gr 9 se vol 1 - lr.pdf

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GRADE 9VOLUME ONE

ISBN-13: 978-0-133-33876-8 ISBN-10: 0-133-33876-2

1 2 3 4 5 6 7 8 9 10 V003 19 18 17 16 15

COVER: pchyburrs/ Getty Images

Acknowledgments of third-party content appear on page R78, which constitutes an extension of this copyright page.

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myPerspectivesTM English Language Arts is a student-centered learning environment where you will analyze text, cite evidence, and respond critically about your learning. You will take ownership of your learning through goal-setting, reflection, independent text selection, and activities that allow you to collaborate with your peers.

Each unit of study includes selections of different genresincluding multimediaall related to a relevant and meaningful Essential Question. As you read, you will engage in activities that inspire thoughtful discussion and debate with your peers allowing you to formulate, and defend, your own perspectives.

myPerspectives ELA offers a variety of ways to interact directly with the text. You can annotate by writing in your print consumable, or you can annotate in your digital Student Edition. In addition, exciting technology allows you to access multimedia directly from your mobile device and communicate using an online discussion board!

We hope you enjoy using myPerspectives ELA as you develop the skills required to be successful throughout college and career.

Welcome!

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Authors Perspectives

myPerspectives is informed by

a team of respected experts

whose experiences working

with students and study of

instructional best practices have

positively impacted education.

From the evolving role of the

teacher to how students learn in a

digital age, our authors bring new

ideas, innovations, and strategies

that transform teaching and

learning in todays competitive

and interconnected world. Ernest Morrell, Ph.D.is the Macy professor of English Education at Teachers College, Columbia University, a class of 2014 Fellow of the

American Educational Research Association, and the Past-President of the National Council of Teachers of English (NCTE). He is also the Director of Teachers Colleges Institute for Urban and Minority Education (IUME). He is an award-winning author and in his spare time he coaches youth sports and writes poems and plays. Dr. Morrell has influenced the development of myPerspectives in Assessment, Writing & Research, Student Engagement, and Collaborative Learning.

The teaching of English needs to focus on engaging a new generation of learners. How do we get them excited about reading and writing? How do we help them to envision themselves as readers and writers? And, how can we make the teaching of English more culturally, socially, and technologically relevant? Throughout the curriculum, weve created spaces that enhance youth voice and participation and that connect the teaching of literature and writing to technological transformations of the digital age.

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The myPerspectives classroom is dynamic. The teacher inspires, models, instructs, facilitates, and advises students as they evolve and grow. When teachers guide students through meaningful learning tasks and then pass them ownership of their own learning, students become engaged and work harder. This is how we make a difference in student achievementby putting students at the center of their learning and giving them the opportunities to choose, explore, collaborate, and work independently.

Elfrieda Hiebert, Ph.D.is President and CEO of TextProject, a nonprofit that provides resources to support higher reading levels. She

is also a research associate at the University of California, Santa Cruz. Dr. Hiebert has worked in the field of early reading acquisition for 45 years, first as a teachers aide and teacher of primary-level students in California and, subsequently, as a teacher and researcher. Her research addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts. Dr. Hiebert has influenced the development of myPerspectives in Vocabulary, Text Complexity, and Assessment.

Kelly Gallagher, M.Ed.teaches at Magnolia High School in Anaheim, California, where he is in his thirty-first year. He is the former co-director of the South Basin Writing Project at

California State University, Long Beach. Mr. Gallagher has influenced the development of myPerspectives in Writing, Close Reading, and the Role of Teachers.

Jim Cummins, Ph.D.is a Professor Emeritus in the Department of Curriculum, Teaching and Learning of the University of Toronto. His research focuses on literacy development in multilingual school contexts as well as on the

potential roles of technology in promoting language and literacy development. In recent years, he has been working actively with teachers to identify ways of increasing the literacy engagement of learners in multilingual school contexts. Dr. Cummins has influenced the development of myPerspectives in English Language Learner and English Language Development support.

The signature of complex text is challenging vocabulary. In the systems of vocabulary, its important to provide ways to show how concepts can be made more transparent to students. We provide lessons and activities that develop a strong vocabulary and concept foundationa foundation that permits students to comprehend increasingly more complex text.

Its critical to give students the opportunity to read a wide range of highly engaging texts and to immerse themselves in exploring powerful ideas and how these ideas are expressed. In myPerspectives, we focus on building up students awareness of how academic language works, which is especially important for English language learners.

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UNIT 1

unit intRODuCtiOn

Unit ACtiVitY . . . . . . . . . . . . . . . . . . . 02

LAUnCh text: nOnFiCtiOnnARRAtiVeMODeL

Music for My Mother . . . . . . . . . . . . . . . 06

whOle-Class leaRning

AnChOR text: eSSAY

a Quilt of a CountryAnna Quindlen . . . . . . . . . . . . . . . . . . .12

AnChOR text: eSSAY

the immigrant Contribution fromanation of immigrantsJohn F. Kennedy . . . . . . . . . . . . . . . . . .22

ShORt StORY

american historyJudith Ortiz Cofer . . . . . . . . . . . . . . . . . . . .36

sMall-gROup leaRning

nOVeL exCeRPt

Rules of the gamefrom the Joy luck ClubAmy Tan . . . . . . . . . . . . . . . . . . . . . . . . . . .62

MeDiA: BLOG POSt

the writing on the wallCamille Dungy . . . . . . . . . . . . . . . . . . . . . .78

MeMOiR

with a little help from My Friends fromFunny in FarsiFiroozeh Dumas . . . . . . . . . . . . . . . . . . . . .88

