Name:____________________________________________
Date: ___________________________
Hour: ___________
By: Mary Whitebird
Narrative/Sabella
Ta-Na-E-Ka Mary Whitebird
Activity 1: Semantic Mapping
Creating a semantic map can help you represent different types of word knowledge in graphic form.
Based on the example, create a semantic map for each of these vocabulary words from “Ta-Na-E-Ka”
on your own paper: shrewdest, grimaced, gorging, audacity.
Example
Activity 2: Exploring Deeper Meanings
Choose the statement that provides an accurate example of the meaning of each vocabulary word.
1. loftiest
A) Aunt Susan has accomplished a lot because she always holds herself to the highest standards.
B) My father graduated at the top of his high school class.
2. shrewdest
A) Audrey was better than any of her sisters at figuring out how to stretch her allowance to last all week.
B) Ben usually got better grades than the rest of us.
3.grimaced
A) Although she tried to not to think about the cruel remark, Chelsea could feel her eyes scrunch and her
mouth curl into a frown.
B) Although she tried to not to think about the cruel remark, Chelsea could feel her eyes sting and her
mouth start to tremble.
4. gorging
A) We tried samples of all the food that was served at the party.
B) The guests devoured each tray of food as fast as the waiters could serve it.
5. audacity
A) Everyone was amazed by the group of girls who insisted they could play football as well as boys.
B) We were surprised when Emily came to the party wearing a new dress.
Activity 3: Changing Contexts
Each vocabulary word from “Ta-Na-E-Ka” is used at least once in the following paragraph. Fill in
each word where it best fits the context.
Example My father grimaced at the sight of his empty plate and the cat racing out of the kitchen.
loftiest
shrewdest
grimaced
gorging
audacity
I once had a cat that had the (6) _______________________ to steal food from my father’s plate.
The cat loved to eat and was always
(7) _______________________ on his own food and anything else he could find. His (8)
_______________________ trick, however, was sneaking my father’s morning toast, which the cat did
by cleverly waiting until my father had his nose in the newspaper. Dad always (9)
_____________________ and threatened to get rid of the cat though he never did. I think my father secretly admired the cat for having such (10) _____________________. Being a toast thief is not the (11)
_____________________ achievement, but considering the cat got the toast every time, he ranks at the
top for success!
WRITTEN RESPONSE:
What would scare you the most if you were forced to take part in Ta-Na-E-Ka? Be very specific.
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Vocabulary Study
A. Match words and definitions. Write the letter of the correct definition next to each word.
a. boldness
_____
1. grimaced
_____
2. audacity
b. filling up; stuffing
_____
3. gorging
c. twisted the face to show pain, anger, disgust
_____
4. shrewdest
_____
5. loftiest
d. sharpest, most clever
e. noblest; highest
B. Complete each sentence with one of the vocabulary words below.
grimaced
audacity
gorging
shrewdest
loftiest
1. She just started ballet lessons last week, and she has the _______________________ ideas about becoming
a ballerina with the American Ballet Theatre.
2. Working as a window washer on a skyscraper can a brave man _______________________.
3. His _______________________ gave him the courage to speak up to his boss.
4. My parents made the _________________ investment and earned a large payout.
C. Use the academic vocabulary words to complete the following paragraph about “Ta-Na-E-Ka” by
Mary Whitebird.
attitude
communicate
contrast
illustrate
In the beginning of the essay, Mary had a negative (1) __________ about the Ta-Na-E-Ka ritual. She
chose to (2) __________ her dissatisfaction by telling her family and teacher that she didn’t want to
participate in it, but they insisted she should. Mary found her own way to take part in the ritual by borrowing money and living at a diner. In the end, Mary’s ability to take care of herself would (3)
__________ to her family that she could have survived in the woods. This story shows a (4)
__________ between the older and younger generations.
THEME
Theme =
broad idea, message,
or moral of the story
e
h
t
s
’
t
a
h
w
?
So,
a
e
d
i
big
It is not usually stated in words or said by the author.
We can use the TEXT and
IN LITERATURE
COMMON THEMES
EXAMPLES OF
INFER with our own thinking

Overcoming challenges

Family

Believe in yourself

Friendship

Make good choices

Teamwork

Treat others fairly

Love

Never give up

Honesty

Accept differences

Courage

Good will triumph evil

Kindness

Value culture/tradition

Compassion
Did you get the
TEXT’S message?
RATION
COOPE
ters
Charac
gether
work to
ea
to solv
m or
proble
a goal.
achieve
PERSE
RVERA
NCE
Chara
cters
never
give u
p
even w
hen
facing
difficu
lt
times
.
LOYALTY
Characte
rs
trust each
other and
never tur
n
their bac
ks on
each othe
r.
SSIO
COMPA
N
ters
Charac
make
want to
hat are
those t
g feel
sufferin
better.
COURAGE
THEME
The author’s moral
lesson or message .
ACCEP
Brave , bold
characters
have the
strength to
a fear
overcome
k.
or take a ris
KINDNES
S
Friendly
, kind
characte
rs are
generou
s and
conside
rate of
others.
TANCE
Chara
cters
accep
t othe
rs’
differe
nces a
nd
beliefs
.
TY
HONES
find
cters
Chara
ys
is alwa
that it
tell the
best to
truth.
FINDING THE THEME Use the chart to identify clues in the story to help you infer the theme. As you
read, write and organize brief notes in the chart. Look for clues in what characters say, the main
events and conflicts, how characters change, and what they learn. Fill in the story theme after you
read.
“Ta-Na-E-Ka”
Comments by Characters
Main Events and Conflicts
How Characters Change
Story’s Theme