ELA Unit 2 G8

Revising

When you revise, you examine your essay to see where you can improve the
clarity of your language, the development of your ideas, and the logic of your
organization. ln this step, you may find that you need to rewrite some parts
extensively in order to achieve your purpose, which is to convince your audience
to agree with your claim. Use the chart shown to help you revise where necessary.

grab my audience's attention? Underline the sentence ) laa a direct quotation, a
that captures your
audience's attention. question, or a comment to

interest the audience.

)2. Does my introduction provide Highlight the title of the Add details to answer
movie, the title of the general questions such
necessary background story, and the authorts as "Who is the main
name. Underline details character?" and "What
information? that summarize plot. happens to him or her?"

3. Does my introduction Bracket the claim. Ask a Reword the claim to clearly
have a strong claim? peer to read it and restate state your position on the
your position. movie you have chosen.

4. Are there at least two reasons Number each reason. Add clear reasons that
that support my claim? ls Draw arrows from the support the claim. lnsert
each reason supported by at evidence to the reason. q uotations, examples, or
least one piece of relevant descriptions to su pport

evidence? each reason.

5. Have I included transitions )Highlight words, phrases, Add transitions, such as
to show clear relationships
among my ideas? and clauses that connect for example, also, and as a
your claim, reasons, result to connect sentences
follow logically from the
argument presented and evidence, opposing and paragraphs.
restate my claim and reasons?
claims, a nd countercla ims.

Bracketyour claim and ) lnsert sentences
restatement of your
reasons. restating your claim and

summarizing your reasons.

Y()UR fiT,filflifilfl, Working with a peer, reviewyour drafts together. Answer

@ each question in the chart to identify which parts of your draft need to be
reworked or where you should try a new approach.
IURl{

304 UNIT 2: CHARACTER AND POINT OF YIE'i7'

ANATYZE A STUDENT DRAFT W ld Maintain a formal style
COMMON W5 StrengthenwritingbY
Read this student's draft and the comments about it as a model for revising
your own critical review. CORE revising, editing, rewriting, or

trying a new approach.

Charljr-Two Stars Out of Five

by Etta Smith, Horseheads Free Academy

O Is it worse to have something and lose it than never to have had it at dl? l Etta includes the title of
the text that the movie
That's the question asked by the movie Charfu as well as by the story upon 1 is based on, the author,
which the movie is based, FlowersforAlgernon by Daniel Keyes. In both the and the basic plot ofthe
movie and the story the main character Charlie starts out with below normal
intelligence. Then he has experimental surgery that turns him into a super movie.

genius, but only for a limited time. Itt an interesting, moving plot, and the Etta concludes her

movie is faithful to the story in many ways. However, some of the director's first paragraph with a
statement of her claim.
choices make the movie ultimately less emotionally satisfying than the story.
Etta identifies her first
O The actor planng Charlie Gordon skillfully portrays him before major reason in support
of her claim.
and after the surgery. But the director has chosen to add some scenes
in the movie that show a dark side of Charlie that grows along with his Here, Etta fails to
maintai* her fsrn:al
1intelligence. For example, when Charlie becomes frustrated over his lack of style. lnstead, she uses
slang and nonstandard
progress after the surgery, he storms out of the clinic. He is then seen in a sentence structure.

bumper car, intentionally slamming into the other cars driven by children.

Later in the film, Charlie attacks Alice Kinnian, for whom he has strong

romantic feelings. You just feel like saying "Hey, man! \7here's your head

at?" In contrast, in the story, Charlie remains sweet and childlike even as his

intelligence increases. He tells his diary that he loves Alice Kinnian, but he

does not force himself on her. The director's vision might be more dramatic

to watch, but it makes Charliet character less endearing.

ffflg "re leaintain a Ferrcal Style ln the middle of Etta's second paragraph,

she switches from writing in a formal style to writing the way she might talk to
her friends. To maintain the consistency of a style appropriate for a formal critical
review, she completely rewrote the sentence.