POetRY

Morning talkRoberta Hill Whiteman . . . . . . . . . . . . . . . 100immigrant picnicGregory Djanikian . . . . . . . . . . . . . . . . . . 102

PeRFORMAnCe tASk

WRITING FOCUS

Write a Nonfiction Narrative . . . . . . . . .52

PeRFORMAnCe tASk

SPEAKING AND LISTENING FOCUS

Present a Nonfiction Narrative . . . . . . 110

american VoicesC

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Use the Bounce Page app whenever you see Scan for Multimedia to access:

UnitIntroductionVideos

MediaSelections

ModelingVideos

SelectionAudioRecordings

Additionaldigitalresourcescanbefoundin:

InteractiveStudentEdition

myPerspectives+

SCAN FOR MULTIMEDIA

Independent LearnIng

MEMOIR

from When I Was puerto ricanEsmeralda Santiago

AUTOBIOGRAPHICAL ESSAY

Finding a Voice: a taiwanese Family adapts to americaDiane Tsai

POETRY

the new ColossusEmma Lazarus

POETRY

Legal alienPat Mora

MEDIA: VIDEO

grace abbott and the Fight for Immigrantrights in americaBBC

These selections can be accessed via the Bounce Page icon on page 113.

perFormanCe-based assessment

nonfiction narrative: text and Interpretive reading . . . . . . . . 118

UnIt reFLeCtIon

reflect on the Unit . . . . . . . . . . . . . . . . . 121

PERfORMAnCE-BASED ASSESSMEnTPREP

Review Evidence for aNonfictionNarrative . . . . . . . . . . . . . 117

essential question: What does it mean to be american?

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2 Survival

unit intRODuCtiOn

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . 122

LAUNCh TexT: ArgUmeNT modeL

the Cost of Survival . . . . . . . . . . . . . . . . 126

whOle-ClaSS leaRning

ANChor TexT: ShorT STorY

the Seventh ManHaruki Murakami . . . . . . . . . . . . . . . . . . . 132

ANChor TexT: edITorIAL

the Moral logic of Survivor guiltNancy Sherman . . . . . . . . . . . . . . . . . . . . 152

medIA: rAdIo BroAdCAST

the Key to Disaster Survival? Friends and neighborsShankar Vedantam . . . . . . . . . . . . . . . . . . 164

SMall-gROup leaRning

NArrATIVe NoNFICTIoN

the Voyage of the James Caird fromthe enduranceCaroline Alexander . . . . . . . . . . . . . . . 178

medIA: PhoTo gALLerY

the Endurance and the James Caird inimagesFrank Hurley . . . . . . . . . . . . . . . . . . . . 194

NoVeL exCerPT

from life of piYann Martel . . . . . . . . . . . . . . . . . . . . . . . 202

ArgUmeNT

the Value of a Sherpa lifeGrayson Schaffer . . . . . . . . . . . . . . . . . . . 216

PoeTrY

i am Offering this poemJimmy Santiago Baca . . . . . . . . . . . . . . . . 226the writerRichard Wilbur . . . . . . . . . . . . . . . . . . . . . 228hugging the JukeboxNaomi Shihab Nye . . . . . . . . . . . . . . . . . . 230

PerFormANCe TASk

Writing Focus

Write an Argument . . . . . . . . . . . . . . . 168

PerFormANCe TASk

speAking And Listening Focus

present an Argument . . . . . . . . . . . . . 238

CO

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Short Story

to Build a FireJack London

Short Story

the Most dangerous gameRichard Connell

NArrAtIVE NoNFICtIoN

from UnbrokenLaura Hillenbrand

ExpoSItory NoNFICtIoN

Seven Steps to Surviving a disasterJim Y. Kim

MAgAzINE ArtIClE

Titanic vs. Lusitania: How people Behave in a disasterJeffrey Kluger

pUBlIC lEttEr

Survival Is Your Own responsibilityDaryl R. Miller


perFOrMance-BaSed aSSeSSMent

argument: essayandOral presentation . . . . . . . . . 246

UnIt reFLectIOn


pErForMANCE-BASEd ASSESSMENtprEp

Review Evidence for an Argument . . . 245

essential question: What does it take to survive?

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UNIT The Literature of Civil Rights3

uniT inTRODuCTiOn

Unit ACtiVitY . . . . . . . . . . . . . . . . . . 250

LAUnCh text: exPLAnAtORY MODeL

1963: The Year That Changed Everything . . . . . . . . . . . . . . . . . . . . . . . . 254

whOLE-CLass LEaRning

AnChOR text: SPeeCh

i have a DreamDr. Martin Luther King, Jr. . . . . . . . . . . 260

MEDIA CONNECTION: I Have A Dream

AnChOR text: eSSAY

Letter from Birmingham JailDr. Martin Luther King, Jr. . . . . . . . . . . 270

MeDiA: ViDeO

Remarks on the assassination ofMartinLuther King, Jr.Robert F. Kennedy . . . . . . . . . . . . . . . . . . 294

sMaLL-gROup LEaRning

MeDiA: neWSCASt

Remembering Civil Rights history, whenwords Meant EverythingPBS NewsHour . . . . . . . . . . . . . . . . . . . . . 308

POetRY

For My peopleMargaret Walker . . . . . . . . . . . . . . . . . . . . 314incidentNatasha Trethewey . . . . . . . . . . . . . . . . . . 316

SPeeCh

Lessons of Dr. Martin Luther King, Jr. Cesar Chavez . . . . . . . . . . . . . . . . . . . . . . 322

