Level III. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III

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1 Level III EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III i

2 Differentiated Instruction for English Language Learners, Level III Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and publisher cannot accept responsibility for Web, , newsgroup, or chat room subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content. Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners. ISBN by EMC Publishing, LLC 875 Montreal Way St. Paul, MN Web site: All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, Level III may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America

3 CONTENTS Introduction v Unit 1 Charles, by Shirley Jackson 1 Analyze Sequence of Events A Mother in Mannville, by Marjorie Kinnan Rawlings 12 Use Context Clues Unit 2 The Tell-Tale Heart, by Edgar Allan Poe 26 Understand Literary Elements Born Worker, by Gary Soto 37 Compare and Contrast The Medicine Bag, by Virginia Driving Hawk Sneve 53 Visualize The Story of Iqbal Masih, by David L. Parker 68 Make Inferences Luke Baldwin s Vow, by Morley Callaghan 78 Analyze Cause and Effect Unit 3 Ishi in Two Worlds, by Theodora Kroeber 96 Author s Perspective The Struggle to Be an All-American Girl, by Elizabeth Wong 108 Take Notes Appearances Are Destructive, by Mark Mathabane 117 Identify Main Idea Unit 5 Dreams /A Dream Deferred, by Langston Hughes 125 Identify Main Idea from Immigrant Kids, by Russell Freedman 132 Identify Main Idea Unit 6 Southbound on the Freeway, by May Swenson 142 Analyze Text Organization Ode to My Socks, by Pablo Neruda 149 Identify Author s Purpose Birdfoot s Grampa, by Joseph Bruchac 157 Compare and Contrast EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III iii

4 Unit 7 Sorry, Right Number, by Stephen King 163 Text Organization Unit 8 Where the Girl Rescued Her Brother, by Joseph Bruchac and Gayle Ross 188 Summarize John Henry Blues, Anonymous 198 Understand Literary Elements Annie Christmas, by Walker Brents 205 Compare and Contrast Paul Bunyan of the North Woods, by Carl Sandburg 214 Identify Author s Purpose Answer Key Charles 221 A Mother in Mannville 222 The Tell-Tale Heart 223 Born Worker 224 The Medicine Bag 225 The Story of Iqbal Masih 226 Luke Baldwin s Vow 228 Ishi in Two Worlds 229 All-American Girl 230 Appearances Are Destructive 232 Dreams /A Dream Deferred 233 from Immigrant Kids 233 Southbound on the Freeway 235 Ode to My Socks 235 Birdfoot s Grampa 236 Sorry, Right Number 237 Where the Girl Rescued Her Brother 239 John Henry Blues 241 Annie Christmas 242 Paul Bunyan of the North Woods 243 Literary Credits 244 Photo Credits 245 iv LEVEL III Differentiated Instruction for ELL EMC Publishing, LLC

5 Introduction Differentiated Instruction for English Language Learners provides activities that increase students comprehension, vocabulary, oral language development, and English language skills. The lessons in this book can be used with equal success for all developing readers, not just English language learners. In English Language Learners, students interact with authentic selections from their Mirrors & Windows: Connecting with Literature textbook, applying reading strategies and skills to fiction, nonfiction, poetry, drama, and folk literature. The lessons include instruction and exercises for use before, during, and after selected readings, integrating the following instructional features to help students become active and successful readers. Lesson Features Before Reading About the Selection builds background and engages students by giving a brief synopsis of the selection. Make Connections poses questions that help students connect new material with what they already know. Analyze Literature explains literary techniques and concepts and asks students to apply their understanding of those elements. Use Reading Skills provides instruction and a full-size graphic organizer for the reading skill introduced in the textbook. Preview Vocabulary introduces the key vocabulary words and idioms that appear in the selection and that English language learners may be unfamiliar with. During Reading Note the Facts questions check comprehension by asking for answers that can be found directly in the text. Read Aloud prompts help develop fluency and comprehension by offering opportunities for students to read passages aloud and answer questions about them. Think and Reflect questions chunk the text into smaller sections and ask higher-level critical thinking questions that require students to interpret, infer, analyze, evaluate, or synthesize. Build Vocabulary questions and hints highlight vocabulary words and idioms as they are used in context. Analyze Literature notes ask students to apply literary analysis at point of use as they read the selection. Reading Skills prompts follow up on the reading skill for each selection during reading. Culture Notes explain cultural traditions or practices that might be new to non-native speakers. Vocabulary words are defined and accompanied by phonetic pronunciations. These pronunciations help students develop phonological awareness (the consciousness of the sounds of language). They also help students learn phonics (the methodology that deals with the relationship between alphabet letters and sounds). Footnotes explain references, unusual usage, and uncommon terms or words. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III v

6 After Reading Reading Check assesses literal reading comprehension with multiple-choice questions that focus on facts or conclusions about the selection. Vocabulary Check uses multiple-choice questions to review the vocabulary and idioms that were covered in the selection. Analyze Literature follows up on the literary technique introduced before reading and applied during reading. Use Reading Skills synthesizes the material gathered in the graphic organizer during reading. Build Vocabulary or Grammar & Style activities help English language learners develop vocabulary skills and review and apply grammar and writing concepts. Extension Activities provide individual and collaborative learning opportunities for students to develop and extend their skills in writing, speaking and listening, and working together with their classmates. Related Program Resources The Mirrors & Windows literature program is designed to help all students succeed. Differentiated instruction is included throughout the program to help you customize your lessons to meet the needs of all your students. You can quickly find all the components listed below in the lesson plans located in the Program Planning Guide. Vocabulary & Spelling workshops in the Student Edition cover the basics and make sure your students can meet language-arts standards. A pronunciation key for vowel and consonant sounds is included in the Glossary of Vocabulary Words in the back of the Student Edition. The Differentiated Instruction for Developing Readers supplement supplies reading-specific support for about twenty selections from the textbook. The Meeting the Standards unit resource books offer vocabulary-development and reading-skills activities for every lesson in the textbook. Exceeding the Standards: Vocabulary & Spelling provides developmental lessons to build word study skills The bottom margins of the Annotated Teacher s Edition contain hundreds of notes addressing English language learning, developmental reading, and reading styles. Timed Reading Fluency Assessments in the Assessment Guide offer oral fluency practice and assessment. The Mirrors & Windows website ( and EMC Launchpad offer additional support for English language learners and developing readers, including additional fluency activities to build word recognition skills, silent reading fluency, and oral reading fluency. vi LEVEL III Differentiated Instruction for ELL EMC Publishing, LLC

7 Name: Date: BEFORE READING page 9 ABOUT THE STORY In Charles, a mother tells a story about her son, Laurie, who is starting kindergarten. He comes home with stories about a boy who often misbehaves. The story does not take place today. Look for behavior by the teacher that would not be tolerated today. MAKE CONNECTIONS A Short Story by Shirley Jackson What are your memories of elementary school? Was there a student who didn t follow the rules? What did he or she do? ANALYZE LITERATURE: Plot A plot is a series of events related to a central conflict, or struggle. A plot usually involves the introduction of a conflict, the events that develop that conflict, and the eventual resolution of the conflict. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 1

8 USE READING SKILLS: Analyze Sequence of Events As you read, write down what Charles does; these are the events that develop the conflict. When you are done reading, explain the resolution of the conflict. Note that the conflict has been indicated for you. Events That Develop the Conflict Conflict The impact Laurie s parents think Charles is having on him. Resolution 2 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

9 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know this word or phrase at all. 2 I ve seen this word or phrase before. 3 I know this word or phrase and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. insolently in so lent ly (in s[e]> lent l7) adverb The girl spoke to her mom insolently, calling her names. It s best not to speak insolently to elaborately e lab o rate ly (i la> b[e] r@t l7) adverb Grandma embroidered elaborately, placing many details in a forest scene. Things that can be done elaborately include mindful mind ful (m8n[d]> f@l) adjective Craig was mindful that he had homework to do because he had written down his assignments. When traveling abroad, it is important to be mindful about matronly ma tron ly (m6> tr3n l7) adverb The matronly nurse put a bandage on Ashley s cut knee, rubbed her arm, and told her she was a brave girl. People who are matronly like to haggard hag gard (ha> g@rd) adjective Having worked for sixteen hours straight, Bill the mechanic looked haggard. The opposite of haggard is EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 3

10 DURING READING Note the Facts Is Laurie afraid of going to kindergarten? How can you tell? in so lent ly (in s[e]> lent l7) adverb, exhibiting boldness or contempt; insultingly e lab o rate ly (i la> b[e] r@t l7) adverb, involving many details; lengthy or exaggerated Build Vocabulary Idioms Fresh (line 24) means that Charles was rude or showed disrespect. What do you think he said to the teacher? See here (line 29) means Give me your attention. What is the father concerned about that Laurie does? mind ful (m8n[d]> f@l) adjective, bearing in mind; aware A Short Story by Shirley Jackson The day my son Laurie started kindergarten he renounced 1 corduroy overalls with bibs and began wearing blue jeans with a belt; I watched him go off the first morning with the older girl next door, seeing clearly that an era of my life was ended, my sweet-voiced nursery-school tot replaced by a long-trousered, swaggering 2 character who forgot to stop at the corner and wave good-bye to me. He came home the same way, the front door slamming open, his cap on the floor, and the voice suddenly become raucous 3 shouting, Isn t anybody here? At lunch he spoke insolently to his father, spilled his baby sister s milk, and remarked that his teacher said we were not to take the name of the Lord in vain. How was school today? I asked, elaborately casual. All right, he said. Did you learn anything? his father asked. Laurie regarded his father coldly. I didn t learn nothing, he said. Anything, I said. Didn t learn anything. The teacher spanked a boy, though, Laurie said, addressing his bread and butter. For being fresh, he added, with his mouth full. What did he do? I asked. Who was it? Laurie thought. It was Charles, he said. He was fresh. The teacher spanked him and made him stand in a corner. He was awfully fresh. What did he do? I asked again, but Laurie slid off his chair, took a cookie, and left, while his father was still saying, See here, young man. The next day Laurie remarked at lunch, as soon as he sat down, Well, Charles was bad again today. He grinned enormously and said, Today Charles hit the teacher. Good heavens, I said, mindful of the Lord s name, I suppose he got spanked again? He sure did, Laurie said. Look up, he said to his father. 1. renounced. Gave up 2. swaggering. Walking with a boastful, arrogant air; strutting 3. raucous. Harsh, rowdy 4 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

11 What? his father said, looking up. Look down, Laurie said. Look at my thumb. Gee, you re dumb. He began to laugh insanely. Why did Charles hit the teacher? I asked quickly. Because she tried to make him color with red crayons, Laurie said. Charles wanted to color with green crayons so he hit the teacher and she spanked him and said nobody play with Charles but everybody did. The third day it was Wednesday of the first week Charles bounced a see-saw on to the head of a little girl and made her bleed, and the teacher made him stay inside all during recess. Thursday Charles had to stand in a corner during story-time because he kept pounding his feet on the floor. Friday Charles was deprived of blackboard privileges 4 because he threw chalk. On Saturday I remarked to my husband, Do you think kindergarten is too unsettling 5 for Laurie? All this toughness, and bad grammar, and this Charles boy sounds like such a bad influence. It ll be all right, my husband said reassuringly. Bound to be people like Charles in the world. Might as well meet them now as later. DURING READING Analyze Literature Plot What is the conflict in the story? Think about the type of educational environment Laurie s parents want for their son. Think and Reflect Which parent is more concerned about Charles s influence on Laurie? On Monday Laurie came home late, full of news. Charles, he shouted as he came up the hill; I was waiting anxiously on the front steps. Charles, Laurie yelled all the way up the hill, Charles was bad again. Come right in, I said, as soon as he came close enough. Lunch is waiting. 4. blackboard privileges. When students are allowed to write on the board 5. unsettling. Jarring or made unstable EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 5

12 DURING READING Read Aloud With two of your classmates, play the roles of Laurie and his parents and read the conversation on lines aloud. The other classmate will play the role of the narrator. What new information do you learn about Charles? Note the Facts Laurie is being funny by making a rhyme. Which two words rhyme? Is Laurie being insolent? You know what Charles did? he demanded, following me through the door. Charles yelled so in school they sent a boy in from first grade to tell the teacher she had to make Charles keep quiet, and so Charles had to stay after school. And so all the children stayed to watch him. What did he do? I asked. He just sat there, Laurie said, climbing into his chair at the table. Hi, Pop, y old dust mop. Charles had to stay after school today, I told my husband. Everyone stayed with him. What does this Charles look like? my husband asked Laurie. What s his other name? He s bigger than me, Laurie said. And he doesn t have any rubbers 6 and he doesn t ever wear a jacket. Monday night was the first Parent-Teachers meeting, and only the fact that the baby had a cold kept me from going; I wanted passionately to meet Charles s mother. On Tuesday Laurie remarked suddenly. Our teacher had a friend come to see her in school today. Charles s mother? my husband and I asked simultaneously. 7 Naaah, Laurie said scornfully. 8 It was a man who came and made us do exercises, we had to touch our toes. Look. He climbed down from his chair and squatted down and touched his toes. Like this, he said. He got solemnly 9 back into his chair and said, picking up his fork, Charles didn t even do exercises. That s fine, I said heartily. 10 Didn t Charles want to do exercises? Naaah, Laurie said. Charles was so fresh to the teacher s friend he wasn t let 11 do exercises. Fresh again? I said. He kicked the teacher s friend, Laurie said. The teacher s friend told Charles to touch his toes like I just did and Charles kicked him. What are they going to do about Charles, do you suppose? Laurie s father asked him. Laurie shrugged elaborately. Throw him out of school, I guess, he said. 6. rubbers. Shoe protectors that are made out of rubber 7. simultaneously. At the same time 8. scornfully. Showing dislike or disrespect 9. solemnly. Seriously 10. heartily. With all sincerity 11. he wasn t let... He wasn t allowed... 6 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

13 Wednesday and Thursday were routine; 12 Charles yelled during story hour and hit a boy in the stomach and made him cry. On Friday Charles stayed after school again and so did all the other children. With the third week of kindergarten Charles was an institution 13 in our family; the baby was being a Charles when she cried all afternoon; Laurie did a Charles when he filled his wagon full of mud and pulled it through the kitchen; even my husband, when he caught his elbow in the telephone cord and pulled the telephone, ashtray, and a bowl of flowers off the table, said, after the first minute, Looks like Charles. During the third and fourth weeks it looked like a reformation 14 in Charles; Laurie reported grimly 15 at lunch on Thursday of the third week. Charles was so good today the teacher gave him an apple. What? I said, and my husband added warily, You mean Charles? Charles, Laurie said. He gave the crayons around and he picked up the books afterward and the teacher said he was her helper. What happened? I asked incredulously. 16 He was her helper, that s all, Laurie said, and shrugged. Can this be true, about Charles? I asked my husband that night. Can something like this happen? DURING READING Think and Reflect Why might Charles be changing? Wait and see, my husband said cynically. 17 When you ve got a Charles to deal with, this may mean he s only plotting. 18 He seemed to be wrong. For over a week Charles was the teacher s helper; each day he handed things out and he picked things up; no one had to stay after school. Build Vocabulary Idioms To deal with (line 136) means to be responsible for. Is Laurie s father optimistic about the change in Charles s behavior? What does he think? 12. routine. Customary, regular, habitual 13. institution. Familiar, long-established person, thing, or practice; fixture 14. reformation. Improvement, betterment 15. grimly. Gloomily 16. incredulously. With doubt or disbelief 17. cynically. With disbelief about another person s honesty 18. he s only plotting. He s just planning (more bad behavior) EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 7

14 DURING READING Culture Note The PTA is a parent-teacher organization that meets in school to plan events, establish priorities, raise money, etc. PTAs were very popular at the time the story was written. Build Vocabulary Idioms To set out (lines ) means to leave for. Does Laurie s mother set out for the PTA meeting with or without her husband? ma tron ly (m6> tr3n l7) adjective, referring to a mature woman hag gard (ha> g@rd) adjective, worn or wild in appearance; tired The PTA meeting s next week again, I told my husband one evening. I m going to find Charles s mother there. Ask her what happened to Charles, my husband said. I d like to know. I d like to know myself, I said. On Friday of that week things were back to normal. You know what Charles did today? Laurie demanded at the lunch table, in a voice slightly awed. He told a little girl to say a word and she said it and the teacher washed her mouth out with soap and Charles laughed. What word? his father asked unwisely, and Laurie said, I ll have to whisper it to you, it s so bad. He got down off his chair and went around to his father. His father bent his head down and Laurie whispered joyfully. His father s eyes widened. Did Charles tell the little girl to say that? he asked respectfully. She said it twice, Laurie said. Charles told her to say it twice. What happened to Charles? my husband asked. Nothing, Laurie said. He was passing out the crayons. Monday morning Charles abandoned the little girl and said the evil word himself three or four times, getting his mouth washed out with soap each time. He also threw chalk. My husband came to the door with me that evening as I set out for the PTA meeting. Invite her over for a cup of tea after the meeting, he said. I want to get a look at her. If only she s there, I said prayerfully. She ll be there, my husband said. I don t see how they could hold a PTA meeting without Charles s mother. At the meeting I sat restlessly, scanning each comfortable matronly face, trying to determine which one hid the secret of Charles. None of them looked to me haggard enough. No one stood up in the meeting and apologized for the way her son had been acting. No one mentioned Charles. After the meeting I identified and sought out Laurie s kindergarten teacher. She had a plate with a cup of tea and a piece of chocolate cake; I had a plate with a cup of tea and a piece of marshmallow cake. We maneuvered 19 up to one another cautiously, and smiled. I ve been so anxious to meet you, I said. I m Laurie s mother. 19. maneuvered. Make one s way, move or situate oneself 8 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

15 DURING READING Build Vocabulary We re all so interested in Laurie, she said. Well, he certainly likes kindergarten, I said. He talks about it all the time. We had a little trouble adjusting, the first week or so, she said primly, but now he s a fine little helper. With occasional lapses, 20 of course. Laurie usually adjusts very quickly, I said. I suppose this time it s Charles s influence. Charles? Yes, I said laughing, you must have your hands full in that kindergarten, with Charles. Charles? she said. We don t have any Charles in the kindergarten. Idioms To have one s hands full (line 193) means to be very busy. Why does Laurie s mother think the teacher has her hands full? Analyze Literature Plot What is the resolution of the plot? Who is Charles really? 20. lapses. Slips, tempory failures W W & is IRRORS INDOWS What seems to be Laurie s attitude toward Charles at the beginning of the story? How does it change? How does our idea of what good behavior change as we mature? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 9