ETrA's REv!'toN To PAnAGRAPH O
Later in the film, Charlie, unable to control his strong feelings for

Alice Kinnian, attacks her.

\' rHouffd+ouc,#to-drei{al haru, but the vrolence of the scerte is

rx/RrrrNcrvoRKSHoP 3O5

ANATYZE A STUDENT DRAFT CONtiNUEd

o The abruptness of the ending is unsatisfying as well. After Charlie Etta identifies her
second reason and
realizes he cannot stop the loss of his intelligence, Alice Kinnian comes to supports it with a
description of the scene
see him. She says, "\Thenever you feel like telling me to go, just let me and some dialogue.

know. . . I'll leave." He replies immediately, "Leave. Please leave." The Etta mentions but does
not address arr *pgrosing
next scene shows Charlie back on the playground, acting like the children clain':, which weakens
her argument.
there. By choosing not to show Charliet awareness of each phase of his
decline, the director prevents the audience from feeling Charlie's despair. Etta's concluding section
restates the claim and
That decision weakens the power of the story. adds a recommendation
to her audience.
o Some viewers might argue that the director's technique of inserting

quick series of images to fill in detail about Charlie after his surgery is

helpful. These images dont have a clear connection to the rest of the movie,

and they cause confusion.

O In spite of these flaws, the movie Charly is worth seeing. The audience

doesnt experience Charlie's triumphs and tragedies as fully as in the

story. They see a dark side of him. But, they also come away with some

important ideas to think about, such as the pain of growth and of loss. See

the movie if you can; read the story because you must.

ffi.trBffi Address oppos!ng claims While Etta acknowledges an opposing

claim and responds to it, she doesn't provide enough support for her counterclaim.
When she revised this paragraph of her argument, she included more details that

show why the opposing claim is not valid.

ETTA,S REVISION TO PARAGRAPH O

Some viewers might argue that the director's technique of inserting quick

series of images to fill in detail about Charlie after his surgery is helpful.
These images dont have a clear connection to the rest of the movie, and

they cause confrrsion.

These viewers uight sitl'that the blur of shats o{ Charlie on a uotorct4cle Charlb--\
towith a beard, Charlie wfthout one, atd Charlle hanging out wfth " hrpples" works
itshow his rebel/ious perlod. but ft is not clear how long this episode lasts, where I
urnd, Jtakes place, or ever whether it ls real or ln Charllds
I

YOUR Use feedback from your peers and your teacher as well as the two
"Learn How" lessons to revise your critical review. Evaluate how wellyou
@ maintain a formal style, connect your ideas, and convince your audience
to agree with your opinion.
TURII

305 UNIT 2: CHARACTER AND POINT OF VIE'!v'

Editing and Publishing COMMON W 5 Strengthen writing as
CORE
ln the editing stage, it is important to proofread your essay. needed byediting. Llci Form
You don't want mistakes to weaken the impact of your critical review.
verbs in the conditional and
subjunctive mood; correct
inappropriate shifts in verb
mood. L3a Useverbs inthe
conditional and subjunctive
mood to achieve particular

effects.

Verbs in the conditional mood referto events that may or may not happen,

depending on another set of circu mstances. (lf l'm free, I would like to attend)
Verbs in the subjunctive mood express uncertainty, a state that is contrary to fact, or
a wish or regret. (l wish t werefree to attend.)Most commonly, the verb were is used
to indicate the subjunctive mood and follows both singular and plural subjects.

T'fps Exemples

Use the subjunctive Char/te wi*es he were able to read.

thatmood in clauses Dr. Neuur acted as if Alqernon were still healtht4,

follow wish,as rt tf bf

the state is contrary

to fact or not real).