MeMOiR

TravelingGrace Paley . . . . . . . . . . . . . . . . . . . . . . . 334

PeRfORMAnCe tASk

WRITING FOCUS

Write an Informative Essay . . . . . . . . . 298

PeRfORMAnCe tASk


Multimedia Presentation . . . . . . . . . . . 344

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MEDIA: NEWSCAST

Frank McCain diesHelped Start Sit-In Movement at greensboro LunchCounterJeff Tiberi

NEWS ARTICLE

How the Children of Birmingham Changedthe Civil-rights MovementLottie L. Joiner

NARRATIVE NONFICTION

Sheyann Webb from Selma, Lord, SelmaFrank Sikora

SHORT STORY

One Friday MorningLangston Hughes

MEDIA: VIDEO

Fannie Lou HamerBBC


perFOrManCe-BaSed aSSeSSMent

Informative essay: text and Multimediapresentation . . . . . . . . . . . . 352

UnIt reFLeCtIOn


PERFORMANCE-bASED ASSESSMENTPREP

Review Evidence for anInformative Essay . . . . . . . . . . . . . . . . 351

essential question: How can words inspire change?

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UNIT

unit intRODuCtiOn

Unit ACtiVitY . . . . . . . . . . . . . . . . . . 356

LAUnCh text: ARGUMent MODeL

Romeo and Juliet: A tragedy?Or Just a tragic Misunderstanding? . . . . . . . . . . . . . . . . .360

whOle-ClAss leARning

AnChOR text: DRAMA

literature and Culture . . . . . . . . . . . 366the tragedy of Romeo and JulietWilliam ShakespeareACt i . . . . . . . . . . . . . . . . . . . . . . . . . 374ACt ii . . . . . . . . . . . . . . . . . . . . . . . . . 400ACt iii . . . . . . . . . . . . . . . . . . . . . . . . 424ACt iV . . . . . . . . . . . . . . . . . . . . . . . 450ACt V . . . . . . . . . . . . . . . . . . . . . . . 466

MEDIA CONNECTION: The Tragedy of Romeo and Juliet

AnChOR text: ShORt StORY

Pyramus and thisbeOvid . . . . . . . . . . . . . . . . . . . . . . . . . . 486

sMAll-gROuP leARning

LiteRARY CRitiCiSM

Romeo and Juliet is a terrible Play Alyssa Rosenberg . . . . . . . . . . . . . . . . . . . 506in Defense of Romeo and Juliet: its not Childish, its *About* ChildishnessNoah Berlatsky . . . . . . . . . . . . . . . . . . . . . 508

JOURnALiSM

twenty Years On: the unfinished lives of sarajevos Romeo and JulietGordana Sandi-Hadihasanovi . . . . . 516

MeDiA: neWSCASt

tragic Romeo and Juliet Offers BosniahopeNic Robertson . . . . . . . . . . . . . . . . . . . 524

PeRfORMAnCe tASk

WRITING FOCUS

Write an Argument . . . . . . . . . . . . . . . 494

PeRfORMAnCe tASk


Present an Argument . . . . . . . . . . . . . 530

star-Crossed Romances4C

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MYTH

popocatepetl and IxtlaccihuatlJuliet Piggot Wood

POETRY

annabel LeeEdgar Allan Poe

NONFICTION

Whats the rush?: Young Brains Cause doomed LoveLexi Tucker

MEdIa: GRaPHIC NOVEL

romeo and JulietEli Neugeboren

NEWS aRTICLE

If romeo and Juliet Had CellphonesMisty Harris

TheseselectionscanbeaccessedviatheBounce Page icon on page 532.

performanCe-Based assessment

argument:essay and multimedia presentation . . . 538

UnIt refLeCtIon


PERFORMaNCE-baSEd aSSESSMENTPREP

Review Evidence for an Argument . . . 537

essential question: Do we determine our own destinies?

xiii


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UNIT

unit intRODuCtiOn

Unit ACtiVitY . . . . . . . . . . . . . . . . . . 542

LAUnCh text: exPLAnAtORY MODeL

Gone and Back Again: A travelers Advice . . . . . . . . . . . . . . . . . 546

whOle-ClAss leARninG

AnChOR text: ePiC POeM

literature and Culture . . . . . . . . . . . 552from the Odyssey, Part 1Homer translated by Robert Fitzgerald . . . . . . . . . . . . . . . . 560from the Odyssey, Part 2Homer translated by Robert Fitzgerald . . . . . . . . . . . . . . . . 594

MeDiA: GRAPhiC nOVeL

from the OdysseyGareth Hinds . . . . . . . . . . . . . . . . . . . 624

FUnCtiOnAL WORKPLACe DOCUMent

Application for a Mariners licenseUnited States Government . . . . . . . . . . . . 634

sMAll-GROuP leARninG

ShORt StORY

the ReturnNgg wa Thiongo . . . . . . . . . . . . . . . . . 650

inteRVieW

from the heros Adventurefrom the Power of MythJoseph Campell and Bill Moyers . . . . . . . 660

POetRY

CourageAnne Sexton . . . . . . . . . . . . . . . . . . . . . . . 670ithakaC. P. Cavafy . . . . . . . . . . . . . . . . . . . . . . . 672from the narrow Road of the interiorMatsuo Bash translated by Helen CraigMcCullough . . . . . . . . . . . . . 674

PeRFORMAnCe tASK

WRITING FOCUS

Write an Explanatory Text . . . . . . . . . . 640

PeRFORMAnCe tASK


Deliver a Multimedia Presentation . . . 682

5 Journeys of transformationC

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POETRY

the road not takenRobert FrostYour WorldGeorgia Douglas Johnson

SHORT STORY

the Ugly ducklingHans Christian Andersen

MEDIA: PHOTO GALLERY

thirteen epic animal Migrations thatprove JustHow Cool Mother nature IsBrianna Elliott

MEMOIR

from WildCheryl Strayed


perforManCe-based assessMent

explanatory text:explanatory text and podcast . . . . . . . . 690

UnIt refLeCtIon


PERfORMAncE-bASED ASSESSMEnTPREP

Review Evidence for an Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . 689

essential question: What can we learn from a journey?

