ELA Unit 5 G8

Vocabulary in Context
A vocaeutARY PRAcncE

Choose the letter of the word that means the same, or nearlythe same,
as the boldfaced word.

1. two streams converge: (a) rise, (b) separate, (c) meet, (d)flow
2. cosmic ideas: (a)fascinating, (b) universal, (c) mistaken, (d) weird
3. essential elements: (a) dissimilar, (b)toxic, (c) similar, (d) basic

4. abrief incarnation: (a) meeting, (b)lifetime, (c)quarrel, (d)vacation

ACADEMIC VOCABUTARY IN WRITING i COMMONCORE

. attitude . create . emphasis ' mental ' style L 4b Use Latin roots as clues to
the meaning of a word.
Both ofthe speakers ofthe Poems you have read have strong opinions on
what freedom means. write a paragraph about one speaker's attitude
toward freedom. Use at least one of the Academic Vocabulary words in
your response.

VOCABULARY STRATEGY: THE TATIN ROOT CATN selnage ca rn tvore
carntvorous
The vocabulary word incarnotion comes from the Latin rootcarn,
which means "flesh." Carn (combined with other word parts) appears
in a number of English words. To determine the meaning of a word
that contains this root, use context clues-the words and sentences
around the word-as well as your knowledge of the root's meaning.

1RACTICE Choose the word from the web that best completes each ca rnassia I
sentence. Be ready to explain how the root carn helps to give each

word its meaning.

_that1. Tyrannosaurus Rex was a huge devoured other dinosaurs.

2. The wolf is a that lives and hunts in a pack.

3. Drunk drivers-cmauasemmaoln U.S. highways.
teeth, because they are adapted for chewing meat.
_ -4. Molars are

oNE MoRE RoUND / Nor MY BoNES 55r

Fortune's Bones

Book Excerpt

What's the Connection?

Nol, r, .:jir il The poem "Not My Bones" was inspired by the real life of Fortune,
an enslaved person. Now learn more about this man and about
HIlox t'rs .,:::t,,',,,= 1E :: what happened to his bones after he died.

. ,,* .r:-_1,. ,:,... ;jl* ;]]. Sta nda rds Focus: Identify Treatment

.]:]:1;jI. 1-]j-" i Three writers know they have to write about the first day of middle
:t-::rllll:: - ', school. One writer writes a funny newspaper column about an
embarrassing moment she had when she started sixth grade.
.:j lj: ] Another writer describes the first day of sixth grade in a letter to his
grandmother. A third writer creates an e-mail that gives students tips
Use with "Not My Bones," on how to find their way around the new middle school. How can such
page 646. a variety of writings come from the same topic? lt's because writers can
handle the same subject matter in very different ways.
i COMMONCORE
The way a topic is handled is called its treatment. The writer's
Rl 3 Analyze how a text purpose, or reason for writing, helps determine a work's treatment. So
makes connections among does the form the writing takes and the tone, or attitude the writer
and distinctions between expresses about the topic. ln order to identify a writer's treatment, ask
individuals, ideas, or events. yourself the following questions:

Rl 6 Determine an author's . What form does the writing take? For example, is it a newspaper

point ofview or purpose in column, a personal letter, or a business memo?
a text.
. For what purpose(s) is the selection written? ls it written to entertain,

to express ideas and feelings, to inform, or to persuade? lf there is
more than one purpose, which is primary?

. What is the writer's tone, or attitude toward the subject? For example,

the tone of a selection might be described as mocking, optimistic, or
respectful.

ln the following selection, the topic is Fortune's life and legacy. As you
read, identify the author's treatment of this topic by completing a chart
such as the one begun here.

' "rortundsbones'

ta*C,.What fory /oes the writiry ortho, 1du_t ..... ...
, For what purpox/i isthe
':

sclutioa writlef
: Wnat isthewriteis pri*wt1 :
,PUrPod

What isthewritdstoaf l

6s2 UNIT POETRY
':

.:!=:.:::r.:=:i,:==:ll:::::::!r::==t t.:!:tr!=>t!r'>i-:t!l::>=:iit:=;1i+;:-i$-:::$i!+.$i:{i+=!: (F)ocus oN FoRM
=::!:!-=::.::
lYor'r. about to read
rromr }.e:'= *ET.h€: g A yru SB*ff
the notes that
bones accompany "Not My
Bones" and Marilyn
Before Fortune was bones in a Connecticut museum, he was a husband, Nelson's other poems
about Fortune. These
a father, a baptized Christian, and a slave. notes provide facts and
His wife's name was Dinah. His sons were Africa and Jacob. His daughters additiona I information
about Fortune's life
were Mira and Roxa. He was baptized in an Episcopal church, which did not and his bones.
make him free. His master was Dr. Preserved Porter, a physician who specialized
in setting broken bones. GI TREATMENT

They lived in \Waterbury, Connecticut, in the late 1700s. Dr. Porter had a Based on the number of
75-acre farm, which Fortune probably ran. He planted and harvested corn, facts you have learned
rye, potatoes, onions, apples, buckwheat, oats, and hay. He cared for the cattle already, what would
you infer is the author's
10 and hogs. pulpose for writing
these notes?
Unlike many slaves, who owned little or nothing and were often separated
from their families, Fortune owned a small house near Dr. Porter's home. o NorEs

He and Dinah and their children lived together. I What facts about slavery
in the northern United
\X/hen Dr. Porter died in 1803, he left an estate that was worth about $2000- States do you learn from
these notes?
a lot of money for the time, The estate included Fortune's widow, Dinah, and
their son Jacob. Fortune had died rn 1798.

According to Connecticut's Act of Gradual Emancipation, children born to

enslaved parents after March l, 1784, were to be freed when they reached age 27.

Jacob was 18. By law, he could be enslaved for another three years.
In Dr. Porter's will, he left Dinah to his wife, Lydia. He gave Jacob to his

daughter Hannah. O
No one knows what happened to Africa, Mira, and Roxa.

A sculptor used information about Fortune's bones to create this reconstruction
of Fortu ne's face.

READTNG FoR TNFoRMATIoN 653

O TREATMENT Most slaves who died in \Taterbury in the 1700s were buried in one of the
town's cemeteries. \Mhen Fortune died, he wasn't buried. Instead, Dr. Porter
How would you describe preserved Fortune's skeleton to further the study of human anatomy.
the author's tone as she
talks about Fortune? Dr. Porter had been a bonesetter for many years, but he'd never had a
skeleton to study. He had two sons who were also doctors. They could learn
GI TREATMENT from the skeleton, too,

Does the author's tone Fortune was about 60 at the time of his death and, in spite of his injuries,
remain the same as
she talks about what :o in relatively good health. His skeleton was sturdy and complete. . . . B
happened to Fortune's
bones? lf not, describe Four more generations of Porters became physicians, and the skeleton stayed
her tone now.
in the family. Porter children, grandchildren, and great-grandchildren used it
E TREATMENT
to learn the names of the bones. This was their earliest medical training.
Reread lines 6o-62. Sally Porter Law McGlannan, the last Porter doctor, remembered playing
What impact do these
statements have on you? with the skeleton as a young girl. . . . Another family member, Leander Law,
Based on their impact, once brought part ofFortune's skeleton to a college physiology class.
what would you guess
is another purpose for At some point-no one knows exactly whsn-"141ry" was written on the
writing these author
notes? Explain. skull. Fortune's name was forgotten for nearly a century.

Over the years, the skeleton was lost and found. It was boarded up in an attic,
4o then discovered by a crew of workers hired to renovate an old building.