Use the subjunctive Charlre o{ten wondered what his life wou/a be like

mood to achieve if he were"noruall' fthoughtful)

particular effects in Alrce Knntan wished that she were able to hold

yourwriting. batkttue. (wistful)

Avoid shifts in mood. lnurrett' lf I was to recomuefid a Mdle aM suqqest

Ilou see ft, ft wou/d be Charl\,

Correzt' )f ) wete to recoumend a mup and suggest

qou see ft, lt would be Char/U.

When editing, Etta fixed any errors in the subjurnctive mood that she found.

,,,thecoUra4eofpeopleltkeCharl/e,amanwhonakesthebesto[

' ,twhat he has even though he wishes he*es.suarter.

- \-<7.-w. e-r.e'- .-

PUBLlsH YOUR WRITING

Share your review with an audience.

. Participate in a debate of the merits or flaws of your movie.
. Submit your critical review to your school newspaper.
. Post excerpts of your critical review on the Web.

YOUR Proofread your review, checking for places where you can use the
conditional or subjunctive mood to achieve a certain effect. Choose the
@ publishing option that will best reach your intended audience.

IURN

'wRrrrNG lroRKSHoP 3O7

Scoring Rubric

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

Development Asserts a strong claim; supports the claim with compelling reasons
and relevant evidence; thoroughly addresses opposing claims with convincing
counterclaims; ends with a powerful conclusion
Organization Presents reasons and evidence gracefully and in a logical order;
effectively uses transitions to show relationships among ideas
Language Consistently maintains a formal style; shows a strong command of
conventions

Development States a strong claim; supports the claim with clear reasons and
relevant evidence; addresses opposing claims with adequate counterclaims; concludes
with a restatement of claim and reasons
Organization Presents reasons and evidence in a clear order; uses transitions to show
relationships among the claim, reasons, evidence, opposing claim, and counterclaim
Language Maintains a formal style; has a few errors in conventions

Development States a sufficient claim; supports the claim with reasons and evidence;
includes an opposing claim and counterclaim; has an adequate conclusion
Organization Presents most ideas and details clearly; includes some transitions but

could use more
Language Mostly maintains a formal style; includes a few distracting errors in
conventions

Development States a claim; provides some reasons and evidence but needs more;
identifies an opposing claim but does not adequately respond to it; has a weak conclusion
Organization Presents reasons and evidence in a way that is somewhat confusing;
needs more transitions

. Language Often lapses into an informal style; has several errors in conventions

Development Has a weak claim; offers unclear reasons; needs more evidence; does not
acknowledge opposing claims; has a weak concluding section
a Organization Arranges reasons and evidence in a confusing way; uses few transitions
Language Uses an informal style; has many distracting errors in conventions

Development Lacks a claim; offers unclear reasons, little evidence, and no opposing
claim or counterclaim; has no concluding section
a Organization Has no organization; lacks transitions
Language Lacks a formal style; has major problems with grammar, mechanics, and
spelling

308 uNIT 2: cHARAc'r'ER AND porNT oF vrEw

Prepanng for Timed Writing W 10 Write routinely over
shorter time frames for a
range oftasks, purposes, and

audiences.

Read the writing task carefully. Then read it again, underlining words that tell the topic,
audience, and purpose. Circle the type of writing you are being asked to do.

":Lil.##:?lflRITING TASK -. f Tttno nf\Ai",;4
;: ^ffi:J; {! n^,,,-;:
0,, ^,,,,,,,,
releaseqd
movrie you hnave 1*,i,, rIeaders to ^ th^e1b,o!,ok or see the movie by
read
seen. C\-orcnnYvrinnccee

including r.l.,r"nl r..Iffid t
Toprc

Choose a book or movie that is your favorite. tfuvie orbookTitle
List reasons why you think people should read
the book or see the movie. Support each reason Reasoa I Evidcnu,
with evidence. Consider opinions that others
might have. Decide what counterclaims you will Reasoa/ Evidetu
develop to address possible opposing claims.
Ooposiaa Claiu

Couftqclaiu

As you write, keep these guidelines in mind:

. ln the introduction, capture your audience's attention, identify the movie or

book, give background information, and state your claim.

