American Tradition
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Differentiated Instruction for Developing Readers, American Tradition
Care has been taken to verify the accuracy of information presented in this book. However, the
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affiliation, association, or connection with, or sponsorship or endorsement by, such owners.
Photo Credits:
Boy reading in class © Tim O’Hara/CORBIS (banner photo)
ISBN 978-0-82193-205-6
© 2009 by EMC Publishing, LLC
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Printed in the United States of America
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CONTENTS
Introduction
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Unit 1: Origins of the American Tradition
To My Dear and Loving Husband
Reading Strategies and Skills Practice: Use Text Organization
from Sinners in the Hands of an Angry God
Reading Strategies and Skills Practice: Visualize
Speech in the Virginia Convention
Reading Strategies and Skills Practice: Set Purpose
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Unit 2: New England Renaissance
from Walden
Reading Strategies and Skills Practice: Make Connections
The Raven
Reading Strategies and Skills Practice: Unlock Word Meaning
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Unit 3: Slavery and the Civil War
from Narrative of the Life of Frederick Douglass
Reading Strategies and Skills Practice: Take Notes
An Occurrence at Owl Creek Bridge
Reading Strategies and Skills Practice: Make Predictions
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Unit 4: Expanding Frontiers
The Notorious Jumping Frog of Calaveras County
Reading Strategies and Skills Practice: Unlock Word Meaning
The Story of an Hour
Reading Strategies and Skills Practice: Set Purpose
We Wear the Mask
Reading Strategies and Skills Practice: Make Connections
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Unit 5: Early Twentieth Century
The Love Song of J. Alfred Prufrock
Reading Strategies and Skills Practice: Take Notes
A Wagner Matinee
Reading Strategies and Skills Practice: Visualize
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Unit 6: Depression and World War II
The Death of the Ball Turret Gunner
Reading Strategies and Skills Practice: Visualize
The Jilting of Granny Weatherall
Reading Strategies and Skills Practice: Take Notes
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Unit 7: Postwar Era
The Life You Save May Be Your Own
Reading Strategies and Skills Practice: Make Predictions
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The Crucible, Act I
Reading Strategies and Skills Practice: Take Notes
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Unit 8: Early Contemporary Era
from The Way to Rainy Mountain
Reading Strategies and Skills Practice: Use Text Organization
Morning Song/Mirror
Reading Strategies and Skills Practice: Make Connections
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Unit 9: Contemporary Era
Daughter of Invention
Reading Strategies and Skills Practice: Unlock Word Meaning
Straw Into Gold
Reading Strategies and Skills Practice: Make Predictions
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ANSWER KEY
To My Dear and Loving Husband
from Sinners in the Hands of an Angry God
Speech in the Virginia Convention
from Walden
The Raven
from Narrative of the Life of Frederick Douglass
An Occurrence at Owl Creek Bridge
The Notorious Jumping Frog of Calaveras County
The Story of an Hour
We Wear the Mask
The Love Song of J. Alfred Prufrock
A Wagner Matinee
The Death of the Ball Turret Gunner
The Jilting of Granny Weatherall
The Life You Save May Be Your Own
The Crucible, Act I
from The Way to Rainy Mountain
Morning Song/Mirror
Daughter of Invention
Straw Into Gold
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INTRODUCTION
Differentiated Instruction for Developing Readers provides a framework for
helping students become active and successful readers. Guided Reading Questions
lead students to a basic understanding of selections from the Mirrors & Windows:
Connecting with Literature Student Edition. Reading strategies and skills lessons
for the same selections give students opportunities to practice reading fiction,
nonfiction, poetry, drama, and folk literature.
Guided Reading Questions
• Reading comprehension questions check understanding.
• Page numbers help students locate answers in the text.
• Write-on lines provide note-taking opportunities.
Reading Strategies and Skills Practice Lessons
•
•
•
•
Before-reading instruction explains the application of each strategy or skill.
During-reading instruction helps students practice the strategy or skill.
After-reading questions assess students’ use of the strategy or skill.
Fix-up strategies assist students who are having trouble.
The practice lessons in this supplement focus on one reading strategy or skill for
each literature selection. These lessons provide explicit instruction on the following
strategies and skills:
•
•
•
•
•
•
•
Make Connections
Set Purpose
Make Predictions
Take Notes
Use Text Organization
Unlock Word Meaning
Visualize
In each practice lesson, the before-, during-, and after-reading activities all focus
students’ attention on one way of interacting with a text. If a student has difficulty
using the interaction method suggested, a fix-up strategy offers assistance through
a different method of interaction. For instance, if the reading strategy for a selection
is to make connections, the fix-up strategy may ask students to make predictions
instead.
As students become experienced with each of the reading strategies and skills
covered in this book, they will be able to use two or three at a time, instead of
just one. Students who learn to automatically use one or more of these strategies
and skills in their reading become thoughtful, active, and successful readers—not
only in the English language arts classroom, but also in other content areas, in
assessment situations, and beyond the classroom. The goal of Mirrors & Windows
is to help students learn which strategies work best for them and to learn to use
these skills in every reading task they encounter.
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Related Program Resources
The Mirrors & Windows literature program is designed to help all students
succeed. Differentiated instruction is included throughout the program to help
you customize your lessons to meet the needs of all your students. You will find all
the components listed below in the Lesson Plans located in the Program Planning
Guide and in the E-Lesson Planner.
• The Differentiated Instruction for English Language Learners supplement
provides activities that increase students’ comprehension, vocabulary, oral
language development, and English language skills.
• Additional reading strategies and skills are introduced in the genre Reading
Models at the beginning of each unit in the Student Edition.
• One reading skill is defined on the Before Reading page for each Guided Reading
and Directed Reading in the Student Edition. This skill is to be applied during
and after reading.
• You will find more information on the reading process and reading strategies
and skills instruction in the Language Arts Handbook, Section 1: Reading
Strategies and Skills, in the back of the Student Edition.
• Vocabulary & Spelling workshops in the Student Edition cover the basics and
make sure your students can meet language arts standards.
• A Pronunciation Key for vowel sounds and consonant sounds is included in the
Glossary of Vocabulary Words in the back of the Student Edition.
• The Meeting the Standards Unit Resource Books offer vocabulary development
and reading skills activities for every lesson in the textbook.
• Exceeding the Standards: Vocabulary & Spelling provides developmental lessons
to build word study skills
• The bottom margins of the Annotated Teacher’s Edition contain hundreds of
notes addressing English language learning, developmental reading, and reading
styles.
• Timed Reading Fluency Assessments in the Assessment Guide offer oral fluency
practice and assessment.
• The Mirrors &Windows website (www.mirrorsandwindows.com) and
EMC Launchpad offer additional support for English language learners and
developing readers, including fluency activities to build word recognition skills,
silent reading fluency, and oral reading fluency.
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Name: ____________________________________________________ Date: __________________
To My Dear and Loving Husband, page 46
Guided Reading Questions
As you read the poem, write the answers to the questions below.
Page 47
1. How much does the speaker prize her husband’s love?
2. What is the only thing that can repay the speaker for her love of her husband?
3. If the couple perseveres in their love for each other, what will be the result?
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To My Dear and Loving Husband, page 46
Reading Strategies and Skills Practice: Use Text Organization
Analyzing the text organization of a poem to help you understand the poet’s
meaning. Poets use both rhyme schemes and punctuation to structure a poem:
• Rhyme schemes often indicate which lines belong together. Each set of lines that
follows the rhyme scheme often expresses a single idea.
• Lines ending in commas or no punctuation are typically meant to flow into the
next line. The ideas in both lines are combined.
• Lines ending in semicolons and periods make a stronger pause. Poets use these
marks to indicate a stronger break, ending one idea. The next line then begins a
new idea.
Before Reading: Preview the Poem
Previewing a poem will help you identify its organization. Scan the lines of “To my
Dear and Loving Husband” before reading it. Look at the punctuation marks at the
ends of lines. Based on what you see, what organization do you think the poem will
have? Why?
During Reading: Use Organization to Summarize Ideas
As you read the poem, use this organization to guide your reading. Each organizing
unit of the poem is a unit of meaning. When you read, focus on one unit at a time,
identifying the main idea of each. Then, combine these ideas to understand the
poet’s overall meaning.
Use the Main Idea Chart below to record the main idea of each of the poem’s
units. In the left column, write the numbers of the lines in each unit of structure. In
the right column, record the main idea.
Main Idea Chart
Line Numbers
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Line Numbers
Main Idea
After Reading: Reflect on Ideas and Organization
Review the main ideas you identified for the poem. Think about how the
perspective shifts among the couple, the speaker, and her husband from one unit to
another.
1. Whose perspective appears at the beginning of the poem?
2. Whose perspective appears at the end?
3. After considering these ideas, write a brief essay on another piece of paper
in which you reflect on what the poet is saying and how the organization
supports that idea. Use specific details from the poem to support your
argument.
Fix-Up Strategy: Read Aloud
Monitor your reading progress. If you are having difficulty identifying the structure
of the poem, try this strategy:
• Read the text aloud. When you do so, you will be better able to identify the
rhyme scheme and where stronger breaks in the poem’s statements appear.
• Then, reread each of the smaller units of the poem to identify its main idea.
Record the line numbers and the main idea in your chart.
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from Sinners in the Hands of an Angry God, page 54
Guided Reading Questions
As you read the selection, stop at the end of each page and write the answers to the
questions below.
Page 55
1. According to Edwards, what keeps his listeners out of hell?
Page 56
2. What, according to Edwards, makes people so heavy that they are likely to fall into hell?
3. How does Edwards characterize creation? What is its purpose?
4. Which people are in the hands of the angry God?
Page 57
5. How does Edwards emphasize that each person is in danger at every moment?
6. What can people do to change their fate?
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from Sinners in the Hands of an Angry God, page 54
Reading Strategies and Skills Practice: Visualize
Sermons and speeches often include abstract ideas. Authors try to make those ideas
more concrete by including specific images. Visualizing those images—making
mental pictures of them—helps you understand the author’s ideas.
Before Reading: Preview the Selection
Before reading the sermon, read the Build Background information on page 54 of
your textbook. Then, skim through the pages of the selection looking at the pulledout quotes and at the illustrations. Based on what you have read and seen, answer
the following questions:
1. What kind of selection are you about to read?
2. In what kind of setting was this selection delivered?
3. Close your eyes and visualize that setting. Then, using the lines below, describe the scene.
During Reading: Identify Analogies and Visualize Images
1. When authors use vivid language that appeals to the senses, visualizing these images helps you
to better grasp the author’s point. Edwards used analogies, or comparisons, to give his listeners
clear, concrete pictures of the abstract ideas he presents. To begin visualizing this selection, read
along silently as your teacher reads the first two paragraphs of the selection aloud.
• Which analogies does Edwards use? Write down examples of these
analogies in the middle column of the Visualization Chart below.
• Then, close your eyes and try to visualize what Edwards describes. Write the
images that come to mind in the right column of the chart.
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Visualization Chart
Section
Analogies
Visualization
Paragraphs 1–2
Paragraphs 3–5
2. Continue to read with your group. Pause in your reading when you identify
another example of an analogy Edwards uses to make his point. Record the
example in your chart. When you stop to record these notes, close your eyes
and try to visualize what Edwards describes. Which images come to mind?
Write down a description of your visualizations as well.
After Reading: Reflect on Analogies and Visualizations
After you finish reading the selection, rejoin your group from the Before Reading
activity. Compare your notes with those of the other students. Add to your chart
examples of analogies that other students in your group identified. In your group,
discuss how the techniques Edwards used helped you visualize what he was
describing.
Then, working on your own, think about the emotional impact that these
images might have had on Edwards’s audience. Write a brief essay, on a separate
sheet of paper, explaining how these analogies would help Edwards reach his
audience and convey his message.
Fix-Up Strategy: Vary Your Reading Rate
Monitor your reading progress. If you find it difficult to visualize images, follow
these steps to vary your reading rate:
• As you read, be on the lookout for words that vividly describe situations or
scenes.
• When you reach a passage with such words, slow down your reading.
• After you complete a passage with vivid description, close your eyes and try to
picture what Edwards describes. Record what you imagine in your chart.