In 1933, Sally Porter Law McGlannan gave the bones to the Mattatuck

Museum. The museum sent the bones to Europe to be assembled for display.
The skeleton hung in a glass case in the museum for decades, fascinating
adults and frightening children.

Many stories were invented about the skeleton. Some said that "Larry" was a
Revolutionary \Var hero-maybe even George \Tashington. Some said he fell
to his death. Some said he drowned. Some said he was killed trying to escape.
Some thought he had been hanged.

One \Taterbury resident remembers, "Larry was the thing to see when you
50 go to the museum. I don't think anybody ever envisioned that this was truly

a human being." Gl

In 7970, the skeleton, still called "Larry," was taken out of its case and put into

storage. Times had changed. The museum now believed that displaying the
skeleton was disrespectful. It wasn't just a bunch of bones. It was the remains
of someone's son, maybe someone's father.

The skeleton rested for more than 25 years. Then, in the 1990s, historians
searched local records and found a slave named Fortune. Archaeologists and
anthropologists studied the bones, which started giving up their secrets. The
bones told how Fortune labored, suffered, and died: A quick, sudden injury,
eo like whiplash, may have snapped a vertebra in his neck. He did not drown or
fall from a cliff. He was not hanged.

BBut he was free.

654 uNrr t: PoETRY

Comprehension I collamox cone

l. Recall Where did Fortune live? Rl3 Analyzehowatext
makes connections among
2. Recall Who gave Fortune's skeleton to the museum? What was her and distinctions between
relationship to FortuneT individuals, ideas, or events.

3. Clarify How did the museum learn how Fortune died? Rl 6 Determine an author's

Text Analysis point ofview or purpose in
I 4. ldentify Treatment Review the chart you completed as you read. ln your own atext. Rl 9 Analyzea case
in which two texts provide
words, describe the author's treatment of Fortune's life and legacy. information on the same topic.

O 5. Evaluate Notes Reread "Not My Bones" on pages 6+8-6+g. Compare

the understanding of Fortune that you get from this poem with the
understanding of him that you get from the accompanying notes. What
might be the strengths of a book that combines poems with historical notes?

Read for lnformation: Compare Treatments

WffilY$ruG FilGI\&PT
ln a paragraph, compare and contrast the treatment of Fortune's life and
legacy on pages 6Sl-6Sq with Marilyn Nelson's treatment of the same
subject in her poem "Not My Bones."

Remember that when you compare and contrast, you identify the ways in which
two or more things are alike and different. To get started,

1. Reread the poem, noting Author Notes Poem
its form, purpose(s), and Form
speaker's tone. You might also Form Purpose(s)
note its overall message or its Purpose(s)
impact on you as a reader. Tone
Tone
2. ldentify the similarities and
differences between the Similarities Differences
treatment of Fortune in the
notes and the poem. \1

3. ln a sentence, make a general General Statement
statement about these
similarities and differences.
Sr.r pport you r statement
with specific details. Then
draw a conclusion about the
differences you have noticed.

READING FOR INFORMATION 555

Boots of Spanish Leather

Poem by Bob Dylan

fromThe Song of Hiawatha

Poem by Henry Wadsworth Longfellow

3mFfu*rc dro ffi#ffiffitr

b*EEffiSTORY?

i COMMONCORE When you hear the word storyr, you might think of plots that unfold
in short stories, novels, or movies. But some of the first stories
RL2 Determineacentral that people told to each other took on the form of poetry. Ever since,
idea of a text; provide an some writers have used the stanzas, rhythm, and rhyme of poetry
objective summary of the to tell about characters, setting, and conflict. The following two
text. RL 4 Analyze the impact works are examples of stories told in poetic form.
of specific word choices on
meaning and tone, including DISCUSS Think of a poem or song you know that tells a story.
analogies or allusions to For your group, summarize the story in your own words. How many
othertexts. R[5 Compare of your classmates can guess the original work?
the structure oftwo texts
and analyze how structure
contrlbutes to meaning.and
style.

O porrrc FoRM: NARRATTvE PoETRY Bob Dylan

The two poems that follow are examples of specific types of born r94r
narrative poetry, or poetry whose purpose is to tell a story.
A Poet of His Times
. "Boots of Spanish Leather" is a ballad, a narrative poem that ln the t96os, Bob Dylan burst onto the
folk music scene in New York City. He became
is meant to be sung and focuses on a single tragic event. famous as the voice of his generation.
But the young man, who was born Robert
. The Song of Hiowatha is an epic, a long narrative poem about Zimmerman in a Minnesota mining town,
was not contentto be labeled. He
the life of a hero whose actions reflect the values of the group disappointed many of his early fans
he or she belongs to. when he began to play rock
music. He confused others
Like all narrative poems, ballads and epics contain characters, when he left the rock scene
plot, and setting. to pursue a religious path.
And allthe while, drawing
O TExr ANArYsrs: RHYTHM AND METER from both classic literature and
traditional American music,
One way that poetry differs from prose is the extent to which it he wrote lyrics widely
features rhythm and meter. Rhythm is the pattern of stressed recognized as
(,) and unstressed (-) syllables in a line of poetry. Narrative important poems.
poetry often has a regular, repeated pattern of rhythm, which is
Henry Wadsworth
called meter. Longfellow
Rhythm and meter create the overall tempo or pace of a
r8o7-r882
poem. They give poems their musical sound and help poets to
emphasize certain words or phrases. For example, notice the American legend
soothing, regular rhythm in the following lines from The Song of Henry Wadsworth Longfel low i ntroduced
Hiawatha: American landscapes, history, and culture
to a wide readership. The Song of Hiawatha
riy tEe sh6resZy oitrn-, oimZe, was one of the first literary works in English
to portray Native Americans respectfully. The
,v ,v ,v tv real Hiawatha was a Native American
chief credited with helping to
By the shining Big-Sea-Water, make peace among warring
tribes. Longfellow's hero
As you read the poems, listen for the way rhythm and meter was a combination of this
create emphasis and add a musicaleffect. historical figure and other
people the poet learned
I nrnotNc STRATEGY: suMMARIzE about through researching
the traditions of various
When you summarize, you briefly retell the main ideas and Native American
most important details of a piece of writing in your own groups.
words. Summarizing narrative poetry can help you make sure
you understand the characters'feelings, thoughts, and actions.
As you read each poem, use a graphic organizer like the one
shown to help you summarize each stanza or section.

Statz-alSution tfuialdu DetailG)

A wonan lives ln the , Her naue ls
forest brq the water, , Nokomis.

.@ Complete the activities in your Reader/Writer Notebook.

s

ffi-wffiffi

Bob Dylan

Oh, I'rn sailin'away m! oun true loue, os$lli3r",
Im sailin'away in the morning.
What is the mood of this
Is there something I can send you from across tlte sea, painting? Explain how
From the place that I'll be landing? the colors contribute to
that mood.
: No, there's nothin you can send me, my own true love,
O NARRATIVE POETRY
There's nothin' I wish to be ownin'.
Just carry yourself back to me unspoiled, Reread the first two
From across that lonesome ocean. @ stanzas. What do you
know about the speaker
Oh, but I just thought you might want sornetl)ing fine in the first stanza? Who
is the speaker in the
rc Made of siluer or ofgolden,
Eitherfom tlte mountains of Madridl second?
Or from the coast of Barcelona.'
o suMMARrzE
Oh, but if I had the stars from the darkest night What is this speaker's
And the diamonds from the deepest ocean, attitude toward the
ri I'd forsake3 them all for your sweet kiss, offered gift?
For that's all I m wishin' to be ownin'. @

That I might be gone a long time
And it's only that lrn askin',
Is there something I can send you to remember me by,

zo To make your time rnore easy passin'.