. ln each body paragraph, provide a reason for your opinion and support it with

examples, events, quotations, or other details from the work.

. Acknowledge a possible opposing claim and then offer a counterclaim.
. Develop a concluding section that flows logically frbm your previous paragraphs.

Revising Review key aspects of your essay. ls your claim clearly stated? Do you
support it with convincing reasons and evidence? Do you address an opposing claim?
Proofreading Neatly correct any errors in grammaq spelling, and mechanics.
Checking Your Final Copy Before you turn in your essay, read it once more to catch
any erro$you may have missed and to make any finishing touches.

wRrrING \iroRKSHoP 309

Producing a Critics' Debate

When you discuss with friends the pros and cons of various gaming systems,you
are having a debate. A debate is a discussion in which opposing sides of a question
are argued. Participants in a debate express their views and listen respectfully to
those of others, often gaining new insights on the issue.

ffi Complete the workshop activities in your Reader/Writer Notebook'

TASK PARTICIPANr' IN AN EFFECTIVE DEBATE . . .

Plan and film a critics'debate about a . state a clear claim;defend it with reasons and
specific movie that you and another
classmate have seen. You will state and evidence
support your claim about the movie's
merits or drawbacks. . respond to new information with questions or

thoughtfulcomments

. delineate,ortrace,the claim and reasons in other

speakers'arguments

. maintain eye contact, appropriate volume, and clear

pron u nciation

i COMMONCORE Planning a Critics' Debate

W 6 Use technologyto present A critics' debate is a way to share opinions about a movie, literary work, or even a
ideas. SLla-e Engagein concert. Follow these suggestions to plan your debate before filming it:

collaborative discussions; come . Organize Groups Pair up with a classmate who viewed the same movie and
to discussions prepared.
5L 3 Delineate a speaker's has some different opinions on it. lnclude in your group one or two other
argument and specific
classmates who will moderate the debate and film it.
claims. SL 4 Present claims and
. Establish Rules Together, decide the order of speakers and the length of time
findings in a coherent manner;
use appropriate eye contact, each will have. Review points of debate etiquette, such as using a firm, clear
adequate volume, and clear voice when stating the claim and reasons, listening respectfully to the other
pronunciation.
speaker, responding appropriately and politely, and maintaining eye contact.
Go to thinkcentral.com.
. Prepare for the Debate Clarify the responsibilities of each group member,
KEYWORD: HMLSN-310
giving them time to prepare if needed.

. Speakers should outline their claim, reasons, and evidence on note cards.

When listening to other speakers, they should take notes.

. The moderator will introduce the speakers and topic, provide necessary

background on the film, keep track of time, and bring the debate to a close.

. The director will film the debate. ln advance, he or she should check the

video equipment, become familiar with its operation, and plan a stage set.

. Rehearse Have speakers and the moderator do a walk-through of the debate.

The director should do a sound and light check.

310 uNrr 2: cHARACTER AND POINT OF ]/IE'W

:t'l] ,1,, '/" i f irri

|,tilii ,il,r'll

Producing the Debate

Filming the debate has the advantage of allowing a wider audience to view it. ln
addition, participants can review the film to evaluate their own performances and
improve the quality of their speaking skills in the future.

GETTING STARTED
Follow these guidelines to produce an effective critics'debate:

. Set up a site for the debate in advance, such as a Cut dead air time or prolonged pauses by
speakers that detract from the momentum of the
cleared area of the classroom with two podiums. debate.

. During the debate, focus mostly on whoever is Insert short clips of the movie being discussed to
help illustrate important points. Check the terms
speaking, but include some cutaway reaction shots of of use to make sure you are honoring the movie's
the other person nodding or disagreeing nonverbally. copyright.

. Be sure to film the moderator's introduction and lnvite other students to view the debate and
share feedback before making final edits.
closing remarks.