Return to the text and begin reading again at a faster rate until you reach the next
description. Then, repeat the process.
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Name: ____________________________________________________ Date: __________________
Speech in the Virginia Convention, page 80
Guided Reading Questions
As you read the selection, stop at the end of each page and write the answers to the
questions below.
Page 81
1. What, according to Henry, is the fundamental question the convention is considering?
2. What does Henry say he would be showing if he did not speak out on the matter?
Page 82
3. What does Henry value more than hope?
4. What kind of response have the British given to American petitions, according to Henry? What
is the purpose of this response?
Page 83
5. What does Henry say the Americans must do to remain free?
6. What sources of strength does Henry see in the American cause?
7. What does Henry mean in his closing paragraph?
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Speech in the Virginia Convention, page 80
Reading Strategies and Skills Practice: Set Purpose
Before Reading: Identify Purpose
Authors typically have one of three general purposes for a text: to entertain, to
inform, or to persuade. When you preview a selection, you begin to gather clues
to the author’s purpose in writing. With this selection, start by reading the Build
Background section on page 80 of your textbook to learn when and why the speech
was given.
Write a summary of Henry’s purpose on the lines below.
Keep this purpose in mind as you read the selection. Also, read the definition of
a rhetorical question in the Analyze Literature section on the same page. As you
read, pay attention to rhetorical questions and consider how they relate to Henry’s
purpose.
During Reading: Read with a Purpose in Mind
1. Listen as your teacher reads the first two paragraphs of the selection aloud. Identify rhetorical
questions that Henry asks and main points he makes. Record your responses in the Rhetorical
Questions graphic organizer below.
Rhetorical Questions
Henry’s Main Point
2. Read the rest of the selection on your own. As you read, record other rhetorical questions that
Henry asks. Record your notes on another piece of paper, using a similar format to the one
on the previous page. When you write down a rhetorical question—or two or more related
rhetorical questions—also write down Henry’s main point in using these questions.
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After Reading: Reflect on Your Notes
With a small group of classmates, share the rhetorical questions you identified.
Discuss the assumed answer to each question. How do these ideas relate to Henry’s
purpose?
Working on your own, write a paragraph explaining how Henry uses rhetorical
questions to make his argument more convincing. Cite specific questions from the
selection in support of your points. Use the lines below to write your paragraph.
Fix-Up Strategy: Unlock Difficult Words
Monitor your reading progress. If you are having difficulty understanding Henry’s
point, try to unlock the meaning of difficult words. When you reach a word that
you do not understand, take the following steps:
• Find the word and its definition in the footnotes near the bottom of the selection
pages. If the word does not appear there, find a definition of it in a dictionary.
• Then, go back and read the part of the selection that uses this word. In your
mind, think of a summary of the sentence that states its meaning in your own
words.
• Check your summary against the definition of the word in the footnote or the
dictionary to make sure it makes sense.
• Then, reread the section of the text where the word appears with your summary
in mind.
Once you are sure you understand what the difficult word means, and how it
contributes to Henry’s meaning, you can continue reading the selection.
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from Walden, page 169
Guided Reading Questions
As you read the selection, stop at the end of each page and write the answers to the
questions below.
Page 170
1. What kind of lives do most people lead? What does Thoreau call resignation?
Page 171
2. Does Thoreau believe in the wisdom of old age? Why or why not?
Page 172
3. Why does Thoreau buy the shanty?
Page 173
4. Why is the cellar so important to Thoreau?
Page 174
5. How does Thoreau view each morning?
Page 175
6. Why does Thoreau go to live in the woods?
Page 176
7. How does Thoreau describe American life?
Page 177
8. Why does Thoreau leave the woods?
Page 178
9. What does Thoreau think of the person who acts differently from all others?
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Name: ____________________________________________________ Date: __________________
from Walden, page 169
Reading Strategies and Skills Practice: Make Connections
One way of responding to a piece of writing is to make connections between what
the author describes and your own life or ideas. Making these connections involves
reading and considering the author’s ideas and then thinking about your own
response to those ideas.
Before Reading: Preview the Selection
Read the Build Background information on the Before Reading page, page 169 of
your textbook. Think about the Reader’s Context question. What do you think of
the idea of living on your own? Is it appealing or frightening? Write your thoughts
on the subject on the lines below. Explain your answer.
During Reading: Read and Respond to the Text
The selection is divided into shorter segments divided by bullets. Each segment
has one or more main ideas, or central points. Thoreau’s ideas often challenge the
way some people think and live. As you read, write your responses to the text in the
Read and Response Chart below.
1. Start by reading the first page as far as the phrase “give up our prejudices.”
Summarize Thoreau’s point, writing your summary in the second column of
the chart. Think about whether you agree or disagree with Thoreau’s ideas.
Add your response in the third column.
Read and Respond Chart
Summaries
Response
Segment 1
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Summaries
Response
Segment 2
Segment 3
2. Then, return to the text. Continue reading as far as the end of the first
segment, on page 174, to see how Thoreau explains this statement and where
this idea leads him.
When you reach a point in the text at which Thoreau ends his discussion
of a specific topic, stop and summarize that part of the passage. Each time you
write a summary, think about whether you agree or disagree and write your
response in the last column. Read to the bullets on page 174.
3. Repeat the process with the second and third segments. Each time you summarize one of
Thoreau’s points, write a response to the ideas he states.
After Reading: Connect the Ideas to Life
Review your summaries and responses to Thoreau’s ideas. Based on what you have
read, do you think Thoreau is mainly right or mainly wrong in his view of life? On
the lines below, write your overall response to Thoreau’s view of life. Cite specific
details or ideas from the selection with which you agree or disagree. Give reasons
for your position.
Fix-Up Strategy: Read in Shorter Chunks
Monitor your reading progress. If you have trouble staying focused in this long
essay, read in shorter chunks. Try following the steps below.
•
•
•
•
Use natural breaks marked by bullets and subheads as stopping points.
Stop more frequently if you need to.
Then, summarize the paragraph or section, and move on to the next one.
Stop at the end of each page in the textbook and answer the Guided Reading
Questions in the preceding worksheet.
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Name: ____________________________________________________ Date: __________________
The Raven, page 211
Guided Reading Questions
As you read the poem, stop at the end of each page and write the answers to the
questions below.
Page 212
1. What was the speaker doing when the rapping noise began?
2. What is the cause of the speaker’s sorrow? What do you think the speaker means by this?
Page 213
3. What enters through the open window?
4. What does the raven say when the speaker first addresses it? What does the speaker think of this
response?
Page 214
5. What does the raven answer when the speaker suggests that it will leave in the morning?
6. What message does the raven deliver about the speaker’s hope of forgetting his sorrow?
7. What emotional change does the speaker undergo in the stanzas on this page?
Page 215
8. How does the speaker come to view the raven?
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The Raven, page 211
Reading Strategies and Skills Practice: Unlock Word Meaning
You will probably encounter new words as you read “The Raven.” Try the following
strategies to determine the meaning of these unfamiliar words.
Before Reading: Preview Words
With a partner, review the Preview Vocabulary words near the bottom of the
selection’s pages using these steps:
• Copy the words and their definitions into your notebook.
• Choose a word, and have your partner use it in a sentence of his or her own.
Write the sentence in your notebook.
• Then, have your partner choose a word for you to use in a sentence of your own,
writing that sentence in your notebook.
• Continue taking turns until you have covered all of the words.
During Reading: Use Vocabulary Strategies
1. Follow along in your text as your teacher reads the first three stanzas aloud. If
you encounter words with which you are unfamiliar, write them in the New
Vocabulary Chart below. When your teacher has finished reading, review the
words you listed.
• Return to the part of the poem where each word appeared. Try to determine
its meaning by using context clues, and record that meaning in the
appropriate column.
• If the context clues do not provide the meaning, try analyzing the word
parts—prefixes, roots, and suffixes—to determine meaning and record the
definition in the last column.
• If these strategies do not work, look the word up in a dictionary. As before,
write the definition in the last column.
A sample has been done for you.
New Vocabulary Chart
Word
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Word
Context Clues
Word Parts
Definition
2. Continue reading the selection on your own. Add unfamiliar words to your
chart. Follow the same practice of trying first to define them by using context
clues or word parts. If those strategies fail, consult a dictionary. Record the
definitions in your chart. If you need more space, add to your chart by using
another piece of paper.
After Reading: Practice New Words
Share your list of words with your partner from the Before Reading activity. Then,
work together to write two sentences of your own for each of the listed words. Make
sure your sentences show that you understand the definition of the word. Write
your sentences on another piece of paper.
Fix-Up Strategy: Visualize
Monitor your reading progress. If you are having difficulty following the poem,
listen to somebody read it aloud. As you listen, visualize the scene by creating a
mind movie. Use visual images and sounds in your mind movie. When you are
done, draw pictures and add commentary to show what you pictured in your mind
movie.
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Name: ____________________________________________________ Date: __________________
from Narrative of the Life of Frederick Douglass, page 276
Guided Reading Questions
As you read the selection, stop at the end of each page and write the answers to the
questions below.
Page 277
1. How many slaves did Colonel Lloyd own?
2. Why was the home plantation important?
Page 278
3. Why was Douglass separated from his mother?
4. Who raised children like Douglass who lived in slavery?
Page 279
5. Why did slaves take pleasure in being sent on an errand to the main plantation?
6. What did the slaves do on their trip to the Great House Farm?
7. According to Douglass, what effect would hearing the songs the slaves sang have on people?
Page 280
8. What attitude toward the slaves’ singing does Douglass find astonishing? Why?
9. Which person would sing a song similar to those of the slaves? Which emotion would lead to
these songs?
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from Narrative of the Life of Frederick Douglass, page 276
Reading Strategies and Skills Practice: Take Notes
Taking notes is an effective reading strategy because it helps you pay attention to
the words on a page and to remember important details in a selection.
Before Reading: Prepare to Take Notes
Read the Meet the Author section on page 276 of your textbook. Use the lines below
to take notes on the information provided. What did you learn about Douglass’s
life? Then, write down any questions you have about him.
During Reading: Take Notes
1. Copy the Main Idea Chart below onto another piece of paper. Then, listen as
your teacher reads the first paragraph of the selection aloud. As you listen,
write down important details that Douglass gives. Put one detail in each box of
your chart.
Then, use those details to figure out Douglass’s main idea in this section.
Record that in the box labeled “Main Idea.”
Main Idea Chart
Detail
Main Idea
Detail
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2. Continue reading on your own, writing down details and main ideas as you go. You will notice
that Douglass writes about three distinct topics in the following sections:
• paragraph 2 of the selection (p. 278 of the textbook)
• paragraph 3 (p. 279)
• paragraphs 4–6 (p. 279–end)
You should have a different Main Idea Chart for each of these topics.
After Reading: Analyze the Selection
Share your notes with a small group of your classmates. What information did
everyone write down? How important is the information that only some people
wrote down? Add points to your chart that you may have missed.
Then, using the lines below, briefly analyze the selection to answer this
question: What message does Douglass deliver about slavery? Refer to your notes to
include the most important points from the selection.
Fix-Up Strategy: Ask Questions
Monitor your reading progress. If you are having trouble identifying main ideas,
ask questions as you read. Remember that Douglass includes the details he chose
for a purpose. When you read a section, try to figure out why Douglass includes the
specific information he does. To do so, consider these questions:
• What is Douglass saying about the life of the slaves?
• What is he saying about the attitudes and actions of the slaveowners?
• What is he saying about the institution of slavery?
Thinking of these questions will help you identify Douglass’s main idea.
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An Occurrence at Owl Creek Bridge, page 286
Guided Reading Questions
As you read the story, stop at the end of each page and write the answers to the
questions below.
Page 287
1. What is about to happen to the first man described? Why is this happening to him?
Page 288
2. What does the description of the man suggest about him?
Page 289
3. What does the man think about after his wife and children?
Page 290
4. What does the scout tell Farquhar?
Page 291
5. What does Farquhar do after plunging into the water?
Page 292
6. How would you describe Farquhar’s sense of sight? What does he see?
Page 293
7. What do the Union soldiers do? Do they succeed? Why or why not?
Page 294
8. What strange sights and sounds does Farquhar encounter on his way home?
9. What does the last paragraph reveal about Farquhar’s experiences?
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An Occurrence at Owl Creek Bridge, page 286
Reading Strategies and Skills Practice: Make Predictions
When you make predictions about a text, you make informed guesses about what
might happen later in a story based on what you have read so far.
