UNIT
Mastering the Sta nd a rd s
1
Narratives
Find
Writers on Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JOYCE CAROL OATES 1
CHAPTER
1 Plot
“All the best stories in the world are but one story in reality—
the story of escape.”
—A. C. Benson
What Do You Think? Why are stories of escape so interesting
and timeless?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading Comprehension (Focus on Informational Materials)
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue;
paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
Literary Response and Analysis
3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the
selection of genre shapes the theme or topic.
3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary
devices (e.g., foreshadowing, flashbacks).
Literary Skills Focus How Do Authors Develop Time
and Sequence? . . . . . . . . . . . . . . . . . . . . . . . . 4
Reading Skills Focus What Reading Skills Help You
Analyze Plot? . . . . . . . . . . . . . . . . . . . . . . . . . 6
Liam O’Flaherty Reading Model The Sniper . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 8
Literary Selections
Richard Connell The Most Dangerous Game. . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 14
Jean Fong Kwok Disguises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 38
Julia Alvarez Liberty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 52
A4 Contents
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Comparing Texts
Find
Comparing Themes: Stories of Escape . . . . . . . . . . . . . . . . . . . . . . 64
Ray Bradbury A Sound of Thunder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 65
Val Plumwood Being Prey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AUTOBIOGRAPHY 78
Informational Text Focus
Synthesizing Sources: Analyzing Main Ideas . . . . . . . . . . . . . . . . 86
Thomas Fleming The Great Escape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MAGAZINE ARTICLE 87
National Geographic News Did Animals Sense Tsunami
Was Coming? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MAGAZINE ARTICLE 95
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kate Chopin
Literary Skills Review Caline . . . . . . . . . . . . . . . . . SHORT STORY
New York Times Upfront
Informational Skills Review
Travis’s Dilemma . . . . . . . . . . . . . . . . . . . . . MAGAZINE ARTICLE
Vocabulary Skills Review . . . . . . . . . . . . . . . . . . . . CONTEXT CLUES
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . . . .
100
100
103
107
108
Contents A5
UNIT
Mastering the Sta nd a rd s
1
Narratives
CHAPTER
Find
2 Character
“I am the person I know best.” —Frida Kahlo
What Do You Think? How do other people affect the way we
think about ourselves?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading Comprehension (Focus on Informational Materials)
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and
elaboration.
Literary Response and Analysis
3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external
conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.
3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic
monologue, and soliloquy.
3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in
each work.
Literary Skills Focus What Do You Need to
Know About Characters? . . . . . . . . . . . . 112
Reading Skills Focus What Reading Skills Help You
Analyze Characters? . . . . . . . . . . . . . . . . 114
Ernest Hemingway Reading Model Old Man at the Bridge . . . . . . . . . SHORT STORY 116
Literary Selections
Langston Hughes Thank You, M’am . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 120
Roald Dahl from Boy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AUTOBIOGRAPHY 130
Judith Ortiz Cofer American History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 142
A6 Contents
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Find
Comparing Texts
Comparing Universal Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sandra Cisneros Papa Who Wakes Up Tired in the Dark . . . . . . . . . . SHORT STORY
Langston Hughes Mother to Son . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Robert Hayden Those Winter Sundays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
156
157
160
161
Informational Text Focus
Evaluating Primary Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Writing An Interview with Dave Eggers . . . . . . . . . . . . . . MAGAZINE ARTICLE 165
Carlos Capellan Teaching Chess, and Life . . . . . . . . . . . . . . . . . . . NEWSPAPER ARTICLE 171
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tim O’Brien
Literary Skills Review Ambush . . . . . . . . . . . . . . . SHORT STORY
Jane Armstrong
Informational Skills Review I Got It:
Mentoring Isn’t for the Mentor . . . . . . . MAGAZINE ARTICLE
Vocabulary Skills Review . . . . . . . . . . . . . . . . . LITERAL MEANINGS
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . . . .
174
174
177
180
182
Contents A7
UNIT
Mastering the Sta nd a rd s
1
Narratives
CHAPTER
Find
3 Narrator and Voice
“Only enemies speak the truth. Friends lie endlessly,
caught in the web of duty.”