. lnclude some long shots to allow viewers to see all of

the participants as well as the setting.

. lnvite classmates to act as a studio audience.

r.YOUR Present and film your debate, following the suggestions on these pages.

aL;l'4/ Then watch it critically in your group. Discuss strengths and weaknesses
TU RN of each participant's delivery as well as ways in which the final product

could be improved by more sophisticated filming or editing techniques.

-#=

TECHNOLOGY \iroRKSrXO:-P i.

Assessment Practice

A5SE5S DIRECTIONS Read the selections and answer the questions that follow.
Taking this practice test
will help you assess your f,o*A Year Down Yonder
knowledge of these skills by Richard Peck
and determine your
readiness for the Unit Test. As the train pulled out behind me, there came Grandma up the platform
steps. My goodness, she was a big woman. I d forgotten. And taller still with
REVI EW
Afteryou take the practice her spidery old umbrella held up to keep off the sun of high noon. A fan of
test, your teacher can help white hair escaped the big bun on the back of her head. She drew nearer till
you identify any standards
you need to review. she blotted out the day.
You couldnt call her a welcoming woman, and there wasn't a hug in her.
i COtrUrrOX CORE
She didnt put out her arms, so I had nothing to run into.
R[1 Cite textual evidence to Nobody had told Grandma that skirts were shorter this year. Her skirttails
support inferences drawn from
the text. RL 3 Analyze how brushed her shoes. I recognized the dress. It was the one she put on in hot
lines of dialogue reveal aspects weather to walk uptown in. Though I was two years older, two years taller than
ofa character. RL6 Analyze
how differences in the points of last time, she wasn't one for personal comments. The picnic hamper quivered,
view ofthe characters and the and she noticed. "\7hat's in there?"
audience or reader create effects. 4 "Bootsie," I said. "My cat."
5 "Hoo-boy," Grandma said. 'Another mouth to feed." Her lips pleated.
L lc Form and use verbs in 'And what's that thing?" She nodded to my other hand.

the indicative, imperative, "My radio." But it was more than a radio to me. It was my last touch
interrogative, conditional, and with the world.
subjunctive mood. L4a Use 7 "That's all we need." Grandma looked sklward. "More noise."
context as a clue to the meaning 8 She aimed one of her chins down the platform. "That yours?" She meant
of a word. L 4b Use common, the trunk. It was the footlocker Dad had brought home from the Great War.
grade-appropriate affixes as
clues to the meaning of a word. "Leave it," she said. "They'll bring it to the house." She turned and trudged
away, and I was supposed to follow. I walked away from my trunk, wondering
if I d ever see it again. It wouldnt have lasted long on the platform in Chicago.
Hot tongs wouldnt have separated me from Bootsie and my radio.
,10 The recession of thirry-seven had hit Grandmat town harder than it had
hit Chicago. Grass grew in the main srreer. Only a face or rwo showed in
:: the window ofThe Coffee Pot Cafe. Moore's Store was hurting for trade.
\Teidenbach's bank looked to be just barely in business.

i

i 11 On the other side of the weedy road, Grandma turned the wrong way, away
from her house. Tho old slab-sided dogs slept on the sidewalk. Bootsie knew
because she was having a conniption in the hamper. And my radio was getring
heavier. I caught up with Grandma.
"\(/here are we going?"
"Going?" she said, the picture of surprise. "\Vhy, to school. You've aheady
missed preffy nearly two weeks."

312 UNIT 2: CHARACTER AND POINT OF VIE\T

f,o* Luke Baldwin's Vow
by Morley Callaghan

That summer when twelve-year-old Luke Baldwin came to live with his
Uncle Henry in the house on the stream by the sawmill, he did not forget that
he had promised his dying father he would try to learn things from his uncle;
so he used to watch him very carefully.