Before Reading: Gather Information
Read the Literary Context section in the Build Background information on page
286 of your textbook. Preview the story by examining the title and illustrations.
Based on what you read and see, what do you think the story will be about? What
do you think the “unexpected twist” might be? Write your ideas on the lines below.
During Reading: Make Predictions
1. Listen as your teacher reads the first three paragraphs. Did anything in these opening paragraphs
confirm the prediction you made? Did anything make you change your ideas? What do you
think will happen next? Write your responses in the first row of the Prediction Chart below.
Prediction Chart
Section
Predictions
Paragraphs
1–3
Confirm: ________________________________________________________________
_______________________________________________________________________
Adjustment: ______________________________________________________________
_______________________________________________________________________
Prediction: _______________________________________________________________
Confirm: ________________________________________________________________
_______________________________________________________________________
Adjustment: ______________________________________________________________
_______________________________________________________________________
Prediction: _______________________________________________________________
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Section
Predictions
Confirm: ________________________________________________________________
_______________________________________________________________________
Adjustment: ______________________________________________________________
_______________________________________________________________________
Prediction: _______________________________________________________________
Confirm: ________________________________________________________________
_______________________________________________________________________
Adjustment: ______________________________________________________________
_______________________________________________________________________
Prediction: _______________________________________________________________
2. Read the rest of the story independently. Stop occasionally to make new predictions, adding
them to your chart. Be sure to identify the section of text that each prediction goes with.
Make at least four new predictions. If you need more space, use another
piece of paper.
After Reading: Analyze Predictions and Respond to the Story
After you finish the story, go through your list of predictions. Put a star next to each
prediction that you were right about. Put a check next to every prediction for which
you changed your ideas from a previous prediction. Then, use the lines below to
react to the story. Did the ending surprise you? Why or why not?
Fix-Up Strategy: Read Shorter Chunks
Monitor your reading progress. If you are having difficulty staying focused while
reading the story, read in shorter chunks.
• Use the natural breaks in the story, marked by Roman numerals, as stopping
places. When you reach the end of each section, stop, review what you read, and
make a prediction.
• Stop more frequently if you need to. For example, stop after every paragraph or
two. Try to summarize what you just read. Ask yourself what you might expect
to happen next based on this new information. Then, record that prediction
before reading the next paragraph.
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The Notorious Jumping Frog of Calaveras County, page 381
Guided Reading Questions
As you read the story, stop at the end of each page and write the answers to the
questions below.
Page 382
1. Why did the narrator go to visit Simon Wheeler?
2. What does the narrator suspect about Leonidas W. Smiley?
Page 383
3. What is curious about Jim Smiley?
4. Why does the dog with no hind legs have an advantage over Smiley’s dog Andrew Jackson?
Page 384
5. What does Smiley train his frog, Dan’l Webster, to do?
6. How much is Smiley willing to bet on his frog?
Page 385
7. What does the stranger do to Dan’l Webster? Why?
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The Notorious Jumping Frog of Calaveras County, page 381
Reading Strategies and Skills Practice: Unlock Word Meaning
When you read, you often encounter new, unfamiliar words. Various strategies can
help you unlock the meaning of those words, improving your ability to understand
a text.
Before Reading: Preview Dialect
Begin by reading the Build Background and Analyze Literature information on
page 381 of your textbook. As the text explains, this selection contains a lot of
dialect. Several features can signal dialect words:
• Some dialect words have apostrophes to show that a letter has been removed.
Examples in the story are solit’ry (solitary) and reg’lar (regular). If you read the
dialect word aloud, you can probably hear the pronunciation of the word it
stands for.
• Some dialect words use unusual spellings to show that they are pronounced in
a nonstandard way. Examples in the story are feller (fellow), foller (follow), and
resk (risk).
During Reading: Use Vocabulary Strategies
1. Follow in your text as your teacher reads the first four paragraphs aloud. If
you encounter words with which you are unfamiliar, write them down in the
Vocabulary Chart below. Write words that you think are dialect in the left
column. Use the tips above to recognize and understand dialect. Write new
words that are Standard English in the right column.
When your teacher stops reading, go back and try to define the words you
wrote down by using context clues. If the context clues do not provide the
meaning, try analyzing word parts—prefixes, roots, and suffixes—to determine
meanings. If that strategy fails, consult a dictionary. Record the definitions in
your chart.
Vocabulary Chart
Dialect Words
Word
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Dialect Words
Word
Standard English Words
Definition
Word
Definition
2. Continue reading the selection on your own, continuing to write down and
define new words in your chart. Continue your chart on another piece of paper
if you need the space.
After Reading: Practice Using New Words
Share your list of words with a partner. Then, work together to write a sentence
of your own for each Standard English word you listed. Make sure your sentences
show that you understand the definition of the word. Write your sentences on
another piece of paper.
Then, as a class, discuss Twain’s use of dialect. Think about what the dialect adds to
the story. How does Twain use it to show differences between Simon Wheeler and
the narrator?
Fix-Up Strategy: Use Text Organization
Monitor your reading progress. The Analyze Literature information on page 381 of
your textbook explains that this story is a frame tale. As you read, determine which
part of the story is the frame and which part is the story told within the frame. Use
that information to help you identify dialect words.
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The Story of an Hour, page 481
Guided Reading Questions
As you read the story, stop at the end of each page and write the answers to the
questions below.
Page 482
1. Why are family and friends so careful about breaking the news to Mrs. Mallard?
2. Why does Richards not come right away when he hears the news of Mallard’s death?
3. Where does Mrs. Mallard go after hearing the news? Why do you think she does that?
Page 483
4. Which feeling do you think Mrs. Mallard fights to beat back with her will?
Page 484
5. Which feeling does Mrs. Mallard actually have?
6. Who surprisingly appears at the end of the story?
7. What does the doctor say happened to Mrs. Mallard? What do you think happened?
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The Story of an Hour, page 481
Reading Strategies and Skills Practice: Set Purpose
When you set a purpose for reading, you identify a reason for reading. If you are
reading a piece of nonfiction, your purpose might be to learn more about a topic.
If you are reading a poem, you might set the purpose of coming to understand
the author’s perspective on a particular experience. When reading a story, your
purpose might be to find out what it was like for a character to live in a particular
time and place.
Before Reading: Preview the Story
In writing short stories, authors briefly tell a story that typically has few characters
and settings and takes place over a short span of time. Think about the title of the
Kate Chopin’s story. Then, use the lines below to explain what the title suggests
about the events the story will describe.
Based on the title, what do you want to find out in this story? Your answer to this
question is your purpose in reading the story. Write that purpose in the top section
of the Reader’s Purpose Chart below.
During Reading: Read with a Purpose
1. Follow along in the text as your teacher reads aloud the first three paragraphs. Based on what
you’ve heard so far, do you have a different question about the story? If so, write that question in
the second row below.
Reader’s Purpose Chart
Purpose for Reading
The question I want to answer is:
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Purpose After Reading First Three Paragraphs
The question I want to answer is:
Details About Mrs. Mallard
Response
2. Read the rest of the story independently. As you read, record details about Mrs. Mallard’s
thoughts and emotions in the appropriate place in the chart. In the column to the right of that
area, write your own response to those details.
After Reading: Analyze Your Purpose for Reading
When you finish reading, think about the questions that you asked, which set your
purpose for reading the story. What did you learn from the story? How did what
you learned connect with what you set out to learn? Using the lines below, write a
paragraph responding to these questions.
Fix-Up Strategy: Visualize
Monitor your reading progress. If you are having difficulty following the story
or identifying Mrs. Mallard’s reactions, try visualizing. As you read a sentence
or paragraph, form a picture in your mind. Think about what Mrs. Mallard sees,
hears, and thinks. Based on her thoughts, what are her feelings?
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We Wear the Mask, page 492
Guided Reading Questions
As you read the poem, stop at the end of each stanza and write the answers to the
questions below.
Stanza 1
1. What does the mask show?
2. What does the smiling mask hide?
Stanza 2
3. How does the speaker wish to be seen?
Stanza 3
4. What does the speaker say “we” really feel?
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We Wear the Mask, page 492
Reading Strategies and Skills Practice: Make Connections
When reading a poem, you might relate the ideas and feelings expressed in the
poem to your own life or connect the descriptions of another time and place to life
today.
Before Reading: Make Text-to-Self Connections
Read the Reader’s Context question on page 492 of your textbook. Discuss your
response to the question with a small group of classmates. On the lines below,
summarize your own thoughts about why people might hide their feelings from
others.
During Reading: Make Text-to-World Connections
1. Listen as your teacher reads “We Wear the Mask.” Listen for references to the
mask and what the mask does.
2. Go back and read the poem on your own. Using the Text-to-World
Connections Chart below, take notes from the poem. Write ideas about what
the mask does in the left column, details about what the person wearing the
mask does and feels in the center column, and comments about what the
world sees in the right column.
Text-to-World Connection Chart
The Mask
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After Reading: Reflect on the Poem
Review your notes about the poem. Then, write an essay answering this question:
What might wearing a mask represent? How does that connect to your own
thoughts about the way people live? Use the lines that follow for your response.
Fix-Up Strategy: Refocus on Repetition
Monitor your reading progress. If you are having trouble understanding what you
are reading, work with a partner to focus on repetition in the poem. Then, think
about the repetition, following these steps:
• Take turns questioning what the repeated phrases might mean.
• Look at the words and lines around the repeated pieces. What can you learn
from comparing the ideas surrounding the repeated words and phrases?
Finally, use the lines below to write a sentence or two explaining why you think the
poet repeats one key phrase.
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Name: ____________________________________________________ Date: __________________
The Love Song of J. Alfred Prufrock, page 575
Guided Reading Questions
As you read the poem, stop at the end of each page noted below and write the
answers to the questions.
Page 577
1. What curls around the houses and falls asleep? What does the color suggest?
2. What does Prufrock, the speaker, say there is “time for”? What do you think Prufrock means by
this?
Page 578
3. What does Prufrock suggest about his life in lines 49 to 51? Does he think his life has been bold
or fast paced? Explain your answer.
4. What prevents Prufrock from saying what he thinks?
Page 579
5. What has Prufrock seen? What do you think this suggests will happen if he decides to “force the
moment to its crisis”?
6. How does Prufrock think the woman will respond if he speaks?
7. Does Prufrock see himself as a hero—a main character—or a minor character? Explain your
answer.
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The Love Song of J. Alfred Prufrock, page 575
Reading Strategies and Skills Practice: Take Notes
Taking notes when reading a long poem such as “The Love Song of J. Alfred
Prufrock” will help you understand the poem.
Before Reading: Preview the Poem
Read the Build Background and Analyze Literature sections on page 575 of your
textbook. Think about the idea of “stream of consciousness” and the way that you
think when you are alone with your thoughts. Is thinking logical? Is it unchanging?
Using the lines provided below, describe how people think.
During Reading: Take Notes as You Read
1. Read along as your teacher reads the epigraph and first stanza aloud. As you
listen, use the Reader’s Response Chart below to note Prufrock’s thoughts,
observations, and attitudes and your response. Put details from the poem
in the left box and your responses in the right. You might respond in any of
several ways: you might note personal connections, note things you wonder
about, make predictions, or tell Prufrock what you think he should do.
Reader’s Response Chart Details
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2. Read the rest of the poem on your own. Using another piece of paper, continue
to record details from the poem and your responses to them.
After Reading: Analyze the Character
When you finish reading the poem, review your notes. If you have unanswered
questions, see if you can answer them now. If you made predictions, check to
find out if they were right. If you have other notes, put them together to get a full
picture.
Then, think about what you have learned about Prufrock’s character. Which
adjectives would you use to describe him? What do you think will happen to him?
Using the lines below, write a paragraph in which you describe Prufrock.
Fix-Up Strategy: Read Shorter Chunks
Monitor your reading progress. If you have difficulty following this long poem, try
reading shorter chunks.
• Read each stanza slowly and carefully.