—Stephen King
What Do You Think? Who are our friends, and who are our enemies?
How can we tell the difference?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading Comprehension (Focus on Informational Materials)
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue;
paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
Literary Response and Analysis
3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the
selection of genre shapes the theme or topic.
3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and
credibility of a text.
Literary Skills Focus What Do You Need to Know
About Narrator and Voice? . . . . . . . . . . 186
Reading Skills Focus What Reading Skills Help You
Analyze Narrator and Voice? . . . . . . . . 188
María Elena Llano Reading Model In the Family . . . . . . . . . . . . . . . . . . SHORT STORY 190
Literary Selections
Saki The Interlopers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 196
Sylvia Plath Initiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 208
Ursula K. Le Guin The Wife’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 220
A8 Contents
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Comparing Texts
Find
Author Study: Edgar Allan Poe . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Edgar Allan Poe Letter to John Allan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LETTER
Edgar Allan Poe Alone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Edgar Allan Poe The Cask of Amontillado . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY
228
229
235
237
Informational Text Focus
Synthesizing Sources: Drawing Conclusions. . . . . . . . . . . . . . . .
Poe’s Final Days from Edgar A. Poe:
Mournful and Never-Ending Remembrance . . . . . . .BIOGRAPHY
Poe’s Death Is Rewritten as Case of Rabies,
Not Telltale Alcohol . . . . . . . . . . . . . . . . . . . . . . . . NEWSPAPER ARTICLE
If Only Poe Had Succeeded When He Said
Nevermore to Drink . . . . . . . . . . . . . . . . . . . . . . LETTER TO THE EDITOR
Rabies Death Theory . . . . . . . . . . . . . . . . . . . . . . LETTER TO THE EDITOR
248
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sandra Cisneros
Literary Skills Review
Geraldo No Last Name . . . . . . . . . . . . . . . . . . . SHORT STORY
D’Arcy Lyness
Informational Skills Review Coping with Cliques and
James Garbarino, Ellen deLara
from And Words Can Hurt Forever . . . . . . . . . . ARTICLES
Vocabulary Skills Review . . . . . . . . . . . . . . . . . LITERAL MEANINGS
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . . . .
260
Kenneth Silverman
The New York Times
The New York Times
The New York Times
249
254
256
257
260
262
267
268
Contents A9
UNIT
Mastering the Sta nd a rd s
1
Find
Narratives
CHAPTER
4 Symbolism and Irony
“When you cannot make up your mind which of two evenly
balanced courses of action you should take—choose the bolder.”
—Ezra Pound
What Do You Think? How do we make hard choices?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading Comprehension (Focus on Informational Materials)
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue;
paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
Literary Response and Analysis
3.7 Recognize and understand the significance of various literary devices including figurative language,
allegory, and symbolism, and explain their appeal.
3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, and ironies in a text.
Writing Applications (Genres and Their Characteristics)
2.1 Write biographical or autobiographical narratives or short stories. a. Relate a sequence of events and
communicate the significance of the events to the audience. b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions,
movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings.
d. Pace the presentation of actions to accommodate changes in time and mood. e. Make effective use of
descriptions of appearance, images, shifting perspectives, and sensory details.
Literary Skills Focus What Do You Need to Know
About Symbolism and Irony? . . . . . . . . 272
Reading Skills Focus What Reading Skills Help You
Analyze Symbolism and Irony? . . . . . . 274
Isak Dinesen Reading Model Peter and Rosa . . . . . . . . . . . . . . . . SHORT STORY 276
Literary Selections
James Hurst The Scarlet Ibis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 280
O. Henry The Gift of the Magi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 298
Ray Bradbury The Golden Kite, the Silver Wind . . . . . . . . . . . . . . . . SHORT STORY 310
A10 Contents
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Comparing Texts
Find
Comparing Themes Across Genres . . . . . . . . . . . . . . . . . . . . . . . .