16 AFTER READING READING CHECK Circle the letter of the correct answer. 1. How does Laurie feel when he goes off to kindergarten for the first time? A. sad and afraid B. confident and secure C. clingy and shy 2. Why are Laurie s parents so concerned about Charles? A. They don t want Charles to hit Laurie. B. Charles is Laurie s best friend. C. They are afraid Charles will be a bad influence on their son. 3. What does Charles not do? A. throw chalk B. tell classmates to say bad words C. give the teacher an apple 4. Why does Charles s behavior begin to change? A. He wants to please his teacher. B. He is probably adjusting to school. C. He listens to his parents, who want him to behave better. 5. Who is Charles really? A. Laurie B. Laurie s next-door neighbor C. Laurie s brother VOCABULARY CHECK Circle the letter of the correct answer. 1. At lunch Laurie speaks insolently to his father. In other words, how does Laurie address his father? A. He s brutal and dishonest. B. He s rude and disrespectful. C. He s kind and generous. 2. Laurie s mother says she s elaborately casual when she addresses Laurie. What does this imply? A. She s carefully thought out what she wants to ask her son. B. She speaks without thinking. C. She wants to appear in charge. 3. Laurie s mother is mindful of not taking the Lord s name in vain. Why is this? A. Laurie s mother is religious. B. Laurie s mother is intelligent. C. Laurie learned from his teacher not to take the Lord s name in vain and Laurie s mother wants to set a good example for her son. 4. What does it mean when Laurie s mother examines each matronly face at the PTA meeting? A. She is trying to find Charles s father and tell him his son is a bad influence on Laurie. B. She is looking at all the mothers and trying to guess who Charles s mother is. C. She is looking for clues to find out who Laurie s teacher is. 5. Why does Laurie s mother think Charles s mother would look haggard? A. She thinks it would be exhausting and challenging to raise Charles. B. She thinks Charles s mother is older than the rest of the mothers. C. She knows what it s like to live with a kindergartner. ANALYZE LITERATURE: Plot Summarize the plot of Charles. Include the conflict, the events, and the resolution. You may refer back to your graphic organizer. Conclude by making a judgment about what Laurie s parents learned about their son. 10 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

17 READING SKILLS: Analyze Sequence of Events 1. Does Charles adjust well to kindergarten at first? 2. What is the major conflict of the story? 3. How is the conflict resolved? 4. Before the end of the story, did the author provide clues that could have helped Laurie s parents figure out who Charles was? Think of Laurie s behavior at home. BUILD VOCABULARY: Adverbs You can turn adjectives into adverbs by adding -ly. For numbers 1 2, change the adjectives into adverbs. For numbers 3 4, use the new adverbs in a sentence. 1. mindful 2. haggard GRAMMAR AND STYLE Laurie says to his father, I didn t learn nothing. This is a double negative; double negatives occur when two negative words are mistakenly put in the same sentence. Laurie should have said I didn t learn anything. Rewrite the following sentences to correct the double negatives. Make any other necessary changes as well. 1. I ain t got no paper. 2. I m not going nowhere. 3. I don t want nothing. WRITING SKILLS Imagine you are Laurie s teacher. On a separate sheet of paper, write a note to his parents requesting a parent-teacher meeting and giving an indication of what the problem is. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 11

18 Name: Date: BEFORE READING page 33 ABOUT THE STORY A Mother in Mannville is about a woman who moves to a remote cabin in rural Florida. She hires a boy from an orphanage and develops a friendship with this special young man. Read to find out what happens. MAKE CONNECTIONS A Short Story by Marjorie Kinnan Rawlings Tell about a time that you misjudged someone. What did that person do that surprised you so much? ANALYZE LITERATURE: Setting A setting is the time and place that a story happens. Setting can include the past, present, or future. As you read, pay attention to how the author describes the time and place of the story. 12 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

19 USE READING SKILLS: Use Context Clues When you don t know a word, you may be able to figure it out using context clues. Context clues are words around an unknown word. They may define the unknown word, or they may give a synonym or an example of the unknown word. As you read, follow these steps to fill in the context clues chart below. In column 1, write down words that are new to you. Look in the same paragraph to find clues to what the word means, and write those clues in column 2. In column 3, explain what you think the word means. Context Clues Chart New Word Context Clues What I Think the Word Means institution the orphanage, cottage building or house EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 13

20 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know this word or phrase at all. 2 I ve seen this word or phrase before. 3 I know this word or phrase and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. inadequate in ad e quate (in adp e kw@t) adjective There was inadequate sugar for the cake recipe, so Leslie added honey to make up the difference. Inadequate information can lead to clarity clar i ty (klerp e t7) noun Jack s mother explained the math problem with clarity. Then Jack was able to finish all his homework. The opposite of clarity is predicated pred i cat ed (predp i adjective The report was predicated on the latest research. Our vacation plans were predicated on sufficient suf fi cient (s@ fip sh@nt) adjective Kylene s family had sufficient food to last several days at the campsite. A sufficient breakfast would consist of anomalous a nom a lous (@ n5p m@ l@s) adjective The last song on the CD was anomalous. It didn t sound like the others. I once noticed something anomalous when I saw of his own accord of his own ac cord (@v hiz ko rd) idiom We were surprised when the television turned on of its own accord. One thing I ve done on my own accord was LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

21 DURING READING A Short Story by Marjorie Kinnan Rawlings The orphanage is high in the Carolina mountains. Sometimes in winter the snowdrifts are so deep that the institution is cut off from the village below, from all the world. Fog hides the mountain peaks, the snow swirls down the valleys, and a wind blows so bitterly that the orphanage boys who take the milk twice daily to the baby cottage reach the door with fingers stiff in an agony of numbness. Or when we carry trays from the cookhouse for the ones that are sick, Jerry said, we get our faces frostbit, because we can t put our hands over them. I have gloves, he added. Some of the boys don t have any. He liked the late spring, he said. The rhododendron 1 was in bloom, a carpet of color, across the mountainsides, soft as the May winds that stirred the hemlocks. He called it laurel. It s pretty when the laurel blooms, he said. Some of it s pink and some of it s white. I was there in the autumn. I wanted quiet, isolation, to do some troublesome writing. I wanted mountain air to blow out the malaria 2 from too long a time in the subtropics. I was homesick, too, for the flaming of maples in October, and for corn shocks and pumpkins and black-walnut trees and the lift of hills. I found them all, living in a cabin that belonged to the orphanage, half a mile beyond the orphanage farm. When I took the cabin, I asked for a boy or man to come and chop wood for the fireplace. The first few days were warm, I found what wood I needed about the cabin, no one came, and I forgot the order. I looked up from my typewriter one late afternoon, a little startled. A boy stood at the door, and my pointer dog, 3 my companion, was at his side and had not barked to warn Analyze Literature Setting What is the setting of this story? What does this setting tell you about the boys in the orphanage? Note the Facts Why does the narrator come to the cottage? Use Reading Skills Use Context Clues Use clues from the sentence to determine what a typewriter is. 1. rhododendron. Type of shrub or tree with alternate leaves and large clusters of bright flowers 2. malaria. Serious disease transmitted by the bite of a certain type of mosquito 3. pointer dog. Short-haired, muscular hunting dog, known for its ability to help a human hunter find prey by standing erect, with its head and body pointed in the direction of the prey EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 15

22 DURING READING in ad e quate (in adp e kw@t) adjective, lacking in quality; not equal to what is required Build Vocabulary Idiom Not inclined to conversation is a formal way of saying that she does not want to talk. Why do you think she uses such formal language? me. The boy was probably twelve years old, but undersized. He wore overalls and a torn shirt, and was barefooted. He said, I can chop some wood today. I said, But I have a boy coming from the orphanage. I m the boy. You? But you re small. Size don t matter, chopping wood, he said. Some of the big boys don t chop good. I ve been chopping wood at the orphanage a long time. I visualized mangled and inadequate branches for my fires. I was well into my work and not inclined to conversation. I was a little blunt. Very well. There s the ax. Go ahead and see what you can do. Think and Reflect What does the narrator think of the boy? Analyze Literature Setting The narrator offers to pay ten cents an hour. What does this tell you about the setting? I went back to work, closing the door. At first the sound of the boy dragging brush annoyed me. Then he began to chop. The blows were rhythmic and steady, and shortly I had forgotten him, the sound no more of an interruption than a consistent rain. I suppose an hour and a half passed, for when I stopped and stretched, and heard the boy s steps on the cabin stoop, the sun was dropping behind the farthest mountain, and the valleys were purple with something deeper than the asters. The boy said, I have to go to supper now. I can come again tomorrow evening. I said, I ll pay you now for what you ve done, thinking I should probably have to insist on an older boy. Ten cents an hour? Anything is all right. We went together back of the cabin. An astonishing amount of solid wood had been cut. There were cherry logs and heavy roots of rhododendron, and blocks from the waste pine and oak left from the building of the cabin. But you ve done as much as a man, I said. This is a splendid pile. I looked at him, actually, for the first time. His hair was the color of the corn shocks and his eyes, very direct, were 16 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

23 70 75 like the mountain sky when rain is pending gray, with a shadowing of that miraculous blue. As I spoke, a light came over him, as though the setting sun had touched him with the same suffused 4 glory with which it touched the mountains. I gave him a quarter. You may come tomorrow, I said, and thank you very much. He looked at me, and at the coin, and seemed to want to speak, but could not, and turned away. I ll split kindling 5 tomorrow, he said over his thin, ragged shoulder. You ll need kindling and medium wood and logs and backlogs. DURING READING Use Reading Skills Use Context Clues Use clues from the sentence to determine the meaning of pending. Think and Reflect Why can t the boy speak when he is given the quarter? At daylight I was half-wakened by the sound of chopping. Again it was so even in texture that I went back to sleep. When I left my bed in the cool morning, the boy had come and gone, and a stack of kindling was neat against the cabin wall. He came again after school in the afternoon and worked until time to return to the orphanage. His name was Jerry; he was twelve years old, and he had been at the orphanage since he was four. I could picture him at four, with the same grave gray-blue eyes and the same independence? No, the word that comes to me is integrity. The word means something very special to me, and the quality for which I use it is a rare one. My father had it there is another of whom I am almost sure but almost no man of my acquaintance possesses it with the clarity, the purity, the simplicity of a mountain stream. But the boy Jerry had it. It is bedded on courage, but it is more than brave. It is honest, but it is more than honesty. The ax handle broke one day. Jerry said the woodshop at the orphanage would repair it. I brought money to pay for the job and he refused it. I ll pay for it, he said. I broke it. I brought the ax down careless. But no one hits accurately every time, I told him. The fault was in the wood of the handle. I ll see the man from whom I bought it. clar i ty (klerp e t7) noun, state of being clear Build Vocabulary Complete the map with four other words the narrator uses to describe Jerry s integrity. integrity 4. suffused. Spread through or across 5. kindling. Sticks and other thin pieces of wood used to start a fire EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 17

24 DURING READING Use Reading Skills Use Context Clues Use clues from the sentence to determine what accurately means. pred i cat ed (predp i adjective, affirmed, or based, on given facts or conditions Note the Facts What does Jerry do that impresses the narrator? It was only then that he would take the money. He was standing back of his own carelessness. He was a free-will agent and he chose to do careful work, and if he failed, he took the responsibility without subterfuge. 6 And he did for me the unnecessary thing, the gracious thing, that we find done only by the great of heart. Things no training can teach, for they are done on the instant, with no predicated experience. He found a cubbyhole beside the fireplace that I had not noticed. There, of his own accord, he put kindling and medium wood, so that I might always have dry fire material ready in case of sudden wet weather. A stone was loose in the rough walk to the cabin. He dug a deeper hole and steadied it, although he came, himself, by a short cut over the bank. I found that when I tried to return his thoughtfulness with such things as candy and apples, he was wordless. Thank you was, perhaps, an expression for which he had had no use, for his courtesy was instinctive. He only looked at the gift and at me, and a curtain lifted, so that I saw deep into the clear well of his eyes, and gratitude was there, and affection, soft over the firm granite of his character. He made simple excuses to come and sit with me. I could no more have turned him away than if he had been physically hungry. I suggested once that the best time for us to visit was just before supper, when I left off my writing. 6. subterfuge. Deception; dishonesty 18 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

25 130 After that, he waited always until my typewriter had been some time quiet. One day I worked until nearly dark. I went outside the cabin, having forgotten him. I saw him going up over the hill in the twilight toward the orphanage. When I sat down on my stoop, a place was warm from his body where he had been sitting. DURING READING Think and Reflect Name three actions that show that Jerry and the narrator care deeply about one another He became intimate, of course, with my pointer, Pat. There is a strange communion 7 between a boy and a dog. Perhaps they possess the same singleness of spirit, the same kind of wisdom. It is difficult to explain, but it exists. When I went across the state for a weekend, I left the dog in Jerry s charge. I gave him the dog whistle and the key to the cabin, and left sufficient food. He was to come two or three times a day and let out the dog, and feed and exercise him. I should return Sunday night, and Jerry would take out the dog for the last time Sunday afternoon and then leave the key under an agreed hiding place. My return was belated and fog filled the mountain passes so treacherously that I dared not drive at night. The fog held the next morning, and it was Monday noon before I reached the cabin. The dog had been fed and cared for that morning. Jerry came early in the afternoon, anxious. The superintendent 8 said nobody would drive in the fog, he said. I came just before bedtime last night and you hadn t come. So I brought Pat some of my breakfast this morning. I wouldn t have let anything happen to him. I was sure of that. I didn t worry. When I heard about the fog, I thought you d know. He was needed for work at the orphanage and he had to return at once. I gave him a dollar in payment, and he looked at it and went away. But that night he came in the darkness and knocked at the door. suf fi cient (s@ fip sh@nt) adjective, as much as is needed; enough Use Reading Skills Use Context Clues Use clues from the sentence to determine what belated means. 7. communion. A relationship; trust 8. superintendent. Someone in charge of an institution or building EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 19

26 DURING READING Read Aloud Read lines aloud. How does the dog bring the narrator and Jerry closer together? Use Reading Skills Use Context Clues Use clues from the sentence to determine the meaning of wholesome Come in, Jerry, I said, if you re allowed to be away this late. I told maybe a story, he said. I told them I thought you would want to see me. That s true, I assured him, and I saw his relief. I want to hear about how you managed with the dog. He sat by the fire with me, with no other light, and told me of their two days together. The dog lay close to him, and found a comfort there that I did not have for him. And it seemed to me that being with my dog, and caring for him, had brought the boy and me, too, together, so that he felt that he belonged to me as well as to the animal. He stayed right with me, he told me, except when he ran in the laurel. He likes the laurel. I took him up over the hill and we both ran fast. There was a place where the grass was high and I lay down in it and hid. I could hear Pat hunting for me. He found my trail and he barked. When he found me, he acted crazy, and he ran around and around me, in circles. We watched the flames. That s an apple log, he said. It burns the prettiest of any wood. We were very close. He was suddenly impelled 9 to speak of things he had not spoken of before, nor had I cared to ask him. You look a little bit like my mother, he said. Especially in the dark, by the fire. But you were only four, Jerry, when you came here. You have remembered how she looked, all these years? My mother lives in Mannville, he said. For a moment, finding that he had a mother shocked me as greatly as anything in my life has ever done, and I did not know why it disturbed me. Then I understood my distress. I was filled with a passionate resentment 10 that any woman should go away and leave her son. A fresh anger added itself. A son like this one The orphanage was a wholesome place, the executives were kind, good people, the food was more than adequate, the boys were healthy, a ragged shirt was no hardship, nor the doing of clean labor. Granted, perhaps, that the boy felt no lack, what blood fed the bowels of a woman who did not yearn over this child s lean body that had come 9. impelled. Urged or driven, as if by strong moral or emotional feelings 10. passionate resentment. Very strong feelings of anger or annoyance 20 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

27 in parturition 11 out of her own? At four he would have looked the same as now. Nothing, I thought, nothing in life could change those eyes. His quality must be apparent to an idiot, a fool. I burned with questions I could not ask. In any case, I was afraid, there would be pain. Have you seen her, Jerry lately? I see her every summer. She sends for me. I wanted to cry out, Why are you not with her? How can she let you go away again? He said, She comes up here from Mannville whenever she can. She doesn t have a job now. His face shone in the firelight. She wanted to give me a puppy, but they can t let any one boy keep a puppy. You remember the suit I had on last Sunday? He was plainly proud. She sent me that for Christmas. The Christmas before that he drew a long breath, savoring the memory she sent me a pair of skates. Roller skates? My mind was busy, making pictures of her, trying to understand her. She had not, then, entirely deserted or forgotten him. But why, then I thought, I must not condemn 12 her without knowing. Roller skates. I let the other boys use them. They re always borrowing them. But they re careful of them. What circumstance 13 other than poverty I m going to take the dollar you gave me for taking care of Pat, he said, and buy her a pair of gloves. I could only say, That will be nice. Do you know her size? I think it s 8½, he said. He looked at my hands. Do you wear 8½? he asked. No. I wear a smaller size, a 6. Oh! Then I guess her hands are bigger than yours. I hated her. Poverty or no, there was other food than bread, and the soul could starve as quickly as the body. He was taking his dollar to buy gloves for her big stupid hands, and she lived away from him, in Mannville, and contented herself with sending him skates. DURING READING Analyze Literature Setting Think about the time in which the story is set. What about the setting makes it seem reasonable that a mother would leave her boy at the orphanage? Build Vocabulary The word drew (past tense of draw) here does not mean the same as drawing on paper. Use a classroom resource to look up the word draw. Write down the appropriate meaning of draw in this space. 11. parturition. Childbirth 12. condemn. Blame 13. circumstance. Situation EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 21

