on how well PurPose and
audience have been addressed.

Experiment 023681

by Peter Leary, Athens Academy

o "They're still regressing," said Martak, as he raised his head from the The fact that the
'txperiment" is
viewing screen, disappointment shadowing his face. "I can't support the mysterious creates
suspense-a feeling
continued funding of Experiment O2368L tWe have others which work of growing tension for
much better." the reader. Dialogue
conveys information
o "Yery well," rumbled the deep voice of Martak's supervisor. "It's too about the setting,
characters, and conflict.
bad, though. They seemed so promising."
Peter uses extra space
C} "I know. Disappointing, isnt it?" commented Martak. "But living between paragraphs to
conditions are horrible, they insist on killing each other in these petty little show a shift to another
things called 'wars,' and look at their life span: on the outside, ninery-five of character and setting.

their'years'!" .'

0 "l agree. Permission granted to terminate Experiment 023681." The action returns to
the first setting. Peter
O Johnny gazed on his mostly finished sand castle, feeling a four-year- could use dialogue here
to make clear what is
oldt pride. He knew it was getting dark, so he scooped quickly. happening at this point
in the story.
O Martak looked at the small mass of swirling blues, greens, and whites
\ITRITING riroRKSHoP 587
on his monitor.

Cffiffitrffi3 rJse Dialague t* D*veiep ftlct Sometimes dialogue is the best way

to reveal what is happening in a story. ln Peter's draft, Martak looks at his monitor,
and then (on page 588) the action returns to Johnny and his mother. Peter added
the following dialogue to his revised draft in order to make clear what is going on

with Martak.

PETER'S REVISION TO PARAGRAPH O

Martak looked at the small mass of swirling blues, greens, and whites

.his He entered hrs access code
monitor.
N

"Request/' questroued a tlnntl vot'ce,

"T er ut' n at e Ex p er iuent A7?66 l.'

"Request conflrmed,"

ANALYZE A STUDENT DRAFT CONtiNUEd

o "John, come in the house!" his mother shouted from the porch. 1 Peter further develops
o "I'm coming, Mom, he responded. Ambling to the porch, he the second setting and
its characters. He can
glanced behind him at the sky. "Mommy, come look. There's a star make the story more
engaging for his readers
that's getting bigger. by building suipense.

o His mother screamed to come inside, away from the door and The story reaches a
climax as Johnny's
the windows. His dad screamed, "Invaders!" Johnny stood entranced by parents scream. Peter
provides a clear
the light that now seemed to shine on his house. resolution by returning
to Martak,whose
@ Martak watched as the small, perfect sphere was engulfed in yellow monitor reveals what
flame. The flame slowly turned orange, then red, then finally settled into has happened to
Johnnyl planet.
la black cloud, which died, leaving behind only dust. He sighed and turned

to the next experiment.

dffiltI, Develop S*spense with Effective Paring Peter does a good job of

capturing his readers'interest with an unusual story that quickly switches back and

forth between two very different settings. He can make his story even more engaging

by increasing suspense, or the tension readers feel as they wonder what will happen

next. One way that a writer can increase suspense is to emphasize that time is

passing and that very soon something terrible may happen. By slowing down the

pace before a major event, Peter can prolong the suspense and build the anticipation

of readers. Peter added a short scene, shown in blue, to increase suspense.

PETER,S REVISION TO PARAGRAPH O

"John, come in the house!" his mother shouted from the porch.
Johnnq st:ghed and dropped his shovel as he trudged toward

hts house. He knew his rnother ueant lt when she sald "John."

He looked up at the darkening skq, a.nd saw the {rrst stars.
"Now, John," satd his uother sternh1.

' "I'm coming, Mom, he responded. Ambling to the porch, he glanced

behind him at the sky. "Mommy, come look. There's a star that's getting bigger.

YOUR Use the revision strategies chart, feedback from your peers and teacher,
and the two "Learn How" lessons to help you revise your story. Evaluate
@
whetheryou have met allthe requirements of a good short story. lf
TURl{ necessary try a new approach in order to better fulfill your main purpose.