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UNIT

unit intRODuCtiOn

Unit ACtiVitY . . . . . . . . . . . . . . . . . . 694

LAUnCH tEXt: nARRAtiVE MODEL

Dreams Winter . . . . . . . . . . . . . . . . . . . . 698

WhOle-Class leaRning

AnCHOR tEXt: SHORt StORY

By the Waters of BabylonStephen Vincent Bent . . . . . . . . . . . . . . . 704

AnCHOR tEXt: SHORt StORY

there Will Come soft RainsRay Bradbury . . . . . . . . . . . . . . . . . . . . . . 722

small-gROup leaRning

MAGAZinE ARtiCLE

the nuclear touristGeorge Johnson . . . . . . . . . . . . . . . . . . . 746

POEtRY

the beginning of the end of the worldLucille Clifton . . . . . . . . . . . . . . . . . . . . . . 760the powwow at the end of the WorldSherman Alexie . . . . . . . . . . . . . . . . . . . . 762a song on the end of the WorldCzeslaw Milosz . . . . . . . . . . . . . . . . . . . . . 764

MEDiA: RADiO BROADCASt

from Radiolab: War of the WorldsNPR . . . . . . . . . . . . . . . . . . . . . . . . . . 770

MEDiA: ViDEO

from War of the Worldsfrom PBS American Experience . . . . . . 774

MAGAZinE ARtiCLE

the myth of the WaroftheWorldspanicJefferson Pooley and Michael Socolow . . . . . . . . . . . . . . . . . 778

PERfORMAnCE tASk

WRITING FOCUS

Write a Narrative . . . . . . . . . . . . . . . . 736

PERfORMAnCE tASk


Create a Podcast . . . . . . . . . . . . . . . . 786

6 Worlds end

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GOVERNMENT WEB SITE ARTICLE

preparedness 101: Zombie apocalypseAli S. Khan

NEWS ARTICLE

the Secret Bunker Congress never UsedNPR

MEDIA: IMAGE GALLERY

the end of the World May Look JustLikethisMegan Gambino

POETRY

Fire and IceRobert Frost

perhaps the World ends HereJoy Harjo

MEDIA: NEWSCAST

a Visit to the doomsday Vault60 Minutes


perForManCe-BaSed aSSeSSMent

narrative:Short Story and dramatic reading . . . . 794

UnIt reFLeCtIon


PERfORMANCE-BASED ASSESSMENTPREP

Review Notes for a Narrative . . . . . . . 793

essential question: Why do we try to imagine the future?

xvii


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Back to RealizeMENU

A huge wave nearly swept me away, said the seventh man, almost whispering. It happened one September afternoon when I was ten years old.

The man was the last one to tell his story that night. The hands of the clock had moved past ten. The small group that huddled in a circle could hear the wind tearing through the darkness outside, heading west. It shook the trees, set the windows to rattling, and moved past the house with one final whistle.

It was the biggest wave I had ever seen in my life, he said. A strange wave. An absolute giant.

He paused.

It just barely missed me, but in my place it swallowed everything that mattered most to me and swept it off to another world. I took years to find it again to recover from the experienceprecious years that can never be replaced.

The seventh man appeared to be in his mid-fifties. He was a thin man, tall, with a moustache, and next to his right eye he had a short but deep-looking scar that could have been made by the stab of a small blade. Stiff, bristly patches of white marked his short hair. His face had the look you see on people when they cant quite find the words they need. In his case, though, the expression seemed to have been there from long before, as though it were part of him. The man wore a simple blue shirt under a grey tweed coat, and every now and then he would bring his hand to his collar. None of those assembled there knew his name or what he did for a living.

He cleared his throat, and for a moment or two his words were lost in silence. The others waited for him to go on.

In my case, it was a wave, he said. Theres no way for me to tell, of course, what it will be for each of you. But in my case it just happened to take the form of a gigantic wave. It presented itself to me all of a sudden one day, without warning. And it was devastating.

I grew up in a seaside town in the Province of S. It was such a small town, I doubt that any of you would recognize the name if I were to mention it. My father was the local doctor, and so I led a rather comfortable childhood. Ever since I could remember, my best friend was a boy Ill call K. His house was close to ours, and he was a grade behind me in school.

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The Seventh Manby Haruki MurakamiANCHOR TEXT | SHORT STORY

Unit 1: Survival Whole-Class Learning: The Seventh Man

Background Author Standards

MAKING MEANING

Research Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research that detail. In what way does the information you learned shed light on an aspect of the story?

Notebook

Close Read the Text

Analyze the Text

LANGUAGE DEVELOPMENT

Concept Vocabulary Word Network Add interesting survival words from the text to your Word Network.

Open activity

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NOTES

CLOSE READANNOTATE: In paragraph 12, annotate at least four vividdetails about the storm. Underline those thatcompare one thing toanother.

QUESTION: What is being compared? What picture does each detail create in the readers mind?