28 DURING READING 240 She likes white gloves, he said. Do you think I can get them for a dollar? I think so, I said. I decided that I should not leave the mountains without seeing her and knowing for myself why she had done this thing. Think and Reflect Do you think it s fair that the narrator hates Jerry s mother without meeting her? Explain your answer. Note the Facts How does knowing that Jerry has a mother help the narrator leave this place behind? a nom a lous (@ n5p m@ l@s) adjective, strange, abnormal, or irregular The human mind scatters its interests as though made of thistledown, 14 and every wind stirs and moves it. I finished my work. It did not please me, and I gave my thoughts to another field. I should need some Mexican material. I made arrangements to close my Florida place. Mexico immediately, and doing the writing there, if conditions were favorable. Then, Alaska with my brother. After that, heaven knew what or where. I did not take time to go to Mannville to see Jerry s mother, nor even to talk with the orphanage officials about her. I was a trifle abstracted 15 about the boy, because of my work and plans. And after my first fury at her we did not speak of her again his having a mother, any sort at all, not far away, in Mannville, relieved me of the ache I had had about him. He did not question the anomalous relation. He was not lonely. It was none of my concern. He came every day and cut my wood and did small helpful favors and stayed to talk. The days had become cold, and often I let him come inside the cabin. He would lie on the floor in front of the fire, with one arm across the pointer, and they would both doze and wait quietly for me. Other days they ran with a common ecstasy through the laurel, and since the asters were now gone, he brought me back vermilion 16 maple leaves, and chestnut boughs dripping with imperial yellow. I was ready to go. I said to him, You have been my good friend, Jerry. I shall often think of you and miss you. Pat will miss you too. I am leaving tomorrow. 14. thistledown. Fine, feathery seedlings from a thistle plant 15. abstracted. Confused; unsure what to think 16. vermilion. Vivid reddish orange 22 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

29 He did not answer. When he went away, I remember that a new moon hung over the mountains, and I watched him go in silence up the hill. I expected him the next day, but he did not come. The details of packing my personal belongings, loading my car, arranging the bed over the seat, where the dog would ride, occupied me until late in the day. I closed the cabin and started the car, noticing that the sun was in the west and I should do well to be out of the mountains by nightfall. I stopped by the orphanage and left the cabin key and money for my light bill with Miss Clark. And will you call Jerry for me to say goodbye to him? I don t know where he is, she said. I m afraid he s not well. He didn t eat his dinner this noon. One of the other boys saw him going over the hill into the laurel. He was supposed to fire the boiler 17 this afternoon. It s not like him; he s unusually reliable. I was almost relieved, for I knew I should never see him again, and it would be easier not to say good-bye to him. I said, I wanted to talk with you about his mother why he s here but I m in more of a hurry than I expected to be. It s out of the question for me to see her now too. But here s some money I d like to leave with you to buy things for him at Christmas and on his birthday. It will be better than for me to try to send him things. I could so easily duplicate skates, for instance. She blinked her honest spinster s eyes. There s not much use for skates here, she said. Her stupidity annoyed me. What I mean, I said, is that I don t want to duplicate things his mother sends him. I might have chosen skates if I didn t know she had already given them to him. She stared at me. I don t understand, she said. He has no mother. He has no skates. DURING READING Culture Note The narrator calls the woman who runs the orphanage honest spinster. A spinster is an impolite term that means an older woman who has never been married. The narrator uses this term in her anger and frustration. 17. boiler. Furnace or large heating element, fueled by wood, oil, or natural gas, in which heat is produced by boiling water W W & about IRRORS INDOWS Why does the narrator say that Jerry has such integrity even though he lies to her having a mother? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 23

30 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What does the narrator value most about the location of the cabin? A. the space for her dog to run B. the peace and quiet for writing C. the closeness to the orphanage 2. At first, what surprises the narrator about Jerry? A. He is from the orphanage. B. Her dog does not bark at him. C. He seems too small to chop wood well. 3. Which does the narrator ask Jerry to do? A. chop wood and watch her dog B. fix her stone path and store wood C. purchase gloves and roller skates for her 4. Why does the narrator become angry when she hears that Jerry s mother is alive? A. She thinks that boys like Jerry need bread more than roller skates. B. She thinks that Jerry s mother beats him during the summers when he visits. C. She thinks that Jerry should live with his mother, even if she doesn t have money. 5. Why does Jerry lie to the narrator about having a mother? A. He doesn t want her to worry about him. B. He truly believes he has a mother in town. C. He doesn t think she ll like him if he doesn t have a mother. VOCABULARY CHECK Circle the letter of the correct answer. 1. The narrator assumes that the wood the boy will chop will be inadequate. What does inadequate mean? A. too wet B. too little C. too green 2. According to the narrator, Jerry s integrity has clarity. Clarity means A. clearness. B. allergies. C. honesty. 3. Jerry knows things about the narrator that are not predicated on experience. That means A. he knows what she needs without being told. B. he knows how to chop wood extremely well. C. he knows that he is going to be in the orphanage forever. 4. The narrator leaves sufficient food for the dog. Therefore, Jerry has to A. buy food for the dog. B. keep the food from the dog. C. feed the dog the provided food. 5. The narrator calls Jerry s relationship with his mother anomalous. Anomalous means A. dangerous. B. unusual. C. misunderstood. ANALYZE LITERATURE: Setting Setting is the time and place of a story. In what time period do you think this story happens? Why do you think so? 24 LEVEL III, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

31 USE READING SKILLS: Use Context Clues Review the context clues chart you completed as you read the story. Were you able to figure out all the new words using context clues? Share your answers with a partner. Confirm the meaning of each word by looking it up in a dictionary. GRAMMAR & STYLE: Dialect Much of Jerry s speech is written in dialect. Dialect is the way a person from a specific place speaks. The grammar and word choice that the author uses for Jerry s speech is different from standard English. EXAMPLES Dialect: Size don t matter. Standard English: Size doesn t matter. Jerry s dialect shows that he is from a rural area in a state in the southern United States. The narrator does not have the same dialect, but speaks in standard English. It is generally considered rude to correct someone s dialect. Underline the examples of dialect in these sentences from the text. Rewrite them in standard English. 1. Some of the big boys don t chop good. 2. I brought the ax down careless. 3. I told maybe a story. 4. They re always borrowing them. But they re careful of them. SPEAKING & LISTENING SKILLS The narrator rented the cabin near the Carolina mountains to clear her mind and work on her writing. With a partner, discuss your favorite places to relax and think. Where would you go to write quietly on your own? What would you bring with you to keep you company? Practice your listening skills by describing your partner s favorite places for the class. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 1 25

32 Name: Date: BEFORE READING page 145 ABOUT THE STORY The Tell-Tale Heart is about a murder narrated by a man who denies he is insane. He explains why he killed a man and describes how he did it. Read to find out what gives him away to the authorities. MAKE CONNECTIONS A Short Story by Edgar Allan Poe Tell about something you tried to hide. Were you able to hide it? If not, what gave it away? ANALYZE LITERATURE: Point of View The point of view describes the perspective in a story. There are three main points of view an author can use: first person, second person, and third person. A story that uses first-person point of view includes pronouns such as I, me, we, and us, and the main character tells his or her own story. A story told from the second-person point of view uses the pronoun you and describes the experience of the reader. 26 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

33 A story that uses third-person point of view is told from the point of view of the narrator. In some stories that use third-person point of view, the narrator describes many characters thoughts. As you read, determine the point of view of this story. Think about how the story would be different if it were written in a different point of view. USE READING SKILLS: Understand Literary Elements Analyze Character A character is a person (or sometimes an animal) who takes part in the action of a story. In The Tell-Tale Heart, the narrator is the main character. As you read, fill in the Character Chart below with details from the text that describe the narrator. Character Chart Character: Narrator Detail About Character He speaks quickly and excitedly Evidence from Text The many dashes in the text (ex. The disease had sharpened my senses not destroyed not dulled them. ) EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 27

34 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. conceive con ceive (k@n s7v>) verb We tried to conceive a plan that would help people in other countries access fresh water. A very smart person can conceive stifled sti fled (sti> f@ld) adjective Maria followed the stifled meows to find her cat caught in the cupboard. In my school, you may hear stifled vex vex (veks) verb Mr. Kennedy was vexed by the car alarm in the parking lot. Things that vex people include concealment con ceal ment (k@n s7l> m@nt) noun The mother put her glass collection in concealment so her toddler wouldn t break it. A person in concealment will audacity au dac i ty (0 t7) noun Our lead actor played her part boldly; her audacity made it possible for us to win Best Play. Many people don t have the audacity to LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

35 DURING READING A Short Story by Edgar Allan Poe True! nervous very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses not destroyed not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily how calmly I can tell you the whole story. It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! Yes, it was this! He had the eye of a vulture a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees very gradually I made up my mind to take the life of the old man, and thus rid myself of the eye forever. Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded with what caution with what foresight with what dissimulation 1 I went to work! I was never kinder to the old man than during the whole week before I killed him. And every night, about midnight, I turned the latch of his door and opened it oh, so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, 2 all closed, closed, so that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly very, very slowly, so that I might not disturb the old man s sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha! would a madman have been so wise as this? And then, when my head was well in the room, I undid the lantern cautiously oh, so cautiously cautiously (for the hinges creaked) I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights every night just at midnight but I found the eye always closed; Use Reading Skills Understand Literary Elements: Analyze Character What do you think about the narrator when he says that he can hear all things in the heaven and earth? Record this information in your chart. con ceive (k@n s7v>) verb, develop an idea Build Vocabulary Idioms As you find phrases you do not know, try to guess what they mean. What do you think blood ran cold means? What makes the narrator's blood run cold? Analyze Literature Point of View How does the first-person point of view help you understand the narrator? 1. dissimulation. Act of hiding 2. dark lantern. A lantern with a single opening that can be closed to block the light EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 29

36 DURING READING Use Reading Skills Understand Literary Elements: Analyze Character The narrator feels powerful and triumphant as he opens the door. What does this say about him? Put this information in your Character Chart. Note the Facts How does the narrator react to the old man's terror? and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber, and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he had passed the night. So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked in upon him while he slept. Upon the eighth night I was more than usually cautious in opening the door. A watch s minute hand moves more quickly than did mine. Never before that night, had I felt the extent of my own powers of my sagacity. I could scarcely contain my feelings of triumph. To think that there I was, opening the door, little by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea; and perhaps he heard me; for he moved on the bed suddenly, as if startled. Now you may think that I drew back but no. His room was as black as pitch with the thick darkness, (for the shutters were close fastened, through fear of robbers), and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily. Think and Reflect What do you predict will happen on the eighth night of the narrator s watch? sti fled (sti> f@ld) adjective, describes something that is held back with difficulty I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening, and the old man sprang up in bed, crying out Who s there? I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed, listening; just as I have done, night after night, hearkening to the deathwatches 3 in the wall. Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or of grief oh, no! it was the low, stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful 3. deathwatches. Small beetles that bore through wood and make a tapping sound. They are thought to predict death 30 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

37 echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself It is nothing but the wind in the chimney it is only a mouse crossing the floor, or It is merely a cricket which has made a single chirp. Yes, he has been trying to comfort himself with these suppositions: but he had found all in vain. All in vain; because Death, in approaching him, had stalked with his black shadow before him, and enveloped the victim. And it was the mournful influence of the unperceived shadow that caused him to feel although he neither saw nor heard to feel the presence of my head within the room. When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little a very, very little crevice in the lantern. So I opened it you cannot imagine how stealthily, stealthily until, at length, a single dim ray, like the thread of the spider, shot from out the crevice and fell upon the vulture eye. It was open wide, wide open and I grew furious as I gazed upon it. I saw it with perfect distinctness all a dull blue, with a hideous veil over it that chilled the very marrow in my bones; but I could see nothing else of the old man s face or person: for I had directed the ray as if by instinct, precisely upon the damned spot. And now have I not told you that what you mistake for madness is but overacuteness of the senses? now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well, too. It was the beating of the old man s heart. It increased my fury, as the beating of a drum stimulates the soldier into courage. But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried to see how steadily I could maintain the ray upon the eye. Meantime the hellish tattoo of the heart increased. It grew quicker and quicker, and louder and louder every instant. The old man s terror must have been extreme! It grew louder, I say, louder every moment! do you mark me well? I have told you that I am nervous: so I am. And now at the dead hour of the night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for some minutes longer I refrained DURING READING Read Aloud Read lines aloud. What does the narrator do after waiting? Note the Facts What is the narrator's reaction on seeing the old man's eye? Use Reading Skills Understand Literary Elements: Analyze Character The narrator claims that the old man s heart beats so loudly that the neighbors can hear it. What does this claim say about the narrator? Record this information in your Character Chart. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 31

38 DURING READING vex (veks) verb, trouble or worry con ceal ment s7l> noun, the state of being hidden Note the Facts What does the narrator do with the old man's body? Use Reading Skills Understand Literary Elements: Analyze Character What does the narrator's reaction to the death of the old man say about the narrator? Record this information in your Character Chart and stood still. But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me the sound would be heard by a neighbor! The old man s hour had come! With a loud yell, I threw open the lantern and leaped into the room. He shrieked once once only. In an instant I dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the deed so far done. But, for many minutes, the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard through the wall. At length it ceased. The old man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there many minutes. There was no pulsation. He was stone dead. His eye would trouble me no more. If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned, and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs. I then took up three planks from the flooring of the chamber, and deposited all between the scantlings. 4 I then replaced the boards so cleverly, so cunningly, that no human eye not even his could have detected any thing wrong. There was nothing to wash out no stain of any kind no bloodspot whatever. I had been too wary for that. A tub had caught all ha! ha! When I had made an end of these labors, it was four o clock still dark as midnight. As the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbor during the night; suspicion of foul play had been aroused; information had been lodged at the police office, and they (the officers) had been deputed to search the premises. 4. scantlings. Small pieces of timber 32 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

39 Think and Reflect DURING READING How do you think the narrator will react to the visit of the officers? I smiled for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search search well. I led them, at length, to his chamber. I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim. The officers were satisfied. My manner had convinced them. I was singularly at ease. They sat, and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct it continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definitiveness until, at length, I found that the noise was not within my ears. No doubt I now grew very pale but I talked more fluently, and with a heightened voice. Yet the sound increased and what could I do? It was a low, dull, quick sound much such a sound as a watch makes when enveloped in cotton. I gasped for breath and yet the officers heard it not. I talked more quickly more vehemently; but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; 5 but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men but the noise steadily increased. Oh God! what could I do? I foamed I raved I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder louder louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God! no, no! They heard! au dac i ty (0 t7) noun, fearlessness or boldness Note the Facts What convinces the officers that the narrator is innocent? Underline the sentences that give this information. 5. gesticulations. Energetic movements EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 33

40 DURING READING Note the Facts What does the narrator think that he hears inside the room? they suspected! they knew! they were making a mockery of my horror! this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision 6! I could bear those hypocritical smiles no longer! I felt that I must scream or die! and now again! hark! louder! louder! louder! louder! Villains! I shrieked, dissemble no more! I admit the deed! tear up the planks here, here! it is the beating of his hideous heart! 6. derision. Ridicule or mockery W W & not IRRORS INDOWS Do you believe that the narrator is mad? Why? 34 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

41 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What does the narrator say is the result of his illness? A. sharp hearing B. vivid imagination C. extreme strength 2. How does the narrator feel when he sees the old man's pale blue eye? A. excited B. content C. troubled 3. What does the narrator do for seven nights? A. He sneaks outside to look for the old man's family. B. He goes to the old man's room and waits to see the eye. C. He digs a hole in his own room to escape from the old man. 4. How does the narrator conceal the old man's body? A. He carries the body and buries it under the flowerbeds. B. He wraps the body in a blanket and throws it in the river. C. He hides the dismembered body beneath the flooring. 5. What causes the narrator to confess to the officers? A. The beating heart is driving him mad. B. The old man returns and accuses him. C. The officers are so pleasant that he feels guilty. VOCABULARY CHECK Circle the letter of the correct answer. 1. An idea is conceived in the narrator's mind. To conceive means A. to satisfy. B. to develop. C. to understand. 2. The old man's stifled sound shows that he is trying to his fear. A. listen to B. hold back C. express all 3. The muffled sound does not vex the narrator. That means A. he is not happy. B. he is not excited. C. he is not troubled. 4. The narrator takes many precautions in the concealment of the old man's body. He wants to make sure the body stays A. alive. B. visible. C. hidden. 5. The narrator has the audacity to invite the police officers into the room of the old man. What does this say about him? A. He is friendly. B. He is confident. C. He is impossible. ANALYZE LITERATURE: Narrator A narrator is a person or character who tells the events of the story. The story is told from the narrator s point of view. In this story, what makes the narrator appear sane? What makes the narrator appear insane? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 35

42 USE READING SKILLS: Understand Literary Elements Analyze Character Review the chart you completed while reading this story. What is the most prominent trait of the narrator? Do you think the old man knows it? Share your answers with your partner. BUILD LANGUAGE SKILLS: Pronouns and Antecedents An antecedent is the word that a pronoun stands for. The antecedent determines the number (singular or plural) and gender (masculine, feminine, neutral) of the pronoun. Examples Kaye showed off her latest book. (singular, feminine) The children are very excited over their class presentation. (plural, neutral) Sometimes, the antecedent appears in one sentence and the pronoun appears in the following sentence. Examples Why is Allan here? He wanted to see the old man's blue eye. (singular, masculine) The officers entered the house. They were called to answer a concern. (plural, neutral) For each sentence, determine whether the pronoun and antecedent agree. If they agree, write correct. If they disagree, write incorrect. Then, correct each incorrect sentence. 1. The people heard a shriek coming from their apartment. 2. The old man's pale blue eye appeared glassy on her face. 3. The madman insisted it was not crazy. WORK TOGETHER With three classmates, act out the part of the narrator and the police officers. Imagine what would have happened if the narrator continued to act friendly and at ease. Would the officers have discovered the truth about the old man's death? Use your imaginations to show what could have happened. Then, act out the scene before the class. 36 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

43 Name: Date: BEFORE READING page 154 ABOUT THE STORY Born Worker is a story about two cousins with different attitudes. José, a junior high school student, believes in the value of hard work. His cousin, Arnie, believes in getting what he wants without working for it. When Arnie comes up with a plan to get work for the two of them, José agrees on the condition that Arnie helps out. Read the story to find out what happens when they face trouble at work. MAKE CONNECTIONS A Short Story by Gary Soto José is a junior high school student who works to earn money. What kinds of jobs can students have that won t interfere with their schoolwork? ANALYZE LITERATURE: Theme A theme gives a broad statement about the story s topic. For example, a story about honesty can have the following theme: To earn people s trust, you must be honest with them. Born Worker is a story about being a hard worker. As you read, look for passages that suggest the story s theme. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 37