588 UNIT 4: THEME AND SYMBOL

Editing and Publishing j:. coMMoN W 3b Use narrative techniques,such
asdialogueand pacing. W5 DeveloP
CORE and strengthen writing as needed
by revising, editing, or trying a new
ln the editing stage, you review your writing to make sure that it is free of approach. L2 Demonstrate command
grammar, usage, spelling, capitalization, and punctuation errors before you of capitalization, punctuation, and
prepare youi final draft to share with your audience.
spelling.

ln a short story, dialogue-the words spoken by characters-reveals what
characters are like and also helps move the plot along. lt's important to use
correct punctuation so that readers will know what each character says'
Quotation marks are used to enclose a character's exact words.

"Vert1 wel/," ruubled the deep votce of Ma.rta/s supervisor."lts

too baa,though.Ther4 seeued so prouisrng)'

") know, Disa"ppointrng, isit it?" couuented llartak

[Dialogue is usually separated from the rest of the sentence by a comma.
However, if the speaker's words are a question or an exclamation, use a
question mark or an exclamation point instead of a comma.]

As Peter edited his story, he realized that he had made some errors in
punctuation. To clarify what his character Johnny said, he added quotation

marks around Johnny's dialogue.

"lu coming, Mon,fte responded, Amb/ing to the porch, he gla-nced behrnd, .:
sk1 "Morr,1, coue lookThirds
him at tie a. stat thals gettt'ng b,gg%' i

..,,........""i

PUBTISH YOUR WRITING
Share your short story with an audience.

. Submit your story to your school's literary magazine or to an online literary

magazine.

. Enter your work in a short story contest.
. Adapt your story as a video and make it available in a podcast.

YOUR Correct any errors in your story. As you proofread, look closely to make
sure that any dialogue spoken by your characters is punctuated correctly
,@ and enclosed in quotation marks. Checkyour capitalization and spelling,
as well. Then publish your final story for others to enjoy.
TURN

\?RrrING woRKsHoP 589

Scoring Rubric

Use the rubric below to evaluate your short story from the Writing Workshop or
your response to the on-demand writing task on the next page.

Development Effectively and engagingly introduces, develops, and resolves a conflict;
develops characters and events with strong dialogue and description; reveals and
reflects on a significant theme
Organization Effectivelyestablishesanatural andlogical sequenceofevents;uses
effective pacing and transitions
language Consistently maintains a clear point of view; uses many relevant descriptive
details; shows a strong command of conventions

Development Effectively introduces, develops, and resolves a conflict; develops
characters and events with dialogue and description; reveals a significant theme
Organization Hasanatural andlogical sequenceofevents;usesmostlyeffective
pacing and transitions
Language Maintains a clear point of view; includes relevant descriptive details; has a
few errors in conventions

Development lntroduces, develops, and resolves a conflict; could use more dialogue or
description to develop characters and events; reveals a theme
Organization Has a generally logical sequence with some unnecessary events,
resulting in ineffective pacing; uses some transitions that don't make sense
Language Usually maintains a point of view; needs more descriptive details; includes a
few distracting errors in conventions

Development lntroduces and resolves a conflict, but needs more development; needs
more dialogue and description; suggests a theme
Organization Has a confusing sequence due to unnecessary events; has a slow pace at
times; needs more transitions to convey sequence
language Has some lapses in point of view; has some major errors in conventions

Development lntroduces a conflict but does not develop or resolve it; lacks enough
dialogue and description; presents no clear theme
o Organization Has too many events and an uneven pace; lacks transitions throughout
a language Changes point of view; mostly lacks details; has many errors in conventions

Development Has no conflict; lacks dialogue, description, reflection, and theme
Organization Has no apparent organization
Language Has no clear point of view or details; has major conventions problems

590 uNrr 4: THEME AND sYMBor

Preparing for Timed Writing COMlttON W l0 Write routinely
CORE
over shorter time
frames for a range of
tasks, purposes, and
audiences.