• Pause after every stanza to summarize what you have read, and answer any
Guided Reading Questions on the stanza.
• If you have questions about the stanza, reread the stanza to find the answer.
• If you still have questions, talk with a classmate or your teacher to clarify a point.
• When you reach a set of bullets, stop and think about the preceding stanzas.
What overall idea do you have about the section?
Continue reading in this manner until you reach the end of the poem.
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A Wagner Matinee, page 596
Guided Reading Questions
As you read the story, stop at the end of each page and write the answers to the
questions below.
Page 597
1. Who is coming to visit the narrator? Why?
Page 598
2. What had Aunt Georgiana done as a young woman? What important decision did she make?
3. What was the Carpenters’ home in Nebraska like?
Page 599
4. What did Aunt Georgiana say to the narrator about music when he lived with the Carpenters in
Nebraska?
Page 600
5. How does Aunt Georgiana react in the concert hall?
Page 601
6. What does Clark recall when the orchestra beings to play?
7. What had Aunt Georgiana done when Clark was sick as a child? How had it affected him?
Page 602
8. How does the tenor’s song affect Aunt Georgiana and Clark?
Page 603
9. Why does Aunt Georgiana want to remain in the concert hall after the concert ends?
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A Wagner Matinee, page 596
Reading Strategies and Skills Practice: Visualize
Reading is an active process that requires you to use your imagination. By
visualizing, you form mental pictures of the characters, scenes, and actions in a text.
Before Reading: Preview the Story
Read the Literary Context section in the Build Background information on page
596 of your textbook. Then, look at the illustrations throughout the story.
Based on what you read and see, begin to imagine what may happen in the
story. Use the lines below to record your ideas.
During Reading: Create a Mind Movie
1. Listen as your teacher reads the first three paragraphs of the story. Begin to
create a mind movie as you listen. Involve all of your senses in the mind movie.
Using the boxes below, make quick sketches that show what you see, hear, or
feel. Use the lines below the boxes to write a brief caption for each scene.
If you do not wish to make sketches, you may choose to write a brief
description of the scenes in the boxes.
_______________________
________________________
_______________________
________________________
2. Continue reading the story on your own. As you read, make a mind movie
in which you see the setting and watch the characters move about. As you
visualize, make quick sketches of what you see and write captions to go with
each one. As before, you may choose to write a summary of what you see
instead of sketching it, if you prefer.
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If you need more space for the scenes you visualize, use another piece of
paper.
_______________________
________________________
_______________________
________________________
_______________________
________________________
_______________________
________________________
After Reading: Share Your Mind Movie
In a small group, share your sketches of the mind movie you made. Discuss how the
author’s language made the scenes easy to visualize.
Then, use the lines below to explain which events or images in the story were
the most prominent or meaningful to you.
Fix-Up Strategy: Use Guided Reading Questions
Monitor your reading progress. If you have difficulty following events in the
story, go back and reread the story. Stop each time you come to a Guided Reading
Question. Read the question carefully. Then, read the surrounding text and answer
the question. After you answer the question, think about how the events or ideas
covered in the question fit with what happened earlier in the story.
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Name: ____________________________________________________ Date: __________________
The Death of the Ball Turret Gunner, page 729
Guided Reading Questions
As you read the poem, write the answers to the questions below.
Page 729
1. Where is the speaker? What is his physical condition in the first two lines?
2. How high up is the plane?
3. What happens to the speaker?
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The Death of the Ball Turret Gunner, page 729
Reading Strategies and Skills Practice: Visualize
Visualize the scenes in a poem by drawing on background information and the
language in the poem to help make the images in the text become more vivid.
Before Reading: Preview the Selection
Read the Historical Context information in the Build
Background section on page 729 of your textbook to understand
what a ball turret gunner is. Examine the picture on page 730
of the textbook. Visualize what the death of a ball turret gunner
might be like. In the box on the right, draw a picture of a bomber
showing the ball turret.
During Reading: Make Mind Pictures
1. Listen as your teacher reads through the poem. Try to create a mind picture of
what is happening. Use the lines below to record the images that stand out to
you.
2. Then, read through the poem on your own. Using the boxes below, or working
on another piece of paper, sketch out the action described in the poem as
though it were a comic book scene. Imagine what the ball turret gunner might
have thought or said during the action.
If you don’t want to sketch the scene, write a description in the form of a
movie screenplay. In a screenplay, the author puts descriptions of the setting
and action in brackets ([]). Before each instance of dialogue, the speaker is
identified.
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After Reading: Reflect on the Poem
With a partner, share your sketches or screenplay and describe more thoroughly
what you visualized. If there were parts that were hard for you to visualize, talk
about these sections with your partner to see if you can get a clearer sense of them.
Then, use the lines below to explain what idea you think Randall Jarrell is trying to
express about war.
Fix-Up Strategy: Read Aloud
Monitor your reading progress. If you are having difficulty visualizing the poem,
look again at the illustration on page 730 of your textbook. Imagine a person in that
setting. Then, read the text aloud. After reading each line, close your eyes and try
to see what the author is describing.
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The Jilting of Granny Weatherall, page 760
Guided Reading Questions
As you read the story, stop at the end of each page and write the answers to the
questions below.
Page 760
1. How old is Granny Weatherall? How old is Doctor Harry?
Page 761
2. What does Granny Weatherall want to do the following day? Why?
Page 762
3. What had Granny Weatherall done twenty years before?
Page 763
4. Who is John? What does Granny Weatherall want him to know?
Page 764
5. What was Granny Weatherall prepared for years earlier when she was dressed in white and had a
white cake ready? What happened to her that day?
Page 765
6. Who is Hapsy? What happened to her?
Page 767
7. Does Granny Weatherall’s family understand what she’s saying? Why or why not?
Page 768
8. Who jilts Granny Weatherall this time?
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Name: ____________________________________________________ Date: __________________
The Jilting of Granny Weatherall, page 760
Reading Strategies and Skills Practice: Take Notes
By taking notes as you read, you help yourself record and remember important
details from a story. Those details might relate to a character, incidents in the plot,
or the theme of the story.
Before Reading: Preview the Selection
Read the Build Background on page 760 of your textbook. Then, read the
information about stream-of-consciousness writing in the Analyze Literature
section.
Think about the title and the background information. Based on what you have
read, what thoughts do you think a dying woman might have? Record your ideas on
the lines below.
During Reading: Take Notes as You Read
In a stream-of-consciousness story, some of the narrative can reflect events
happening in the world of the story. Other parts are simply the string of thoughts
going through a character’s mind. To keep track of the different strings of narrative,
take notes in a two-column Record Details Chart like the one below.
Listen as your teacher reads the first two pages of the story, up to the paragraph
that ends “how silly she had been once.” As your teacher reads, note which details
are taking place in the real world of the story in the left column. Record the
thoughts taking place in Granny Weatherall’s head in the right column.
Record Details Chart
Page
World of Story
Granny Weatherall’s Head
761–762
763
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764
765
766
767
768
2. Continue reading on your own. Keep using your chart to track events in the
real world and those in Granny Weatherall’s stream of consciousness. If you
need more space, record your notes on another piece of paper.
After Reading: Analyze the Story
Review the notes you took. Think about these questions:
• Where do more of the details take place at the beginning of the story, in the real
world or in Granny Weatherall’s mind?
• What is the balance of details between these two locations in the middle of the
story?
• What is the balance of details between these two locations toward the end of the
story?
• If the balance changes during the story, what might explain that change?
Using another piece of paper, write a paragraph explaining how Katherine Anne
Porter uses the two kinds of narratives to show what is happening to Granny
Weatherall.
Fix-Up Strategy: Ask Questions
Monitor your reading progress. If you are having difficulty following the story,
try asking questions as you read. Each time you read a paragraph or a speech, ask
yourself these questions:
• Is this speech or action consistent with other speeches or actions by the same
character?
• If not, does the speech or action reflect Granny Weatherall’s concerns or
worries?
When you recognize whether the paragraph or speech reflects events in the real
world or in the thoughts of Granny Weatherall, record it in the appropriate column
of your chart.
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Name: ____________________________________________________ Date: __________________
The Life You Save May Be Your Own, page 834
Guided Reading Questions
As you read the story, stop at the end of each page and write the answers to the
questions below.
Page 835
1. What impression does the old woman initially form of Shiftlet?
Page 836
2. What does Shiftlet look at before beginning to ask questions of the old woman? What does that
action suggest about him?
Page 837
3. How does Shiftlet respond when Mrs. Crater asks where he’s from?
Page 838
4. What does Mrs. Crater say about Lucynell?
Page 839
5. What does Shiftlet accomplish in the first week at the house?
Page 840
6. What does Mrs. Crater want Shiftlet to do? How does he respond?
Page 841
7. How does Shiftlet react when Mrs. Crater offers to let him paint the car? What does that reveal
about him?
Page 842
8. What does Shiftlet tell the boy at the restaurant about Lucynell?
Page 843
9. What does Shiftlet ask God to do after the hitchhiker leaves the car? What happens then?
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Name: ____________________________________________________ Date: __________________
The Life You Save May Be Your Own, page 834
Reading Strategies and Skills Practice: Make Predictions
Making predictions during reading means making informed guesses about what a
reading is going to be about or what might happen next in a story. The more closely
you read the story, the better your predictions are likely to be.
Before Reading: Gather Information
Read the Literary Context information in the Build Background section
information on page 834 of your textbook. Preview the selection by examining the
title and artwork. Using the information you have gathered, make one or more
preliminary predictions about the selection.
Write your predictions in the second column of the first row of the Prediction
Chart below. In the next column, explain which clues led you to make these
predictions.
During Reading: Make Predictions
1. Listen as your teacher reads the first three paragraphs of the story. Think about
how the information in these paragraphs fits with your previous predictions.
Did the information in these paragraphs confirm your first predictions?
If so, write the additional clues in the right column on the same line as the
prediction they confirm.
Did anything make you change your ideas? Write your new prediction
in the second column. Then, circle any prediction you want to change and
draw an arrow from it to the new prediction related to it. In the right column,
explain which clues make you change your mind.
Prediction Chart
Location
Predictions
Clues
Before
Reading
After first
3 paragraphs
End of page
836
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Location
Predictions
Clues
At break on
page 839
At break on
page 840
At break on
page 841
At break on
page 842
2. Read the rest of the story on your own. Stop at the points noted in the chart.
Each time you stop, review your predictions and make any changes that you
wish to, using the Clues column to explain why. If new ideas occur to you,
write them in the Predictions column, adding the explanation in the Clues
column.
If you need more space, continue your chart on another piece of paper.
After Reading: Analyze and Verify Predictions
After reading the story, go through your list of predictions. Put a star next to every
prediction that was correct. Put a check next to every prediction that you changed.
Share your predictions with a partner. Discuss clues in the story that led you to
make the predictions.
Fix-Up Strategy: Use Guided Reading Questions
Monitor your reading progress. If you are having difficulty following the story, try
using the Guided Reading Questions on page 43. They will help you focus on key
information about the characters and important events.
• As you read, stop when you come to a Guided Reading Question.
• Read the question carefully. Then, reread the part of the story read the text on
the page to which the question refers to find an answer.
• Write the answer to the question on the worksheet. Then, consider how you can
use the information to make or adjust your predictions.
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Name: ____________________________________________________ Date: __________________
The Crucible, Act I, page 881
Guided Reading Questions
As you read the first act of the play, stop at the end of each page noted below and
write the answers to the questions.
Page 883
1. Where is Act I set?
Page 886
2. Why is Reverend Parris praying?
Page 887
3. Why is Parris upset?
Page 889
4. What is wrong with the Putnams’ daughter Ruth? What do her parents think about it?
Page 890
5. What happened to the Putnams in the past? What does Mrs. Putnam think about that?
Page 892
6. What does Abigail tell the girls to say about what happened? How does she try to persuade them?
Page 894
7. What does Abigail claim Proctor feels for her? How does she feel about him?
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Page 896
8. What does Rebecca Nurse say they should do? What does Putnam want to do?
Page 897
9. What does Parris seem concerned about in this exchange with the others? What does Proctor
say?