Pauline Kaldas Airport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY
Robert Frost The Road Not Taken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Cindy Sherman Untitled Film Still #48 . . . . . . . . . . . . . . . . . . . . . . . . . . . PHOTOGRAPH
320
321
330
332
Informational Text Focus
Synthesizing Sources: Works by One Author . . . . . . . . . . . . . . .
Weapons of the Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTERVIEW
Letter to President Roosevelt . . . . . . . . . . . . . . . . . . . . . . . . . LETTER
On the Abolition of the Threat of War . . . . . . . . . . . . . . . . .ESSAY
The Arms Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTERVIEW
334
335
337
339
341
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Literary Skills Review
retold by Italo Calvino
The Happy Man’s Shirt . . . . . . . . . . . . . . . . . . . SHORT STORY
Sarah Lyall
Informational Skills Review Look Who’s in the
School Kitchen, Dishing Out Advice and
Glorious Food? English Schoolchildren
Think Not . . . . . . . . . . . . . . . . . . . . . . . . . NEWSPAPER ARTICLES
Vocabulary Skills Review . . . . . . . . . . . . . . . . . LITERAL MEANINGS
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . . . .
344
Writing Workshop . . . . . . . . . . . . . . . . . . . . BIOGRAPHICAL NARRATIVE
Preparing for Timed Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening and Speaking Workshop
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRESENTING AN ORAL NARRATIVE
Writing Skills Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
354
363
Albert Einstein
Albert Einstein
Albert Einstein
Albert Einstein
344
347
351
352
364
366
Contents A11
UNIT
Mastering the Sta nd a rd s
2
Reading for Life
Find
Writers on Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .CAROL JAGO 368
CHAPTER
5 Reading for Life
“Ninety percent of leadership is the ability to communicate
something people want.”
—Dianne Feinstein
What Do You Think? What does it take to succeed in the world?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading Comprehension (Focus on Informational Materials)
2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers,
and explain how authors use the features to achieve their purposes.
2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public
documents.
2.3 Generate relevant questions about readings on issues that can be researched.
2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with
graphic calculators and specialized software programs and in access guides to World Wide Web sites on the
Internet).
2.7 Critique the logic of functional documents by examining the sequence of information and procedures in
anticipation of possible reader misunderstandings.
Informational Text Focus What Documents Will
You Read for Life? . . . . . . . . . . . . . 372
Reading Skills Focus What Reading Skills Help You Analyze
Informational Documents? . . . . . . . . . 374
Reading Model Consumer Documents . . . . . . . . . . DOCUMENTS 376
A12 Contents
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Informational Text Focus
Find
Following Technical Directions . . . . . . . . . . . . . . . . .USER’S MANUAL
Citing Internet Sources . . . . . . . . . . . . . . . . . . . . . . . . . STYLE MANUAL
Analyzing Workplace Documents . . . . . . . WORKPLACE DOCUMENTS
Evaluating the Logic of Functional Documents
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FUNCTIONAL DOCUMENTS
Reading Documents from Real Life
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WEB PAGE AND NEWSPAPER ARTICLE
380
388
392
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Informational Skills Review Using the Office
Defibrillator . . . . . . . . . . . . . . . . . . . . . . . . . EMPLOYEE MANUAL
Vocabulary Skills Review . . . . . . . . . . . . . . . . . . . . CONTEXT CLUES
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . . . .
412
400
406
412
415
416
Contents A13
UNIT
Mastering the Sta nd a rd s
2
Find
Reading for Life
CHAPTER
6 Argument
“First we have to believe, and then we believe.”
—Martha Graham
What Do You Think? What do you believe in, and why?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading Comprehension (Focus on Informational Materials)
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue;
paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship
between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s
intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches,
primary source material).
Writing Applications (Genres and Their Characteristics)
2.4 Write persuasive compositions. a. Structure ideas and arguments in a sustained and logical fashion. b. Use
specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or
ethical belief; relate a personal anecdote, case study, or analogy). c. Clarify and defend positions with precise and
relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs
and logical reasoning. d. Address readers’ concerns, counterclaims, biases, and expectations.