Uncle Henry, who was the manager of the sawmill, was a big, burly man
weighing more than two hundred and thirty pounds, and he had a rough-
skinned, brick-colored face. He looked like a powerful man, but his health was
not good. He had aches and pains in his back and shoulders which puzzled the
doctor. The first thing Luke learned about Uncle Henry was that everybody
had great respect for him. The four men he employed in the sawmillwere
always polite and attentive when he spoke to them. His wife, Luket Aunt
Helen, a kindly, plump, straightforward woman, never argued with him.
"You should try and be like your Uncle Henry," she would say to Luke. "Het
so wonderfully practical. He takes care of everything in a sensible, easy way."

Luke used to trail around the sawmill after Uncle Henry, not only because
he liked the fresh, clean smell of the newly cut wood and the big piles of
sawdust, but because he was impressed by his unclet precise, firm tone when
he spoke to the men.

Sometimes Uncle Henry would stop and explain to Luke something about
a piece of timber. "Always try and learn the essential facts, son," he would say.
"If you've got the facts, you know whatt useful and what isnt useful, and no
one can fool you."

He showed Luke that nothing of value was ever wasted around the mill.
Luke used to listen, and wonder if there was another man in the world who
knew so well what was needed and what ought to be thrown away. Uncle
Henry had known at once that Luke needed a bicycle to ride to his school,
which was two miles away in town, and he bought him a good one. He knew
that Luke needed good, serviceable clothes. He also knew exactly how much
Aunt Helen needed to run the house, the price of everything, and how much
a woman should be paid for doing the family washing. In the evenings Luke
used to sit in the living room watching his uncle making notations in a black
notebook which he always carried in his vest pocket, and he knew that he
was assessing the value of the smallest transaction that had taken place during

the day.

ASSESSMENT PRACTICE 313

Reading Comprehension

Use "AYear DownYondef" to answer 5, \X/hich character trait do the narrator and
her grandmother seem to share?
questions l-6.
,d Determination
1. You can tell that this story is told from B. Idealism
the first person point of view because the
C. Lightheartedness
-narratof D. Thlkativeness

A. is a minor character in the story who 6. The narrator brings her radio with her

reveals some information because she - her radio will be taken

B. is an outside observer rather than a A. is afraid that

character in the story B. thinks that people in Grandmat town

C. reveals the grandmother's and the girlt dont have radios

thoughts C. does not want to make friends in

D. uses the pronouns land me to rcfer to Grandma's town

herself D. thinks she will be in an isolated place

2. The author brings Grandma's character to life Use "Luke Baldwin's Vou/' to answer
questions 7-12.
-mainly by revealing
7. You can tell this excerpt is told from a third-
A. the townspeoplet opinions of Grandma person limited point of view because the
B. Grandma's own thoughts about her
-narrator
granddaughter
A. is a main character in the story
C. the granddaughtert reactions to Grandma B. tells about the thoughts and feelings
D. a detailed description of Grandmat life
ofall ofthe characters
3. The narrator makes you aware that Grandma C. is outside the story and tells what one

-is not a sentimental person when she says character sees, thinks, and feels

A. My goodness, she was a big woman. D. describes his or her own thoughts
B. She drew nearer till she blotted out the day.
C. You couldn't call her a welcorning woman, 8. The storyt point of view helps you

and there wasnlt a hug in her. -understand

D. She aimed one of her chins down the A. the importance of sawmills
B. what Aunt Helen thinks about her
platform.
husband
-4. Grandma can best be described as
C. that nothing of value should be wasted
A. easygoing D. what Luke learns from his uncle
B. generous
C. no-nonsense
D. self-important

314

-9. Luke watches his uncle carefully because Use both selections to answer question 13' {::
ta
A. he is new to the family and wants to make t3. The granddaughter and Luke can both be
ll
a good imPression -described as t:
;l
B. he promised his father he would try to A. cheerful
B. confused L
learn things from his uncle C. observant
D. spoiled 1i,
C. Uncle Henry knows more about what is llr
SHORT CONSTRUCTED RESPONSE
needed than anyone else Luke has met \Ufrite two or three sentences to answer each t,