Read the task carefully. Then read it again, underlining the words that tellthe type of writing,
the topic, the purpose, and the audience.

::.'t'n: 'lt\frrre otwrftus ro.pic

4 will'Write a fictional'or personal narrative about someond trving somethinq new that
i

-.,'..,.4ffiI",,mates.Makesurethecharactersandsettingarebelievable.Use]

(ffistodescribeeVentsthatleadtotheresolutionofaconflict.

\- Purpose akd audiettce

Brainstorm examples of people (real or Setting'
imagined) either going to a new place Charartqs,
or trying a new food, skill, or activity.
Which of these topics do you know well baflict'
enough to write about in detail? After
you choose an idea for your narrative, Everts'
make a chart to organize your details. Reslution'

Using your notes about setting, characters, and conflict, begin drafting your
narrative. As you write, keep the following points in mind:

. Start writing, even if you're not sure how to begin. You can always go back and

strengthen the beginning of your narrative later.

. Maintain one point of view throughout the story. Will one of the characters

tell the story, or will an all-knowing narrator tell the story? Personal narratives
always use the first-person point of view.

. Bring your characters to life using realistic dialogue and actions.

Revising Check your draft against the task. Does your narrative explain the conflict?
Are your characters and setting believable? Does the pace keep the action moving?

Proofreading Check your story to correct errors in grammar, spelling, punctuation,
and capitalization. Make sure all your edits are neat, and erase any stray marks.

Checking Your Final Copy Before you turn in your narrative, read it once more to
catch any errors you may have missed.

\Y'RITING W'ORKSHOP 591

l:1 1, , ;- 11 l' r1, :11:,1; ,'11 ',,l,,: Producing a Video

It-L You may have seen movies based on books that you've read. Producing a video is a
fun way to present a story in a different form and share it with new audiences.

5!E

.\,.,F- .&. Complete the workshop activities in your Reader/Writer Notebook.

7A'K A STRONC VIDEO ,..
. engages the audience
Adapt your short story or a story from the . tells a story that is easy to follow
unit into a video. With a team of classmates, . includes multimedia, such as sound effects,
plan and produce the video and present it
to your class. narration, onscreen text, and visuals

. has a variety of camera shots and angles

i COMMONCORE PIan the Video

W 6 Use technologyto produce Follow these guidelines as you plan your video:
and publish writing. 5L 1a-b Come
. Define roles. Meet with your team to discuss the tasks that need to be
to discussions prepared; define
individual roles. SL 5 lntegrate completed. Assign jobs, such as writing the script, operating cameras and
multimedia and visual displays into lights, designing sets and costumes, acting as characters, and directing the
presentations. SL 5 Adapt speech
to a variety of contexts and tasks. actors.

. Write a script. Prepare to meet with your team by reading the story and

thinking about how you can turn it into a script. Turning a story into a script
almost always involves adding dialogue. lt may also mean adding a narrator
who supplies background information. A script includes stage directions and
ideas for music and sound effects (sometimes abbreviated as SFX). As you
write, don't hesitate to cut or add scenes from the original story. Your video
should tell a well-paced story that your audience can easily follow.

. Create a storyboard. Plan your video by making a storyboard. Use a comic strip

format with a simple sketch of each shot in a scene. Under each sketch, make
brief notes about dialogue, sound effects, and any other types of multimedia.

. Find a location for shooting. Decide where and when you will shoot your video.

Cet permission to use the space, if necessary.

. Rehearse your scenes. Plan at least one rehearsal so the actors can practice

saying their lines on set. The actors will need to adapt their speech to fit

the context of the story. For example, an angry character would speak in an
aggravated tone. lf the script uses formal English, the actors will need to avoid

casual language.

592 uNrr 4: rHEME AND sYMBoL

Produce the Video

When you're ready to put your plan into action, follow these guidelines:

. Shoot the footage. lnclude different kinds of camera shots to tell a story that is

both interesting and easy to follow. This chart describes various camera shots
and the effects you can create with them. See page R89 for more information
about camera shots and camera angles.