Madrid (me-drid): the capital of Spain, located in the central part
ofthe country.

2. Barcelona (biir'-se-lone): a northeastern Spanish city, located on the
Mediterranean Sea coast.

forsake (f0r-sak'): to give up (something that was formerly precious).

558 uNrr j: poETRy

*,::'. -.

li.

- ;Jean Plichart Copper engraving @ SuperStock'

Oh, how can, how can You ask me again' O NARRATIVE POETRY
It onlY brings me sorrow' What is the contllct
between the two
itt. ,"-. tf,ing I want from You todaY' sPeakers, or characters?

I would want again tomorrow' @ O RHYTHMAND
METER
u-s I got a letter on a lonesome daY' Reread lines 33-36
1,"*r, from her shiP a-sailin" aloud. Which words
Saying I don't knotl' be comin back again' are emPhasized bY the
*htn l'll rePetition and rhYthm?

i, h.p"..at on how I'm a-feeiin'

Well, if you, my.love' must think that-a-way'
roamin '
a-"o I'm sure Your mrnd is not with me'
heart is youre
i; ,rr. Yo"'
But with the country to where goin '

So take heed, take heed of the western wind'
i"t . t..a of the stormy weather'
back to me'
And yes, there's something you can send
r":
if""itf-t Uoots of Spanish leather' @

Roors oF sPANISH LEA'rHER 659

'"'SEm=ffHiffilffiwatha

Henry W'adsworth Longfellow

By the shores of Gitche Gumee, P$lIi3,"'
By the shining Big-Sea-\7ater,
Stood the wigwam of Nokomis, What is the attitude
Daughter of the Moon, Nokomis. of the person in this
painting?
: Dark behind it rose the forest,
NARRATIVE POETRY
Rose the black and gloomy pine trees, What is the setting of
Rose the firs with cones upon them; thls poem?

Bright before it beat the water, Communion, Joe Geshick. @ Joe Geshick.

Beat the clear and sunny water,
ro Beat the shining Big-Sea-\Water. @

There the wrinkled old Nokomis
Nursed the little Hiawatha,
Rocked him in his lindent cradle,
Bedded soft in moss and rushes,

ri Safely bound with reindeer sinews;

Stilled his fretful wail by saying,
"Hush! the Naked Bear will hear thee!"
Lulled him into slumber, singing,
"Ewa-yea! my little owlet!
zo \7ho is this, that lights the wigwam?
\With his great eyes lights the wigwam?
Ewa-yea! my little owlet!"

Many things Nokomis taught him
Of the stars that shine in heaven;
z: Showed him Ishkoodah, the comet,

1. linden (lYn'den): made of wood from a linden tree.

660 uNrr t: PoETRY



Ishkoodah, with fiery tresses;2 B SUMMARIZE
Showed the Death-Dance of the spirits,
Each new section ofthis
\Tarriors with their plumes and war-clubs, poem begins with an
Flaring far away to northward indented line. What isthe
ao In the frosty nights of \flinter;
Showed the broad white road in heaven, main idea of this section?
Add it to your chart.
Pathway of the ghosts, the shadows,
O RHYTHMAND
Running straight across the heavens, METER
Crowded with the ghosts, the shadows. @ Read lines 4z-53aloud,
tapping your pencil to
35 At the door on summer evenings their rhythm. ls the
rhythm regular?
Sat the little Hiawatha;

Heard the whispering of the pine-trees,

Heard the lapping of the waters,

Sounds of music, words of wonder;
4o "Minne-wawa!" said the pine-trees,

"Mudway-aushka!" said the water.
Saw the ftefly, \Wah-wah-taysee,

Flitting through the dusk of evening,
\Mith the twinkle of its candle
+: Lighting up the brakes3 and bushes,
And he sang the song of children,
Sang the song Nokomis taught him:
"\7ah-wah-taysee, little firefly,
Little, flitting, white-fire insect,
:o Little, dancing, white-fire creature,
Light me with your little candle,
Ere upon my bed I lay me,
Ere in sleep I close my eyelids!" @

Saw the moon rise from the water

;l fuppling, rounding from the water,

Saw the flecls and shadows on it,
\Whispered, "\(/hat is that, Nokomis?"
And the good Nokomis answered:
"Once a warrior, Yery angry,

eo Seized his grandmother, and threw her

Up into the sky at midnight;

Right against the moon he threw her;
'Tis her body that you see there,"

Saw the rainbow in the heaven,
o: In the eastern sky, the rainbow,

Y/hispered, "\(/hat is that, Nokomis?"

2. tresses: long locks or ringlets of hair.
3. brakes: areas overgrown with dense bushes; thickets.

662 UNIT POETRY
':

And the good Nokomis answered: O NARRATIVE POETRY
"'Tis the heaven of flowers you see there
All the wildflowers of the forest, Nokomis, Hiawatha's
All the lilies of the prairie, grandmother, raises him
\flhen on earth they fade and perish, as her own. What kind
Blossom in that heaven above us." of relationship do the
woman and boy seem
\Mhen he heard the owls at midnight, to have?'
Hooting, laughing in the forest,
"\7hat is that?" he cried in terror, 0 suMMARrzE
"!(/hat is that," he said, "Nokomis?" Reread lines 8r-95.
What does Hiawatha
And the good Nokomis answered: learn in this section?
"That is but the owl and owlet,

Thlking in their native language,

Talking, scolding at each other." @
Then the little Hiawatha

Learned of every bird its language,

Learned their names and all their secrets:
How they built their nests in Summer,
\7here they hid themselves in \Tinter;
Talked with them whene'er he met them,
Called them "Hiawathat Chickens."

Of all beasts he learned the language,
Learned their names and all their secrets:
How the beavers built their lodges,
\Mhere the squirrels hid their acorns,

How the reindeer ran so swiftly,
\Why the rabbit was so timid,
Thlked with them whene'er he met them,
Called them "Hiawatha's Brothers." O

Then Iagoo, the great boaster,

He the marvelous storyteller,

He the traveler and the talker,

He the friend of old Nokomis,
I00 Made a bow for Hiawatha;

From a branch of ash he made it,

From an oak bough made the arrows,
Tipped with flint,a and winged with feathers
And the cord he made of deerskin.

Then he said to Hiawatha:
"Go, my son, into the forest,
\Where the red deer herd together.

4. flint: ahard,gray or black quartz.

THE soNG oF HrAwA'rHa 563

Deer Spirit Helper, Joe Geshick. Oil. @ Joe Geshick. ^ [-natlliyszueals

Kill for us a famous roebuck, What does the painting
Kill for us a deer with antlers!" suggest about the
relationship between
110 Forth into the forest straighrway people and animals?

All alone walked Hiawatha
Proudly, with his bow and arrows;
And the birds sang round him, o'er him,
"Do not shoot us, Hiawatha!"
nt Sang the robin, the Opechee,

Sang the bluebird, the Owaissa,
"Do not shoot us, Hiawatha!"

Up the oak ffee, close beside him,
Sprang the squirrel, Adjidaumo,
rzo In and out among the branches,
Coughed and chattered from the oak uee,
Laughed, and said between his laughing,
"Do not shoot me, Hiawatha!"