Informational Text Focus How Do You Analyze
an Author’s Argument? . . . . . . . . 420
Reading Skills Focus What Reading Skills Help You
Evaluate an Author’s Argument? . . . . 422
Chief Joseph Reading Model from An Indian’s Views
of Indian Affairs . . . . . . . . . . . . . . . . . . . SPEECH 424
Literary Selections
Sojourner Truth Ain’t I a Woman? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPEECH 428
Alex Nikolai Steffen The Next Green Revolution. . . . . . . . . . . . . . . . . . . . . . . . . . . .ESSAY 434
Toni Morrison Cinderella’s Stepsisters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPEECH 442
A14 Contents
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Find
Informational Text Focus
Synthesizing Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scott McCloud Setting the Record Straight
from Understanding Comics . . . . . . . . . . . . . . . . . . . GRAPHIC ESSAY
Robin Brenner Graphic Novels 101: FAQ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FAQ
Marjane Satrapi Why I Wrote Persepolis . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTERVIEW
448
449
459
463
Informational Text Focus
Evaluating Arguments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468
Sandhya Nankani Kaavya Viswanathan: Unconscious Copycat
or Plagiarist?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BLOG 469
Joshua Foer Kaavya Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .WEB ARTICLE 473
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Henry Aaron
Informational Skills Review Jackie Robinson . . . . . . . . . . . .
Vocabulary Skills Review . . . . . . . . . . . . . . . . . LITERAL MEANINGS
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . . . .
478
478
482
484
Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . PERSUASIVE ESSAY
Preparing for Timed Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening and Speaking Workshop
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GIVING A PERSUASIVE SPEECH
Writing Skills Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
486
495
496
498
Contents A15
UNIT
Mastering the Sta nd a rd s
3
Find
Poetry
Writers on Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . JUDITH ORTIZ COFER 500
CHAPTER
7 Poetry
“The man who has no imagination has no wings.” —Muhammad Ali
What Do You Think? What are the uses of the imagination?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative
power of words.
Literary Response and Analysis
3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the
selection of genre shapes the theme or topic.
3.7 Recognize and understand the significance of various literary devices, including figurative language,
imagery, allegory, and symbolism, and explain their appeal.
Writing Applications (Genres and Their Characteristics)
2.2 Write responses to literature. a. Demonstrate a comprehensive grasp of the significant ideas of literary
works. b. Support important ideas and viewpoints through accurate and detailed references to the text or to
other works. c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects
created. d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
Literary Skills Focus What Are the Elements
of Poetry? . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading Skills Focus What Reading Skills Help You
Analyze Poetry? . . . . . . . . . . . . . . . . . . . .
Simon J. Ortiz Reading Model My Father’s Song . . . . . . . . . . . . . . . . . . . . . . . . .
Philip Booth Reading Model First Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A16 Contents
504
508
510
511
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Literary Selections
Imagery and Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514
Starfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM 515
in Just- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM 518
Haiku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HAIKU 520
ō
Find
ff
Once by the Pacific. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SONNET
Country Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
The Car . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Daily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
A Blessing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
524
528
532
536
538
Figures of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Fire and Ice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
“Hope” is the thing with feathers. . . . . . . . . . . . . . . . . . . . . . POEM
Fame is a fickle food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Tiburón . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Fifteen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Internment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Sanctuary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Women. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
544
545
548
550
553
555
558
560
563
565
Sounds of Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I Wandered Lonely as a Cloud . . . . . . . . . . . . . . . . . . . . . . . . POEM
The Courage That My Mother Had . . . . . . . . . . . . . . . . . . . POEM
Advice for a Stegosaurus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
570
571
575
578
Contents A17
UNIT
3
Poetry
Li-Young Lee
Nikki Giovanni
Walt Whitman
Walt Whitman
Pat Mora
A18 Contents
Mastering the Sta nd a rd s
Find
CONTINUED
The Gift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Possum Crossing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
from Song of Myself, Number 32. . . . . . . . . . . . . . . . . . . . . .
I Hear America Singing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Legal Alien / Extranjera legal . . . . . . . . . . . . . . . . . . . . . . . . .