CONCLUDE: How do these descriptions help you visualize the typhoon?

the shops in town lowered their shutters in preparation for the storm. Starting early in the morning, my father and brother went around the house nailing shut all the storm-doors, while my mother spent the day in the kitchen cooking emergency provisions. We filled bottles and canteens with water, and packed our most important possessions in rucksacks2 for possible evacuation. To the adults, typhoons were an annoyance and a threat they had to face almost annually, but to the kids, removed as we were from such practical concerns, it was just a great big circus, a wonderful source of excitement.

Just after noon the color of the sky began to change all of a sudden. There was something strange and unreal about it. I stayed outside on the porch, watching the sky, until the wind began to howl and the rain began to beat against the house with a weird dry sound, like handfuls of sand. Then we closed the last storm-door and gathered together in one room of the darkened house, listening to the radio. This particular storm did not have a great deal of rain, it said, but the winds were doing a lot of damage, blowing roofs off houses and capsizing ships. Many people had been killed or injured by flying debris. Over and over again, they warned people against leaving their homes. Every once in a while, the house would creak and shudder as if a huge hand were shaking it, and sometimes there would be a great crash of some heavy-sounding object against a storm-door. My father guessed that these were tiles blowing off the neighbors houses. For lunch we ate the rice and omelettes my mother had cooked, waiting for the typhoon to blow past.

But the typhoon gave no sign of blowing past. The radio said it had lost momentum3 almost as soon as it came ashore at S. Province, and now it was moving north-east at the pace of a slow runner. The wind kept up its savage howling as it tried to uproot everything that stood on land.

Perhaps an hour had gone by with the wind at its worst like this when a hush fell over everything. All of a sudden it was so quiet, we could hear a bird crying in the distance. My father opened the storm-door a crack and looked outside. The wind had stopped, and the rain had ceased to fall. Thick, gray clouds edged across the sky, and patches of blue showed here and there. The trees in the yard were still dripping their heavy burden of rainwater.

Were in the eye of the storm, my father told me. Itll stay quiet like this for a while, maybe fifteen, twenty minutes, kind of like an intermission. Then the windll come back the way it was before.

I asked him if I could go outside. He said I could walk around a little if I didnt go far. But I want you to come right back here at the first sign of wind.

I went out and started to explore. It was hard to believe that a wild storm had been blowing there until a few minutes before. I looked

2. rucksacks n. knapsacks.3. momentum n. force or speed of movement.

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This sentence is leading up to an exciting story.

Typhoons are powerful, scary storms that can do a lot of damage.

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Language DeveLopment

WoRD netWoRKAdd interesting survival words from the text to your Word Network.

Concept vocabulary

desperate hallucination profound

entranced premonition meditative

Why These Words? These concept words help to reveal the emotional state of the seventh man. For example, when the wave approaches, the seventh man is entranced, waiting for it to attack. After the wave hits, the seventh man believes he sees his friend K. in the wave and claims that this experience was no hallucination. Notice that both words relate to experiences that occur only in the mind of the seventh man.

1. How does the concept vocabulary sharpen the readers understanding of the mental or emotional state of the seventh man?

2. What other words in the selection connect to this concept?

Practice

Notebook The concept vocabulary words appear in The Seventh Man.

1. Use each concept word in a sentence that demonstrates your understanding of the words meaning.

2. Challenge yourself to replace the concept word with one or two synonyms. How does the word change affect the meaning of your sentence? For example, which sentence is stronger? Which has a more positive meaning?

Word StudyLatin suffix: -tion The Latin suffix -tion often indicates that a word is a noun. Sometimes this suffix is spelled -ion or -ation. These related suffixes mean act, state, or condition of. In The Seventh Man, the word premonition means the state of being forewarned.

1. Record a definition of hallucination based on your understanding of its root word and the meaning of the suffix -tion.

2. Look back at paragraphs 3740 and find two other words that use the suffix -tion. Identify the root word that was combined with the suffix. Record a definition for each word.

The sevenTh man

148 UNIT 2 SURVIVAL

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These words describe the scared feelings people feel during a storm.

ominous, overcome, swirling

To see something that is not real

cooperation - working togetherdirection - heading towards something

Use the close-read prompts to guide you through an analysis of the text. You can highlight, circle, and underline the text right in your print Student Edition.

Respond to questions and activities directly in your book!

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ANCHOR TEXT | SHORT STORY

BACKGROUNDHurricanes that originate in the northwest Pacific Ocean are called typhoons. They can stretch up to 500 miles in diameter and produce high winds, heavy rains, enormous waves, and severe flooding. On average, Japan is hit by three severe typhoons each year due to its location and climatic conditions.

A huge wave nearly swept me away, said the seventh man, almost whispering. It happened one September afternoon when I was ten years old.

The man was the last one to tell his story that night. The hands of the clock had moved past ten. The small group that huddled in a circle could hear the wind tearing through the darkness outside, heading west. It shook the trees, set the windows to rattling, and moved past the house with one final whistle.

It was the biggest wave I had ever seen in my life, he said. A strange wave. An absolute giant.

He paused.It just barely missed me, but in my place it swallowed everything

that mattered most to me and swept it off to another world. I took years to find it again and to recover from the experienceprecious years that can never be replaced.

The seventh man appeared to be in his mid-fifties. He was a thin man, tall, with a moustache, and next to his right eye he had a short but deep-looking scar that could have been made by the stab of a small blade. Stiff, bristly patches of white marked his short hair. His face had the look you see on people when they cant quite find the words they need. In his case, though, the expression seemed to have

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Seventh ManThe

Haruki Murakami

CLOSE READANNOTATE: Mark details in paragraph 2 that describe where the action takes place.

QUESTION: What can you tell about the storys setting?

What details about the setting are left unclear?