And the rabbit from his pathway
ns Leaped aside, and at a distance

Sat erect upon his haunches,
Half in fear and half in frolic,
Saying to the little hunter
"Do not shoot me, Hiawathal"

130 But he heeded5 not, nor heard rhem,

For his thoughts were with the red deer;
On their tracks his eyes were fastened,

5. heeded: listenedto and considered; paid attentionto.

664 uNrr t: PoErRy

Leading downward to the river, i COMMONCORE RL4
To the ford across the river,
rar And as one in slumber walked he. O RHYTHMAND
METER
Hidden in the alder bushes, The meter Longfellow
There he waited till the deer came, uses in this poem
Till he saw two antlers lifted, is called trochaic
Saw two eyes look from the thicket, tetrameter. ln a trochaic
140 Saw two nostrils point to the windward, meter, a stressed
And a deer came down the pathway, syllable is followed by
Flecked with leafy light and shadow. an unstressed syllable.
And his heart within him fluttered, The term tetrameter
Thembled like the leaves above him, means that this pattern
is repeated four times
vs Like the birch leaf palpitated, in each line of poetry.
Reread lines r36-t46.
fu the deer came down the pathway. @ How does the powerful
beat ofthe trochaic
Then, upon one knee uprising, tetrameter help convey
Hiawatha aimed an arrow; the suspense of a hunt?
Scarce a twiB moved with his motion,
rto Scarce a leaf was stirred or rusded, @ NARRATIVE POETRY

But the wary roebuck started, What conflict does
Stamped with all his hooves together, Hiawatha face? How
Listened with one foot uplifted, is it resolved?

Leaped as if to meet the arrow;
r;t Ah! the singing, fatal arrow,

Like a wasp it buzzed and stung him!
Dead he lay there in the forest,

By the ford across the river,
Beat his timid heart no longer;
reo But the heart of Hiawatha
Throbbed and shouted and exulted,6

As he bore the red deer homeward,
And Iagoo and Nokomis

Hailed his coming with applauses.

165 From the red deert hide Nokomis

Made a cloak for Hiawatha,
From the red deert flesh Nokomis
Made a banquet to his honor.
All the village came and feasted,
rzo All the guests praised Hiawatha,
Called him Strong-Heart, Soan-ge-taha!
Called him Loon-Heart, Mahn-go-taysee! @

6. exulted (Yg-zUltd'): rejoiced; felt jubilant and triumphant.
THE soNG oF HIAvATHI 665

After Reading

Comprehension i COMMONCORE

Recall What does the speakerwho is left behind in "Boots of Spanish RL 2 Determine a central idea of a
Leather" want at the beginning of the poem? at the end? text; provide an objective summary
of the text. RL4 Analyze the
2. Recall Who raises Hiawatha?
impact of specific word choices
3. Clarify What does the village celebrate at the end of The Song of Hiawatha? on meaning and tone, Including
analogies or allusions to other
Text Analysis texts. RL 5 Compare the structure
oftwotexts and analyze how
l+. Summarize Poetry Look back at the graphic organizers you made as you structure contributes to meaning
and style.
read. Which stanzas or sections contain the most important information?
Summarize each poem in a few sentences.

5. ldentify Onomatopoeia When the sound of a word, such as splat, suggests
its meaning, this technique is called onomatopoeia. Find three examples of
onomatopo eia in The Song of Hiawatha.

Oo. Compare and Contrast Narrative Forms Review the purpose and

characteristics of a ballad and epic described on page 657. Then explain why
"Boots of Spanish Leather" qualifies as a ballad and "The Song of Hiawatha"
qualifies as an epic.

| 7. Examine Rhythm and Meter Copy lines 3t14of

The Song of Hiawatha and mark the stressed and
unstressed syllables as in the example on page 657.
What pattern does the rhythm follow? Note whether
the rest of the poem follows the same rhythm or
different ones.

8. Draw Conclusions about an Epic The heroes in epic

poems often represent values important to the culture

they come from. What values does Hiawatha stand for?

Note them on a graphic like the one shown. Also give
examples that support each value.

Extension and Challenge

9. Text Criticism ln his diary, Longfellow wrote, "l have at length hit upon a plan
for a poem on the American lndians which seems to me the right one, and
the only. lt is to weave together their beautiful traditions into a whole. . . ." Do
you think it was a good idea for him to blend different tribal traditions to

create his epic? With a group, discuss the value of this poem.

lffhen do peenrs tell a STORY?

Did the stories these poems told satisfy you in the same way a good
short story does? Explain your answer, making sure to evaluate elements
such as character development, plot development, and conflict resolution.

666 uNrr t: PoETRY

Language i COMMONCORE
* cnn*nmAR tN {oNTEXT: Add Suffixes correctly
L2c Spell correctly. W3 Write
When adding suffixes to words that end iny, sometimes you need to
change the spelling of the root word. Follow these guidelines for adding narratives to develop imagined
suffixes correctly. experiences or events.

The Ietter before the finaly is a vowel: Do not change they when
you add a suffix (joy + -ful = joyful).

The letter before the final y is a consonant: ln most cases, cha nge
they to i (rely + -able = reliable).

The suffix is-ingz Do not change they, even if the letter before it is a
consonant (satisfu + -ing = satisfying).

lf you are unsure of a word's spelling, check a dictionary.

PRACTICE Spell each of the following words, including the suffix
that is given.

l. employ + -able

2. silly + -ness
3. modify + -ing
4. envy + -able
5. sway + -ing

6. defy + -ance

For more help with suffixes, see page R69 in the Grammor Handbook.

READI NG-1,URITI NG COruNECTION

YOUR lncrease your appreciation of "Boots of Spanish Leather" and The
Song of Hiawotho by responding to this prompt. Then use the
@ revising tip to improve your writing.

TURI{

Extended Constructed Response: Short Story Review your short story.

Choose one of these poems and rewrite it as a one- lfyou have added any

or two-page short story that would appeal to -F suffixes to root words
teenagers today. Change or add details about the ' that endiny, make sure

setting, characters, and conflict. Consider using you have spelled them

dialogue to make the events seem real. correctly. Go to thinkcentral.com.

KEYWORD: HMLS-667

Boors oF spANrsH LEATHER / rrln souc oF HIAw.ATHA 667

Online Feature Article

ln this unit,you discovered that poetry can be found in unexpected places. To learn
more about poetry or a related topic,you could access the World Wide Web's vast
network of sites. Now,you will add to this network by publishing an online feature
article-an informative piece of writing on an interesting topic or trend.

,""t8

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

t{,TITIN6 TASK l. ozvttoPuEur oF tDEAs
Write an online feature article about a topic, person, or event that
. begins with a compelling
interests you.
introduction that states a clear
ldea Starters controlling idea

. a musician orathleteyou admire . supports the topic with evidence
. poetry slams
. sightseeing locations in a favorite city or town such as relevant facts and
. a current event or issue in the news quotations
. ideas for volunteering
. provides a concluding section
fHE E'SENf'AL'
that supports the information
Here are some common purposes, audiences, and formats for
i nformative/expla natory writin g. 2. oncantzAT,oN oF tDEAs
. organizes information into
to inform classmates and news or magazlne
readers about a teacher article logical categories
subject
community encyclopedia . includes formatting, multimedia,
to better members article
understand links, and graphics to support the
a subject friends on wikiarticle information
a social blog
to develop networking site . uses transitions to connect ideas
and maintain podcast
an online Web users with 3. tartcuaoE FActurY AND
readership an interest in
your subject CONVENTIONS

. establishes and maintains a

formalstyle

. uses precise language and

domain-specifi c vocabulary

. uses verbs in the active voice and

passive voice effectively

. employs correct grammar,

mechanics, and spelling

Go to thinkcentral.com.