POEM
POEM
POEM
POEM
POEM
580
583
585
588
591
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Find
Comparing Texts
Comparing Historical Accounts Across Genres. . . . . . . . . . . . .
Taylor Branch The History Behind the Ballad . . . . . . . . . . . . . HISTORICAL ACCOUNT
Dudley Randall Ballad of Birmingham . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
Roger Ebert 4 Little Girls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MOVIE REVIEW
596
597
600
602
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Anita Endrezze
Literary Skills Review The Girl Who Loved the Sky . . . . . .
Vocabulary Skills Review . . . . . . . CONNOTATIONS AND DENOTATIONS
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . . . .
606
606
608
610
Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . RESPONSE TO POETRY
Preparing for Timed Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening and Speaking Workshop
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRESENTING A RESPONSE TO A POEM
Writing Skills Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
612
621
622
624
Contents A19
UNIT
Mastering the Sta nd a rd s
4
Find
Drama
Writers on Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . ANNA DEAVERE SMITH 626
CHAPTER
8 Elements of Drama
“Love the actor, for he gives you his heart.” —Bela Lugosi
What Do You Think? What would you sacrifice for love?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading Comprehension (Focus on Informational Materials)
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation,
and elaboration.
Literary Response and Analysis
3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of
dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).
3.10 Identify and describe the function of dialogue, scene design, soliloquies, asides, and character foils in
dramatic literature.
Writing Applications (Genres and Their Characteristics)
2.3 Write expository compositions, including analytical essays and research reports. a. Marshal evidence in
support of a thesis and related claims, including information on all relevant perspectives. b. Convey information
and ideas from primary and secondary sources accurately and coherently. c. Make distinctions between the
relative value and significance of specific data, facts, and ideas. d. Include visual aids by employing appropriate
technology to organize and record information on charts, maps, and graphs. e. Anticipate and address readers’
potential misunderstandings, biases, and expectations. f. Use technical terms and notations accurately.
Literary Skills Focus What Are the
Elements of Drama?. . . . . . . . . . . . . . . . . 630
Reading Skills Focus What Reading Skills Help
You Analyze Drama? . . . . . . . . . . . . . . . 634
Edmond Rostand Reading Model from Cyrano de Bergerac . . . . . . . . . . . .DRAMA 636
A20 Contents
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Literary Selections
Find
David Mamet The Frog Prince . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . COMEDY
William Shakespeare The Tragedy of Romeo and Juliet . . . . . . . . . . . . . . . . . . . TRAGEDY
The Prologue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Act I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Act II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Act III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Act IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Act V . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
650
680
683
684
719
749
785
807
Comparing Texts
Comparing Genres. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 828
retold by Mary Pope Osborne Lost at Sea: The Story of Ceyx and Alcyone. . . . . . . . . . . . . MYTH 829
Mary Zimmerman Alcyone and Ceyx from Metamorphoses . . . . . . . . . . . . . . . PLAY 834
Informational Text Focus
Analyzing Primary and Secondary Sources. . . . . . . . . . . . . . . . . 848
Dinitia Smith “Dear Juliet”: Seeking Succor from a Veteran of Love
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NEWSPAPER ARTICLE 849
from The Juliet Club. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LETTER 854
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Neil Simon
Literary Skills Review from Barefoot in the Park . . . .DRAMA
Eric Sevareid
Informational Skills Review
Kennedy’s Assassination . . . . . . . . . . . ENCYCLOPEDIA ARTICLE
Pierre Salinger
Informational Skills Review
For Me, It Was a Dramatic Day . . . . . . . . . . .RECOLLECTION
Vocabulary Skills Review . . . . . . . . . . . . . . . . . LITERAL MEANINGS
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . . . .
856
856
Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . EXPOSITORY ESSAY
Preparing for Timed Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening and Speaking Workshop
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ANALYZING AND EVALUATING SPEECHES
Writing Skills Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
868
877
860
861
864
866
878
880
Contents A21
UNIT
5
Mastering the Sta nd a rd s
Find
Epic
Writers on Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IAN JOHNSTON 886
CHAPTER
9 Myth and Epic
“It is good to have an end to journey toward, but it is the journey
that matters in the end.”