CONCLUDE: Describe the mood, or feeling, that the annotated details create.

NOTES

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UNIT 2

Survival

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Discuss It What are the circumstances for victims and rescuers after an earthquake hits Nepal?

Write your response before sharing your ideas.

The quest for survival is powerful.

It is primitive. What determines

who lives and who dies?

Amazing Stories of Rescues and Survival in Nepal

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UNIT 2

Survival

SCAN FOR MULTIMEDIA

Discuss It What are the circumstances for victims and rescuers after an earthquake hits Nepal?


The quest for survival is powerful.

It is primitive. What determines

who lives and who dies?

Amazing Stories of Rescues and Survival in Nepal

122


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You can access digital resources from your print Student Edition, or from Pearson RealizeTM.

Digital Resources

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Digital resources, including audio and video, can be accessed in the Interactive Student Edition. Your teacher might also assign activities for you to complete online.

You will also find digital novels, interactive lessons, and games!

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English Language Arts will prepare you to succeed in college and your future career. The College and Career Readiness Anchor Standards define what you need to achieve by the end of high school, and the grade-specific Standards define what you need to know by the end of your current grade level.

The following provides an overview of the Standards.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to supportconclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the courseof a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific wordchoices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, andlarger portions of the text (e.g., a section, chapter, scene, or stanza) relate toeach other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including

visuallyand quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including thevalidity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently

andproficiently.

Standards for Reading

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Standards Overview

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Grade 9 Reading Standards for Literature

Standard

Key Ideas and Details

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus).

Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Text Complexity

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Grade 9 Reading Standards for Informational Text

Standard

Key Ideas and Details

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas

Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech, Kings Letter from Birmingham Jail), including how they address related themes and concepts.

Range of Reading and Text Complexity

By the end of grade 9, read and comprehend literary nonfiction in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Standards for Writing

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Grade 9 Writing Standards

Standard

Text Types and Purposes

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

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Standard

Text Types and Purposes (continued)

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic.

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Use a variety of techniques to sequence events so that they build on one another to create a coherentwhole.

Standards Overview

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Standard

Text Types and Purposes (continued)

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grades 910 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]).

Apply grades 910 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning).

Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations

with diverse partners, building on others ideas and expressing theirown clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can followthe

line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information andenhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards for Speaking and Listening

Standards Overview

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Grade 9 Standards for Speaking and Listening

Standard

Comprehension and Collaboration

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 910 Language Standards 1 and 3 for specific expectations.)

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Standards Overview

Standards for Language

College and Career Readiness Anchor Standards for Language

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words andphrases by

using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Grade 9 Standards for Language

Standard

Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing orspeaking.

Use parallel structure.

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

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Grade 9 Standards for Language

Standard

Conventions of Standard English (continued)

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independentclauses.

Use a colon to introduce a list or quotation.

Spell correctly.

Knowledge of Language

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type.

Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Analyze nuances in the meaning of words with similar denotations.

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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SCAN FOR MULTIMEDIA

VIDEO CLIP TO COME

Discuss It What circumstances cause thousands of families to leave their homeland behind and move to America?


American Voices

UNIT 1

The people who call the United States home are diverse in their histories and experiences. Is there such a thing as a correct way to be American?

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PERFORMANCE TASK

Writing Focus:

Write a Nonfiction Narrative

SMALL-GROUP LEARNING

WHOLE-CLASS LEARNING

INDEPENDENT LEARNING

UNIT INTRODUCTION

PERFORMANCE-BASED ASSESSMENTNonfiction Narrative: Text and Interpretive Reading

ProMPt:

How is an American identity created?

PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for a Nonfiction Narrative

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MEMOIR

from When I Was Puerto RicanEsmeralda Santiago

AUTOBIOGRAPHICAL ESSAY

Finding a Voice: A Taiwanese Family Adapts to AmericaDiane Tsai

POETRY

The New ColossusEmma Lazarus

POETRY

Legal AlienPat Mora

MEDIA: VIDEO

Grace Abbott and the Fight for Immigrant Rights in AmericaBBC

MEMOIR

With a Little Help From My Friends from Funny in FarsiFiroozeh Dumas

POETRY

Morning TalkRoberta Hill Whiteman

Immigrant PicnicGregory Djanikian

LAuncH tEXt nonFiction nArrAtiVE MoDEL

Music for My Mother

EssEntiAL QuEstion:

What does it mean to beAmerican?

unit 1

ANCHOR TEXT: ESSAY

A Quilt of a CountryAnna Quindlen

ANCHOR TEXT: ESSAY

The Immigrant Contribution from A Nation of ImmigrantsJohn F. Kennedy

ANCHOR TEXT: SHORT STORY

American HistoryJudith Ortiz Cofer

NOVEL EXCERPT

Rules of the Gamefrom The Joy Luck ClubAmy Tan

BLOG POST

The Writing on the WallCamille Dungy

PERFORMANCE TASK

sPEAking AnD ListEning Focus:

Present a Nonfiction Narrative

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READING GOALS

Evaluate written narratives by analyzing how authors construct and detail the events in their writing.

Expand your knowledge and use of academic and thematic vocabulary.

WRITING AND RESEARCH GOALS

Writeanonfictionnarrativeinwhichyou develop characters and events usingspecificdetailsanddescriptions.

Conduct research projects of various lengths to explore a topic and clarify meaning.

LANGUAGE GOAL

Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.

SPEAKING AND LISTENING GOALS

Collaborate with your team to build on the ideas of others, develop consensus, and communicate.

Integrate audio, visuals, and text in presentations.