D. the family wants Luke to succeed as <iuestion. lrl

a worker at the sawmill |4. Reread paragraph 3 in the excerpt fromAYear tt,:

10. \X/hich method of characterization is used Down Yonder. \7hat can you infer about the lti
in paragraph 2 to describe Uncle Henry? grandmother from this description?
ii
A. A description of his speech patterns 15. Reread paragraph 3 in the excerpt from "Luke
B. Another character's opinion of him Baldwins Vow." W{hat motivates Luke to ::.
C. Uncle Henrys own thoughts about life follow Uncle Henry around the sawmill?
D. The author's direct comments about him l:
lVrite a paragraph to answer this question'
11. Uncle Henry's words and actions in paragraph 16. Describe two ways in which Peck brings t:.

-4 show him to be a Grandmat character to life and Callaghan i)
brings Uncle Henry's character to life' Give
A. patient teacher examples from the excerPts to supPort your t!
B. strict boss
C. fun-loving relative answer. t:
t:
D. dishonest businessman
1,.
12. From the description of Uncle Henry in this irl

-excerpt, you can infer he is , t.
L
A. unconcerned about the feelings of others
B. very shy and forgetful about business 1l
at,
dealings ita
i:r
C. careful and smart in his work and personal t::

business I

D. confident that he has good health and will

live a long time

il

1,. 315

1:
1l

t''d **i*r'ry!s€ee'5r'tr1*i9${it3t}lalii{?atj''l'}1t*tllili' ,--."*,,-r'**t*i

Vocabulary

Use context clues and your knowledge of LJse context clues and your knowledge of
prefixes to answer the following questions.
multiple-meaning words to answer the
following questions. 5. One meaning of the prefix re- is "again."
\7hat does the word recognize mean in
1. \7hich meaning of the word trailis used paragraph 3 of A Year Down Yonder?
in paragraph 3 of "Luke Baldwint Vow'?
"] recosnized the dress."
"Luke used to trail around the sawmill after
A. Learned from someone else
UncleHenry...." B. Had forgotten once more
C. Could not remember
A. Stream along C. Follow behind D. Knew from before
B. Drag heavily D.Thack closely
6. One meaning of the prefix im- is "on."
2. \X/hich meaning of the word p latform is -ff4rat does the word imposition mean in

used in paragraph I of A Year Down Yonder? this sentence about r4 Year Down Yonder?

". . . there came Grandma up the plarform She felt she was an imoosition on her
Grandmother.
steps. "
A. A relief
A. A statement of principles B. A great joy
B. A place for discussion C. A burden
C. A device for drilling D. A surprise
D. A raised surface
7 , One meaning of the prefix trans- is "transfer. "
3. \Mhich meaning of the word trunk is used
in paragraph 9 of AYear Down Yonder? tW/lrat does the word transaction mean as used
in paragraph 5 of "Luke Baldwint Vow"?
"I walked away from my trunk, wondering
if I would ever see it again." ". . . he knew that he was assessing the value
of the smallest transaction that had taken
A. A storage compartment place during the day."
B. A piece of luggage
C. A tree stem A. A sudden burst of activity
D. The center of the body B. A business agreement or exchange

4. \(hich meaning of the word trade is used C. An immigration to a new land
in paragraph l0 of A Year Down Yoruder? D. The distribution of the business profits

"Moore's Store was hurting for trade."

A. The customers of a business
B. An exchange of one thing for another

C. An occupation that requires skilled
training

D. The people who work in a certain kind of

business

:

316 ,..

Revising and Editing

DIRECTIONS Read this passage and answer the questions that follow.