44 USE READING SKILLS: Compare and Contrast When you compare one thing to another, you describe similarities between the two things; when you contrast two things, you describe their differences. As you read, you may notice that José and Arnie are very different from one another. Write each character s traits in the Venn diagram below. Compare-and-Contrast Chart José Arnie José is a hard worker Both they both want extra money Arnie is lazy 38 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

45 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. grime grime (gr8m) noun The grime from the car repair shop covered him from head to toe. If you have grime on your hands, you should split it fifty-fifty (split it fif t7 fif t7) idiom Because they worked together to win the cash prize, Annie and Lennox split it fifty-fifty. An item you can split fifty-fifty is compensate com pen sate (k5m p@n s6t) verb Since Luke was a good errand boy, they decide to compensate him well. Anyone is willing to compensate for supervise su per vise (s2 p@r v8z) verb The teachers volunteer to supervise the community party. When you supervise a beginner, you are startled star tled (st5r t?ld) adjective The kids were startled when the clown suddenly appeared from the next room. Startled people have different reactions like EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 39

46 DURING READING A Short Story by Gary Soto grime (gr8m) noun, filth or dirt Read Aloud Read aloud the first paragraph of the selection. What kind of work do you think José is good at doing? Note the Facts Where do José s parents work? They said that José was born with a ring of dirt around his neck, with grime under his fingernails, and skin calloused from the grainy twist of a shovel. They said his palms were already rough by the time he was three, and soon after he learned his primary colors, his squint was the squint of an aged laborer. They said he was a born worker. By seven he was drinking coffee slowly, his mouth pursed the way his mother sipped. He wore jeans, a shirt with sleeves rolled to his elbows. His eye could measure a length of board, and his knees genuflected 1 over flower beds and leafy gutters. They said lots of things about José, but almost nothing of his parents. His mother stitched at a machine all day, and his father, with a steady job at the telephone company, climbed splintered, sun-sucked poles, fixed wires and looked around the city at tree level. What do you see up there? José once asked his father. Work, he answered. I see years of work, mi jo. 2 Think and Reflect What does José s father really see when he looks at the city at tree level? Why does it mean years of work for him? 20 José took this as a truth, and though he did well in school, he felt destined to labor. His arms would pump, his legs would bend, his arms would carry a world of earth. He believed in hard work, believed that his strength was as ancient as a rock s. Life is hard, his father repeated from the time José could first make out the meaning of words until he was stroking his fingers against the grain of his sandpaper beard. 1. genuflected. Bent the knee; knelt, especially in worship 2. mi jo. (Spanish) My son 40 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

47 His mother was an example to José. She would raise her hands, showing her fingers pierced from the sewing machines. She bled on her machine, bled because there was money to make, a child to raise, and a roof to stay under. One day when José returned home from junior high, his cousin Arnie was sitting on the lawn sucking on a stalk of grass. José knew that grass didn t come from his lawn. His was cut and pampered, clean. José! Arnie shouted as he took off the earphones of his CD Walkman. Hi, Arnie, José said without much enthusiasm. He didn t like his cousin. He thought he was lazy and, worse, spoiled by the trappings of being middle class. His parents had good jobs in offices and showered him with clothes, shoes, CDs, vacations, almost anything he wanted. Arnie s family had never climbed a telephone pole to size up the future. Arnie rose to his feet, and José saw that his cousin was wearing a new pair of high-tops. He didn t say anything. Got an idea, Arnie said cheerfully. Something that ll make us money. José looked at his cousin, not a muscle of curiosity twitching in his face. Still, Arnie explained that since he himself was so clever with words, and his best cousin in the whole world was good at working with his hands, that maybe they might start a company. What would you do? José asked. Me? he said brightly. Shoot, I ll round up all kinds of jobs for you. You won t have to do anything. He stopped, then started again. Except you know do the work. DURING READING Culture Note Many Mexican families have moved to California s Central (or San Joaquin) Valley in search of jobs in farms and agricultural businesses. Look for details in the selection that describe José s Mexican heritage. Use Reading Skills Compare and Contrast In what ways are José and Arnie different? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 41

48 DURING READING Note the Facts According to Arnie, what kind of work has Bechtel done to become rich? Build Vocabulary Idioms What does Arnie mean by splitting the work with José fifty-fifty (lines 74 75)? split it fifty-fifty idiom, to divide something in half or equally Get out of here, José said. Don t be that way, Arnie begged. Let me tell you how it works. The boys went inside the house, and while José stripped off his school clothes and put on his jeans and a T-shirt, Arnie told him that they could be rich. You ever hear of this guy named Bechtel? Arnie asked. José shook his head. Man, he started just like us, Arnie said. He started digging ditches and stuff, and the next thing you knew, he was sitting by his own swimming pool. You want to sit by your own pool, don t you? Arnie smiled, waiting for José to speak up. Never heard of this guy Bechtel, José said after he rolled on two huge socks, worn at the heels. He opened up his chest of drawers and brought out a packet of Kleenex. Arnie looked at the Kleenex. How come you don t use your sleeve? Arnie joked. José thought for a moment and said, I m not like you. He smiled at his retort. Listen, I ll find the work, and then we can split it fifty-fifty. José knew fifty-fifty was a bad deal. How about sixty-forty? Arnie suggested when he could see that José wasn t going for it. I know a lot of people from my dad s job. They re waiting for us. José sat on the edge of his bed and started to lace up his boots. He knew that there were agencies that would find you work, agencies that took a portion of your pay. They re cheats, he thought, people who sit in air-conditioned offices while others work. You really know a lot of people? José asked. Boatloads, Arnie said. My dad works with this millionaire honest who cooks a steak for his dog every day. He s a liar, José thought. No matter how he tried, he couldn t picture a dog grubbing 3 on steak. The world was too poor for that kind of silliness. Listen, I ll go eighty-twenty, José said. Aw, man, Arnie whined. That ain t fair. José laughed. I mean, half the work is finding the jobs, Arnie explained, his palms up as he begged José to be reasonable. José knew this was true. He had to go door-to-door, and he disliked asking for work. He assumed that it should 3. grubbing. Eating messily 42 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

49 automatically be his since he was a good worker, honest, and always on time. Where did you get this idea, anyhow? José asked. I got a business mind, Arnie said proudly. Just like that Bechtel guy, José retorted. That s right. José agreed to a seventy-thirty split, with the condition that Arnie had to help out. Arnie hollered, arguing that some people were meant to work and others to come up with brilliant ideas. He was one of the latter. Still, he agreed after José said it was that or nothing. In the next two weeks, Arnie found an array of jobs. José peeled off shingles from a rickety garage roof, carried rocks down a path to where a pond would go, and spray-painted lawn furniture. And while Arnie accompanied him, most of the time he did nothing. He did help occasionally. He did shake the cans of spray paint and kick aside debris so that José didn t trip while going down the path carrying the rocks. He did stack the piles of shingles, but almost cried when a nail bit his thumb. But mostly he told José what he had missed or where the work could be improved. José was bothered because he and his work had never been criticized before. But soon José learned to ignore his cousin, ignore his comments about his spray painting, or about the way he lugged rocks, two in each arm. He didn t say anything, either, when they got paid and Arnie rubbed his hands like a fly, muttering, It s payday. Then Arnie found a job scrubbing a drained swimming pool. The two boys met early at José s house. Arnie brought his bike. José s own bike had a flat that grinned like a clown s face. I ll pedal, José suggested when Arnie said that he didn t have much leg strength. With Arnie on the handlebars, José tore off, his pedaling so strong that tears of fear formed in Arnie s eyes. Slow down! Arnie cried. José ignored him and within minutes they were riding the bike up a gravel driveway. Arnie hopped off at first chance. You re scary, Arnie said, picking a gnat from his eye. José chuckled. When Arnie knocked on the door, an old man still in pajamas appeared in the window. He motioned for the boys to come around to the back. DURING READING Use Reading Skills Compare and Contrast How much of the work does Arnie do compared to José? Read Aloud Read aloud lines Mimic Arnie s actions when he rubs his hands like a fly while muttering, It s payday. What is your impression of Arnie when he does this? Culture Note In all fifty states, certain laws keep children and young adults from being hired for most kinds of work. The most common jobs allowed for people below fourteen years old are babysitting, delivering newspapers, working on a farm, and acting. Simple household chores or working for friends and family is also allowed. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 43

50 DURING READING su per vise (s2 v8z) verb, watch over and direct Build Vocabulary Read lines A synonym of supervise is manage. What other synonyms do you know for supervise? com pen sate (k5m p@n s6t) verb, pay Note the Facts How does Mr. Clemens know Arnie? Let me do the talking, Arnie suggested to his cousin. He knows my dad real good. They re like this. He pressed two fingers together. José didn t bother to say OK. He walked the bike into the backyard, which was lush with plants roses in their last bloom, geraniums, hydrangeas, pansies with their skirts of bright colors. José could make out the splash of a fountain. Then he heard the hysterical yapping of a poodle. From all his noise, a person might have thought the dog was on fire. Hi, Mr. Clemens, Arnie said, extending his hand. I m Arnie Sanchez. It s nice to see you again. José had never seen a kid actually greet someone like this. Mr. Clemens said, hiking up his pajama bottoms, I only wanted one kid to work. Oh, Arnie stuttered. Actually, my cousin José really does the work and I kind of, you know, supervise. Mr. Clemens pinched up his wrinkled face. He seemed not to understand. He took out a pea-sized hearing aid 4, fiddled with its tiny dial, and fit it into his ear, which was surrounded with wiry gray hair. I m only paying for one boy, Mr. Clemens shouted. His poodle click-clicked and stood behind his legs. The dog bared its small crooked teeth. That s right, Arnie said, smiling a strained smile. We know that you re going to compensate only one of us. Mr. Clemens muttered under his breath. He combed his hair with his fingers. He showed José the pool, which was shaped as round as an elephant. It was filthy with grime. Near the bottom some grayish water shimmered and leaves floated as limp as cornflakes. It s got to be real clean, Mr. Clemens said, or it s not worth it. Oh, José s a great worker, Arnie said. He patted his cousin s shoulders and said that he could lift a mule. Mr. Clemens sized up José and squeezed his shoulders, too. How do I know you, anyhow? Mr. Clemens asked Arnie, who was aiming a smile at the poodle. You know my dad, Arnie answered, raising his smile to the old man. He works at Interstate Insurance. You and he had some business deals. 4. hearing aid. An electronic device worn by a person with poor hearing to make sounds louder 44 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

51 Mr. Clemens thought for a moment, a hand on his mouth, head shaking. He could have been thinking about the meaning of life, his face was so dark. Mexican fella? he inquired. That s him, Arnie said happily. José felt like hitting his cousin for his cheerful attitude. Instead, he walked over and picked up the white plastic bottle of bleach. 5 Next to it were a wire brush, a pumice stone, 6 and some rags. He set down the bottle and, like a surgeon, put on a pair of rubber gloves. You know what you re doing, boy? Mr. Clemens asked. José nodded as he walked into the pool. If it had been filled with water, his chest would have been wet. The new hair on his chest would have been floating like the legs of a jellyfish. DURING READING Note the Facts How does Arnie describe both José and himself to Mr. Clemens? Oh yeah, Arnie chimed, speaking for his cousin. José was born to work. José would have drowned his cousin if there had been more water. Instead, he poured a bleach solution into a rag and swirled it over an area. He took the wire brush and scrubbed. The black algae came up like a foamy monster. We re a team, Arnie said to Mr. Clemens. Arnie descended into the pool and took the bleach bottle from José. He held it for José and smiled up at Mr. Clemens, who, hands on hips, watched for a while, the poodle at his side. He cupped his ear, as if to pick up the sounds of José s scrubbing. Nice day, huh? Arnie sang. What? Mr. Clemens said. Use Reading Skills Compare and Contrast Who displays qualities of a good worker, Arnie or José? Use details from the page to compare and contrast Arnie s and José s work habits. 5. bleach. A strong cleaning solution; to remove stains, to make whiter 6. pumice stone. Volcanic glass, full of small holes; used for smoothing and polishing EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 45

52 DURING READING Analyze Literature Theme Why do you think Mr. Clemens treats Arnie and José differently? Explain why. Use Reading Skills Compare and Contrast As you read this page, pay close attention to what Arnie says and does. Write these traits in your Venn diagram in the circle labeled Arnie. Culture Note Loquats flourish in California s Central Valley. They grow on short, rounded trees with palm-shaped leaves. The fruit is similar to apples and pears, and many describe its taste as a combination of apricot, plum, and cherry. Loquat trees are often used to shade outdoor seating areas, such as patios Nice day, Arnie repeated, this time louder. So which ear can t you hear in? Grinning, Arnie wiggled his ear to make sure that Mr. Clemens knew what he was asking. Mr. Clemens ignored Arnie. He watched José, whose arms worked back and forth like he was sawing logs. We re not only a team, Arnie shouted, but we re also cousins. Mr. Clemens shook his head at Arnie. When he left, the poodle leading the way, Arnie immediately climbed out of the pool and sat on the edge, legs dangling. It s going to be blazing, Arnie complained. He shaded his eyes with his hand and looked east, where the sun was rising over a sycamore, its leaves hanging like bats. José scrubbed. He worked the wire brush over the black and green stains, the grime dripping like tears. He finished a large area. He hopped out of the pool and returned hauling a garden hose with an attached nozzle. He gave the cleaned area a blast. When the spray got too close, his cousin screamed, got up, and, searching for something to do, picked a loquat from a tree. What s your favorite fruit? Arnie asked. José ignored him. Arnie stuffed a bunch of loquats into his mouth, then cursed himself for splattering juice on his new high-tops. He returned to the pool, his cheeks fat with the seeds, and once again sat at the edge. He started to tell José how he had first learned to swim. We were on vacation in Mazatlán. You been there, ain t you? José shook his head. He dabbed the bleach solution onto the sides of the pool with a rag and scrubbed a new area. Anyhow, my dad was on the beach and saw this drowned dead guy, Arnie continued. And right there, my dad got scared and realized I couldn t swim. Arnie rattled on about how his father had taught him in the hotel pool and later showed him where the drowned man s body had been. Be quiet, José said. What? I can t concentrate, José said, stepping back to look at the cleaned area. Arnie shut his mouth but opened it to lick loquat juice from his fingers. He kicked his legs against the swimming pool, bored. He looked around the backyard and spotted a lounge chair. He got up, dusting off the back of his pants, and threw 46 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

53 himself into the cushions. He raised and lowered the back of the lounge. Sighing, he snuggled in. He stayed quiet for three minutes, during which time José scrubbed. His arms hurt but he kept working with long strokes. José knew that in an hour the sun would drench the pool with light. He hurried to get the job done. Arnie then asked, You ever peel before? José looked at his cousin. His nose burned from the bleach. He scrunched up his face. You know, like when you get sunburned. I m too dark to peel, José said, his words echoing because he had advanced to the deep end. Why don t you be quiet and let me work? Arnie babbled on that he had peeled when on vacation in Hawaii. He explained that he was really more French than Mexican, and that s why his skin was sensitive. He said that when he lived in France, people thought that he could be Portuguese or maybe Armenian, never Mexican. José felt like soaking his rag with bleach and pressing it over Arnie s mouth to make him be quiet. Then Mr. Clemens appeared. He was dressed in white pants and a flowery shirt. His thin hair was combed so that his scalp, as pink as a crab, showed. I m just taking a little rest, Arnie said. Arnie leaped back into the pool. He took the bleach bottle and held it. He smiled at Mr. Clemens, who came to inspect their progress. José s doing a good job, Arnie said, then whistled a song. Mr. Clemens peered into the pool, hands on knees, admiring the progress. Pretty good, huh? Arnie asked. Mr. Clemens nodded. Then his hearing aid fell out, and José turned in time to see it roll like a bottle cap toward the bottom of the pool. It leaped into the stagnant water with a plop. A single bubble went up, and it was gone. Dang, Mr. Clemens swore. He took shuffling steps toward the deep end. He steadied his gaze on where the hearing aid had sunk. He leaned over and suddenly, arms waving, one leg kicking out, he tumbled into the pool. He landed standing up, then his legs buckled, and he crumbled, his head striking against the bottom. He rolled once, and half of his body settled in the water. Did you see that! Arnie shouted, big-eyed. DURING READING Note the Facts One of Mr. Clemens s objects falls into the swimming pool. Name the object. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 47

54 DURING READING Use Reading Skills Compare and Contrast How does Arnie react when Mr. Clemens falls? How is his reaction different from José s reaction? star tled (st5r t ld) adjective, frightened or surprised Culture Note In the United States, the three-digit telephone number is the Universal Emergency Number. Citizens can contact this emergency number to get immediate help from emergency technicians, police officers, or firefighters José had already dropped his brushes on the side of the pool and hurried to the old man, who moaned, eyes closed, his false teeth jutting from his mouth. A ribbon of blood immediately began to flow from his scalp. We better get out of here! Arnie suggested. They re going to blame us! José knelt on both knees at the old man s side. He took the man s teeth from his mouth and placed them in his shirt pocket. The old man groaned and opened his eyes, which were shiny wet. He appeared startled, like a newborn. Sir, you ll be all right, José cooed, then snapped at his cousin. Arnie, get over here and help me! I m going home, Arnie whined. You punk! José yelled. Go inside and call 911. Arnie said that they should leave him there. Why should we get involved? he cried as he started for his bike. It s his own fault. José laid the man s head down and with giant steps leaped out of the pool, shoving his cousin as he passed. He went into the kitchen and punched in 911 on a telephone. He explained to the operator what had happened. When asked the address, José dropped the phone and went onto the front porch to look for it. It s 940 East Brown, José breathed. He hung up and looked wildly about the kitchen. He opened up the refrigerator and brought out a plastic tray of ice, which he twisted so that a few of the cubes popped out and slid across the floor. He wrapped some cubes in a dish towel. When he raced outside, Arnie was gone, the yapping poodle was doing laps around the edge of the pool, and Mr. Clemens was trying to stand up. Think and Reflect What would you do if you were in José s situation? Would you help Mr. Clemens? 325 No, sir, José said as he jumped into the pool, his own knees almost buckling. Please, sit down. Mr. Clemens staggered and collapsed. José caught him before he hit his head again. The towel of ice cubes dropped from his hands. With his legs spread to absorb the weight, José raised the man up in his arms, this fragile man. He picked him 48 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