KEYWORD: HML8N-668

668 UNIT POETRY
':

Planning/Prewriting W 2a-f Write informative/explanatory

i COMMON texts to examine a topic. W 5 Develop and
i. CORE strengthen writing by planning. W 6 Use

technology to produce and publish writing.

CHOOSE A TOP'C . Visit school and community Web sites for popular

Brainstorm topic ideas that interest you and topics of conversation.
might interest others, such as the ldea Starters on
the previous page. Onceyou've chosen a topic, . Consider activities, sports, or hobbies that you
do a quick online search to confirm that there
is enough information about it. Make sure that take part in outside of school.
your topic isn't so broad that you can't write a
. Look for interesting topics in the news.
short article about it. Frame your topic in the . Read blogs or wikis that your teachers or

form of a focused research question to help guide classmates recommend.
your research, planning, and writing.

THINR ABOU| AUDIENCE AND PURPOSE ) lsr YouRsELFs
. Who will be most interested in my topic?
As you plan your article, consider your audience . How much does my audience know about my
and purpose. Understanding your audience will
help you consider what information to include in topic?
your article, as well as where to publish your final
product. Consider online forums and community . What background information should I include?
Web sites that are popular with your audience . What domain-specific, or specialized, terms
and are approved byyour teacher.
might be unfamiliar to my audience?

. Where will I publish, or post, my article?

F'ND SOURCES AND COLLECT EVIDENCE > WHAT DOE' IT IOOK tIKE?

Look for reputable sources on the Web and in Evideau Swru
your school and local libraries. Choose credible
sources, with information that is written or Videos of teens Web site' Youth Speaks
reviewed by experts. Newspapers, magazines, perforuing at poetrq
and Web sites maintained by universities or s/aus. Ma4be ) can /rnkto r,h'tt P' / / qout htruokt or
government offices are a good place to start. volce/ br oices/
oue as part o{ ry article.
Once you've chosen sources, start collecting bqv-on-hbo/
i nteresti n g i nformatio n-eviden ce that a n swe rs "Sla.u s engineered for
your research question. Jot down quotations, the audience.,,, Slau is Web site, Poetrq Slan, )nc
facts, and examples that are related to your desiqned for the audieace
topic. Make note of any helpful graphics and to react vocalltl and htt P' I / www.Oont rrtl o*.
multimedia elements that you find. Confirm the openltl to a.ll aspects of
accuracy of the information you find by locating the show slan. . .I' c0M
it in more than one reliable source. ln your notes,
record which source provided each piece of
evidence.

\TRITING\O?'ORKSHOP 669

Plan ninglPrewritin g continued

DRAFT A CONTROLL'NG Poetrt1 s/aus are reviling the popularftq
of poetrtl through the use of powerful
'DEA
Your controlling idea, or thesis statement, perfor mances, coupet it o n, and aud ience
should precisely identify what you wish your particrpatio
audience to learn about your topic. Review
your sources and evidence for the answers to
your research question;these answers will
serve as the basis for your controlling idea.
Remember to continue to modify and refine
your controlling idea as you write your draft
and revise it.

GENERATE A > WHAT DOES IT IOOK I.IKE?
Create a storyb'oTaOrRd YtoBOmAaPpDout the contents of
Poetrq S I atr Rev ive Poetry
your article, as well as its layout and navigation.
lftroductioa
. Limit each screen to two or three paragraphs

of text. )ntroductorr1 Text

. Use text features, such as headings and links,

to organize your information and make it

easier for users to read and navigate.

. Plan how you will use multimedia and where

you will include links to other sources.

. Try not to overcrowd each screen.

f'ffi,$ilfifl, Share your controlling idea and supporting evidence with a classmate. Exchange

storyboards and ask: Does my article seem easy to navigate? ls the organization clear?

YOUR List possible research questions in your Reader/Writer Notebook. Focus on the
question that interests you the most and that you can find enough information
@ about. Cather your sources, organize your evidence, and then draft your controlling
idea. Create a storyboard to plan your article.
TUftit

670 uNIr t: PoErRy

W 4 Produce clear and coherent writing

COMMON appropriate to task, purpose, and audience.

CORE L 2 Demonstrate command of the

Drafting conventions of standard English
capitalization, punctuation, and spelling.

L 2 b Use an ellipsis to indicate an omission.

The following chart shows a structure for organizing an online feature article.

INTRODUCf ION

. Crab your audience's attention with a compelling quotation, question, or anecdote.
. Provide your audience with important background information. Define domain-specific terms.
. lnclude the controlling idea you drafted earlier.
. Establish a formal writing style by adopting a neutral tone and using precise language.

V

BODY

. Organize your main ideas into logical categories, using formatting and links.
. Include facts, details, quotations, and multimedia to support your ideas.
. Use varied transitions, such as also, although, however, and what's more, to link ideas and

create cohesion for a smooth flow.

. DocLrment the source of each idea. See pages ro78-ro9r for information on citations.

V

CONCLUD'NC SECT'ON

. Restate your controlling idea and explain the importance of your topic.

lncorporating quotations into your article gives your writing more depth and authority.

When using quotations, follow these guidelines:

. Place quotation marks at the beginning and end of someone else's words.
. lntegrate short quotations into your own sentences, using phrases such as one participant said.
. Use ellipses to indicate that you've omitted words from the quotation.
. Put the author's last name and page number of the quotation in parentheses at the end of the

sentence. lf you note the author within the sentence, include only the page number.

. lf the quotation is online, link to the original source.

Nlarc Kelhl Sulth, author of 5-tqgq-a?q9try 5=1+a expla.rns that the coupetftrVe part of ,

poetrt7slausiswhatuakestheu-sopopular.The|deaofpoetsengaE.dina,,battleagainst

(4y).one another lt'ke wrestlers vtling for a- champronship belt" adds a vert1 different eleuert to

poetrq

YOUR Develop the first draft of your article. lntegrate quotations, using proper
punctuation and citation formats. Add multimedia and links when
@ appropriate.

IURN

ITRITING \TORKSHOP 671

Revising

Revising, rewriting, and trying new approaches are essential parts of the writing
process. The following chart will help you identify the weak parts of you r draft and
decide on the best improvements.

readers' attention? Highlight attention- or fact to engage your audience.
grabbing quotations,
q uestions, or facts.

2. Is my controlling idea clear and ) PIace a check mark next to Add a controlling idea if one is
your controlling idea. missing. Rework your existing
appropriate for my audience controlling idea if it is unclear or
doesn't fit the task, purpose, or
and purpose?
audience.

easy to navigate? Circle headings, lin ks, and Group related paragraphs under
menu options. boldfaced headings. Add links to your
4. Do I use relevant evidence to menu to allow users to easily move
support my controlling idea? Underline all q uotations, between sections of your article.
definitions, examples, and
facts. Place a check mark Delete evidence that isn't relevant to
next to each one that your controlling idea. Add evidence
supports you r controlling for any ideas that are not supported.
idea.

5. Do I use multimedia and Circle the graphics and Delete elements that don't support
graphics effectively? multimedia you have your controlling idea or that are too
included. d istracting.
6. Does my concluding section
support the information I restated controlling idea and lnsert a restatement of your
presented? the sentences that describe controlling idea. Add a sentence that
the importance of the topic. tells why your topic is important.

YOUR I;Tlil.EitiFEIn Review your draft with a partner. Answer each question

ffi in the chart and decide howyour draft can be improved. Ask: ls my
organization easy to follow? Do the multimedia and Iinks add to your
TURN understa nding?