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Unit GoalsThroughout this unit you will deepen your understanding of what it means to be American by reading, writing, speaking, presenting, and listening. These goals will help you succeed on the Unit Performance-Based Assessment.

Rate how well you meet these goals right now. You will revisit your rankings later when you reflect on your growth during this unit.

UNIT 2 INTRODUCTION

SCAN FOR MULTIMEDIA

STANDARDSLanguage Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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ESSENTIAL QUESTION: What does it mean to be American?

WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS

conviction

ROOT:

-vict-conquer

1. The activist pursued her cause with courage and conviction.

2. His conviction for theft would seriously hurt his career.

victory, victorious

resolve

ROOT:

-solv-loosen

1. Before they could work together, they had to resolve their creative differences.

2. It took all of his resolve to not give up his exercise regimen.

introspective

ROOT:

-spec-to look

1. Jeff spent a lot of time alone, deep in introspective thought.

2. As an introspective person, Cathy had a strong concept of her emotional state.

collaborate

ROOT:

-lab-to work

1. The police and fire department will collaborate to reduce fire damage.

2. The two musicians collaborate often on joint albums.

integral

ROOT:

-integ-whole

1. Being willing to accept criticism is an integral part of improvement.

2. The math teacher explained how to find the integral of the equation.

Academic Vocabulary: Narrative WritingAcademic terms appear in all subjects and can help you read, write, and discuss with more precision. Here are five academic words that will be useful to you in this unit as you write narratives.

Complete the chart.

1. Review the word, its root, and the mentor sentences.

2. Use the information and your own knowledge to predict the meaning of each word.

3. For each word, list at least two related words.

4. Refer to a dictionary or other resources if needed.

Follow Through

Study the words in this chart, and highlight them or their forms wherever they appear in the unit.

Unit Introduction 5


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SCAN FOR MULTIMEDIA

UNIT 1 INTRODUCTION

NOTES After dinner my older brother liked to play the guitar. He preferred the music he heard on the radio, but he played the traditional songs for Mama. She enjoyed things that reminded her of home.

Her eyes hurt and her fingers would get sore from long hours of work as a seamstress. I remember washing dishes while Pedrito sang: And seeing myself so lonely and sad like a leaf in the wind, I want to cry . . . from this feeling.*

He sang in Spanish, which is how the lyrics were written. That song is more than 100 years old now. Mama learned it when she was a girl.

Papa tried to nudge Mama out of her nostalgia sometimes. He would answer her in English when she spoke to him in Spanish. His English was not very good at first, but he worked at it until it got better.

Mama usually answered him in Spanish. They would go back and forth in either language, talking about work or homesickness or family. Pedrito or I would occasionally correct them or help them finish their sentences in English. Papa would thank us. Mama would just smile and shake her head. But she always repeated the words we

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Music for My Mother

LAUNCH TEXT | NARRATIVE MODEL

This selection is an example of a narrative text, a type of writing in which an author tells a story. This is the type of writing you will develop in the Performance-Based Assessment at the end of the unit.

As you read, look at the way the writer builds a story. Mark the text to help you answer this question: What details make this narrative vivid and meaningful?

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WORD NETWORK FOR AMERICAN VOICES

Vocabulary A Word Network is a collection of words related to a topic. As you read the selections in this unit, identify interesting words related to the idea of American identity and add them to your Word Network. For example, you might begin by adding words from the Launch Text, such as traditional, native, and environment. Continue to add words as you complete the unit.

Tool KitWord Network Model

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NOTES


traditional

native

environmentIDENTITY

had helped her with. In time her English got better too, but she was far more at ease in her native tongue.

I was seven years old when we came to the United States. Pedrito was 11. Papa was a carpenter who also knew a little about plumbing and electricity. From an early age, my brother and I learned how to take care of ourselves in our new home. Our parents worked long hours, and they counted on us to be independent.

At first we were almost like guides for Mama and Papa. In big busy places, like the mall or the registry of motor vehicles, they felt uncomfortable, if not overwhelmed. It was easier for us to adjust to environments that were fast-paced and not always friendly. I felt protective of my parents and also proud of how quickly I learned my way around.

It would hurt my feelings to see the way some people looked at us. For a while, on Sundays and holidays we would wear our best clothes from home. Before long, we learned to wear casual clothes almost all the time, like most people in this country do. And after a while, our parents became more at ease in stores or government offices. They relaxed a little, I suppose, and we attracted less attention.

Mama and Papa live with Pedrito now, in a two-family home outside of Houston. Pedrito is now known as Peter. He runs a construction business that employs 14 men and women.

Papa is in his seventies now. Pedrito would like for him to slow down a little and enjoy retirement, but Papa says that Mama wouldnt want him sitting around the house getting in her way. He rises at dawn almost every day and goes to work with Pedrito, building houses.

I am a teacher. This summer I will be taking my son, Michael, to visit his grandparents. He is twelve. He wants to learn to play the guitar. I want Mama and his Uncle Peter to teach him a few of the good old songs.

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Tool KitWriting a Summary

UNIT 1 INTRODUCTION

Launch ActivityConduct a Small-Group Discussion Consider this question: In what ways can music or other creative expression bring people together or, perhaps, separate them?

Record your feelings on the question in relation to the Launch Text, and explain your thinking.

Gather in small groups. Each group should discuss and choose one example of cultural expression (song, poem, jump-rope chant, piece of art) from their own families, neighborhood, or other experience.

Bring all the small groups together and have a representative from each describe the example they have chosen.

Discuss as a class how that example would bring people of the same ethnic or cultural group together. Would it bring people from different groups together? Why or why not?