55 up and carefully stepped toward the shallow end, one slow elephant step at a time. You ll be all right, José said, more to himself than to Mr. Clemens, who moaned and struggled to be let free. The sirens wailed in the distance. The poodle yapped, which started a dog barking in the neighbor s yard. You ll be OK, José repeated, and in the shallow end of the pool, he edged up the steps. He lay the old man in the lounge chair and raced back inside for more ice and another towel. He returned outside and placed the bundle of cubes on the man s head, where the blood flowed. Mr. Clemens was awake, looking about. When the old man felt his mouth, José reached into his shirt pocket and pulled out his false teeth. He fit the teeth into Mr. Clemens s mouth and a smile appeared, something bright at a difficult time. I hit my head, Mr. Clemens said after smacking his teeth so that the fit was right. José looked up and his gaze floated to a telephone pole, one his father might have climbed. If he had been there, his father would have seen that José was more than just a good worker. He would have seen a good man. He held the towel to the old man s head. The poodle, now quiet, joined them on the lounge chair. DURING READING Use Reading Skills A fire truck pulled into the driveway and soon they were surrounded by firemen, one of whom brought out a first-aid kit. A fireman led José away and asked what had happened. He was starting to explain when his cousin reappeared, yapping like a poodle. I was scrubbing the pool, Arnie shouted, and I said, Mr. Clemens, you shouldn t stand so close to the edge. But did he listen? No, he leaned over and Well, you can just imagine my horror. Compare and Contrast How is Arnie s version of Mr. Clemens s accident different from the real story? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 49

56 DURING READING José walked away from Arnie s jabbering. He walked away, and realized that there were people like his cousin, the liar, and people like himself, someone he was getting to know. He walked away and in the midmorning heat boosted himself up a telephone pole. He climbed up and saw for himself what his father sawmiles and miles of trees and houses, and a future lost in the layers of yellowish haze. W W & your IRRORS INDOWS What message is the story trying to convey about hard work? Is it worth it to be a good worker when you do not profit from work? 50 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

57 AFTER READING READING CHECK Circle the letter of the correct answer. 1. On what condition does José agree to go into business with Arnie? A. They split their earnings fifty-fifty. B. Arnie doesn t talk while José works. C. José gets 70 percent of their earnings. 2. Why does Arnie want José to go into business with him? A. He wants to be as rich as Bechtel. B. He wants José to do all the work for him. C. He wants to own his own swimming pool. 3. What kind of work does Mr. Clemens need José and Arnie to do? A. He needs them to mow his lawn. B. He needs them to take his dog for a walk. C. He needs them to clean his swimming pool. 4. What does Arnie do when Mr. Clemens gets into an accident? A. He helpeds José call B. He calleds his dad on the phone. C. He runs away from Mr. Clemens s house. 5. What does José tell the firefighters about the accident? A. He tells them that Arnie ran away. B. He isn t able to tell them anything. C. He tells them how he helped Mr. Clemens. VOCABULARY CHECK Circle the letter of the correct answer. 1. Workers with grime under their fingernails have hands that are A. dirty. B. hard. C. shaky. 2. Arnie wants José to earn money with him. They will split it fifty-fifty, so Arnie will get A. half of the money. B. a third of the money. C. 25 percent of the money. 3. Mr. Clemens will compensate for one boy only. He will A. wait for no one else. B. shout loud orders. C. pay for nothing more. 4. Arnie says that his job is to supervise. While José works, he A. helps. B. watches. C. demands. 5. Mr. Clemens looks startled after opening his eyes. What happens to him after falling in the pool? A. He is excited. B. He is surprised. C. He is concerned. ANALYZE LITERATURE: Theme Write a paragraph that evaluates José s work attitude. What do you think the story is trying to tell readers about being a good worker? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 51

58 USE READING SKILLS: Compare and Contrast 1. Review the Venn diagram you completed while reading the story. What traits do José and Arnie share? 2. Who do you think is a good worker, Arnie or José? Give supporting details from the selection. BUILDING LANGUAGE SKILLS: Commas A comma is a punctuation mark that separates items in a series. A series is a list of three or more items or ideas. A comma is also placed before the conjunction and in a series. If there are only two items, there is no need to place a comma before and. Examples The colors in the flag are red, white, and blue. To make a kite, you will need paper, scissors, and string. A comma is also used before the conjunction in a compound sentence. It shows that the ideas are separate but still related. Examples Arnie wants to earn money, but he wants only José to work. Mr. Clemens is an old man, and he is deaf. For each sentence, write correct if the commas are used correctly and incorrect if the commas are used incorrectly. If the sentence is incorrect, rewrite it correctly on the line below. 1. José wears a pair of old jeans, and a shirt. 2. He worked hard to remove the grime, algae, and dead leaves. SPEAKING & LISTENING SKILLS: Role-Play Imagine that Arnie meets José a few days later to tell him about another job in the neighborhood. What would José say to Arnie? Would he talk about Mr. Clemens s accident? Would he refuse to work with Arnie again? Discuss these questions with a partner. Use your answers to write a short dialogue script for José and Arnie. Perform your script in class. 52 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

59 Name: Date: BEFORE READING page 211 ABOUT THE STORY In The Medicine Bag, Martin and Cheryl have always boasted to their friends about their visits to their Sioux grandfather. What they don t tell their friends is that their Grandpa is far from the Native American of their stories. So when Grandpa visits them in the city, each reacts differently. Cheryl invites all her friends over to meet Grandpa, but will Martin do the same? Read to see what Martin will do. MAKE CONNECTIONS A Short Story by Virginia Driving Hawk Sneve Think about family members or friends who are many years older than you. How do you relate to them? ANALYZE LITERATURE: Theme A theme is the central idea of the whole text. As you read The Medicine Bag, try to determine the central idea of the text by noting details about the events in the story and about the characters words and actions. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 53

60 USE READING SKILLS: Visualize It is important to make sure that you understand what you are reading to fully comprehend the text. To monitor comprehension of the text, stop and picture the events in your head. As you read, fill in the visualization chart below. You can use words or draw pictures to describe what you visualize. Visualization Chart What It Says What I Visualize 54 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

61 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. wearily wear i ly l7) adverb After a day s work, the farmer wearily sits underneath a big tree. Something I might do wearily is fatigue fa tigue (f@ t7g>) noun Miriam could not continue climbing the stairs because of extreme fatigue. The last time I felt extreme fatigue was unseemly un seem ly (un s7m> l7) adjective My parents frowned upon my unseemly behavior at the party. I remember someone demonstrating an unseemly behavior in sheepishly sheep ish ly (sh7> pish l7) adverb The actor smiled sheepishly after forgetting his line. I sheepishly smile whenever rouse rouse (rauz) verb The constant teasing of her sister rouses Jeff s anger. Events that rouse my anger include EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 55

62 DURING READING Culture Note The Sioux are a group of Native Americans from the Great Lakes Region. They were considered great warriors. They prefer to be called Dakota, Nakota, or Lakota, according to their language group. Note the Facts What objects did Martin and his sister use to impress their friends? 5 10 A Short Story by Virginia Driving Hawk Sneve My kid sister Cheryl and I always bragged about our Sioux grandpa, Joe Iron Shell. Our friends, who had always lived in the city and knew about Indians only from movies and TV, were impressed by our stories. Maybe we exaggerated and made Grandpa and the reservation sound glamorous, but when we d return home to Iowa after our yearly summer visit to Grandpa we always had some exciting tale to tell. We always had some authentic Sioux article to show our listeners. One year Cheryl had new moccasins 1 that Grandpa had made. On another visit he gave me a small, round, flat, rawhide drum which was decorated with a painting of a warrior riding a horse. He taught me a real Sioux chant to sing while I beat the drum with a leather-covered stick that had a feather on the end. Man, that really made an impression. Think and Reflect What image do Martin s friends have of the narrator's grandfather? Culture Note The Rosebud Sioux are from the Teton Lakota band of the Oceti Sakowin. The tribe s homeland is the Rosebud Indian Reservation in south-central South Dakota. The name Rosebud was linked with the tribe because many wild rose bushes grew in the area We never showed our friends Grandpa s picture. Not that we were ashamed of him, but because we knew that the glamorous tales we told didn t go with the real thing. Our friends would have laughed at the picture, because Grandpa wasn t tall and stately 2 like TV Indians. His hair wasn t in braids, but hung in stringy, gray strands on his neck and he was old. He was our great-grandfather, and he didn t live in a tipi 3 but all by himself in a part log, part tar-paper shack on the Rosebud Reservation in South Dakota. So when Grandpa came to visit us, I was so ashamed and embarrassed I could ve died. There are a lot of yippy poodles and other fancy little dogs in our neighborhood, but they usually barked singly at the mailman from the safety of their own yards. Now it sounded as if a whole pack of mutts were barking together in one place. 1. moccasins. A soft leather slipper traditionally worn by certain Native Americans 2. stately. Dignified 3. tepee. A Native American tent 56 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

63 I got up and walked to the curb to see what the commotion was. About a block away I saw a crowd of little kids yelling, with the dogs yipping and growling around someone who was walking down the middle of the street. I watched the group as it slowly came closer and saw that in the center of the strange procession was a man wearing a tall black hat. He d pause now and then to peer at something in his hand and then at the houses on either side of the street. I felt cold and hot at the same time as I recognized the man. Oh, no! I whispered. It s Grandpa! I stood on the curb, unable to move even though I wanted to run and hide. Then I got mad when I saw how the yippy dogs were growling and nipping at the old man s baggy pant legs and how wearily he poked them away with his cane. Stupid mutts, I said as I ran to rescue Grandpa. When I kicked and hollered at the dogs to get away, they put their tails between their legs and scattered. The kids ran to the curb where they watched me and the old man. Grandpa, I said and felt pretty dumb when my voice cracked. I reached for his beat-up old tin suitcase, which was tied shut with a rope. But he set it down right in the street and shook my hand. Hau, Takoza, Grandchild, he greeted me formally in Sioux. All I could do was stand there with the whole neighborhood watching and shake the hand of the leather-brown old man. I saw how his gray hair straggled from under his big black hat, which had a drooping feather in its crown. His rumpled black suit hung like a sack over his stooped frame. As he shook my hand, his coat fell open to expose a bright red satin shirt with a beaded bolo tie 4 under the collar. His getup wasn t out of place on the reservation, but it sure was here, and I wanted to sink right through the pavement. Hi, I muttered with my head down. I tried to pull my hand away when I felt his bony hand trembling, and looked up to see fatigue in his face. I felt like crying. I couldn t think of anything to say so I picked up Grandpa s suitcase, took his arm, and guided him up the driveway to our house. Mom was standing on the steps. I don t know how long she d been watching, but her hand was over her mouth and she looked as if she couldn t believe what she saw. Then she ran to us. DURING READING Use Reading Skills Visualize Picture how the narrator looks as he sees his grandfather walking down the street. What kind of expression or gestures might the narrator have? Describe your mental pictures in your visualization chart. wear i ly l7) adverb, in an exhausted way Build Vocabulary Read lines What do you think wearily means? fa tigue (f@ t7g>) noun, extreme weariness or exhaustion 4. bolo tie. Cord with ornamental fastening, worn as a necktie EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 57

64 DURING READING un seem ly (un s7m> l7) adjective, not decent or proper Build Vocabulary Read lines about how a display of affection would embarrass Grandpa. What does the word unseemly suggest? Note the Facts How does Cheryl greet Grandpa? Note the Facts What does Martin find around Grandpa s neck? Grandpa, she gasped. How in the world did you get here? She checked her move to embrace Grandpa and I remembered that such a display of affection is unseemly to the Sioux and would embarrass him. Hau, Marie, he said as he shook Mom s hand. She smiled and took his other arm. As we supported him up the steps the door banged open and Cheryl came bursting out of the house. She was all smiles and was so obviously glad to see Grandpa that I was ashamed of how I felt. Grandpa! she yelled happily. You came to see us! Grandpa smiled and Mom and I let go of him as he stretched out his arms to my ten-year-old sister, who was still young enough to be hugged. Wicincala, little girl, he greeted her and then collapsed. He had fainted. Mom and I carried him into her sewing room, where we had a spare bed. After we had Grandpa on the bed Mom stood there helplessly patting his shoulder. Shouldn t we call the doctor, Mom? I suggested, since she didn t seem to know what to do. Yes, she agreed with a sigh. You make Grandpa comfortable, Martin. I reluctantly moved to the bed. I knew Grandpa wouldn t want to have Mom undress him, but I didn t want to, either. He was so skinny and frail that his coat slipped off easily. When I loosened his tie and opened his shirt collar, I felt a small leather pouch that hung from a thong 5 around his neck. I left it alone and moved to remove his boots. The scuffed old cowboy boots were tight and he moaned as I put pressure on his legs to jerk them off. I put the boots on the floor and saw why they fit so tight. Each one was stuffed with money. I looked at the bills that lined the boots and started to ask about them, but Grandpa s eyes were closed again. Mom came back with a basin of water. The doctor thinks Grandpa is suffering from heat exhaustion, she explained as she bathed Grandpa s face. Mom gave a big sigh, Oh, hinh, Martin. How do you suppose he got here? We found out after the doctor s visit. Grandpa was angrily sitting up in bed while Mom tried to feed him some soup. Tonight you let Marie feed you, Grandpa, spoke my dad, who had gotten home from work just as the doctor was leaving. 5. thong. Narrow strip of leather 58 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

65 You re not really sick, he said as he gently pushed Grandpa back against the pillows. The doctor said you just got too tired and hot after your long trip. DURING READING Note the Facts Why does Grandpa decide to visit Martin's family? Grandpa relaxed, and between sips of soup he told us of his journey. Soon after our visit to him Grandpa decided that he would like to see where his only living descendants lived and what our home was like. Besides, he admitted sheepishly, he was lonesome after we left. I knew everybody felt as guilty as I did especially Mom. Mom was all Grandpa had left. So even after she married my dad, who s a white man and teaches in the college in our city, and after Cheryl and I were born, Mom made sure that every summer we spent a week with Grandpa. I never thought that Grandpa would be lonely after our visits, and none of us noticed how old and weak he had become. But Grandpa knew and so he came to us. He had ridden on buses for two and a half days.when he arrived in the city, tired and stiff from sitting for so long, he set out, walking, to find us. He had stopped to rest on the steps of some building downtown and a policeman found him. The cop, according to Grandpa, was a good man who took him to the bus stop and waited until the bus came and told the driver to let Grandpa out at Bell View Drive. After Grandpa got off the bus, he started walking again. But he couldn t see the house numbers on the other side when he walked on the sidewalk, so he walked in the middle of the street. That s when all the little kids and dogs followed him. I knew everybody felt as bad as I did. Yet I was proud of this 86-year-old man, who had never been away from the reservation, having the courage to travel so far alone. You found the money in my boots? he asked Mom. sheep ish ly (sh7> pish l7) adverb, in an awkward, shy, or embarrassed manner Use Reading Skills Visualize As you read about Grandpa's journey to Martin's house, try to picture Grandpa during each part of the trip. Draw or describe mental pictures you form in your visualization chart. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 59

66 DURING READING Think and Reflect Why does Martin have mixed feelings while listening to Grandpa's story? rouse (rauz) verb, stir up, as to anger or action Analyze Literature Theme How does Dad's response to Grandpa fit in with the theme of the story? Note the Facts How does Martin feel about wearing the medicine bag? Martin did, she answered, and roused herself to scold. Grandpa, you shouldn t have carried so much money. What if someone had stolen it from you? Grandpa laughed. I would ve known if anyone had tried to take the boots off my feet. The money is what I ve saved for a long time a hundred dollars for my funeral. But you take it now to buy groceries so that I won t be a burden to you while I am here. That won t be necessary, Grandpa, Dad said. We are honored to have you with us and you will never be a burden. I am only sorry that we never thought to bring you home with us this summer and spare you the discomfort of a long trip. Grandpa was pleased. Thank you, he answered. But do not feel bad that you didn t bring me with you for I would not have come then. It was not time. He said this in such a way that no one could argue with him. To Grandpa and the Sioux, he once told me, a thing would be done when it was the right time to do it, and that s the way it was. Also, Grandpa went on, looking at me, I have come because it is soon time for Martin to have the medicine bag. We all knew what that meant. Grandpa thought he was going to die and he had to follow the tradition of his family to pass the medicine bag, along with its history, to the oldest male child. Even though the boy, he said still looking at me, bears a white man s name, the medicine bag will be his. I didn t know what to say. I had the same hot and cold feeling that I had when I first saw Grandpa in the street. The medicine bag was the dirty leather pouch I had found around his neck. I could never wear such a thing, I almost said aloud. I thought of having my friends see it in gym class, at the swimming pool, and could imagine the smart things they would say. But I just swallowed hard and took a step toward the bed. I knew I would have to take it. 60 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

67 But Grandpa was tired. Not now, Martin, he said, waving his hand in dismissal, it is not time. Now I will sleep. So that s how Grandpa came to be with us for two months. My friends kept asking to come see the old man, but I put them off. 6 I told myself that I didn t want them laughing at Grandpa. But even as I made excuses I knew it wasn t Grandpa that I was afraid they d laugh at. Nothing bothered Cheryl about bringing her friends to see Grandpa. Every day after school started there d be a crew of giggling little girls or round-eyed little boys crowded around the old man on the patio, 7 where he d gotten in the habit of sitting every afternoon. Grandpa would smile in his gentle way and patiently answer their questions, or he d tell them stories of brave warriors, ghosts, animals, and the kids listened in awed silence. Those little guys thought Grandpa was great. Finally, one day after school, my friends came home with me because nothing I said stopped them. We re going to see the great Indian of Bell View Drive, said Hank, who was supposed to be my best friend. My brother has seen him three times so he oughta be well enough to see us. When we got to my house Grandpa was sitting on the patio. He had on his red shirt, but today he also wore a fringed leather vest that was decorated with beads. Instead of his usual cowboy boots he had solidly beaded moccasins on his feet that stuck out of his black trousers. Of course, he had his old black hat on he was seldom without it. But it had been brushed and the feather in the beaded headband was proudly erect, its tip a brighter white. His hair lay in silver strands over the red shirt collar. I stared just as my friends did and I heard one of them murmur, Wow! Grandpa looked up and when his eyes met mine they twinkled as if he were laughing inside. He nodded to me and my face got all hot. I could tell that he had known all along I was afraid he d embarrass me in front of my friends. Hau, hoksilas, boys, he greeted and held out his hand. My buddies passed in a single file and shook his hand as I introduced them. They were so polite I almost laughed. How, there, Grandpa, and even a How-do-you-do, sir. You look fine, Grandpa, I said as the guys sat on the lawn chairs or on the patio floor. DURING READING Note the Facts What do Cheryl s friends think of Grandpa? Note the Facts What changes in Grandpa s appearance during the boys' visit? Read Aloud Read aloud lines How do Martin s friends react to Grandpa? 6. put them off. To delay or postpone 7. patio. An area, usually paved, connecting a house EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 61