Page 898
10. What does Hale think he is a specialist in doing?
Page 902
11. What promise does Hale make the others give?
Page 903
12. What does Giles Corey’s wife do that makes him talk to Reverend Hale?
Page 905
13. What does Putnam say should happen to Tituba? What does she do afterward?
Page 906
14. What does Reverend Hale promise Tituba if she identifies the witches?
Page 907
15. What do Abigail and Betty do after Tituba names two people as witches?
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Name: ____________________________________________________ Date: __________________
The Crucible, Act I, page 881
Reading Strategies and Skills Practice: Take Notes
When you take notes on a play, you record important information about
characters, such as their relationship with one another and what their words and
actions reveal about them.
Before Reading: Preview the Selection
Preview the selection by reading the Build Background information on page 881
of your textbook. Look over the cast of characters on page 882 and read author’s
“Note on the Historical Accuracy of the Play.” Based on the author’s notes, how
“historical” do you think the play will be? Write your response on the lines below.
During Reading: Take Notes on Characters
1. Your teacher will assign members of the class a role, starting with Reverend
Parris and ending with Reverend Hale. One person will read the stage
directions. Take turns reading your parts, skipping the commentary by the
author.
As you listen to the other people in your group read aloud and as you read
yourself, try to picture how the characters might look, what emotions they are
feeling, and how they move.
2. Pause the reading from time to time. Using the Details Chart below, take notes
on each character. Record details about the character in the center column
and your own reactions to that person in the right column. Think about these
questions:
• What do the character’s words and actions reveal about him or her?
• Do you respond to the character favorably or unfavorably? Why?
• What can you learn about characters from the statements of other
characters about them?
Details Chart
Character
Details
Your Response
Reverend Parris
Betty Parris
Tituba
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Character
Details
Your Response
Abigail Williams
Susanna Walcott
Mrs. Ann Putnam
Thomas Putnam
Mercy Lewis
Mary Warren
John Proctor
Rebecca Nurse
Giles Corey
Reverend John Hale
After Reading: Interpret the Characters
With your group, discuss your reaction to the first act of the play. Consider these
questions:
• Which characters do you view favorably and which ones do you view
unfavorably? Why?
• Did anything that happened surprise you? Why?
• Which characters do you think will be important in the rest of the play? Why?
After discussing the act, read the rest of the play on your own. Continue to take
notes on the characters and discuss them when members of the class finish reading
each act.
Fix-Up Strategy: Think Aloud
Monitor your reading progress. If you are having difficulty responding to the
characters, think aloud about them. After you read a conversation, stop and ask
yourself questions such as these:
• Why is the character acting in this way? What causes him or her to respond to
this situation in this way?
• What relationships do the characters have with one another, based on the
information given?
Use the answers to your questions to respond to the characters. Then, go back to
reading the play.
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Name: ____________________________________________________ Date: __________________
from The Way to Rainy Mountain, page 1105
Guided Reading Questions
As you read the selection, stop at the end of each page and write the answers to the
questions below.
Page 1106
1. Why, according to Momaday, is the “hardest weather in the world” found at Rainy Mountain?
Page 1107
2. Why does Momaday say that the area gives you a sense of creation?
3. What did the Kiowas gain when they moved from the mountains to the Plains?
Page 1108
4. Why does the area around Yellowstone, where the Kiowas came from, seem more confined to
Momaday?
Page 1109
5. According to Kiowa legend, how was the Devil’s Tower formed?
Page 1110
6. Why did the Kiowas stop performing the Sun Dance?
7. How does Momaday describe his grandmother’s prayers?
Page 1111
8. How did Momaday’s grandmother’s house look when he was young? How does it look now that
she has died?
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Name: ____________________________________________________ Date: __________________
from The Way to Rainy Mountain, page 1105
Reading Strategies and Skills Practice: Use Text Organization
A nonfiction text can use different methods of organizing information:
• chronological, or time order, which is the order in which events happen
• spatial order, which describes where things are located
• classification order, which describes things in terms of the categories to which
they belong
• order of importance, which moves from most important to least important
• comparison-and-contrast order, which compares the features of one object to
those of another
• cause-and-effect order, which describes events and their results
Before Reading: Predict Method of Organization
Momaday’s The Way to Rainy Mountain is a memoir—a kind of autobiography
that focuses on the events of a particular time in a person’s life. Which kind of
order do you expect to see in such a work? Write your answer on the lines below,
explaining why you chose that method of organization.
During Reading: Identify Methods of Organization
1. Follow along in the text as your teacher reads the first paragraph. Use the Text
Organization Chart below to identify the type of organization used. Write the
organization in the left box and your reason for identifying that particular
organization in the right box.
Text Organization Chart: Paragraph 1
Type of Organization:
Reasons:
2. Read the rest of the selection on your own. As you read, identify the type of
organization Momaday uses in at least three other sections of the text. Use the
boxes below to write the method of organization you identify and to explain
your reasons for choosing that method. On the lines above each pair of boxes,
identify the paragraphs to which your organizational method applies.
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___________________________
___________________________
Reasons:
Type of Organization:
___________________________
___________________________
Reasons:
Type of Organization:
___________________________
___________________________
Reasons:
Type of Organization:
After Reading: Discuss the Organization
With a group of two or three classmates, discuss the lists you created while reading.
Think about these questions:
• Where does Momaday use chronological order, classification order, and
comparison-and-contrast order?
• How does the order relate to the purpose of each part of the memoir?
Fix-Up Strategy: Ask Questions
Monitor your reading progress. If you are having difficulty determining the type of
organization, review the text and ask these questions:
• Does Momaday explain what happened in the order in which the events
occurred? If so, the organization is chronological.
• Does he describe where things are located? If so, the organization is spatial.
• Does he sort things or ideas into categories? If so, the organization is
classification.
• Does he identify some things as more important than others? If so, the
organization is by order of importance.
• Does he compare the features of one object to those of another? Then, the
organization is comparison-and-contrast order.
• Does he explain how some events result from others? Then, the organization is
cause-and-effect order.
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Name: ____________________________________________________ Date: __________________
Morning Song/Mirror, page 1139
Guided Reading Questions
As you read the poems, stop at the end of each poem and write the answers to the
questions below.
Page 1140
1. In stanza 2, what effect do the voices of the parents have? What does the speaker mean by that?
2. In stanza 3, what feeling about motherhood does the speaker reveal?
3. What situation does the speaker describe in stanza 5? What does that reveal about the speaker’s
feelings about motherhood?
Page 1141
4. In line 4, what does the mirror say it reveals? Who might consider that to be “cruel”?
5. In stanza 2, what is the woman looking for?
6. What has the mirror shown about the woman over the years?
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Name: ____________________________________________________ Date: __________________
Morning Song/Mirror, page 1139
Reading Strategies and Skills Practice: Make Connections
Poets and other authors use figurative language to explore the connections between
different things. By comparing things through figurative language, they connect the
emotions associated with one object with another object.
Before Reading: Make Text-to-Self Connections
Read the Literary Context information on page 1139 of your textbook. Then, read
the Reader’s Context question. Write your response to the question using these
lines:
During Reading: Make Text-to-World Connections Through
Figurative Language
1. Review the definition of simile on page 1374 and of metaphor on page 1369 of
the Literary Terms Handbook in the back of your textbook. Both similes and
metaphors have two parts:
• The tenor is the object being compared.
• The vehicle is the object to which the tenor is likened.
2. Listen as your teacher reads the first stanza of “Morning Song.” Notice the
simile in line 1. Using the Connections Chart below, identify the tenor and
the vehicle in that simile by writing them in the appropriate columns. Then,
in the last column, explain what these objects have in common—how the poet
connects them.
Connections Chart: “Morning Song”
Location
Line 1
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Type
Tenor
Vehicle
Connection
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3. Continue reading “Morning Song” on your own, and add figures of speech
to your chart as you read. In each case, identify whether the comparison is a
simile or a metaphor. Continue your chart on another piece of paper if you
need more space.
4. Then, read “Mirror” and do the same. Record the figures of speech, the tenors
and vehicles, and the similarities in the chart on this page. Continue your chart
on another piece of paper if you need more space.
Connections Chart: “Mirror”
Location
Type
Tenor
Vehicle
Connection
After Reading: Make Text-to-Self Connections
Compare charts with a partner. Consider these questions:
• In “Morning Song,” what do the similes and metaphors tell you about the
speaker and her experience as a mother?
• In “Mirror,” what do the similes and metaphors tell you about mirrors and how
people view them?
After discussing these ideas, write a brief paragraph responding to the author’s
ideas in one of the poems. Do you see parenthood or mirrors in the same way the
author does? Why or why not? Write your response on another piece of paper.
Fix-Up Strategy: Read Aloud
Monitor your reading progress. If you are having trouble understanding what you
are reading, try reading “Morning Song” aloud. After listening to the poem once,
practice reading it aloud with a partner. Read until you come to a period. Then,
stop and do a think-aloud with your partner by answering these questions:
• How does the speaker feel about her baby?
• How does she feel about being a mother?
When you have answered these questions, have your partner read to the next
period. Again stop and think aloud. Continue in this way until you have finished
the poem.
Then, do the same with “Mirrors,” asking similar questions.
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Name: ____________________________________________________ Date: __________________
Daughter of Invention, page 1184
Guided Reading Questions
As you read the story, stop at the end of each page and write the answers to the questions below.
Page 1185
1. Which types of place s does Laura differentiate as being men’s and women’s wonders?
Page 1186
2. What problem does Laura have with her daughters?
Page 1187
3. What does Yoyo do when she’s alone at night and finished with her homework?
Page 1188
4. What “important, crucial” thing were the girls trying to figure out?
Page 1190
5. Why doesn’t Yoyo want to give the speech that Sister Mary Joseph asked her to deliver?
Page 1191
6. What is Laura’s reaction to Yoyo’s speech?
Page 1192
7. What is Yoyo’s father’s reaction to the speech?
Page 1193
8. By what name does Yoyo call Carlos? Why is Carlos insulted by that?
Page 1194
9. What is Laura’s last invention? Who in the family will invent after she stops?
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Name: ____________________________________________________ Date: __________________
Daughter of Invention, page 1184
Reading Strategies and Skills Practice: Unlock Word Meaning
When you read, you often encounter new, unfamiliar words. Various strategies can
help you unlock the meaning of those words, improving your ability to understand
a text.
Before Reading: Preview Words
With a partner, review the Preview Vocabulary words at the bottom of the pages
of the story. Read each word and then its definition. Choose a word, and have your
partner use it in a sentence of his or her own. Then, have your partner choose a
word, and you use it in a sentence of your own. Write your words and sentences
on the lines below. Continue taking turns until you have used all of the words in a
sentence.
Word 1:
Word 2:
Word 3:
Word 4:
Word 5:
During Reading: Unlock New Words
1. Follow along in your text as your teacher reads aloud the first two paragraphs
of the story. If you find an unfamiliar word, write it in the left column of the
New Word Chart below. When your teacher has finished reading, review the
words you listed and try to determine their meanings by using context clues.
If you cannot define the word through context, try using word parts, such
as roots, prefixes, or suffixes. If that does not work, look the word up in a
dictionary.
Once you identify the definition of the word, write it in the second column
of your chart.
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New Word Chart
Word
Context Clues
Word Parts
Definition
2. Continue reading the selection on your own. Add any unfamiliar words to
your chart, and try to define them by using context clues. If the context clues
do not provide the meaning, try analyzing the word parts. If that strategy does
not work, consult a dictionary. Record the definitions in your chart.
After Reading: Practice Using New Words
Practice using some of the new words in your own writing . Using the lines below,
write a story of your own, a reaction to the Julia Alvarez story, a poem, a song, or a
letter. Be sure to use at least five new words in ways that show you understand their
meanings. Underline the new words in your written piece.
Fix-Up Strategy: Create Mnemonic Clues
Monitor your reading progress. If you have difficulty remembering definitions
of difficult words, create mnemonic devices to help you remember. Mnemonic
devices are ways of linking a new word to a familiar word or concept to help you
recall the word and its meaning. Here are two examples:
• People get lost in a labyrinth, because it is a maze.
• Something communal is held in common.
Remember that your mnemonic devices can be visualizations or acronyms or word
plays. Be as creative as possible, and work to find the device that is most effective
for you.