Close-up shot-shows a close view of a person or Creates emotion by making viewers feel as if they
an object know the character; focuses viewers'attention on an
important detail
Medium shot-shows a slightly wider view than a
close-up, such as a character from the waist up Captures movements that reveal a character's
Long shot-gives a wide view of a scene, showing behavior
the fullfigures of people and their surroundings
Allows viewers to see the "big picture"; shows the
relationship between characters and the environment

. Use your storyboard. Your storyboard is the roadmap for creating your video.

Refer to it often to make sure you shoot all the footage you will need.

Wrap it up. Use editing software to put your scenes in the right order

and to create pacing that matches the feel of the story. Quick cuts

generate a sense of action and excitement. Longer cuts create drama

and allow viewers to reflect on the dialogue between characters.

andShow your masterpiece. Screen

invited guests. lf you wish, hold
your video for your class . ;r

a comments-and-questions ,'

session afterward to get audience feedback.

Adapt your video into a podcast. A podcast is a digital file
that others can download from the Web and play. Using
appropriate software, convert your video to a format that
will work as a podcast. Be sure to get permission for any
words, images, or audio that you did not create yourself.
Then upload your final product using a free podcasting
subscription service.

YgR Plan and produce a video using the guidelines on
tJ these pages. Present your video to an audience

TURN and consider people's feedback. Decide if you
want to make any changes to the video. Then
convert your video into a podcast and post it on

the Web.

Assessment Practice

A55E55 DIRECTIONS Read the selection and answer the questions that follow.
Taking this practice test
will help you assess your A Blind Man Catches a Bird
knowledge of these skills
and determine your by Alexander McCall Smith
readiness for the Unit Test.
l A young man married a woman whose brother was blind. The young man
REVIEW
After you take the practice was eager to get to know his new brother-in-law and so asked him if he would
test, your teacher can help like to go hunting with him.
you identify any standards
you need to review. 2 "I cannot see," the blind man said. "But you can help me see when we are

i COMMONCORE out hundng together.'We can go."

RLI Citetheevidence a The young man led the blind man offinto the bush. At first they followed
that supports inferences drawn
fromthetext. RL2 Determine a path that he knew and it was easy for the blind man to tag on behind the
a theme of a text and analyze its other. After a while, though, they went off into thicker bush, where the ffees
relationship to the characters,
setting,and plot. Rt4 Determine grew closely together and there *.r. m"ny places for animals to hide. The
the meaning ofwords and
phrases as they are used in a blind man now held on to the arm of his sighted brother-in-law and told him
text, including figurative and
connotative meanings. many things about the sounds that they heard around them. Because he had
L 1 Demonstrate command of the no sight, he had a great ability to interpret the noises made by animals in
conventions of standard English
the bush.
Srammar. Ila Explainthe
4 "There are warthogs around," he would say, "I can hear their noises
function of participles.
over there."
L 2 Demonstrate command of the
: Or: "That bird is preparing to fly. Listen to the sound of its wings
conventions of capital ization.
L 4b-< Use Latin affixes as unfolding."
clues to the meaning of a word;
Consult reference materials (e.g. 6 To the brother-in-law, these sounds were meaningless, and he was most

thesauruses) to clari! a word! impressed at the blind mant abiliry to understand the bush although it must
have been for him one great darkness.
meaning.
t They walked on for several hours, until they reached a place where they

could set their traps. The blind man followed the other's advice, and put his
trap in a place where birds might come for water. The other man put his trap a
short distance away, taking care to disguise it so that no bird would know that
it was there. He did not bother to disguise the blind man's trap, as it was hot
and he was eager to get home to his new wife. The blind man thought that he
had disguised his trap, but he did not see that he failed to do so and any bird

could tell there was a trap there.

a They returned to their hunting place the next day. The blind man was

excited at the prospect of having caught something, and the young man had to
tell him to keep quiet, or he would scare all of the animals away. Even before
they reached the traps, the blind man was able to tell that they had caught

something.