SummaryWrite a summary of Music for My Mother. A summary is a concise, complete, and accurate overview of a text. It should not include a statement of your opinion or an analysis.

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EVIDENCE LOG FOR AMERICAN VOICES

Review your QuickWrite. Summarize your thoughts in one sentence to record in your Evidence Log. Then, record textualdetails or evidence from Music for My Mother that support your thinking.

Prepare for the Performance-Based Assessment at the end of the unit by completing the Evidence Log after each selection.

Tool Kit Evidence Log Model

QuickWriteConsider class discussions, presentations, and the Launch Text as you think about the prompt. Record your first thoughts here.

PROMPT: How is an American identity created?


Title of Text: Date:

CONNECTION TO PROMPT TEXT EVIDENCE/DETAILS ADDITIONAL NOTES/IDEAS

How does this text change or add to my thinking? Date:

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OVERVIEW: WHOLE-CLASS LEARNING

STRATEGY ACTION PLAN

Listen actively Eliminate distractions. For example, put your cell phone away.

Keep your eyes on the speaker.

Clarify by asking questions

If youre confused, other people probably are, too. Ask a question to help your whole class.

If you see that you are guessing, ask a question instead.

Monitor understanding

Notice what information you already know and be ready to build on it.

Ask for help if you are struggling.

Interact and share ideas

Share your ideas and answer questions, even if you are unsure.

Build on the ideas of others by adding details or making a connection.

ESSENTIAL QUESTION:

What does it mean to be American?America has been described as a melting pot of people from different places and culturesbut is that description accurate? Does American identity represent a melting or merging of cultures? Or is it more like a salad in which the separate ingredients are still visible? You will work with your whole class to explore the concept of American identity. The selections you are going to read present different perspectives on what it means to be American.

Whole-Class Learning StrategiesThroughout your life, youll continue to develop strategies that make you a better learner. In school, in your community, in college, and in your career, you will continue to develop strategies for learning in large-group environments.

Look at these strategies and the actions you can take to practice them. Add ideas of your own for each step. Get ready to use these strategies during Whole-Class Learning.

SCAN FOR MULTIMEDIA10 UNIT 1 AmerIcAN VoIces

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ANCHOR TEXT: ESSAY


In the aftermath of the terror attacks of September 11, 2001, a journalist emphasizes the importance of diversity.

ANCHOR TEXT: ESSAY

The Immigrant Contributionfrom A Nation of ImmigrantsJohn F. Kennedy

Before he was president of the United States, JohnF.Kennedy described how the American wayof life has been created bythe efforts of immigrants.

ANCHOR TEXT: SHORT STORY

American HistoryJudith Ortiz Cofer

A girl faces challenges at school and at home on thedaythat President Kennedy is assassinated.

PERFORMANCE TASKWRITING FOCUS

Write a Nonfiction NarrativeAll three Whole-Class readings deal with issues of cultural diversity and citizenship in the United States. After reading, you will write your own nonfiction narrative about the topic of American identity.

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Overview: Whole-Class Learning 11

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A Quilt of A Country

MAKING MEANING

tHE iMMiGrAnt ContriBution

A Quilt of a CountryConcept VocabularyYou will encounter the following words as you read A Quilt of a Country. Before reading, note how familiar you are with each word. Then, rank them each on a scale of 1 (most familiar) to 6 (least familiar).

WorD your rAnKinG

disparate

discordant

pluralistic

interwoven

diversity

coalescing

After completing the first read, come back to the concept vocabulary and review your ratings. Mark any changes to your original rankings.

First Read NONFICTIONApply these strategies as you conduct your first read. You will have an opportunity to complete the close-read notes after your first read.

Comparing TextsIn this lesson, you will read and compare the essay A Quilt of a Country and the essay The Immigrant Contribution. First, complete the first-read and close-read activities for A Quilt of a Country. The work you do on this selection will help prepare you for the comparing task.

About the Author

Anna Quindlen (b. 1952) started working in the newspaper business at the age of 18 as an assistant. After graduating from Barnard College in 1974, she wrote for the New York Post and then for The New York Times, where her career in journalism began to flourish. She was only the third woman to have a column in the Timess Opinion Pages, for which she won a Pulitzer Prize in 1992. Three years later, Quindlen decided to leave the newspaper and pursue her passion for writing fiction. She has written several best-selling novels, as well as nonfiction and childrens books.

NOTICE new information or ideas you learned about the unit topic as you first read thistext.

CONNECT ideas within the selection to other knowledge and the selections you have read.

ANNOTATE by marking vocabulary and key passages you want to revisit.

RESPOND by writing a brief summary of the selection.

Tool Kit First-Read Guide and Model Annotation

StAnDArDSReading By the end of grade 9, read and comprehend literary nonfiction in the grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Language Verify the preliminary determination of the meaning of a word or phrase.

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ANCHOR TEXT | ESSAY

BACKGROUNDThis essay was published in Newsweek magazine about two weeks after the terrorist attacks of September 11, 2001. In New York City, almost 3,000 people were killed when hijackers crashed two airliners into the World Trade Center. In Washington, D.C., 224 people were killed when a hijacked jet crashed into the Pentagon. On hijacked United Airlines Flight 93, passengers tried to regain control of the plane. All 44 people on board died when the aircraft crashed in a field near Shanksville, Pennsylvania.

America is an improbable idea. A mongrel nation built of ever-changing disparate parts, it is held together by a notion, the notion that all men are created equal, though everyone knows that most men consider themselves better than someone. Of all the

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disparate (DIHS puhr iht) adj. essentially different in kind

NOTES


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