68 DURING READING Hanh, yes, he agreed. When I woke up this morning it seemed the right time to dress in the good clothes. I knew that my grandson would be bringing his friends. You guys want some lemonade or something? I offered. No one answered. They were listening to Grandpa as he started telling how he d killed the deer from which his vest was made. Grandpa did most of the talking while my friends were there. I was so proud of him and amazed at how respectfully quiet my buddies were. Mom had to chase them home at supper time. As they left they shook Grandpa s hand again and said to me: Martin, he s really great! Yeah, man! Don t blame you for keeping him to yourself. Can we come back? But after they left, Mom said, No more visitors for a while, Martin. Grandpa won t admit it, but his strength hasn t returned. He likes having company, but it tires him. That evening Grandpa called me to his room before he went to sleep. Tomorrow, he said, when you come home, it will be time to give you the medicine bag. Note the Facts What does Martin dream about? I felt a hard squeeze from where my heart is supposed to be and was scared, but I answered, OK, Grandpa. All night I had weird dreams about thunder and lightning on a high hill. From a distance I heard the slow beat of a drum. When I woke up in the morning I felt as if I hadn t slept at all. At school it seemed as if the day would never end and, when it finally did, I ran home. Grandpa was in his room, sitting on the bed. The shades were down, and the place was dim and cool. I sat on the floor in front of Grandpa, but he didn t even look at me. After what seemed a long time he spoke. 62 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

69 I sent your mother and sister away. What you will hear today is only for a man s ears. What you will receive is only for a man s hands. He fell silent and I felt shivers down my back. My father in his early manhood, Grandpa began, made a vision quest 8 to find a spirit guide for his life. You cannot understand how it was in that time when the great Teton Sioux were first made to stay on the reservation. There was a strong need for guidance from Wakantanka, the Great Spirit. But too many of the young men were filled with despair and hatred. They thought it was hopeless to search for a vision when the glorious life was gone and only the hated confines 9 of a reservation lay ahead. But my father held to the old ways. He carefully prepared for his quest with a purifying 10 sweat bath and then he went alone to a high butte 11 top to fast and pray. After three days he received his sacred dream in which he found, after long searching, the white man s iron. He did not understand his vision of finding something belonging to the white people, for in that time they were the enemy. When he came down from the butte to cleanse himself at the stream below, he found the remains of a campfire and the broken shell of an iron kettle. This was a sign which reinforced 12 his dream. He took a piece of the iron for his medicine bag, which he had made of elk skin years before, to prepare for his quest. He returned to his village, where he told his dream to the wise old men of the tribe. They gave him the name Iron Shell, but neither did they understand the meaning of the dream. The first Iron Shell kept the piece of iron with him at all times and believed it gave him protection from the evils of those unhappy days. Then a terrible thing happened to Iron Shell. He and several other young men were taken from their homes by the soldiers and sent far away to a white man s boarding school. He was angry and lonesome for his parents and the young girl he had wed before he was taken away. At first Iron Shell resisted the teachers attempts to change him and he did not try to learn. One day it was his turn to work in the school s blacksmith 13 shop. As he walked into the place he knew that his medicine had brought him there to learn and work with the white man s iron. DURING READING Note the Facts How does Grandpa's father find his spirit guide? Note the Facts What does Iron Shell discover about his medicine? 8. vision quest. Spiritual journey 9. confines. Limits or boundaries 10. purifying. Cleansing 11. butte. Isolated hill or mountain 12. reinforced. Strengthened 13. blacksmith. A person who forms objects of iron. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 63

70 DURING READING 290 Iron Shell became a blacksmith and worked at the trade when he returned to the reservation. All of his life he treasured the medicine bag. When he was old and I was a man, he gave it to me, for no one made the vision quest any more. Grandpa quit talking and I stared in disbelief as he covered his face with his hands. His shoulders were shaking with quiet sobs and I looked away until he began to speak again. Think and Reflect Why is Grandpa crying? Note the Facts What is in the medicine bag? I kept the bag until my son, your mother s father, was a man and had to leave us to fight in the war across the ocean. I gave him the bag, for I believed it would protect him in battle, but he did not take it with him. He was afraid that he would lose it. He died in a faraway place. Again Grandpa was still and I felt his grief around me. My son, he went on after clearing his throat, had only a daughter and it is not proper for her to know of these things. He unbuttoned his shirt, pulled out the leather pouch, and lifted it over his head. He held it in his hand, turning it over and over as if memorizing how it looked. In the bag, he said as he opened it and removed two objects, is the broken shell of the iron kettle, a pebble from the butte, and a piece of the sacred sage. 14 He held the pouch upside down and dust drifted down. After the bag is yours you must put a piece of prairie sage within and never open it again until you pass it on to your son. He replaced the pebble and the piece of iron, and tied the bag. I stood up, somehow knowing I should. Grandpa slowly rose from the bed and stood upright in front of me holding the bag before my face. I closed my eyes and waited for him to slip it over my head. But he spoke. No, you need not wear it. He placed the soft leather bag in my right hand and closed my other hand over it. It would not be right to wear it in this time and place where no one will understand. Put it safely away until you are again on the reservation. Wear it then, when you replace the sacred sage. 14. sage. A type of a fragrant plant 64 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

71 DURING READING 325 Grandpa turned and sat again on the bed. Wearily he leaned his head against the pillow. Go, he said. I will sleep now. Thank you, Grandpa, I said softly and left with the bag in my hands. That night Mom and Dad took Grandpa to the hospital. Two weeks later I stood alone on the lonely prairie of the reservation and put the sacred sage in my medicine bag. W W & live IRRORS INDOWS How would you have felt in Martin's position? What would your reaction be to having different generations of your family with you? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 65

72 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What conclusion can you make about Martin's grandfather? A. He is a proud man. B. He is a weak man. C. He does not appreciate his family. 2. Who has mixed feelings about Grandpa s visit at the beginning of the story? A. Cheryl B. Father C. Martin 3. What does Martin find in Grandpa s boots? A. crumpled paper B. medicine bag C. money 4. Who is Iron Shell? A. Grandpa s brother B. Grandpa s father C. Grandpa s son 5. What conclusion can you make about Martin's feelings toward his grandfather at the end of the story? A. Martin is embarrassed by him. B. Martin feels proud of him and respects him. C. Martin wants him to go home to the reservation. VOCABULARY CHECK Circle the letter of the correct answer. 1. Tired after a long journey, Grandpa wearily pokes the dogs that surround him as he walks in the street. Which word in the sentence relates to the meaning of wearily? A. journey B. surround C. tired 2. Martin feels like crying after seeing fatigue in Grandpa s face. What does fatigue mean? A. tiredness B. happiness C. loneliness 3. Displaying affection is unseemly to the Sioux, so Grandpa only shakes hands with Martin s mom. What does unseemly mean? A. unknown B. expected C. improper 4. Grandpa admits sheepishly that he was lonely when Martin s family left him last summer. How does Grandpa reveal this information? A. boldly B. shyly C. excitedly 5. Martin s mother rouses herself to scold Grandpa after finding money in his father s boots. What does rouse mean? A. turn up B. mix up C. stir up ANALYZE LITERATURE: Theme Write a sentence or two describing the message of the story in your notebook. USE READING SKILLS: Visualize Think about parts of the story during which you visualized events in the text. Briefly describe how forming the images in your mind helped you understand the text. 66 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

73 BUILD LANGUAGE SKILLS: Subject and Verb Agreement The subject of a sentence who or what the sentence is about must agree with its verb. This means that if the subject is singular, or only one, the verb must be in singular form. If the subject is plural, or more than one, the verb must be plural. EXAMPLES The boy plays in the garden. (singular) The boys play in the garden. (plural) Sometimes the subject and the verb are separated in a sentence by other words or phrases. Even in such cases, the subject and verb must agree. EXAMPLES The boy with the black bag plays in the garden. (singular) The boys from Brooklyn play in the garden. (plural) Write the correct form of the verb in the following sentences. 1. Martin s grandfather very tired. (look) 2. Martin money in Grandpa s boots. (find) 3. Cheryl, Martin s sister, proud of her Grandpa. (feel) 4. Cheryl s friends spending time with Grandpa. (enjoy) WRITING SKILLS Write a short personal essay about a tradition in your family that you are proud of. Describe in detail this tradition and how it has helped you better understand who you are as a person. Use the checklist below to guide you as you write. Writing Checklist: Does the essay give meaningful background on the family tradition? Do the details help the reader clearly understand what the tradition is? Does the essay explain why the tradition is personally meaningful to the student? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 67

74 Name: Date: BEFORE READING page 238 ABOUT THE STORY The Story of Iqbal Masih describes the experience of a young boy named Iqbal Masih and his determination to stop child labor in factories around the world. Iqbal was forced to work in a carpet factory to help pay his parents debt. With the help of a man named Essan Ulla Khan, the young boy was able to make other people aware of the child workers in his country. Read the essay to find out what Iqbal did to help thousands of other Pakistani children. MAKE CONNECTIONS Essay by David L. Parker Describe a time you worked hard for a good cause. How did you deal with the situation? ANALYZE LITERATURE: Setting The setting of a story is the time and place in which the story happens. As you read the essay, point out the details that provide a clear picture of the story s setting. 68 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

75 USE READING SKILLS: Make Inferences When you make inferences, you connect the clues given in the text with what you already know to come up with a new idea. As you read, pay close attention to the important details. In the chart below, record these details and write your inferences about what the writer is trying to communicate. Inference Chart Text or Details What I Infer EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 69

76 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. intricate in tri cate (in tri k@t) adjective I find it hard to imitate his intricate scrapbook designs. This puzzle is intricate because stick to his work idiom Elmer s boss reminded him to ignore the memo and stick to his work. Sid needs to stick to his work because bondage bond age (b5n dij) noun Their masters held them in bondage. A time in history when people were kept in bondage was perseverance per se ver ance (pur s@ vir en(t)s) noun Fred failed many times, but his perseverance helped him find a good job. A person with perseverance will succeed because plight plight (pl8t) noun The workers plight led to new reforms in the company s organization. They were in a terrible plight when LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

77 DURING READING Essay by David L. Parker Each morning, six days a week, more than half a million children between the ages of four and fourteen rise before dawn and make their way along dark country roads leading to Pakistan s carpet factories. Most of these children must be at work by 6:00 AM. If they are late, they may be punished hit with a wooden cane, or worse, hung upside down, their ankles tightly bound with rope. The carpet weavers work 14 hours a day, with only a 30-minute break for lunch. Iqbal Masih was one of these workers. He started working in a carpet factory when he was just four years old. His parents were poor farmers living near Lahore, the largest city in Pakistan. Because they did not have enough money to feed their children or buy them clothes, Iqbal s parents made a very difficult choice. In exchange for a small sum of money, about $16, they agreed to send their son to work in a nearby carpet factory until he had earned enough money to pay back the loan. Iqbal was told he would be paid three cents a day for his work. A man named Arshad owned the factory. Inside, the only light came from two bare light bulbs that hung in the middle of the room like dragon s eyes. Only a few flecks of paint dotted the walls. The carpet looms looked as though they were a hundred years old. Two strong wooden beams ran across the top and bottom of each loom s frame, which had been created by driving four large stakes into the ground. In front of each loom sat a small child on a piece of wood scaffolding 1. The young weaver would tie short lengths of brightly colored thread to a warp 2 of heavier white threads. To make just one carpet, workers had to tie more than a million small knots into a colorful rhythm of circles, squares, and other intricate designs. In the United States, hand-knotted carpets such as these sell for more than $2,000 each. The scaffold bench could be moved up or down as the child worked on the rug, so the rug did not have to be moved. Except Analyze Literature Setting How would you describe the setting of the story? Note the Facts Why did Iqbal have to work in the carpet factory? in tri cate (in tri k@t) adjective, very complicated 1. scaffolding. A kind of support, usually made of wood 2. warp. Pile EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 71

78 DURING READING Note the Facts Why were the children not allowed to speak to each other while working? Use Reading Skills Make Inferences Why do you think the police officer did not try to help Iqbal? Write your inference in your chart. stick to his work idiom, continue doing one s work Build Vocabulary Idioms What do you think the police officer meant when he told Iqbal to stick to his work? Culture Note Usury is the illegal lending of money at a very high rate of interest. Borrowers often end up borrowing more money to pay their debts, as Iqbal s family did. Even though usury is illegal, in some countries it is often overlooked for a rare and forbidden whisper, the children never spoke to one another. If I let them talk, I know they will start making mistakes, Iqbal s boss said. And when they make mistakes, I lose money. If the children complained about how they were treated, they were beaten. Over the years, Iqbal received many cuts and bruises from Arshad s punishments. And Iqbal found out what would happen if he talked back or tried to force Arshad to stop treating the workers so badly. One night, when Iqbal was 10 years old, Arshad pulled him out of bed at 3:00 AM and ordered him to repair some carpets. Iqbal went to the local police to complain. He told them that his boss had beat him up and showed them the bruises on his arms. One of the police officers glared at Iqbal. He told him he had no right to complain he d better stick to his work and do what he was told. The officer grabbed Iqbal by his sore arm and led him back to the factory. If he tries this again, chain him to his loom, the officer told Arshad. Arshad did chain Iqbal to his loom. Even when Iqbal hurt so much he could hardly move, he fought back. He believed that what Arshad was doing was wrong. At 10 years old, Iqbal was just under 4 feet tall, the normal size of a child who is two or three years younger. He weighed less than 60 pounds. From years of sitting hunched in front of the loom, his spine curved like that of an old man. When Iqbal walked, his feet shuffled slowly, as though he were wearing slippers that were too big. Arshad told Iqbal that the harder he worked, the faster the loan made to his parents would be paid off. But no matter what Iqbal did, the loan just got bigger and bigger. Iqbal s father left home, and his mother was forced to borrow more money from Arshad. By the time Iqbal was 11 years old, his loan had increased to $419 more than 25 times the original amount. When Iqbal heard this, he knew he would be trapped forever unless he found a way to escape. In the summer of 1992, Iqbal heard about a meeting to be held in a nearby town. A man named Essan Ulla Khan was going to speak about a new law forbidding carpet factories to employ children. Iqbal decided he must go to this meeting. On the day of the meeting, Iqbal had worked almost 10 hours. In Arshad s factory there were no fans and no open windows. In the summer, the heat climbed to 120 degrees Fahrenheit. When Iqbal finally made it to the meeting, he was exhausted and very hot. He managed to push his way through 72 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

79 the crowd to the front. He sat on the floor below the platform where Khan was speaking. Khan talked about an organization called the Bonded Labor Liberation Front (BLLF). Its goal was to free Pakistan s bonded laborers. Like Iqbal, they were treated as slaves. The companies they worked for owned them just as they owned property or buildings. The workers were not free to leave their jobs. Khan said that thousands of children worked in bondage in Pakistan s textile and brick factories, tanneries 3, and steelworks. Under the new law, bonded laborers did not have to work if they did not want to. When Khan finished speaking, several people jumped up to ask questions. Finally Khan noticed Iqbal s small raised hand and told the audience to let the boy speak. After a pause, Iqbal asked quietly, How can I stop working and go to school? Khan explained that Iqbal had new rights under the law. He could show Arshad some legal papers and Arshad would have to let Iqbal go. Khan also told Iqbal about the schools that the BLLF sponsored for children who had been bonded laborers. The next morning, when Iqbal returned to the carpet factory, he took the legal papers with him. He told Arshad he would no longer work, nor would he pay his debt, because bonded labor was illegal. Arshad s face grew red with anger. He cursed at Iqbal and beat him. But Iqbal escaped and ran out of the factory. Two days later, Arshad came to Iqbal s home, demanding that Iqbal return to the factory or pay the money he said the family owed. Iqbal stood his ground. He knew he could count on his new friend for help. DURING READING Use Reading Skills Make Inferences Why do you think Iqbal wanted to go to the meeting? Write your inference in your chart. bond age (b5n dij) noun, condition of being bound to someone Read Aloud Read lines Why was Arshad angry? 3. tanneries. A place for making leather EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 73

80 DURING READING per se ver ance (pur vir en(t)s) noun, moving on despite difficulties Build Vocabulary What other words are related to the word perseverance? Note the Facts What did Iqbal want to be when he grew up? Note the Facts What did Iqbal do in a carpet factory in Kasur? Khan did help Iqbal get away from the factory. He threatened to have Arshad arrested if he protested. Khan greatly admired Iqbal s courage and perseverance. He found Iqbal a place in a BLLF primary school in Lahore. Iqbal told his teachers that he wanted to become a lawyer and fight for children s rights. He did not want any child to suffer the way he had. Some of the other kids at school teased him by calling him Chief Justice, but he didn t care. He worked hard at school and was a good student. Every night after school, he brought a book to bed and read late into the night. Other children were not as lucky. Many did not hear about the new law. Factory owners kept workers from talking to people from the BLLF. The police did not enforce the labor law 4, and factories just ignored it. Iqbal and Khan started traveling together to talk about the new law and to free young bonded laborers. One day Khan took Iqbal to visit a carpet factory in a village called Kasur. Because Iqbal was so small, the guards let him in the gate, thinking he was just another worker. But once he was inside, Iqbal started asking the children questions. How often were they beaten? How often did they have to work overtime? How were they treated? Khan used the information that Iqbal gathered to write an investigative report 5. Because of the report, police raided the factory and found 300 children who had been tortured and beaten. They were all between the ages of four and ten. Think and Reflect How did Iqbal help the children working in Kasur? Note the Facts Why was Iqbal honored by ABC News and Reebok Corporation? When Iqbal was 12 years old, he began speaking to huge crowds in Pakistan and India. He inspired 3,000 child workers to break away from their masters 6. He encouraged adults to demand better working conditions. People in Europe and the United States heard about Iqbal and invited him to come speak in their countries. He told audiences that the colorful carpets some of them had in their homes were made by children who lived as slaves. In the United States, Iqbal was featured on 4. labor law. A law that covers people who are working 5. investigative report. A document that provides information about a controversial topic 6. masters. The people servants work for 74 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