672 uNrr t: poETRy

ANALYZE A STUDENT DRAFT j:.coCMOMREoN W 2a-b lnclude formatting,
graphics, and multimedia;
As you read this draft, notice the comments on its strengths as well as the develop the topic with
suggestions for i mprovement. relevant definitions or other
information. W 5 Develop
and strengthen writing by
revising, rewriting, or trying a
new approach. 515 lntegrate
multimedia.

lntroduction Poetry is an ancient form ofwriting that has been used by such greats Allan uses headings
Fl6tory to logically organize
Rules as Platq, Shakespeare, and Emily Dick!nlon. ln more recent years, information and help
poetry has lost popularity among manyyoung readers. However, readers navigate his
article.
Participants pqetrysiam5arerevivingthepopularityofpoetrythroughthe
SlamsLocal Poetry Allan clearly states his
use of powerful performances, competition, and controlling idea.

ConcludingSection audienceparticipation. Allan could add more
depth to his article
v Additionai R*sourees A poetry slam is a competition in by providing linki to
Photos
Videos which performers read their original *xt*rn*l Web sitel.

PoemsWinning poetry aloud for an audience.

Audience members are selected to

DiscussionBoardevaluatethepoetsonboththeir
Feedback
writing and their performance. After *r,1,#+i*
iteach poet reads his or her poetry,
5ffir-,=

is judged byaudience members on a

scale of one to ten.

Next: History of Slam Poetry

link to reliable external sites with more information and multimedia. Allan included
links in hisfirst paragraph, but not in his second. Notice how he revised his second
paragraph to add a link.

AL[AN'5 REVISION TO H15 INTRODUCTION

Audience members are selected to evaluate the poets on both
their writins and their DerFormance.

)

Linkto vrdeos of poetrt1 slatu perforuances

YOUR Use feedback from your peers and teacher as well as the "Learn How"
lesson to revise or rewrite parts of your article. Make sure that any links
@ you provide are to reliable sites.

TURt{

vRrrrNG \ToRKSHOP 673

Editing and Publishing W 5 Strengthen writing by editing.
Ll b,d Useverbs in the active and
Crammar, spelling, punctuation, and capitalization errors can distract your
audience from understanding and appreciating your ideas. ln the editing stage, passive voice; correct inappropriate
you proofread your article to eliminate such errors, keeping in mind that the
spell-check function on your word processor doesn't catch all misspellings. you shifts in verb voice. L 3 a Use verbs in
also need to verify that all of your online features, such as links and multimedia,
are working properly. check that your pages are formatted consistently and are the active and passive voice to achieve
easy to read and navigate. effects.

A verb is in the active voice when the subject performs the action. For
example: "Mary moved the vase." A verb is in the passive voice when the action
is received by the subject, as in: "The vase was moved by Mary." you can use
both forms of verb voice in your writing, depending on the effect you want to
achieve. The active voice is often preferable to the passive voice; sentences
with strong active verbs have more energy and interest. However,you can
use the passive voice in some instances, such as when you want to emphasize
the recipient of the action or when the performer of the action is unknown.
Be careful not to mix the active and passive voice in your writing. Having an
inconsistent voice can create clumsy sentences that are confusing to readers.

As Allan edited his article, he realized that he shifted from active to passive
voice in the same sentence. Here is his revision:

fter each poet reads hls or her poetrq,e&Ngsd$y audrZhce
Menber+,\ofi a. sca/e of oue to ten.

I
1'td 1e ft

PUBtISH YOUR WRITING

After you have finishe d proofreading you r article, you a re ready to post it on line.

' Update your status on social media networks that you participate on to

include a link to your article.

' Post a link to your article in forums or online communities that you and your

peers freq uently visit.

' Send an e-mail or text message to friends and family to notify them that your

article is available for viewing.

YSIJR correct any errors in your article. check that you have avoided awkward
shifts in verb voice. After completing these final touches, pubrish your
ffi article for your audience to read and enjoy.

?UftF{

674 UNIT POETRY
':

Scoring Rubric

Use this rubricto evaluate your online feature article.

' DeveloPment Effectively introduces a topic; states a well-researched controlling
. idea; develops ideas with varied and relevant evidence; ends powerfully

organization Logically organizes ideas into broader categories; uses varied
transitions throughout; effectively uses formatting and multimedia

. tanguage Ably uses precise language; maintains a formal style; shows a strong

command of conventions

Development competently introduces a topic; states a clear controlling idea;
offers relevant evidence; ends capably
Organization Logically organizes ideas into categories; effectively uses transitions;
uses formatting and multimedia
Language Uses precise language; generally maintains a formal style; makes a few
errors in conventions

Development Adequately introduces a topic; states a controlling idea; includes
mostly relevant evidence; ends adequately
organization ls mostly well-organized; could use more transitions, formatting, or
multimedia
Language Needs more precise words; mostly maintains a formal style; makes
some errors in conventions

Development States a controlling idea, but the introduction could be more
interesting; Iacks relevant evidence; has a somewhat weak concluding section
Organization Has weaknesses in organization; uses some transitions; has
i nconsistent formatti ng or d istracting m u lti med ia
Language Sometimes uses vague language; has an inconsistent style; makes
many errors in conventions

Development Has a weak controlling idea and introduction; does not support most
ideas; ends abruptly
Organization Has serious organizational flaws; often lacks transitions, formatting,
and multimedia
Language Lacks precise words or uses them incorrectly; uses an informal style;
makes many errors in conventions

a Development Lacks a controlling idea, supporting evidence, and a concluding section
a Organization Has no organization,formatting, or multimedia
a Language Uses vague words; has an inappropriate style; shows no command of

conventions

lsRlrrNc \goRKSHOP 675

-^ir|,_i, il':lrif, r,,i, : :
lrlr; l|raii I lir'tll'El;r:

Updatin g an Online Feature Article

The World Wide Web is always changing. Content is continually being added,
updated, reorganized, or deleted to make way for new information and ideas. As
the author of an online feature article, you should maintain your published work
and keep it current. ln this workshop, you will learn how to effectively update,
improve, and enhance your online feature article.

.{ silu

t\G'-E? Complete the workshop activities in your Reader/Writer Notebook.

IASK A SUCCE'SFUL UPDATE ...

Update your online feature article to . repairs dead links
improve site design and navigation, . adds or revises content using current and reliable
provide updated information on your
topic, and replace dead, or broken, links. sou rces

. responds to readers'questions and feedback

promptly and in a respectful way

. changes the design and organization as needed to

improve viewing and navigation

. promotes growth in readership by seeking new

audiences and encouraging visitors to return

I COMMONCORE Maintaining Your Article

W5 Usetechnologyto After publishing your article online, visit the site frequently and spend a few

publish writing and collaborate minutes maintaining it. Use these guidelines to help you:

with others. 5L lc Pose and . Update Your Links The creators of external Web sources you linked to may

respond to questions. update the information and structure of their sites. For this reason, it's essential
SL 5 lntegrate multimedia to that you regularly check all of your links and ensure that each Web address, or
clarify information and add URL, still connects to the correct information. When you locate broken links,
interest. update them to reflect the new URL, find suitable replacement links, or delete
the links from your article.

. Respond to Feedback Politely reply to all appropriate questions and comments

posted on your article in a timely manner. Delete inappropriate comments
right away. Thoughtful replies can stimulate discussion and promote reader
participation.