—Ursula K. Le Guin
What Do You Think? How is life a journey?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g. the word narcissistic drawn from the myth of Narcissus and Echo).
Reading Comprehension (Focus on Informational Materials)
2.3 Generate relevant questions about readings on issues that can be researched.
Literary Response and Analysis
3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the
selection of genre shapes the theme or topic.
3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external
conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.
3.12 Analyze the ways in which a work of literature is related to the themes and issues of its historical period.
(Historical approach)
Writing Applications
2.3 Write expository compositions, including analytical essays and research reports. a. Marshal evidence in
support of a thesis and related claims, including information on all relevant perspectives. b. Convey information
and ideas from primary and secondary sources accurately and coherently.
c. Make distinctions between the relative value and significance of specific data, facts, and ideas. d. Include
visual aids by employing appropriate technology to organize and record information on charts, maps, and
graphs. e. Anticipate and address readers’ potential misunderstandings, biases, and expectations. f. Use technical terms and notations accurately.
Literary Skills Focus What Do Myths and Epics Reveal
About Their Historical Periods? . . . . . 890
Reading Skills Focus What Reading Skills Help You
Analyze Myths and Epics? . . . . . . . . . . 892
retold by Robert Graves Reading Model Paris and Queen Helen . . . . . . . . . . . . . . . MYTH 894
A22 Contents
Re a di n g • Wr i t i n g • Li s tening • S p eak ing
Literary Selections
Find
David Adams Leeming An Introduction to the Odyssey . . . . . . . . . . . . . . . . . . . . . . . . . . . 901
Homer from the Odyssey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EPIC 911
Tell the Story (Book 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 913
Part One: The Wanderings 914, Calypso, the Sweet Nymph
(Book 5) 914, “I Am Laertes’ Son. . . .” (Book 9) 919, The Lotus
Eaters (Book 9) 922, The Cyclops (Book 9) 923, The Enchantress
Circe (Book 10) 935, The Land of the Dead (Book 11) 937, The
Sirens; Scylla and Charybdis (Book 12) 940, The Cattle of the
Sun God (Book 12) 947
Part Two: Coming Home 954, The Meeting of Father and Son
(Book 16) 955, The Beggar and the Faithful Dog (Book 17) 959,
The Test of the Great Bow (Book 21) 962, Death at the Palace
(Book 22) 968, Odysseus and Penelope (Book 23) 972
retold by Olivia Coolidge The Fenris Wolf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MYTH 982
Comparing Texts
Comparing Journeys Across Genres . . . . . . . . . . . . . . . . . . . . . . . 990
Sandra Cisneros Mexico Next Right from Caramelo . . . . . . . . . . . . . . NOVEL EXCERPT 991
Sonia Nazario The Boy Left Behind from Enrique’s Journey . . . . . . NONFICTION 997
Informational Text Focus
Generating Research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . 1010
Jennifer Armstrong from Shipwreck at the Bottom of the World . . . . . . NARRATIVE 1011
NOVA Online Tending Sir Ernest’s Legacy: An Interview with
Alexandra Shackleton . . . . . . . . . . . . . . . . . . . . . . . . . . . INTERVIEW 1019
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
retold by Gayle Ross
Literary Skills Review Strawberries . . . . . . . . . . . . . . . MYTH
from World Almanac
Informational Skills Review The Appalachian
Trail: A Hike Through History . . . . . . . . . . . . . . ARTICLE
Vocabulary Skills Review . . . . . . . . . . . . . . . . LITERAL MEANINGS
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . .
1026
1026
Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . RESEARCH PAPER
Preparing for Timed Writing . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening and Speaking Workshop. . . . . PRESENTING RESEARCH
Writing Skills Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1036
1049
1050
1052
1029
1032
1034
Contents A23
UNIT
6
Mastering the Sta nd a rd s
Literary Criticism
Find
Writers on Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FRANCINE PROSE 1050
CHAPTER
10 Literary Criticism
“Memories of our lives, of our works and our deeds
will continue in others.”
—Rosa Parks
What Do You Think? How do our memories shape
who we are?