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Name: ____________________________________________________ Date: __________________
Straw Into Gold, page 1218
Guided Reading Questions
As you read the selection, stop at the end of each page and write the answers to the
questions below.
Page 1219
1. What surprised Cisneros about her friends’ invitation to a meal?
Page 1220
2. Why didn’t Cisneros know how to make corn tortillas?
3. To which personal experience does Cisneros compare making the tortillas that night? How are
the experiences similar?
Page 1221
4. What did Cisneros inherit from her father? From her mother?
5. Which attitudes does Cisneros think her teachers would have about her becoming a writer?
Why?
Page 1222
6. Why didn’t Cisneros like school?
Page 1223
7. How does Cisneros describe the stage of life she wrote about in House on Mango Street?
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Straw Into Gold, page 1218
Reading Strategies and Skills Practice: Make Predictions
When you make predictions about a piece of nonfiction, you make guesses about
what the selection might be about and what views the author might have on the
subject.
Before Reading: Make a Prediction
Read the Build Background information about the selection on page 1218 of your
textbook. Preview the text by looking at the selection. Notice the statements from
the essay that are used as pull-out quotes. Based on what you have read, what do
you think might be the main idea of this essay? Write your response on the lines
below. Explain which clues led you to make this prediction.
During Reading: Identify Main Ideas
1. Read along as your teacher reads the first seven paragraphs of the essay. After
your teacher finishes reading, write down the main idea of this section of the
essay in the Main Idea Chart below. Then, record the significant details that
contribute to this main idea. Place each detail in its own oval. Add more ovals
if necessary.
Main Idea Chart: Paragraphs 1–7
Supporting Detail
Main Idea
Supporting Detail
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2. Read the rest of the essay on your own. The essay is divided into two more
sections, one in which Cisneros describes her family and childhood and their
impact on her and the other in which she discusses her later life. Use the Main
Idea Charts below to record the main ideas and supporting details for each of
those sections. Add more ovals to record supporting details if you need them.
Main Idea Chart: Paragraphs 8–20
Supporting Detail
Main Idea
Supporting Detail
Main Idea Chart: Paragraphs 21–25
Supporting Detail
Main Idea
Supporting Detail
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After Reading: Review and Verify Your Predictions
1. Review the main ideas you identified for the three main sections of the essay.
What overall main idea would you say this selection has? Write this main idea
on the lines below.
2. How does that main idea compare to the main idea that you predicted before reading the
selection? Explain how they are similar or different and why you think that is the case.
Fix-Up Strategy: Refocus
Monitor your reading progress. If you are having trouble identifying the main idea
in each section, refocus on the text in each section. Try these techniques:
• Look for statements of lessons that Cisneros draws from her experiences or
conclusions she reaches.
• Look for common themes in the incidents or people she describes.
Use those clues to identify Cisneros’s main points.
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ANSWER KEY
To My Dear and Loving Husband
Guided Reading Questions
1. The speaker prizes her husband’s love more than
whole mines of gold or all the riches in the East.
2. The only thing that can repay the speaker for her
love of her husband is his love of her.
3. The result of the couple’s persevering in their love
for each other will be that they will “live ever” even
when they “live no more.”
Reading Strategies and Skills Practice:
Use Text Organization
Before Reading: Preview the Poem
Students’ should recognize that the poem is divided
into two-line units based on the end punctuation (every
second line ends in a semicolon or period, indicating a
strong stop) and the aabb rhyme scheme.
During Reading: Use Organization
to Summarize Ideas
Possible responses: Lines 1–2: The speaker and her
husband are so united in love that they are like one
person. Lines 3–4: The speaker is as happy with her
husband as any wife could be. Lines 5–6: The speaker
values her husband more than any huge amount of
riches. Lines 7–8: The speaker’s love for her husband
can be repaid only by his love for her. Lines 9–10: Only
God, not the speaker, can reward her husband for his
love for her. Lines 11–12: If the speaker and her husband
continue loving each other, their love will be eternal.
4. The people in the hands of the angry God are those
who have not been born again.
5. To emphasize that each person is in danger every
moment, Edwards says that God could let go of
each person any time, even “this very moment.”
6. People can do nothing to affect their fate; their
destiny is entirely in God’s hands.
Reading Strategies and Skills Practice: Visualize
Before Reading: Preview the Selection
1. The selection is a sermon.
2. The sermon was delivered in a church.
3. Students’ responses will vary, but based on the
illustrations, they might say that the setting was a
formal one.
During Reading: Identify Analogies and Visual Images
Possible responses: Paragraphs 1–2: Analogies include
wickedness and heaviness and the comparison between
health and righteousness and a spider’s web as safety nets.
Paragraphs 3–5: Analogies include the comparisons
of dark clouds and God’s wrath, a bent bow and God’s
anger, and God’s suspending the sinner over the pit of
Hell and a person’s dangling a spider over a fire image
After Reading: Reflect on Analogies
and Visualizations
Responses will vary, but students should recognize
that Edwards’s ability to make his points concrete and
emotionally powerful would have given his words great
emotional impact on his listeners.
After Reading: Reflect on Ideas and Organization
1. The beginning of the poem addresses the couple as
a unit.
2. The end of the poem also sees the couple as a unit.
3. Responses will vary, but students should recognize
that the poem begins by speaking of the couple
as a unit (“If two were one”). Then, the speaker
alternates taking her own and her husband’s
perspective in the main body of the poem, until the
poem ends by seeing them again as a unit: “while
we live.” The structure reinforces the idea that the
two people in the couple can become one.
from Sinners in the Hands of an Angry God
Guided Reading Questions
1. Edwards says that only the hand of God keeps his
listeners out of hell.
2. Edwards says that people’s wickedness makes them
as heavy as lead and likely to plunge into hell.
3. Edwards says that creation is good, unlike people,
and that its purpose is to be used by people to serve
God.
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Speech in the Virginia Convention
Guided Reading Questions
1. Henry says that the question the convention
considers is the choice between freedom and
slavery.
2. Henry says that not to speak on the matter would
show disloyalty to God.
3. Henry values truth more than hope.
4. Henry says that the British have responded to
American petitions by preparing for war. The
purpose of that response is to force the Americans
into submission.
5. Henry says that the only way to remain free is to
fight.
6. Henry says that the American people cannot be
defeated by any size force the British send and that,
in addition, the Americans have God on their side.
7. In the closing paragraph, Henry says that freedom
is more valuable than life and that slavery is worse
than death.
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Reading Strategies and Skills Practice:
Set Purpose
Before Reading: Identify Purpose
Possible response: Henry was speaking to urge members
of the Virginia Convention to see that war was already
upon them and that they needed to fight the British.
During Reading: Read with a Purpose in Mind
1. Questions begin with the phrases (1) “Is this the
part of wise men” and (2) “Are we disposed.” Point:
Those who rely on hope that the British intentions
are good are being foolish.
2. Paragraph 3: Questions begin (1) “What has there
been in the conduct” and (2) “Is it that insidious
smile.” Point: There is no reason for hope.
Paragraph 3: Questions begin (1) “Are fleets and armies
necessary” and (2) “Have we shown ourselves so
unwilling.” Point: The British sending troops is an act of
war that is not justified.
Paragraph 4: Questions begin (1) “What means this
martial array”; (2) “Can gentlemen assign”; and (3) “Has
Great Britain any enemy.” Point: The soldiers can be
aimed only at subjugating us.
Paragraph 5: Questions begin (1) “And what have we”;
(2) “Shall we try”; and (3) “What terms shall we find.”
Point: The issue has gone past talking.
Paragraph 6: Questions begin (1) “When shall we be
strong?”; (2) “Will it be”; (3) “Will it be”; (4) “Shall we
gather”; and (5) “Shall we acquire.” Point: We must take
action to protect ourselves.
Paragraph 7: Questions begin (1) “Why stand we”;
(2) “What would”; and (3) “Is life so dear.” Point: Life in
slavery is worth less than death fighting for freedom.
After Reading: Reflect on Your Notes
from Walden
Guided Reading Questions
1. Most people “lead lives of quiet desperation,”
Thoreau says, and resignation is simply “confirmed
desperation.”
2. Thoreau dismisses the idea that older people can
offer any useful advice because, he says, “their lives
have been such miserable failures.”
3. Thoreau buys the shanty so he could have its
boards.
4. Thoreau thinks the cellar is important because it
holds root vegetables; he says that root cellars last
longer than the houses themselves.
5. Thoreau views each morning as a new chance to
live as simply as Nature.
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Reading Strategies and Skills Practice:
Make Connections
Before Reading: Preview the Selection
Responses will vary, but students should give reasons
for their answers.
During Reading: Read and Respond to the Text
Segment 1: Thoreau is saying that most people live
unhappy lives and think there is no alternative, but they
are mistaken. Students’ responses to this idea will vary.
Other notes students write will depend on which
sections of each segment they summarize and how they
respond.
After Reading: Connect the Ideas to Life
Responses will vary but should be supported by specific
details from the passage and reasons.
The Raven
Responses will vary, but students should note that
Henry uses rhetorical questions to make his position
seem the only logical one.
64
6. Thoreau says that he is going to live in the woods
because he wishes to live deliberately, “to front
only the essential facts of life, and see if I could
learn what it had to teach.”
7. Thoreau describes American life as too busy,
too complicated, and too absorbed in doing and
getting things.
8. Thoreau leaves the woods because he “had several
more lives to live, and could not spare any more
time for that one.”
9. Thoreau says that such a person might simply
be hearing “a different drummer” and says that
he should follow that music, no matter what the
sound.
Guided Reading Questions
1. When the rapping noise began, the speaker was
nearly falling asleep while reading.
2. The speaker is sorrowful over the loss of “the
rare and radiant maiden” named Lenore, which
probably means that she has died.
3. A large, old raven comes through the open
window.
4. The raven says “Nevermore,” but the speaker
thinks that the answer makes no sense.
5. The raven answers “Nevermore.”
6. The raven’s response of “Nevermore” suggests that
the speaker will never shake his sorrow.
7. In the stanzas on this page, the speaker changes
from being dismissive of the raven to becoming
curious about it to becoming very upset over the
prospect of an ongoing life of sorrow.
8. The speaker calls the raven a prophet or perhaps a
devil.
Differentiated Instructions for Developing Readers
© EMC Publishing, LLC
5/3/2009 9:05:50 AM
Reading Strategies and Skills Practice:
Unlock Word Meaning
slaves. Main Idea—The plantation where Douglass lived
as a child was very large.
Before Reading: Preview Words
Paragraph 2: Details—Food and clothing given to slaves;
practice of separating children from mothers; specifics
about Douglass’s mother; lack of clothing for children.
Main Idea—Slavery is inhumane because slaveowners
provided little food or clothing and broke up families.
Students’ sentences will vary but should reflect the
words’ meaning.
During Reading: Use Vocabulary Strategies
Responses will vary depending on the words students
find difficult.
After Reading: Practice New Words
Responses will vary depending on the words identified,
but sentences should reflect the words’ meaning.
from Narrative of the Life
of Frederick Douglass
Guided Reading Questions
1. Colonel Lloyd owned from six hundred to eight
hundred slaves, half living on the home plantation
and half on the other farms he owned.
2. The home plantation was the center of business for
all the farms.
3. It was common to separate enslaved children from
their mothers.
4. Older women who could not work in the field were
used to raise enslaved children.
5. Slaves took pleasure in being sent on an errand to
the main plantation because being given the task
showed confidence in them and because while on
the errand, they avoided any punishment by the
overseer.
6. On the trip to the Great House Farm, the slaves
sang songs expressing the emotions they felt.
7. Douglass says that hearing these songs would
impress people more with the horrors of slavery
than reading any book would do.
8. Douglass was astonished to hear the attitude that
the slaves’ songs showed that they were happy
because he knew the songs reflected misery and
sadness.
9. A person stranded on an island would sing the
same kind of songs as a slave. Possible response:
Overwhelming sadness or loneliness or a sense of
powerlessness might produce these similar songs.
Reading Strategies and Skills Practice: Take Notes
Before Reading: Prepare to Take Notes
Responses will vary depending on what students think is
important and what they want to learn about Douglass.