. lnclude a Last Updated Date Provide a line of text that states the date your

article was last updated. This note shows readers that they can trust the
information and that you are committed to keeping your article up-to-date.

676 uNrr j: PoETRY

Modifying and lmproving Your Article

As you learn more about your topic and read user feedback, you should modify
and improve your online feature article. Regular updates will encourage return
visitors and attract new readers. You might modify your article for a variety of

reasons, including:

. To lmprove Content As new information about your topic

becomes available, revise your article to include updated liiit{Yt:*u,*e lr*;}#*ri

havecontent and delete out-of-date information. lf you

chosenatopicwithaspectsthatchangefrequently(suchas l'dneverheardofslampoetrybefore! This
3schedules for local poetry slams), you might consider adding
sourrds awesome! Do you know if there are

Recent News or Updates section. any slam poetry events in Oklahoma?

. To Address User Feedback Readers may offer feedback on r.*bruary tt l?:!l *:*. '--'.---_

the accuracy ofyour facts, your navigational features, or your ,&{!*r:l.ff {S1te Administtrr-r: t-,* .. .
site design. Be willing to revise your work, or even try a new
I don't know of any currently scheduled for
approach, to address valid reader feedback.
Oklahoma, but how about trying to organize
. To Redesign Your Article A new design could give your article
your own poetry slam? l'm sure you're not

a more contemporary or professional look and keep it visually the only one in your area who would love to

appealing. Consider reorganizing the navigational features, participate. lf you decide to organize one, let

adding new multimedia and links, or trying a new font. Ensure me know and l'll add it to the schedule!

that any changes make the article look more dynamic and !:e!:ru;lry i?, $:i6 p.i'n"
engaging without distracting from the content.

. To Grow Your Readership Every time you update content

or redesign your article, consider how you can use these changes to attract

readers. Try posting a status update on social media networks you participate

on, sending e-mail updates to your readers, or posting a link to your article on

forums that your audience frequents.

,1{&',W5 F66S

F,iE*+k€ l've updated the tat*ai H*e.rtry *]+tt=*" section with March's schedule
of events. I hope you'll participate! l've also added a couple of r:*u*-r =!ffie*"*s of
winning slam poets. Maybe they can help you improve your techniques!

YfSi'U-R Visit your online feature article often. Check that your links are still
working, and then update, replace, or delete any dead links. Keep your
k ../9
TUftN content up-to-date and consider trying new approaches, such as

including more images and new text features. Promptly and politely

respond to user questions and feedback.

TECHNOLOGY \TORKSHOP 677

Assessment Practice

DIRECTIONS Read these poems and answer the questions that follow.

A55ESS An Indian Summer Day
Taking this practice test
will help you assess your on the Prairie
knowledge of these skills
and determine your by Vachel Lindsay
readiness for the Unit Test.
IN THE BECINNING
REVI EW
After you take the practice The sun is a huntress young,
test, your teacher can help The sun is a red, red joy,
you identify any standards The sun is an Indian girl,
you need to review. Of the tribe of Illinois.

i COMMONCORE MID-MORNING

RL 1 Cite the evidence that The sun is a smoldering fire,
supports an analysis of what That creeps through the high gray plain,
the text says explicitly as well as And leaves not a bush of cloud
inferences drawn from the text. To blossom with flowers of rain.
R[ 4 Determine the meaning of
words and phrases as they are NOON
used in a text, including figurative
meanings; analyze the impact of The Sun is a wounded deer,
specific word choices on meaning 10 That treads pale grass in the skies,
and tone. RL 5 Analyze howthe
structure oftext contributes to Shaking his golden horns,
its meaning and style. L 2a, c Use Flashing his baleful eyes.
punctuation (comma) to indicate
SUNSET
a pause or break; spell correctly.
The sun is an eagle old,
L 4b Use Latin roots as clues to There in the windless west.
the meaning of a word. t5 Atop of the spirit-cliffs
He builds him a crimson nest.

678 uNrr t: poETRy

The Sunflowers by Mary Oliaer

Come with me
into the field of sunflowers.
Their faces are burnished disks,
Their dry spines

creak like ship masts,
their green leaves,
so heavy and many,

fill all day with the sticky

sugars of the sun.
l0 Come with me

to visit the sunflowers,
they are shy

but want to be friends;
they have wonderful stories

r5 of when they were young-

important weather'

the wanderrrr* .ro*rlne
Dont be afraid

To ask them questions!
Their bright faces,

which follow the sun,
will listen, and all
those rows of seeds-

each one a new life!-

25 hope for a deeper acquaintance;

each of them, though it stands
in a crowd of many,

like a separate universe,

is lonely, the long work
of turning their lives
into a celebration
is not easy. Come

and let us talk with those modest faces,
the simple garments of leaves,

35 the coarse roots in the earth
so uprightly burning.

ASSESsMENTPRACTICE 679

Reading Comprehension

Use "An Indian Summer Day on the Prairie" 6. In lines 13-16, the eagle building his nest
to answer questions 1-8.
-is a metaphor for the
1. In the first stanza, the speaker personifies the ,d western sky

sun -as from Illinois B. setting sun
C. wild deer
,d a tribe D. prairie hunters

B. three red planets 7. \X/hich line from the poem contains an
example of assonance?
C. a girl who is hunting
A. The sun is a huntress young.
D. the beginning of the day B. The sun is a smolderingfire.

2. \fith each stanza in this poem, the poet C. And leaues not a bush of cloud

-develops D. The san is an eagh old

A. one idea in a single sentence 8. \7hich line from the poem contains an
B. an unusual appearance on the page example of alliteration?

C. several images in four sentences A. Tbe sun. is an Indian girl
D. a list of unrelated ideas in five lines B. There in the windless west

3. \Mhich is the best paraphrase of lines 5-8? C. Atop of the spirit-clffi

A. The sunt strong rays set the plain on fire D. The sun is an eagle old

during midmorning. IJse "The Sunflowers" to answer questions

B. By midmorning, the fiery sun is so hot 9-r5.

that it burns away the rain clouds. 9. The speaker gives the sunflowers human

C. The sun at noon is so red that it looks like -qualities in order to

a fire in the sky. A. create a humorous image
B. emphasize human weaknesses
D. The midmorning sun is drying up the C. express a connection with nature
D. make the poem more lyrical
bushes on the plain.
-10. The speaker asks readers to
4. The pattern of rhyming words in every stanza
A. go along on a visit to the sunflowers
-of this poem is C. abab B. learn about different parts of a sunflower
C. be strong, like sunflowers in the field
A. abba D. celebrate life, like each seed of a sunflower

B. abcb D. abcc

5. In lines 9-12, the speaker uses an extended
metaphor to compare the sun to

,d -a wounded deer

B. pale grass

C. the noon sky
D. golden horns

580

11. In lines 1-7, the speaker uses a simile to 15. \Mhich statement best describes the fourJine
compare the sound of the sunflower stalks stanzas in this poem?

to the - A. The pattern of indented lines connects

A. shape of the human face the ideas from stanza to stanza.
B. sight of burnished disla
C. noise made by ship masts B. Each stanza contains a single idea that is
D. smell of green leaves
unrelated to the ideas ofthe other stanzas.
12. Reread lines 18-19. To whom is this
statement directed? C. The stanzas have a simple rhyme scheme

that emphasizes the rhythm of the poem.

D. The length of every line follows the same

pattern in each stanza.

"Dont be afraid / to ask them questionsl" Use both selections to answer question 16.