California Standards
Word Analysis, Fluency, and Systematic Vocabulary Development
1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative
power of words.
Literary Response and Analysis
3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone,
mood, and theme, using the terminology of literary criticism. (Aesthetic approach)
3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
(Historical approach)
Writing Applications
2.5 Write business letters. a. Provide clear and purposeful information and address the intended audience
appropriately. b. Use appropriate vocabulary, tone, and style to take into account the nature of the relationship
with, and the knowledge and interests of, the recipients. c. Highlight central ideas or images. d. Follow a
conventional style with page formats, fonts, and spacing that contribute to the documents’ readability and
impact.
2.6 Write technical documents (e.g., a manual on rules of behavior for a conflict resolution, procedures for
conducting a meeting, minutes of a meeting). a meeting, minutes of a meeting): a. Report information and
convey ideas logically and correctly. b. Offer detailed and accurate specifications. c. Include scenarios, definitions,
and examples to aid comprehension (e.g., troubleshooting guide). d. Anticipate readers’ problems, mistakes, and
misunderstandings.
Literary Skills Focus What is Literary Criticism? . . . . . . . . 1054
Reading Skills Focus What Reading Skills Help You
Criticize Literature?. . . . . . . . . . . . . . . 1056
Esmeralda Santiago Reading Model How to Eat a Guava . . . . . . . . . . . . . . . . ESSAY 1058
Literary Selections
Mark Twain Cub Pilot on the Mississippi . . . . . . . . . . . . . . . . . AUTOBIOGRAPHY 1062
Truman Capote A Christmas Memory . . . . . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 1076
A24 Contents
Re a di n g • Wr i t i n g • Li s tening • Sp eak ing
Find
Gary Soto The Grandfather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PERSONAL ESSAY 1092
Paule Marshall To Da-duh, in Memoriam . . . . . . . . . . . . . . . . . . . . . . SHORT STORY 1100
Comparing Texts
Maya Angelou
Maya Angelou
Maya Angelou
Maya Angelou
Author Study: Maya Angelou . . . . . . . . . . . . . . . . . . . . . . . . . . . .
from I Know Why the Caged Bird Sings . . . . . . .AUTOBIOGRAPHY
Caged Bird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
New Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ESSAY
Woman Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POEM
1116
1117
1124
1126
1129
Informational Text Focus
Analyzing Functional Documents . . . . . . . . . . . . . . . . . . . . . . . 1132
StoryCorps About StoryCorps . . . . . . . . . . . . . . . . . . . . . . . . MISSION STATEMENT 1133
StoryCorps Do-It-Yourself Interview . . . . . . . . . . . . . . . .FUNCTIONAL DOCUMENT 1136
Standards Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jo Ann Beard
Literary Skills Review
In the Current . . . . . . . . . . . . . . . . . AUTOBIOGRAPHICAL ESSAY
National Weather Service
Informational Skills Review Hurricanes . . .
Unleashing Nature’s Fury . . . . . . . . FUNCTIONAL DOCUMENT
Vocabulary Skills Review . . . . . . . . . . . . . . . . . . . CONTEXT CLUES
Read On: For Independent Reading . . . . . . . . . . . . . . . . . . . .
1142
Writing Workshop . . . . . . . . . . . . . . . . . BUSINESS COMMUNICATIONS
Preparing for Timed Writing . . . . . . . . . . . . . . . . . . . . . . . . . . .
Listening and Speaking Workshop
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PRESENTING A DESCRIPTIVE SPEECH
Writing Skills Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1152
1161
RESOURCE CENTER
Reading Matters . . . . . . . . . . . . . .
Handbook of Literary Terms . . .
Handbook of Reading and
Informational Terms . . . . . . . . . .
Writer’s Handbook . . . . . . . . . . . .
1167
1179
1191
1201
1142
1144
1149
1150
1162
1164
Glossary . . . . . . . . . . . . . . . . . . . . . 1212
Spanish Glossary . . . . . . . . . . . . . 1217
Academic Vocabulary Glossary
in English and Spanish . . . . . . . . 1221
Contents A25