9 "l can hear birds," he said. "There are birds in the traps."

594 uNrr 4: THEME AND sYMBoL

10 \7hen he reached his trap, the young man saw that he had caught a small

bird. He took it out of the trap and put it in a pouch that he had brought
with him. Then the two of them walked towards the blind man's trap.

11 "There is a bird in it," he said to the blind man. "You have caught a bird too."
t2 As he spoke, he felt himself filling with jealousy. The blind mant bird was

marvelously colored, as if it had flown through a rainbow and been stained by
the colors. The feathers from a bird such as that would make a fine present for
his new wife, but the blind man had a wife too, and she would also want the

feathers.

L3 The young man bent down and took the blind mant bird from the trap.

Then quickly substituting his own bird, he passed it to the blind man and
put the colored bird into his own pouch.

t4 "Here is your bird," he said to the blind man. "You may put it in your pouch."
15 The blind man reached out for the bird and took it. He felt it for a

moment, his fingers passing over the wings and the breast. Then, without
saying anything, he put the bird into his pouch and began the trip home.

t6 On their way home, the two men stopped to rest under a broad tree. As

they sat there, they talked about many things. The young man was impressed
with the wisdom of the blind man, who knew a great deal, although he could
see nothing at all.

t7 "\fhy do people fight with one another?" he asked the blind man. It was

a question which had always troubled him and he wondered if the blind man
could give him an answer.

18 The blind man said nothing for a few moments, but it was clear to the

young man that he was thinking. Then the blind man raised his head, and
it seemed to the young man as if the unseeing eyes were staring right into
his soul. Quietly he gave his answer.

19 "Men fight because they do to each other what you have just done to me."
20 The words shocked the young man and made him ashamed. He tried to

think of a response, but none came. Rising to his feet, he fetched his pouch,
took out the brighdy colored bird and gave it back to the blind man.

2t The blind man took the bird, felt it over with his fingers, and smiled.
22 "Do you have any other questions for me?" he asked.
23 "Yes," said the young man. "How do men become friends after they have

fought?"

24 The blind man smiled again.
25 "They do what you have just done," he said. "That's how they become

friends again."

ASSESSMENTPRACTICE 595

Reading Comprehension

Use "A Blind Man Catches a Bird" to answer 4. The sounds in the bush are meaningless to the
questions 1-12.
-young man because
-1. The overall theme of the story is
A. his abiliry to see limits his abiliry to hear
A. people cheat others because it makes them B. he cannot speak the language of the

feel smart animals

B. people should rely more on their hearing C. a thick growth of trees muffles every

than on their sight sound

C. true friendship depends on respect and D. the blind man is talking in a loud voice

fairness 5, The disguised trap might symbolize the young

D. hunting is a good way to learn about mant _

animal behavior A. carelessness
B. deceitfulness
) \X/hich quotation conveys one of the storyt
C. foolishness
themes? D. laziness

A. Atfirst they followed a ?dth that he hnew 6. From the two questions he asks the blind man
in paragraphs 17 and 23,you can conclude
and it was eary for the blind man to tag on
-that the young 626 i5
behind tbe other. (paragraph 3)
A. trying to understand human nature
B. The blind. man followed the other's adaice, B. having problems with his new wife

and put his trap in a place where birds C. testing the blind mans intelligence
might comefor wAter. (paragraphT) D. looking for something to argue about

C, When he reached his trap, the young man 7. \fi&ich theme is suggested by the blind mant
thoughts about why people fight?
saw that he had caught a small bird.
(paragraph 10) A. Dishonesry ruins peoplet relationships.
B. Friends must be willing to forgive.
D. The young mdn u)ds impressed with the
C. People should think before they speak.
wisdom of the blind man, who knew a great D. Compromise will solve most problems.
deal, abhougb he could see nothing at all.
(paragraph l6) 8. Vhich qualiry might the blind man

-3. The hunting trip could be a symbol of the symbolize?