During Reading: Take Notes
Possible responses: Paragraph 1: Details—The name
of the plantation and the owner, the number of outer
farms, the names of some overseers, and the number of
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Paragraph 3: Details—Attitude of slaves called to run
errands to the main plantation; their pride and relief at
being out of sight of the overseer; comparison of their
attitudes about this to those of members of Congress.
Main Idea—Slaves have similar feelings as other people.
Paragraph 4: Details—Types of songs slaves sang; fact
that songs are full of emotion; anyone who hears these
songs understands the injustice of slavery; songs do
not reflect happiness; songs express the same emotion
as someone deserted on an island would have. Main
Idea—People resent being held in slavery.
After Reading: Analyze the Selection
Responses will vary, but students should recognize that
Douglass aims to describe the injustice of slavery and
the idea that slaves are not happy in the institution but
long for freedom.
An Occurrence at Owl Creek Bridge
Guided Reading Questions
1. The man described first is about to be hanged, but
we don’t know why.
2. Possible response: The man is a civilian, since he is
not in uniform, and apparently fairly well off, since
his coat is well fitting. He seems to be a gentleman
and seems to be kindly.
3. After thinking of his wife and children, the man
thinks of how he might escape.
4. The scout tells Farquhar that Union soldiers are
going to repair the bridge at Owl Creek and that
the Union commander has ordered that anyone
hindering the work will be hanged.
5. After plunging into the water, Farquhar frees his
hands, undoes the noose around his neck, and rises
to the surface.
6. Farquhar’s sense of sight is very keen, and he is
able to see insects on the trees on the opposite
bank, the colors on dew sitting on the grass, and
the eye of the soldier aiming to shoot him.
7. The Union soldiers on the bridge and some others
along the bank fire at the man, but they miss him
and then he hides in the sand.
8. On his way home, Farquhar passes through a
landscape without any sign of human life, the trees
are like a drawing, and he hears voices speaking an
unfamiliar language.
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9. The last paragraph reveals that Farquhar has died
and that his experiences never happened—he
imagined them all.
Reading Strategies and Skills Practice:
Make Predictions
Before Reading: Gather Information
Responses will vary depending on how students
interpret the clues and what twists they can imagine.
During Reading: Make Predictions
Responses will vary depending on the students’ initial
predictions, in the Before Reading section of the
activity, and on the subsequent predictions they make.
In the end, they should make predictions at five distinct
places in the story.
After Reading: Analyze Predictions and Respond to
the Story
Responses will vary depending on students’ predictions.
The Notorious Jumping Frog
of Calaveras County
Guided Reading Questions
1. The narrator visits Simon Wheeler to ask, on a
friend’s behalf, for information about Leonidas W.
Smiley.
2. The narrator suspects that Leonidas W. Smiley
doesn’t exist and that his friend is playing a trick
on him.
3. What is curious about Jim Smiley is that he is
always ready to bet on anything.
4. The dog with no hind legs has an advantage over
Andrew Jackson because, in a fight, Smiley’s dog’s
favorite move is to clamp onto the other dog’s hind
legs, which he cannot do in this case.
5. Smiley trains Dan’l Webster to jump far and to
catch flies.
6. Smiley offers to bet forty dollars on his frog.
7. The stranger fills Dan’l Webster’s mouth full of
quailshot so it will weigh too much and the frog
will be unable to jump.
Reading Strategies and Skills Practice: Unlock
Word Meaning
During Reading: Use Vocabulary Strategies
Responses will vary depending on the words students
list.
After Reading: Practice Using New Words
Responses will vary depending on the words students
list, but sentences should reflect the meaning of the
words.
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The Story of an Hour
Guided Reading Questions
1. Family and friends are careful about breaking the
news to Mrs. Mallard because she has heart trouble
and they fear that the upset will be too much for her.
2. Richards does not come right away. After hearing
the news of Mallard’s death because he waited until
a second telegram confirmed it.
3. Mrs. Mallard goes to her room. After hearing the
news. Possible response: She does that so she can
be alone with her thoughts.
4. Possible response: Mrs. Mallard might be feeling
extreme grief over her husband’s death.
5. Mrs. Mallard actually feels joy at being free of her
husband and able to live on her own terms.
6. Mallard returns home, unhurt, because he had not
been on the train that crashed.
7. The doctor says that Mrs. Mallard died of a heart
attack caused by her joy at seeing her husband.
Possible response: Mrs. Mallard actually died
because she was heartbroken over losing her
newfound freedom.
Reading Strategies and Skills Practice:
Set Purpose
Before Reading: Preview the Story
Students should infer that the story will take place in an
hour.
During Reading: Read with a Purpose
Possible responses:
Purpose for Reading: I want to find out what could
happen in an hour that would be important to a
character’s life.
Purpose for Reading: After First Three Paragraphs:
Students’ responses will vary depending on their
original question and their response to the first part of
the text.
Details About Mrs. Mallard/Response: Students might
note details such as Mrs. Mallard’s heightened sense
perception; her initial desire to control the strong
emotion she feels coming; her uncertainty over what
that emotion is; her intense feeling when she recognizes
her freedom; and her hopeful, joyous view of the future.
Their responses to each detail will vary.
After Reading: Analyze Your Purpose for Reading
Responses will vary depending on students’ purpose
and what they learned from the story.
We Wear the Mask
Guided Reading Questions
1. The mask, lying, shows a grin.
2. The smiling mask hides “torn and bleeding hearts.”
Differentiated Instructions for Developing Readers
© EMC Publishing, LLC
5/3/2009 9:05:50 AM
3. The speaker wishes to be seen only when wearing
the mask.
4. The speaker says that “we” really feel the pain of
tortured souls.
Reading Strategies and Skills Practice: Make
Connections
Before Reading: Make Text-to-Self Connections
Reading Strategies and Skills Practice: Take Notes
Before Reading: Preview the Poem
Responses will vary.
Responses will vary.
During Reading: Take Notes as You Read
During Reading: Make Text-to-World Connections
The details that students note, and their responses to
them, will vary.
Possible responses:
The Mask: The mask hides true thoughts and feelings;
the mask shows a grin that is a lie.
The Person Wearing the Mask: The person has a torn
and bleeding heart; the person speaks subtle lies; the
person feels sad or unhappy; the person has a tortured
soul; the person sings but feels weary.
The World: The world sees the smile and the lies; the
world does not care how the person wearing the mask
really feels.
After Reading: Reflect on the Poem
Responses will vary, but students should see that
wearing a mask represents hiding true feelings or
thoughts from others.
Fix-Up Strategy: Refocus on Repetition
Responses will vary. Students might say that repeating
the phrase “We wear the mask” emphasizes how people
who wear the mask are constantly on guard or that the
repetition emphasizes the unity or community of all
those who do wear the mask.
The Love Song of J. Alfred Prufrock
Guided Reading Questions
1. The fog curls around the houses and falls asleep.
The yellow color suggests that the fog is dirty.
2. There is time for “a hundred indecisions” and “a
hundred visions and revisions.” Possible response:
Prufrock suggests that people cannot make up their
minds.
3. Prufrock suggests that his life has been slow and
timid, full of routine (measuring his life with coffee
spoons).
4. Prufrock is unable to say what he thinks because he
hesitates to “presume” and doesn’t know where to
begin.
5. Prufrock has seen “the moment of my greatness
flicker” and “the eternal Footman hold my coat,
and snicker.” Both images suggest failure, so if he
brings the moment to its crisis, he will fail.
6. Prufrock thinks the woman will respond that
whatever he said was not what she was thinking.
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7. Prufrock sees himself as a minor character—not
Hamlet, but “an attendant lord” who may start a
scene but is not the focus of the story.
After Reading: Analyze the Character
Responses will vary, but students should recognize that
Prufrock is indecisive and ill fated.
A Wagner Matinee
Guided Reading Questions
1. The narrator’s aunt is coming to visit in order to
settle some legal business about an inheritance.
2. Aunt Georgiana had been a music teacher who
eloped with her husband, Howard Carpenter, to
Nebraska.
3. The Carpenters’ home in Nebraska was a crude
dugout made in a hillside. Their lives are poor and
precarious.
4. Aunt Georgiana told the narrator not to love music
too well, or he might lose it.
5. Aunt Georgiana looks around the concert hall with
more interest than she has shown before but with
no apparent emotion.
6. Clark remembers how the first concert he had ever
heard stirred his emotions so deeply.
7. When he was sick, Aunt Georgiana sang to Clark,
which filled him with emotion.
8. The tenor’s song makes Aunt Georgiana and Clark
cry.
9. Aunt Georgiana wants to stay in the concert
hallAfter the concert ends because she does not
want to return to the dull, harsh life of Nebraska.
Reading Strategies and Skills Practice: Visualize
Before Reading: Preview the Story
Responses will vary, but students should contrast the
stark images of the farmhouses with the more formal,
rich-looking views of the concert hall.
During Reading: Create a Mind Movie
Students’ sketches or summaries will vary.
After Reading: Share Your Mind Movie
Responses will vary depending on which details
students found most important.
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The Death of the Ball Turret Gunner
Guided Reading Questions
1. The speaker is underneath a plane, crouched in a
small space, and very cold.
2. The plane is six miles above Earth.
3. The speaker is killed by flak fire.
Reading Strategies and Skills Practice: Visualize
Before Reading: Preview the Selection
Students’ sketches should show the ball turret as a
sphere set underneath the bomber about halfway along
the length of the plane.
After Reading: Reflect on the Poem
Responses will vary, but students should recognize that
Jarrell is emphasizing the destructive aspect of war and
the high personal cost that it demands.
The Jilting of Granny Weatherall
Guided Reading Questions
1. Granny Weatherall is nearly eighty years old. The
doctor is much younger, although his specific age
is not stated.
2. Granny Weatherall wants to go through some old
letters she has saved from two men and probably
dispose of them. She wants to make sure her
children don’t see the letters and realize “how silly
she had been.”
3. Twenty years before, Granny Weatherall had
thought she was going to die and had settled her
affairs and bid goodbye to all her children.
4. John is Granny Weatherall’s dead husband, whom
she wants to know how well she did tending the
farm and raising her children.
5. Granny Weatherall was jilted, or rejected, on her
wedding day by the man she was going to marry.
6. Hapsy is a child that Granny Weatherall had. She
apparently died, because she says to Granny, who
is dying, “I thought you’d never come.”
7. The family doesn’t understand what Granny
Weatherall is saying because she does not actually
speak the words; she only imagines in her head that
she has spoken.
8. Granny Weatherall is jilted by God, who does not
come to take her.
Reading Strategies and Skills Practice: Take Notes
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After Reading: Analyze the Story
Responses will vary, but students should see that the
narrative becomes more stream of consciousness as
the story progresses, reflecting the fact that Granny
Weatherall is withdrawing more into her own mind and
detaching from the world as she dies.
Guided Reading Questions
Responses will vary.
Responses will vary.
The details that students note will vary, but they should
correctly identify those that take place in the real world
and those that are part of Granny Weatherall’s stream of
consciousness.
The Life You Save May Be Your Own
During Reading: Make Mind Pictures
Before Reading: Preview the Selection
During Reading: Take Notes as You Read
1. The old woman’s first impression of Shiftlet is that
he’s a tramp and no one to be afraid of.
2. Shiftlet runs his eye over all the old woman’s
possessions and sees an old car in the shed.
Possible response: This action suggests he’s
interested in what the woman owns.
3. Shiftlet tells her where he’s from but then explains
that Mrs. Crater doesn’t really know if he’s lying.
4. Mrs. Crater says that Lucynell is a sweet girl who
can do a lot of work but that if any man came “after
her,” she—Mrs. Crater—would be watchful.
5. Shiftlet fixes many things around the house and
teaches Lucynell to say “bird.”
6. Mrs. Crater wants Shiftlet to marry Lucynell. He
says he can’t do so because he doesn’t have any
money.
7. When Mrs. Crater offers to let Shiftlet paint the
car, he smiles like a snake. That reaction reveals
that he is mainly interested in getting the car from
her.
8. Shiftlet says that Lucynell was a hitchhiker whom
he picked up and that he has to move on.
9. Shiftlet asks God to “wash the slime from this
earth.”Afterward, it rains, and he speeds down the
road.