(1) On October 29, 1929, the stock market will crash, sending the United States
into an economic depression. (2) Because it was the most devastating depression
ever to afflict the country, it would be called the Great Depression. (3) Herbert
Hoover, the president at the time, will refuse to provide direct federal relief to the
poor. (4) Americans are furious about Hoover's lack of action, and in 1932, the
country elected Franklin D. Roosevelt as the new president. (5) Roosevelt was more
willing than Hoover to provide aid. (6) He supplied immediate relief to the poor and
aid to farms and businesses. (7) Although a lot of people remained unemployed, their
circumstances could be better than they had been before.

1. \7hat change, if any, should be made in 4. \What change, if any, should be made in

sentence 1? sentence 4?

A. Change will crasb to is crashing A. Change aretowillbe
B. Change will uasb to crashed B. Change Are to were
C. Change utill crash to will be crashing C. Change are to havebeen
D. Make no change D. Make no change

) \7hat change, if any, should be made in 5. Vhat change, if any, should be made in

sentence 2? sentence 6?

A. Change Because it utas to If it were ,d Change suppliedrc supplies
B. Change urouldbe towils
C. Change uould be to wete B. Change funruediate reliefrc most
D. Make no change
immediate relief
3. \7hat change, if any, should be made in C. Add a comma after farms
D. Make no change
sentence 3?
6. What change, if any, should be made in
A. Change will refuseto refused
B. Change uill refiise to will be refusing sentence 7?
C. Change utill refase to is refusing
D. Make no change A. Change rernainedto remains
B. Change couldto should
C. Change could be to wer€
D. Make no change

317

Ideas for lndependent Reading

Which questions from Unit z made an [mpression on you?
Continue exploring them with these books.

What do you cherish?

i COMMONCORE A Thief in the House Hope Was Here Song of the Trees
of Memory by loan Bauer by Mildred D. Taylor
RtlO Read and comprehend
literature. Rl 1O Read and by Tim Wynne-Jones Hope and her aunt are Times are tough for Cassie
comprehend literary nonfiction. Logan and her family. They
Declan barely remembers starting over again-this don't even have enough to
his mother, but this year time at a diner in small-town eat. But when someone offers
the memories have started Wisconsin. When C.T., ihe to buy the trees that have
coming back. Sometimes he owner, decides to run for whispered outside of her
thinks he can see and hear her rnayor even though he has window for as long as she can
in his old house. Can Declan a terminal illness, Hope gets remember, Cassie knows she
recall his "real'' mom and still sucked into the campaign. m ust protect them.
trust his dad?

Whot shows others who we ore?

rk l, Juan de Pareja Stargirl An lnnocent Soldier
by Elizabeth Borton
ffi.. by Jerry Spinelli by Josef Holub
de Trevifro Adam is only r6 when he's
effi Leo knows Stargirl ls different forced to serve in Napoleon's
A man named Juan de Pareja from the rest of Mica High. army in the place of his
is enslaved in Spain during She has a pet rat and a employer's son. He is trapped
the t6oos. By watching ukulele and at basketball in freezing Russia with a sick
his owner, a lamous art,st, games she cheers for the lieutenant his own age. Slowly
other team. When Leo falls in the two boys become friends,
Juan learns to paint-a skill love with her, he ikes her lust but willthey survrve?

forbidden to slaves. lf he the way she is-at first.
reveals his true talent, will he
be celebrated, or punished?

What are the signs of greatness?

The Voice that 5ir Walter Raleigh and Summerland
the Quest for El Dorado by MichaelChabon
Challenged a Nation:
Marian Anderson and the by Marc Aronson Ethan is the worst ballplayer
Struggle for Equal Rights in the league. He's called Dog
by RussellFreedman Walter Ralegh was a favorite Boy because "he s always
courtier of Queen Elizabeth. hoping for a walk." Surprised
Marian Anderson was an After her death, he tried to when a mysterious talent
acclaimed singer, but there regain his glory by returning scout chooses him to help
were some segregated to South America in search save Summerland, the home
concert halls that wouidn't let of El Dorado, the fabled city of baseball, Ethan hopes he's
her perform. She helped to of gold. up for the task.
erase these barriers.