81 ABC News as Person of the Week. The Reebok Corporation honored him with an award for his work. When people learned how their carpets were being made, they did not want to buy any more. In 1992, factories in Pakistan sold fewer carpets to foreign countries than in previous years. At first, the decline was slight, but two years later sales fell sharply. Carpet factory owners and managers were furious. The Pakistan Carpet Manufacturers and Exporters Association blamed subversive organizations and the child revolutionary. Threats were made on Iqbal s life. On Easter Sunday 7 in 1995, Iqbal went to visit relatives in a rural village. After spending some time with his aunt, he and two cousins rode their bicycles to see Iqbal s uncle, who was working in a nearby field. As the boys bounced along the dirt path, someone suddenly fired a shotgun at them from a short distance. Iqbal was instantly killed. He was 12 years old. No one knows exactly what happened or who killed Iqbal. Some people say it was an accident. Others say it was a murder arranged by the carpet manufacturers. The real facts may never be known. Many human rights groups accused the police of failing to investigate the crime thoroughly. At Iqbal s funeral, 800 mourners crowded into the small village cemetery. A week later, 3,000 protesters half of them under the age of 12 marched through the streets of Lahore. For many children working under harsh conditions, Iqbal Masih provided a voice. He gave them the courage to follow him out of bondage. His story brought attention to the plight of the world s working children. DURING READING Note the Facts How were the factory owners affected by Iqbal s speeches? Analyze Literature Setting When and where was Iqbal killed? plight (pl8t) noun, difficult or unfortunate situation 7. Easter Sunday. A Christian holiday Build Vocabulary W W & most IRRORS INDOWS Do you think Iqbal died in vain? How did Iqbal s life inspire you? What do you admire about the boy? What other word or phrase could you substitute for plight in the last sentence? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 75

82 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Why did Iqbal end up working in the carpet factory? A. because he needed to help pay his parents loan B. because he refused to attend his classes C. because he wanted to buy a new pair of shoes 2. How old was Iqbal when he started working in the carpet factory? A. three B. four C. five 3. Who was Essan Ulla Khan? A. He was the owner of the carpet factory where Iqbal worked. B. He was the president of the Bonded Labor Liberation Front. C. He helped Iqbal get away from the carpet factory. 4. What honor did Iqbal receive from ABC News? A. Person of the Month B. Person of the Week C. Person of the Year 5. How did Iqbal die? A. from a gunshot B. in a bicycle accident C. from a serious illness VOCABULARY CHECK Circle the letter of the correct answer. 1. Carpet designs are very intricate. You have to tie more than a million small knots into a pattern of circles, squares, and other designs. What does intricate mean? A. colorful B. complicated C. creative 2. The officer told Iqbal that he had no right to complain and that he d better stick to his work. What does stick to his work suggest? A. continue doing his work B. put sticky tape on his hands C. change his attitude toward work 3. Khan told Iqbal that thousands of children work in bondage in different Pakistani companies. Someone who is in bondage feels A. responsible. B. powerful. C. controlled. 4. Khan admired Iqbal s courage and perseverance. Which other word has the same meaning as perseverance? A. bravery B. determination C. intelligence 5. Iqbal s story brought attention to the plight of the world s working children. What does plight mean? A. issue B. problem C. solution ANALYZE LITERATURE: Setting Write the details that the author gives to provide a clear picture of the setting. 76 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

83 USE READING SKILLS: Make Inferences Look at the chart of inferences that you created. As you read the story, what details in the story supported or confirmed the inferences that you made? BUILD LANGUAGE SKILLS: Adverbs Adverbs answer such questions as when, where, and how an action takes place. EXAMPLES I will visit Grandpa on Saturday. (when) The students are playing outside. (where) She happily accepts my job offer. (how) Identify which question is answered by the underlined adverbs in the following sentences. 1. The officer held Iqbal in the arm tightly. 2. Iqbal goes to work every day. 3. Khan willingly answered all the questions. 4. Iqbal returned to the factory the following day. 5. Iqbal visited his relatives in a rural village. WORK TOGETHER Work with a partner to research more about Iqbal Masih. Use the Internet or other reference materials to learn more about this young boy from Pakistan. Focus on details that are not mentioned in the essay. Use note cards to record important and interesting details about his life. Then, share your notes with the rest of the class. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 77

84 Name: Date: BEFORE READING page 244 ABOUT THE STORY A Short Story by Morley Callaghan Luke Baldwin s Vow is a coming-of-age story that shows how a boy deals with challenges. Luke Baldwin learns what has true value in life after he becomes attached to a dog. With the help of Mr. Kemp, Luke learns how to respond to practical people, such as Uncle Henry. Read to find out what happens. MAKE CONNECTIONS People have different attitudes toward their pets and other possessions. Tell about an object or a pet that you love. How would you explain your thoughts and feelings to someone who does not understand why you value this object or pet so much? ANALYZE LITERATURE: Character A character is a person or animal who is part of the action in a story. Characters are flat characters when they display only one kind of quality or trait. Round characters show a range of traits and qualities. Round characters tend to be more complex and realistic. As you read, think about which characters are flat, and which characters are round. 78 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

85 USE READING SKILLS: Analyze Cause and Effect When you analyze cause and effect, you are looking for the relationship between causes and one or more effects. A cause can be anything that makes something else happen. A cause can be a character s action or an event in the story. The effect is what happens because of the cause. An effect can be a character s response to a specific event. Using a graphic organizer like the one below will help you keep track of the causes and effects in the story. Cause-and-Effect Chart Cause Effect EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 79

86 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. precise pre cise (pri s8s) adjective His solutions to the math problems are precise. Precise instructions make sure that assess as sess (@ ses) verb The teacher wants to assess the students mastery of the lesson. To assess a problem correctly divert di vert (d@ v@rt) verb The smell of chocolates can divert Mina s attention in a second. Activities that can divert attention from studying are aloof a loof (@ l2f) adjective The new student was very aloof and was always alone. A person who is aloof is always competent com pe tent (k5m p@ t@nt) adjective They were competent workers. People who are competent are LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

87 DURING READING A Short Story by Morley Callaghan That summer when twelve-year-old Luke Baldwin came to live with his Uncle Henry in the house on the stream by the sawmill, he did not forget that he had promised his dying father he would try to learn things from his uncle; so he used to watch him very carefully. Uncle Henry, who was the manager of the sawmill, was a big, burly man weighing more than two hundred and thirty pounds, and he had a rough-skinned, brick-colored face. He looked like a powerful man, but his health was not good. He had aches and pains in his back and shoulders which puzzled the doctor. The first thing Luke learned about Uncle Henry was that everybody had great respect for him. The four men he employed in the sawmill were always polite and attentive when he spoke to them. His wife, Luke s Aunt Helen, a kindly, plump, straightforward woman, never argued with him. You should try and be like your Uncle Henry, she would say to Luke. He s so wonderfully practical. He takes care of everything in a sensible, easy way. Luke used to trail around the sawmill after Uncle Henry not only because he liked the fresh clean smell of the newly cut wood and the big piles of sawdust, but because he was impressed by his uncle s precise, firm tone when he spoke to the men. Sometimes Uncle Henry would stop and explain to Luke something about a piece of timber. Always try and learn the essential facts, son, he would say. If you ve got the facts, you know what s useful and what isn t useful, and no one can fool you. He showed Luke that nothing of value was ever wasted around the mill. Luke used to listen, and wonder if there was another man in the world who knew so well what was needed and what ought to be thrown away. Uncle Henry had known at once that Luke needed a bicycle to ride to his school, which was two miles away in town, and he bought him a good one. He knew that Luke needed good, serviceable clothes. He also knew exactly how much Aunt Helen needed to run the house, the Note the Facts What is Luke's promise to his father? Note the Facts Highlight what the people think of Uncle Henry. Use Reading Skills Analyze Cause and Effect What are some causes and effects in this section? Record your answers in the cause-andeffect chart. pre cise (pri s8s) adjective, exact Note the Facts Underline the things that Uncle Henry knows. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 81

88 DURING READING as sess ses) verb, evaluate or estimate the value Analyze Literature Character Is Dan a flat character or a round character? List details from the text to support your answer price of everything, and how much a woman should be paid for doing the family washing. In the evenings Luke used to sit in the living room watching his uncle making notations in a black notebook which he always carried in his vest pocket, and he knew that he was assessing the value of the smallest transaction that had taken place during the day. Luke promised himself that when he grew up he, too, would be admired for his good, sound judgment. But, of course, he couldn t always be watching and learning from his Uncle Henry, for too often when he watched him he thought of his own father; then he was lonely. So he began to build up another secret life for himself around the sawmill, and his companion was the eleven-year-old collie, Dan, a dog blind in one eye and with a slight limp in his left hind leg. Dan was a fat slowmoving old dog. He was very affectionate and his eye was the color of amber. 1 His fur was amber too. When Luke left for school in the morning, the old dog followed him for half a mile down the road, and when he returned in the afternoon, there was Dan waiting at the gate. Think and Reflect Why do you think Luke likes Dan as his companion? Note the Facts What are the things that Luke tells Dan? Sometimes they would play around the millpond or by the dam, or go down the stream to the lake. Luke was never lonely when the dog was with him. There was an old rowboat that they used as a pirate ship in the stream, and they would be pirates together, with Luke shouting instructions to Captain Dan and with the dog seeming to understand and wagging his tail enthusiastically. Its amber eye was alert, intelligent and approving. Then they would plunge into the brush on the other side of the stream, pretending they were hunting tigers. Of course, the old dog was no longer much good for hunting; he was too slow and too lazy. Uncle Henry no longer used him for hunting rabbits or anything else. When they came out of the brush, they would lie together on the cool, grassy bank being affectionate with each other, with Luke talking earnestly, while the collie, as Luke believed, smiled with the good eye. Lying in the grass, Luke would say things to 1. amber. Yellowish to brownish translucent fossil resin often used for jewelry 82 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

89 Dan he could not say to his uncle or his aunt. Not that what he said was important: it was just stuff about himself that he might have told to his own father or mother if they had been alive. Then they would go back to the house for dinner, and after dinner Dan would follow him down the road to Mr. Kemp s house, where they would ask old Mr. Kemp if they could go with him to round up his four cows. The old man was always glad to see them. He seemed to like watching Luke and the collie running around the cows, pretending they were riding on a vast range in the foothills of the Rockies. Uncle Henry no longer paid much attention to the collie, though once when he tripped over him on the veranda, 2 he shook his head and said thoughtfully, Poor old fellow, he s through. Can t use him for anything. He just eats and sleeps and gets in the way. One Sunday during Luke s summer holidays when they had returned from church and had had their lunch, they had all moved out to the veranda where the collie was sleeping. Luke sat down on the steps, his back against the veranda post. Uncle Henry took the rocking chair, and Aunt Helen stretched herself out in the hammock, 3 sighing contentedly. Then Luke, eying the collie, tapped the step with the palm of his hand, giving three little taps like a signal and the old collie, lifting his head, got up stiffly with a slow wagging of the tail as an acknowledgment that the signal had been heard, and began to cross the veranda to Luke. But the dog was sleepy, his bad eye was turned to the rocking chair; in passing, his left front paw went under the rocker. With a frantic yelp, the dog went bounding down the steps and hobbled around the corner of the house, where he stopped, hearing Luke coming after him. All he needed was the touch of Luke s hand. Then he began to lick the hand methodically, as if apologizing. Luke, Uncle Henry called sharply, bring that dog here. When Luke led the collie back to the veranda, Uncle Henry nodded and said, Thanks, Luke. Then he took out a cigar, 4 lit it, put his big hands on his knees and began to rock in the chair while he frowned and eyed the dog steadily. Obviously he was making some kind of an important decision about the collie. What s the matter, Uncle Henry? Luke asked nervously. That dog can t see any more, Uncle Henry said. DURING READING Use Reading Skills Analyze Cause and Effect What causes Uncle Henry to study Dan more closely? Write the details in your cause-andeffect chart. Read Aloud Read lines aloud. What does Uncle Henry say about Dan and what does Luke do about it? 2. veranda. An open porch area often with a roof 3. hammock. A bed made of canvas or ropes that can be slept on, usually attached between two trees 4. cigar. Dried tobacco rolled in a tight bundle used for smoking EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 83

90 DURING READING Oh, yes, he can, Luke said quickly. His bad eye got turned to the chair, that s all, Uncle Henry. And his teeth are gone, too, Uncle Henry went on, paying no attention to what Luke had said. Turning to the hammock, he called, Helen, sit up a minute, will you? When she got up and stood beside him, he went on. I was thinking about this old dog the other day, Helen. It s not only that he s just about blind, but did you notice that when we drove up after church he didn t even bark? It s a fact he didn t, Henry. No, not much good even as a watchdog now. Poor old fellow. It s a pity, isn t it? And no good for hunting either. And he eats a lot, I suppose. About as much as he ever did, Henry. The plain fact is the old dog isn t worth his keep any more. It s time we got rid of him. It s always so hard to know how to get rid of a dog, Henry. I was thinking about it the other day. Some people think it s best to shoot a dog. I haven t had any shells for that shotgun for over a year. Poisoning is a hard death for a dog. Maybe drowning is the easiest and quickest way. Well, I ll speak to one of the mill hands and have him look after it. Crouching on the ground, his arms around the old collie s neck, Luke cried out, Uncle Henry, Dan s a wonderful dog! You don t know how wonderful he is! He s just a very old dog, son, Uncle Henry said calmly. The time comes when you have to get rid of any old dog. We ve got to be practical about it. I ll get you a pup, son. A smart little dog that ll be worth its keep. A pup that will grow up with you. 84 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

91 I don t want a pup! Luke cried, turning his face away. Circling around him, the dog began to bark, then flick his long pink tongue at the back of Luke s neck. DURING READING Think and Reflect Compare and contrast Uncle Henry s and Dan s view of dogs Aunt Helen, catching her husband s eye, put her finger on her lips, warning him not to go on talking in front of the boy. An old dog like that often wanders off into the brush and sort of picks a place to die when the time comes. Isn t that so, Henry? Oh sure, he agreed quickly. In fact, when Dan didn t show up yesterday, I was sure that was what had happened. Then he yawned and seemed to forget about the dog. But Luke was frightened, for he knew what his uncle was like. He knew that if his uncle had decided that the dog was useless and that it was sane and sensible to get rid of it, he would be ashamed of himself if he were diverted by any sentimental considerations. Luke knew in his heart that he couldn t move his uncle. All he could do, he thought, was keep the dog away from his uncle, keep him out of the house, feed him when Uncle Henry wasn t around. Next day at noontime Luke saw his uncle walking from the mill toward the house with old Sam Carter, a mill hand. Sam Carter was a dull, stooped, slow-witted man of sixty with an iron-gray beard, who was wearing blue overalls and a blue shirt. He hardly ever spoke to anybody. Watching from the veranda, Luke noticed that his uncle suddenly gave Sam Carter a cigar, which Sam put in his pocket. Luke had never seen his uncle give Sam a cigar or pay much attention to him. Then, after lunch, Uncle Henry said lazily that he would like Luke to take his bicycle and go into town and get him some cigars. I ll take Dan, Luke said. Better not, son, Uncle Henry said. It ll take you all afternoon. I want those cigars. Get going, Luke. His uncle s tone was so casual that Luke tried to believe they were not merely getting rid of him. Of course he had to do what he was told. He had never dared to refuse to obey an order from his uncle. But when he had taken his bicycle and had ridden down the path that followed the stream to the town road and had di vert (d@ v@rt) verb, turn to another course Use Reading Skills Analyze Cause and Effect Read lines aloud. Why is Luke so worried? Write the details in your cause-and-effect chart. Build Vocabulary Idioms Use context clues to determine the meaning of slow-witted. Who is slow-witted? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 85

92 DURING READING a loof (@ l2f) adjective, distant, reserved Note the Facts Is Luke right in worrying about Dan? Explain your answer. Note the Facts What does Luke see by the river bend and why does it seem wrong to him? got about a quarter of a mile along the road, he found that all he could think of was his uncle handing old Sam Carter the cigar. Slowing down, sick with worry now, he got off the bike and stood uncertainly on the sunlit road. Sam Carter was a gruff, aloof old man who would have no feeling for a dog. Then suddenly Luke could go no farther without getting some assurance that the collie would not be harmed while he was away. Across the fields he could see the house. Leaving the bike in the ditch, he started to cross the field, intending to get close enough to the house so Dan could hear him if he whistled softly. He got about fifty yards away from the house and whistled and waited, but there was no sign of the dog, which might be asleep at the front of the house, he knew, or over at the saw-mill. With the saws whining, the dog couldn t hear the soft whistle. For a few minutes Luke couldn t make up his mind what to do, then he decided to go back to the road, get on his bike and go back the way he had come until he got to the place where the river path joined the road. There he could leave his bike, go up the path, then into the tall grass and get close to the front of the house and the sawmill without being seen. He had followed the river path for about a hundred yards, and when he came to the place where the river began to bend sharply toward the house his heart fluttered and his legs felt paralyzed, for he saw the old rowboat in the one place where the river was deep, and in the rowboat was Sam Carter with the collie. 205 The bearded man in the blue overalls was smoking the cigar; the dog, with a rope around its neck, sat contentedly beside him, its tongue going out in a friendly lick at the hand holding the rope. It was all like a crazy dream picture to Luke: all wrong because it looked so lazy and friendly, even the 86 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