Reading Strategies and Skills Practice:
Make Predictions
During Reading: Make Predictions
Possible responses:
Before reading: Predictions/Clues—Story will be about
the rural South, based on Before Reading information
and photographs; a car and money will be involved,
based on photographs.
After first three paragraphs: Predictions/Clues—Shiftlet
will change the lives of the old woman and young girl;
he is not completely trustworthy, based on description
of him as someone who “understood life thoroughly.”
Differentiated Instructions for Developing Readers
© EMC Publishing, LLC
5/3/2009 9:05:50 AM
End of page 836: Predictions/Clues—Shiftlet wants the
car, based on the fact that he looks over all the woman’s
possessions, asks if the women drive, and is looking at
the car while giving his name.
At break on page 839: Predictions/Clues—Shiftlet will
connive to get possession of the car, based on his claims
of moral superiority and his desire to ingratiate himself
to Mrs. Carter.
At break on page 840: Predictions/Clues—The car will
become a bargaining chip in the agreement to have
Shiftlet marry Lucynell, based on the fact that Mrs.
Carter wants the wedding and Shiftlet wants the car.
At break on page 841: Predictions/Clues—Shiftlet will get
the car and leave, based on the fact that he contrasts the
body, which is “like a house,” to the spirit, which is like
a car, “always on the move.”
At break on page 842: Predictions/Clues—Shiftlet will
never come back for Lucynell, based on his hurried exit,
but the boy at the restaurant might take care of her,
based on his comment that she looks like an angel.
The Crucible, Act I
Guided Reading Questions
1. Act I is set in a bedroom in the upper floor of
Reverend Parris’s home.
2. Reverend Parris is praying because there’s
something wrong with his daughter Betty; she’s
asleep and seems unable to wake up.
3. Parris is upset because he found his daughter and
niece Abigail dancing, which they shouldn’t be
doing, and there is apparently talk that they were
involved in witchcraft.
4. The Putnams’ daughter Ruth is acting strangely,
walking with her eyes open but not seemingly
conscious. Her parents think she is bewitched.
5. Seven children born to the Putnams died as babies.
Mrs. Putnam says that this is unnatural and the
result of witchcraft.
6. Abigail says that they should admit to dancing and
trying to conjure the spirits of Ruth Putnam’s dead
siblings and no more. To convince the others, she
threatens them.
7. Abigail claims that Proctor loves her and says that
she loves him.
8. Rebecca Nurse says they should tell Reverend Hale
that he is not needed, pray for the girls, and let the
doctor tend them. Putnam thinks they need to seek
the cause of the problem in witchcraft.
9. Parris seems concerned about his position in the
church and his salary. Proctor does not like the
message of his sermons or his attitude.
10. Hale thinks he is a specialist in detecting witches.
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11. Hale makes the others promise that they will abide
by his decision on the issue of whether or not
witchcraft is involved.
12. Corey’s wife reads books secretly at night, and, he
says, when she does so, he cannot pray.
13. Putnam says that Tituba should be hanged.
Afterwards, she says that someone else is
responsible for bewitching the girls.
14. Reverend Hale promises to protect Tituba from the
Devil if she identifies witches.
15. After Tituba names two people as witches, Abigail
and Betty name several more.
Reading Strategies and Skills Practice: Take Notes
Before Reading: Preview the Selection
Possible response: In the notes, the author says that the
play is not strictly historical because he has combined
some characters, changed the details about some, and
imagined details about others, but it is accurate, he says,
in terms of what happens to each character.
During Reading: Take Notes on Characters
The details that students note and their responses to
them will vary.
from The Way to Rainy Mountain
Guided Reading Questions
1. Momaday says that Rainy Mountain has “the
hardest weather in the world” because there are
blizzards in winter, hot tornado-like winds in
spring, and baking heat in the summer.
2. Momaday says that the area gives you a sense
of creation because you can lose any sense of
proportion.
3. In coming down to the Plains, the Kiowas gained
skill at riding horses, which freed them from the
ground; the religion of the Sun Dance doll, which
let them “share in the divinity of the sun”; and a
sense of destiny, courage, and pride.
4. The area around Yellowstone feels more confined
to Momaday because the mountains cut the
horizon.
5. In Kiowa legend, the Devil’s Tower was formed
when seven sisters climbed a tree to escape a bear,
and the tree rose to the sky, leaving them in the sky
as stars.
6. The Kiowas stopped performing the Sun Dance
because the soldiers ordered them to and because
all the buffalo had died.
7. Momaday says that his grandmother’s prayers had
a sadness to them.
8. His grandmother’s house had been full of life and
activity when he was young. Now that she was
dead, it is small and very quiet.
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Reading Strategies and Skills Practice:
Use Text Organization
Reading Strategies and Skills Practice:
Make Connections
Before Reading: Predict Method of Organization
During Reading: Make Text-to-Self Connections
Responses will vary, but students are likely to identify
chronological order, since the author of a memoir is
relating events of his or her life.
Responses will vary.
During Reading: Identify Methods of Organization
Possible responses:
Possible responses:
“Morning Song”: line 1: Type—simile; Tenor—baby;
Vehicle—fat gold watch; Connection—Both are
precious, valuable things. Line 4: Type—metaphor;
Tenor—baby; Vehicle—statue; Connection—Both
are objects that others observe and comment on,
but they do not converse with the observers. Line 6:
Type—simile; Tenor—the parents; Vehicle—walls;
Connection—Both the parents and the museum walls
are contexts in which the baby or the statue are seen.
Lines 7–9: Type—metaphor; Tenor—mother; Vehicle—
clouds that drop rain on a lake; Connection: Just as the
clouds don’t create the lake but replenish it with water,
the mother does not create the baby but does feed it.
Line 10: Type—metaphor; Tenor—baby; Vehicle—moth;
Connection—Both have faint, delicate breath. Line
15: Type—simile; Tenor: baby’s mouth; Vehicle—cat’s
mouth; Connection—Both open wide and without
speech. Line 18: Type—simile; Tenor—baby’s sounds;
Vehicle—balloons; Connection—Both are light and rise
easily in the air; both are joyful.
Paragraph 1: Type: classification; Reason: Momaday
describes the characteristics of weather in different
seasons.
Paragraphs 2–4: Type: chronological; Reason: Momaday
describes events in his grandmother’s life.
Paragraph 5: Type: chronological; Reason: Momaday
describes events in the Kiowas’ history.
Paragraphs 6–8: Type: comparison-and-contrast;
Reason: Momaday contrasts the landscape of
Yellowstone to that of the Great Plains.
Paragraphs 9–10: Type: chronological; Reason:
Momaday describes events in the Kiowas’ history.
Paragraph 11: Type: order of importance; Reason:
Momaday describes memorable actions his
grandmother took.
Paragraphs 12–15: Type: comparison-and-contrast;
Reason: Momaday contrasts his grandmother’s house in
the past and today.
Paragraphs 15–16: Type: chronological; Reason:
Momaday describes his actions when he returned to his
grandmother’s homeAfter her death.
Morning Song/Mirror
Guided Reading Questions
1. The voices magnify the baby’s arrival, which
probably means that they add importance to the
event.
2. The speaker says that she is no more the baby’s
mother than the clouds that drop rain into a lake.
3. The speaker hears the baby cry in the middle of
the night and goes to the baby to settle him or her,
which suggests that she feels more strongly about
being a mother than she had suggested earlier in
the poem.
4. In line 4, the mirror says it reveals the truth.
Possible response: The truth might be seen as cruel
by those who don’t wish to see a truth such as
unattractive appearance or age.
5. The woman in stanza 2 is looking for “what she
really is.”
6. The mirror has seen the drowning—or death—of a
young woman and the rising—or appearance—of
an old woman.
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AMERICAN TRADITION
During Reading: Make Text-to-World Connections
Through Figurative Language
“Mirror”: Line 2: Type—metaphor; Tenor—mirror;
Vehicle—mouth eating; Connection—The mirror frames
what it shows, cutting out other details, in the same
way a mouth swallows some but not all food. Line 5:
Type—metaphor; Tenor—mirror; Vehicle—little god;
Connection—The mirror, like a little god, has power but
is also different in nature from the humans who interact
with it. Line 10: Type—metaphor; Tenor—mirror;
Vehicle—lake; Connection—Both can reflect objects.
Line 12: Type—metaphor; Tenor—candles, moon;
Vehicle—liars; Connection—These objects, unlike the
mirror, don’t show reality but distort it. Lines 17–18:
Type—metaphor; Tenor—woman; Vehicle—drowned
young girl, old woman; Connection—As the woman
ages, the young woman that she used to be has died,
as though she were drowned in the lake, while the old
woman appears.
After Reading: Make Text-to-Self Connections
Responses will vary depending on the poem students
choose and their responses to the figurative language in
it.
Daughter of Invention
Guided Reading Questions
1. Laura describes men’s wonders as places like
the Statue of Liberty, the Brooklyn Bridge, and
Differentiated Instructions for Developing Readers
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2.
3.
4.
5.
6.
7.
8.
9.
Rockefeller Center—famous places. Women’s
wonders are the housewares in a department store.
Laura’s problem with her daughters is that they
want to become more American, and Laura doesn’t
want them to.
When Yoyo is alone at night and finished with her
homework, she writes poems.
The girls were trying to figure out how to fit in as
Americans.
Yoyo had an accent, which she was embarrassed
by, and did not like to speak in public.
Laura thinks Yoyo’s speech is wonderful and says
that her father has to hear it.
Yoyo’s father says that her speech is an insult to
Yoyo’s teachers and tears it up.
Yoyo calls Carlos “Chapita,” the nickname of the
brutal dictator who had ruled the Dominican
Republic. Carlos is insulted because he had
opposed that dictator.
Laura’s last invention is Yoyo’s speech. After that,
it is Yoyo’s turn to invent by writing.
Reading Strategies and Skills Practice:
Unlock Word Meaning
Before Reading: Preview Words
Responses will vary, but students’ sentences should
reflect the correct meaning of the words.
During Reading: Unlock New Words
Responses will vary depending on the words that
students identify.
After Reading: Practice Using New Words
Students’ written products should correctly use the new
words they identify.
Straw Into Gold
Guided Reading Questions
1. Cisneros was surprised because she had not
realized that her friends expected her to help cook
the meal.
2. Cisneros didn’t know how to make corn tortillas
because her mother’s family made flour tortillas
and her father’s family, which ate corn tortillas,
bought them.
3. Cisneros compares making the tortillas that night
to the time she had to take an MFA exam, which
was similar because it also required a kind of work
she was unfamiliar with.
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4. From her father, Cisneros inherited a sappy heart.
From her mother, she inherited a tough, streetwise voice.
5. Cisneros thinks they would be surprised because
she wasn’t a very good student.
6. Cisneros didn’t like school because it was full of
rules and focused on outward appearances.
7. Cisneros describes the stage of life in House on
Mango Street as a period when she is both a child
and a woman and neither a child nor a woman.
Reading Strategies and Skills Practice:
Make Predictions
Before Reading: Make a Prediction
Possible response: The main idea will be how writers
use ordinary experiences as the subject matter for their
work. Students are likely to cite the title, the pull-quotes,
and the information in the Before Reading text as
providing the clues to this main idea.
During Reading: Identify Main Ideas
Possible responses:
Paragraphs 1–7: Main Idea: Cisneros has done many
things she did not think she was able to do and that
others did not think she could do. Supporting Details:
making corn tortillas; filling out the MFA exam.
Paragraphs 8–20: Main Idea: Cisneros’s family life
affected her. Supporting Details: Moving many times
affected her in school; she inherited her father’s sappy
heart; she reflects her mother’s street-wise voice and
view of the world; her brothers and their friends
provided characters and incidents that appear in her
writing; she changed when her family settled into a
permanent home.
Paragraphs 21–25: Main Idea: Cisneros has had many
experiences she had not thought she could have.
Supporting Details: List of places she’s been and people
she’s met.
After Reading: Review and Verify Your Predictions
1. Possible response: People can do things they don’t
expect of themselves, and writers can use those
new experiences in their writing.
2. Responses will vary depending on students’ initial
predictions and their responses to question 1 but
should be supported by reasons.
Differentiated Instructions for Developing Readers
AMERICAN TRADITION
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