A. wisdom of a person who is blind A. Courage
B. search for what is important in life
C. human struggle to control nature B. Jealousy
D. difficulry of living without sight C. Strength
D. \Tisdom

596

9. You can conclude that the young man is eager 12. You can conclude that the young man gives
the colorful bird to the blind man because
-to please his new wife when he
hs wanl5 16 -
A. does not help the blind man disguise his
A. avoid an argument
bird trap
B. restore their friendship
B. is impressed that the blind man can
C. show his generosiry
understand animals' sounds
D. please his new wife
C. steals the colorful bird so that she can
SHORT CONSTRUCTED RESPONSE
have the feathers Write two or three sentenc€s to answer each
question.
D. asks his brother-in-law why people fight
13. Even though he doesn't know how to set a
10. Reread paragraphs 17 through 20. You can trap, the blind man catches a beautiful bird.
conclude that the young man is shocked at \What conclusion can you draw from that

-the response to his question because he incident?

A. thinks the blind man doesnt know that 14. \X/hat might the blindness in the story
symbolize? In what ways are the two
he cheated him characters blind?

B. expects the blind man to politely ignore \Uflrite a paragraph to answer this question.

his question 15. Explain the connection between one symbol
and one theme in the story.
C. knows the blind man doesnt understand

his question

D. believes that he has a right to take the

beautiful bird

11. To the men in the story, the colorful bird

-symbolizes

A. bad luck
B. a valued prize

C. a happy memory
D. broken promises

597

I LJse context clues and your knowledge of
suffixes to answer the following questions.
Vocabulary
4. \7hat does the word abiliry mean in
Use your knowledge of context clues and the
thesaurus entries to answer the following paragraph 3?
questions.
"Because he had no sight, he had a great abilit,v
tag uerb. call, identify, brand, label, follow, to interpret the noises made by animals in the
trail, chase bush."

[. \,X/hich word is a synonym for the word tag A. Desire
B. Feeling
in paragraph 3?
C. Intelligence
A. Call D. Talent
B. Chase
5. \7hat does the word meaningless mean in
C. Follow
D. Identify paragraph 6?

distance l?oun. space, coldness, separation, gap, "To the brother-in-law, these sounds were
Iength, remoteness meaninsless. . . ."

2. Which word is a synonym for the word A. Easily overlooked
di s tan c e in paragr aph 7 ? B. Beautifully melodic

A. Coldness C. Not worth listening to
B. Length D. Impossible to understand
C. Remoteness
D. Separation 6. \W&at does the word maruelously mear.in

prospect nzun. clstomer, chance, hope, paragraph 12?
possibiliry scene, view
"The blind mans bird was marvelously colored,
3. \7hich word is a synonym for the word as if it had flown through a rainbow and been
Pros?ect in paragraPh B? stained by the colors."

A. Customer A in a lighthearted manner
B. Possibiliry B. Virh a reddish tint
C. Scene
C. In a way that causes wonder
D. View D. '!71th unattractive colors

598

Revising and Editing

DIRECTIONS Read this passage and answer the questions that follow.

(1) South Africa's current population has a rich heritage. (2) The population descends
from African, Asian, and european settlers. (3) More than 1,500 years ago, members
of the Bantu language group settled the transvaal region of South Africa. (4) The

Dutch settled in 1652. (5) They were the first Europeans in South Africa. (6) Dutch

was the dominant language spoken throughout the 1700s. (7) Later, English and
Afrikaans became the official language of South Africa. (8) Today, the government
recognizes 1 1 official languages. (!) The Zulu, the xhosa, and the Sotho are just
some of the African ethnic groups who speak these languages. (10) The constitution
encourages respect for many of the other languages spoken in the country.

1. \7hat is the BEST way to combine sentences 4. lVhat is the BEST way to combine sentences
7 and2 using a participle? 5 and 6 using a participle?