A. Crows 16. To give their descriptions of a bright summer
B. Readers day a musical qualiry both poets

C. Sun A. metaphors and similes
D. Sunflowers B. assonance and alliteration
C. rhyming lines
13. In lines 26-29, the speaker uses the phrase D. free verse
"a separate universe" to emphasize the
SHORI CONSTRUCTED RESPONSE
Asu.nfisloowlaetriot n- W'rite two or three sentences to answer each
question.
B. Ioyalry
C. short life L7. Paruphrase the speakers' invitation in lines
D. weakness 10-17 of "The Sunflowers."

14. Reread lines 29-32. \(hat is the best 18. \7hat can you tell about the speaker of

paraphrase of these lines? "The Sunflowers" from the statements
made in the poem?
"the long work / of turning their lives /
into a celebration / is not easy." Vrite a paragraph to answer this question.

A- \Water helps sunflower seeds grow. 19. \7hat do the stanza titles tell you about
B. Sunflowers are beautiful and useful. 'An Indian Summer Day on the Prairie"?
C. It takes time for seeds to become \7hat story is told by the four stanzas

sunflowers. together?

D. Sunflowers can teach us about having fun.

681

Vocabulary Use your knowledge of Latin words and
roots to answer the following questions.
Use your knowledge of context clues and the
explanations of word origins to answer the 5. The Latin word acclgnoscere means "to know
following questions. perfectly." In "The Sunflowers," what word
comes from the word accognoscere?
1. The word qirmiz is the Arabic word for an
insect that is used to produce red dye. 1X/hat A. Acclaim
B. Acquaintance
word in'An Indian Summer Day on the C. Celebration
D. Visit
Prairie" comes from the word qirmiz?
6. The Latin word separare means "apart."
A. Crimson In "The Sunflowers" what word comes
B. Golden from the word separare?

C. Gun A. Rows
D. Pale B. Separate

2. The Old English word smoriaz means C. Uprightly
"to smoke." \Mhat word from "An Indian D. \Wandering
Summer Day on the Prairie" comes from
7. The Latin words unus and uertere mean
the word smorian? "one" and "to turn," respectively. In "The
Sunflowers" what word comes from unus
A. Flashing
B. Shaking and uertere?

C. Smoldering A Lonely
D. Spirit
B. Rotating
3. The Old English word bealu means "misery." C. Universe
\7hat word from "An Indian Summer Day D. \Wonderful
on the Prairie" comes from the word bealu?

A. Baleful
B. Bush

C. \Wounded
D. Young

4. The German word brun means "brown."
\What word from "The Sunflowers" comes
from the word brun?

A. Bright
B. Burning
C. Burnished
D. Sunflower

682

Revising and Editing

DIRECTIONS Read this passage and answer the questions that follow.

(l) Last winter I read an article about bringing back the prairie. (2) I told my mom

dad and brother that I wanted to plant a prairie in our backyard. (3) I hoped to plant
yellow foxtail, prairie cordgrass and cattail sedge. (4) My brother offered to build a
pond. (5) I knew he would do an excellent job because he is very relyabie. (6) He
wanted big green bullfrogs to visit our backyardl (7) Before we began planting our
small prairie, we became very studyous and read many books about prairies.
(B) \7e expect to have ajoyous, gloryous, and plentiful prairie in our backyard.

1. tMhat is the BEST way to punctuate sentence 4. \X4rat is the BEST way to punctuate sentence
2 with commas? 6 with commas?

A. I told, my mom dad and brother that I A. He wanted big, green bullfrogs to visit

wanted, to plant a prairie in our backyard. our backyard!

B. I told my mom, dad, and brother that I B. He wanted, big green bullfrogs to visit

wanted to plant a prairie in our backyard. our backyardl

C. I told my mom, dad, and brother, that I C. He wanted big, green, bullfrogs to visit

wanted to plant a prairie in our backyard. our backyard!

D. I told my mom dad and brother that I D. He wanted big green bullfrogs, to visit

wanted to plant a prairie, in our backyard. our backyard!

2. \fhat is the BEST way to punctuate sentence 5. V/hat change, if any, should be made in

3 with commas? sentence 7?

A. I hoped to plant yellow foxtail, prairie A. Change p lanting to plantting
B. Change studyous to studious
cordgrass and cattail, sedge.
C. Changeprairies to prairies'
B. I hoped to plant yellow foxtail prairie D. Make no change

cordgrass and, cattail sedge. 6. \,Mhat change, if any, should be made in

C. I hoped to plant, yellow foxtail prairie sentence 8?

cordgrass and camail sedge. L Changejoyorzs to joious

D. I hoped to plant yellow foxtail, prairie B. Change gloryous to glorious
C. Changeplenffil to plentyfrrl
cordgrass, and cattail sedge. D. Make no change

3. \X,4rat change, if any, should be made in

sentence 5?

A. Change excellent to excelent
B. Change relyable to reliable

C. Change because to becuase
D. Make no change

683

Ideas for !ndependent Reading

Which questions from Unit 5 rnade an impression on you?
Continue exploring them with these books.

Does beauty matter?

i COMMONCORE Uglies Criss Cross Margaux with an X

R!1O Read and comprehend by Scott Westerfeld by Lynne Rae Perkins by Ronald Koertge
literature. RllO Readand
com prehend literary nonfiction. ln the future, all r6 year-olds Debbie and Hector are Margaux is dazzlingly
have an operation that makes l4years old, and they'd like beautiful and very popula r.
them "beautiful." Most of their appearance to reflect She's also miserable. Most
the younger Uglies can't wait the interesting people they of the boys in school have
until it's their turn for the hope they're becoming. How crushes on her, but she's
operation, but a girl named will these important changes only interested in Danny.
Shay rebels against being the happen? it's not always clear, A shabby-lool. ing o- Lca,L,
same as everyone else. Will but bythe end of the summer, Danny shares her love of
her friend Tally help her or a great dealwill be different. language and helps her cope
betray her? wlth problems at home.

Can you be rich without money?

fffli Colibri The BIack Pearl A Year Down Yonder
by Ann Cameron
k'*s by Scott O'Dell by Richard Peck
Years ago, a fortunetellertold
Uncle that Rosa would make When Ramon finds the Pearl It's the Depression, and
him rich They have been of Heaven, everyone comes to people are broke. Mary Alice
traveling through Cuatemala look aL iL, and h's farner give, is sert ro l,ve in r ural lllino,s
ever since, begging and the pearl 1o the church \or-e with her eccentric Crandma
cheating people to get money people th .rk thelewel brings Dowdell. Crandma has habits,
and food. Now rhat Rosa is bad luck because t belong> iike "borrowing" the Sher ff's
older, lying to people is harder, to the Manta Diable. When boat or Old Man Nyquist's
and Uncle is getting impatient rnislortune hits the village. apples, which seem to make
only Ramon can f ix it. life a little easier.

When do you feel most free?

The Upstairs Room Let Me Play: The Story The Warrior Heir
by lohanna Reiss of Title lX, the Law That by Cinda Williams Chima
Changed the Future of
Annie is only six when Girls in America Lvery day.lack Lakes 16sii6rng
Hitler comes to power in for his heart condition. One
Cermany and starts making by Karen Blumenthal day he forgets, and it's the
laws that punish the Jews
Annie is glad she lives in Bef ore t972, many girls best day of his life. Suddenly,
Holland so her family is safe weren't able join a soccer he's faster and stronger. He
but as the Cerman army team or enter medical school. finds out he's really a magical
gets stronger, how long Finally, the people fighting warrior and his "medicine"
will Annie's safety last? against this injustice won, was hiding him from people
and the law was changeo who want to kill him.