A. Descending from African, Asian, and A. In 1652, the Dutch became the first

European settlers, South Africat current Europeans to settle in South Africa.
population reflects this rich heritage.
B. The first Europeans in South Africa were
B. South Africas current population descends
the Dutch.
from African, Asian, and European settlers.
C. The Dutch were the first Europeans in
C. South Africa's current population reflects South Africa, settling in 1652.

a rich heritage of Africans, Asians, and D. Firstly, the Dutch settled in South Africa
Europeans. in 1652.

D. Settling, Africans, Asians, and Europeans 5. \(hat change, if any, should be made in

came to South Africa. sentence 7?

2. \ffhat change, if any, should be made in A Change Englisb to english

sentence 2? B. Change Afribaaas to afrikaans

A, Change African to african C. Change langaage to Language
D. Make no change
B. Change.Asian rc asian
C. Change earopean to European 6. What change, if any, should be made in
D. Make no change
sentence 9?
3. What change, if any, should be made in
,d Change Sarla to sotho
sentence 3?
B. Change Zulu to zalu
A Change Bantu to bantu C. Change xhosato Xhosa
D. Make no change
B. Change language group to Larn^gaage

Group

C. Change transuaalto Thansvaal
D. Make no change

599

ldeas for lndependent Reading

Which questions fr.om Unit 4 made an impression on you?
Continue exploring them with these books.

ls curiosity a gilt or o curse?

i COMMONCORE East Mable Riley: A Reliable The Thief Lord
by Edith Pattou Record of Humdrum,
RL 10 Read and comprehend Peril, and Romance by Cornelia Funke
literature. Rl 1O Read and Rose was born curious. by Marthe Jocelyn
comprehend litera ry nonfiction. When a white bear shows Prosper and Bo have run away
up and asks her to go with The year is r9or, and to Venice to escape their aunt
him so her family can Mable hopes she'll have an
prosper, teenaged Rose adventure when she moves and ,ncle. lhe; a,e lake^ ..
agrees. 5he doe:n r realize away with her sister. At
that living with a bear is only first, life remains boring. But by the Th ief Lord, a masked
the beginning of a longer everything changes when
jou rn ey. Mabie meets the neighbor. -iboy who leads a band of

children. When the e{
Lord accepts a mysterious
assignment, the adventures
of the band get complicated,

How well do we treot our elders?

ffi The Cay A Step from Heaven The Not-So-Star-

!r by Theodore Taylor by An Na Spangled Life of
Sunita Sen
Phillip and his mother escape Young Ju is only four when
the Cerman invasion of her family moves to the U.5. by MitaliPerkins
Curaqao on a freighter, but from Korea. Atfirst, everyone
the boat is torpedoed. Phillip is happy, but then her parents When Sunita's grandparents
wakes up on a life raft with a start fighting again. Young visit from lndia, her life
cat and a West lndian named .lu has been raised to respect changes. For one thing, she
Timothy Will Phillip be able her elders, but she knows that can't have boys over anymore.
to survive with only an o1d sometimes her father isn't She has to find a way to accept
man for support? right. What should she do?
her family and still fit in.

What impact will you have on the world?

cenlral The Book Thief The Merlin Conspiracy Be the Difference: A
Beginner's Guide to
Go to tlr in kee$1$j.!9111. by Markus Zusak by Diana Wynne lones Changing the World

KEYWORD: HML8-600 Liesel is a little girl the first Roddy and Crundo arejust by Danny Seo
time she meets Death in Nazi teenagers in the Royal Court
Cermany. The second time, No one but an outsider will At rz, Danny Seo inspired
she's a book thiel stealing believe them when they thousa nds of students to
books and reading them to warn of a conspiracy against join him in an environmental
anyone who needs to llsten. the king. Can three young movement. Ten years later,
Later, she writes her own magicians win a battle he wrote this book. Read his
story. This is the book Death to keep the magic in the advice about how teenagers
wants you to hear. m u ltiverse? can improve the world.