93 curling smoke from Sam Carter s cigar. But as Luke cried out, Dan, Dan! Come on, boy! and the dog jumped at the water, he saw that Sam Carter s left hand was hanging deep in the water, holding a foot of rope with a heavy stone at the end. As Luke cried out wildly, Don t! Please don t! Carter dropped the stone, for the cry came too late; it was blurred by the screech of the big saws at the mill. But Carter was startled, and he stared stupidly at the riverbank, then he ducked his head and began to row quickly to the bank. But Luke was watching the collie take what looked like a long, shallow dive, except that the hind legs suddenly kicked up above the surface, then shot down, and while he watched, Luke sobbed and trembled, for it was as if the happy secret part of his life around the sawmill was being torn away from him. But even while he watched, he seemed to be following a plan without knowing it, for he was already fumbling in his pocket for his jackknife, jerking the blade open, pulling off his pants, kicking his shoes off while he muttered fiercely and prayed that Sam Carter would get out of sight. It hardly took the mill hand a minute to reach the bank and go slinking furtively around the bend as if he felt that the boy was following him. But Luke hadn t taken his eyes off the exact spot in the water where Dan had disappeared. As soon as the mill hand was out of sight, Luke slid down the bank and took a leap at the water, the sun glistening on his slender body, his eyes wild with eagerness as he ran out to the deep place, then arched his back and dived, swimming under water, his open eyes getting used to the greenish-gray haze of the water, the sandy bottom and the embedded rocks. His lungs began to ache, then he saw the shadow of the collie floating at the end of the taut rope, rock-held in the sand. He slashed at the rope with his knife. He couldn t get much strength in his arm because of the resistance of the water. He grabbed the rope with his left hand, hacking with his knife. The collie suddenly drifted up slowly, like a water-soaked log. Then his own head shot above the surface, and while he was sucking in the air he was drawing in the rope, pulling the collie toward him and treading water. In a few strokes he was away from the deep place and his feet touched the bottom. Hoisting the collie out of the water, he scrambled toward the bank, lurching and stumbling in fright because the collie felt like a dead weight. DURING READING EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 87

94 DURING READING Think and Reflect Evaluate Luke's actions. Does he do the right thing, or should he have followed his uncle's wishes? com pe tent (k5m adjective, properly qualified or capable He went on up the bank and across the path to the tall grass, where he fell flat, hugging the dog and trying to warm him with his own body. But the collie didn t stir, the good amber eye remained closed. Then suddenly Luke wanted to act like a resourceful, competent man. Getting up on his knees, he stretched the dog out on its belly, drew him between his knees, felt with trembling hands for the soft places on the flanks just above the hipbones, and rocked back and forth, pressing with all his weight, then relaxing the pressure as he straightened up. He hoped that he was working the dog s lungs like a bellows. 5 He had read that men who had been thought drowned had been saved in this way. Come on, Dan. Come on, old boy, he pleaded softly. As a little water came from the collie s mouth, Luke s heart jumped, and he muttered over and over, You can t be dead, Dan! You can t, you can t! I won t let you die, Dan! He rocked back and forth tirelessly, applying the pressure to the flanks. More water dribbled from the mouth. In the collie s body he felt a faint tremor. Oh gee, Dan, you re alive, he whispered. Come on, boy. Keep it up. With a cough the collie suddenly jerked his head back, the amber eye opened, and there they were looking at each other. Then the collie, thrusting his legs out stiffly, tried to hoist himself up, staggered, tried again, then stood there in a stupor. Then he shook himself like any other wet dog, turned his head, eyed Luke, and the red tongue came out in a weak flick at Luke s cheek. Lie down, Dan, Luke said. As the dog lay down beside him, Luke closed his eyes, buried his head in the wet fur and wondered why all the muscles of his arms and legs began to jerk in a nervous reaction, now that it was all over. Stay there, 5. bellows. An instrument that expands to take in air through a valve, and contracts to let air out through a tube 88 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

95 Dan, he said softly, and he went back to the path, got his clothes and came back beside Dan and put them on. I think we d better get away from this spot, Dan, he said. Keep down, boy. Come on. And he crawled on through the tall grass till they were about seventy-five yards from the place where he had undressed. There they lay down together. In a little while he heard his aunt s voice calling, Luke. Oh, Luke! Come here, Luke! Quiet, Dan, Luke whispered. A few minutes passed, and then Uncle Henry called, Luke, Luke! and he began to come down the path. They could see him standing there, massive and imposing, his hands on his hips as he looked down the path, then he turned and went back to the house. As he watched the sunlight shine on the back of his uncle s neck, the exultation Luke had felt at knowing the collie was safe beside him turned to bewildered despair, for he knew that even if he should be forgiven for saving the dog when he saw it drowning, the fact was that his uncle had been thwarted. His mind was made up to get rid of Dan, and in a few days time, in another way, he would get rid of him, as he got rid of anything around the mill that he believed to be useless or a waste of money. As he lay back and looked up at the hardly moving clouds, he began to grow frightened. He couldn t go back to the house, nor could he take the collie into the woods and hide him and feed him there unless he tied him up. If he didn t tie him up, Dan would wander back to the house. I guess there s just no place to go, Dan, he whispered sadly. Even if we start off along the road, somebody is sure to see us. But Dan was watching a butterfly that was circling crazily above them. Raising himself a little, Luke looked through the grass at the corner of the house, then he turned and looked the other way to the wide blue lake. With a sigh he lay down again, and for hours they lay there together, until there was no sound from the saws in the mill and the sun moved low in the western sky. Well, we can t stay here any longer, Dan, he said at last. We ll just have to get as far away as we can. Keep down, old boy, and he began to crawl through the grass, going farther away from the house. When he could no longer be seen, he got up and began to trot across the field toward the gravel road leading to town. DURING READING Use Reading Skills Analyze Cause and Effect How will Luke s actions affect the characters in the story? Write your ideas in the cause-andeffect chart. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 89

96 DURING READING Think and Reflect If you were in Luke's place, what would you do about Dan? Note the Facts What does Mr. Kemp tell Luke about Uncle Henry? On the road, the collie would turn from time to time as if wondering why Luke shuffled along, dragging his feet wearily, his head down. I m stumped, that s all Dan, Luke explained. I can t seem to think of a place to take you. When they were passing the Kemp place they saw the old man sitting on the veranda, and Luke stopped. All he could think of was that Mr. Kemp had liked them both and it had been a pleasure to help him get the cows in the evening. Dan had always been with them. Staring at the figure of the old man on the veranda, he said in a worried tone, I wish I could be sure of him, Dan. I wish he was a dumb, stupid man who wouldn t know or care whether you were worth anything...well, come on. He opened the gate bravely, but he felt shy and unimportant. Hello, son. What s on your mind? Mr. Kemp called from the veranda. He was a thin, wiry man in a tan-colored shirt. He had a gray, untidy mustache, his skin was wrinkled and leathery, but his eyes were always friendly and amused. Could I speak to you, Mr. Kemp? Luke asked when they were close to the veranda. Sure. Go ahead. It s about Dan. He s a great dog, but I guess you know that as well as I do. I was wondering if you could keep him here for me. Why should I keep Dan here, son? Well, it s like this, Luke said, fumbling the words awkwardly: My uncle won t let me keep him any more...says he s too old. His mouth began to tremble, then he blurted out the story. I see, I see, Mr. Kemp said slowly, and he got up and came over to the steps and sat down and began to stroke the collie s head. Of course, Dan s an old dog, son, he said quietly. And sooner or later you ve got to get rid of an old dog. Your uncle knows that. Maybe it s true that Dan isn t worth his keep. He doesn t eat much, Mr. Kemp. Just one meal a day. I wouldn t want you to think your uncle was cruel and unfeeling, Luke, Mr. Kemp went on. He s a fine man...maybe just a little bit too practical and straightforward. 90 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

97 I guess that s right, Luke agreed, but he was really waiting and trusting the expression in the old man s eyes. Maybe you should make him a practical proposition. I I don t know what you mean. Well, I sort of like the way you get the cows for me in the evenings, Mr. Kemp said, smiling to himself. In fact, I don t think you need me to go along with you at all. Now, supposing I gave you seventy-five cents a week. Would you get the cows for me every night? DURING READING Sure I would, Mr. Kemp. I like doing it, anyway. All right, son. It s a deal. Now I ll tell you what to do. You go back to your uncle, and before he has a chance to open up on you, you say right out that you ve come to him with a business proposition. Say it like a man, just like that. Offer to pay him the seventy-five cents a week for the dog s keep. But my uncle doesn t need seventy-five cents, Mr. Kemp, Luke said uneasily. Of course not, Mr. Kemp agreed. It s the principle of the thing. Be confident. Remember that he s got nothing against the dog. Go to it, son. Let me know how you do, he added, with an amused smile. If I know your uncle at all, I think it ll work. I ll try it, Mr. Kemp, Luke said. Thanks very much. But he didn t have any confidence, for even though he knew that Mr. Kemp was a wise old man who would not deceive him, he couldn t believe that seventy-five cents a week would stop his EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 91

98 DURING READING Use Reading Skills Analyze Cause and Effect What is the effect of Aunt Helen's words on Luke? Write the details in the cause-andeffect chart. Analyze Literature Character Based on Uncle Henry's distress, what kind of a person do you think he is? Read Aloud Read lines aloud. What does Uncle Henry want to say to Luke that he can't tell him? uncle, who was an important man. Come on, Dan, he called, and he went slowly and apprehensively back to the house. When they were going up the path, his aunt cried from the open window, Henry, Henry, in heaven s name, it s Luke with the dog! Oh. Oh, I see, Uncle Henry said, and gradually the color came back to his face. You fished him out, eh? he asked, still looking at the dog uneasily. Well, you shouldn t have done that. I told Sam Carter to get rid of the dog, you know. Just a minute, Uncle Henry, Luke said, trying not to falter. He gained confidence as Aunt Helen came out and stood beside her husband, for her eyes seemed to be gentle, and he went on bravely. I want to make you a practical proposition, Uncle Henry. A what? Uncle Henry asked, still feeling insecure, and wishing the boy and the dog weren t confronting him. A practical proposition, Luke blurted out quickly. I know Dan isn t worth his keep to you. I guess he isn t worth anything to anybody but me. So I ll pay you seventy-five cents a week for his keep. What s this? Uncle Henry asked, looking bewildered. Where would you get seventy-five cents a week, Luke? I m going to get the cows every night for Mr. Kemp. Oh, for heaven s sake, Henry, Aunt Helen pleaded, looking distressed, let him keep the dog! and she fled into the house. None of that kind of talk! Uncle Henry called after her. We ve got to be sensible about this! But he was shaken himself, and overwhelmed with a distress that destroyed all his confidence. As he sat down slowly in the rocking chair and stroked the side of his big face, he wanted to say weakly, All right, keep the dog, but he was ashamed of being so weak and sentimental. He stubbornly refused to yield to this emotion: he was trying desperately to turn his emotion into a bit of good, useful common sense, so he could justify his distress. So he rocked and pondered. At last he smiled. You re a smart little shaver, Luke, he said slowly. Imagine you working it out like this. I m tempted to accept your proposition. Gee, thanks, Uncle Henry. I m accepting it because I think you ll learn something out of this, he went on ponderously. Yes, Uncle Henry. 92 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

99 You ll learn that useless luxuries cost the smartest of men hard-earned money. I don t mind. Well, it s a thing you ll have to learn sometime. I think you ll learn, too, because you certainly seem to have a practical streak in you. It s a streak I like to see in a boy. O.K., son, he said, and he smiled with relief and went into the house. Turning to Dan, Luke whispered softly, Well, what do you know about that? As he sat down on the step with the collie beside him and listened to Uncle Henry talking to his wife, he began to glow with exultation. Then gradually his exultation began to change to a vast wonder that Mr. Kemp should have had such a perfect understanding of Uncle Henry. He began to dream of someday being as wise as old Mr. Kemp and knowing exactly how to handle people. It was possible, too, that he had already learned some of the things about his uncle that his father had wanted him to learn. Putting his head down on the dog s neck, he vowed to himself fervently that he would always have some money on hand, no matter what became of him, so that he would be able to protect all that was truly valuable from the practical people in the world. DURING READING Note the Facts What is Luke's vow? Build Vocabulary Idioms Use context clues to determine what on hand means. Why does Luke think that he should have money on hand? W W & will IRRORS INDOWS What do you value most in your life? What you do to protect them? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 93

100 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What is the first thing that Luke learns about Uncle Henry? A. He should be like Uncle Henry. B. Uncle Henry is a practical man. C. Everyone respects Uncle Henry. 2. Luke's companion is a dog named Dan. How does Dan look? A. Dan is a purebred dog with a long and tall body. B. Dan is a fat and slow-moving collie with amber eyes. C. Dan is a mongrel with a shiny yellow coat and sharp teeth. 3. Why does Mr. Kemp like to see Luke and Dan? A. He likes to watch Luke and Dan running around the cows. B. He likes to listen to Luke and Dan as they run around his house. C. He likes to talk to Luke and Dan about his adventures in the big city. 4. What does Uncle Henry say to convince Luke about getting rid of Dan? A. He says that he will get Luke a pup that will be worth its keep. B. He says that Dan is an old dog that can turn against Luke any time. C. He says that Luke must learn to let go because life is about letting go. 5. What is Luke's proposition to his uncle? A. He promises to pay his uncle every week for keeping Dan. B. He promises to work in the mill in exchange for having Dan. C. He promises to get good grades in school so that he can keep Dan. VOCABULARY CHECK Circle the letter of the correct answer. 1. Uncle Henry is a practical man who uses precise tones in speaking. Because of this, everyone A. understands exactly what he wants to say. B. gets confused with what he is attempting to say. C. knows that his thoughts are different from what he says. 2. Luke s uncle uses a notebook to assess all the money that goes in and out of the mill. This notebook helps his uncle A. treasure memories. B. interview applicants. C. calculate the price. 3. Uncle Henry does not divert from his decisions. If he has decided to do something, he will A. make a new plan. B. think about it again. C. not change his mind. 4. Sam Carter, the aloof mill hand ordered to drown the dog, feels A. guilty. B. nothing. C. cheerful. 5. To act like a competent young man, Luke decides to save Dan A. all by himself. B. in another day. C. with Sam Carter. 94 LEVEL III, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

101 ANALYZE LITERATURE: Character Which characters in the story are flat? Which characters in the story are round? Name one character for each type, and provide details to explain your answer. USE READING SKILLS: Analyze Cause and Effect Review the cause-and-effect chart you completed while reading this story. How did determining the causes and the effects of different parts of the story help you understand the text? Use an example from your chart to provide details for your answer. BUILD LANGUAGE SKILLS: Predicate Adjectives A predicate adjective modifies or describes the subject in the sentence. A linking verb, such as is, are, feel, turn, and seem, connects the predicate adjective to the subject. EXAMPLES Maiko is excited about his upcoming birthday party. Luke knows that he will always be happy when Dan is with him. Complete the sentences by using a predicate adjective that will match the context of the sentence. 1. Uncle Henry is and always follows his common sense. 2. One of the amber eyes of Dan is and cannot see anything anymore. 3. To Luke, Dan is a pet and he will fight to keep him. WRITING SKILLS Think about the decisions that Uncle Henry and Luke make throughout the story. Write a paragraph that describes how each character makes decisions. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 2 95

102 Name: Date: BEFORE READING page 290 ABOUT THE STORY Ishi in Two Worlds is a story about a Native American who was the last of his tribe. His story is told by Theodora Kroeber, the wife of one of the anthropologists who knew Ishi personally. Kroeber talks about Ishi s life after he was discovered in Oroville, California. Read to find out about Ishi s life. MAKE CONNECTIONS A Biography by Theodora Kroeber When Ishi first met the people of Oroville, nobody understood him. Ishi could not speak a word of English, or even other Native American languages. What would you feel if you were in Ishi s place? How would you try to communicate with other people? ANALYZE LITERATURE: Biography A biography is the life story of a person told by another person. The author of a biography uses the third-person point of view. This means that the story is told according to how the author sees the main character. As you read, pay attention to how the author, Theodora Kroeber, talks about Ishi. 96 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

103 USE READING SKILLS: Author s Perspective Author s perspective is the way an author s views about a subject or topic. In many ways, the author s account of Ishi is affected by her perspective, or how she sees the main character. Society s opinions about Native Americans during her time may have also affected her writing. As you read, mark the sections of the text that show the author s perspective, or her opinions about Ishi. Record each opinion in the Opinions column of the chart below. Gather the facts in each opinion and rewrite them as sentences in the Facts column. Then, fill in the Analysis column with your thoughts on how the author s perspective affects each stated fact. Fact and Opinion Chart Opinions Facts Analysis EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 97

104 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. suppress sup press (su pres) verb I suppressed a cough during the memorial service because I wanted to be respectful of the speaker. You try to suppress a groundless ground less (groun (d)->les) adjective Your worries about reaching the hotel late are groundless. When you have a groundless idea, you half-hearted idiom She made only a halfhearted attempt to eat because she did not like the food. You make a half-hearted effort when badger bad ger (ba j3r) verb My sister badgered me with her school project until I decided to help her. When you are badgered by someone, you feel tentative ten ta tive (ten te tiv) adjective We had only met the day before, so our friendship was tentative. You might become tentative when LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

105 DURING READING A Biography by Theodora Kroeber Prologue: OUTSIDE THE SLAUGHTER HOUSE 5 10 The story of Ishi begins for us early in the morning of the twenty-ninth day of August in the year 1911 and in the corral 1 of a slaughter house. It begins with the sharp barking of dogs which roused the sleeping butchers. In the dawn light they saw a man at bay, crouching against the corral fence Ishi. They called off the dogs. Then, in some considerable excitement, they telephoned the sheriff in Oroville two or three miles away to say that they were holding a wild man and would he please come and take him off their hands. Sheriff and deputies arrived shortly, approaching the corral with guns at the ready. The wild man made no move to resist capture, quietly allowing himself to be handcuffed. Think and Reflect What happened to Ishi during his first encounter with the civilized world? Why do you think Ishi made no move to resist capture? The sheriff, J. B. Webber, saw that the man was an Indian, and that he was at the limit of exhaustion and fear. He could learn nothing further, since his prisoner understood no English. Not knowing what to do with him, he motioned the Indian into the wagon with himself and his deputies, drove him to the county jail in Oroville, and locked him up in the cell for the insane. There, Sheriff Webber reasoned, while he tried to discover something more about his captive he could at least protect him from the excited curiosity of the townspeople and the outsiders who were already pouring in from miles around to see the wild man. Note the Facts Why did the sheriff put Ishi in jail? 1. corral. A pen for cattle EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 99

106 DURING READING Use Reading Skills Author s Perspective The author includes Ishi s recollection of his time in the county jail. Why would the author add information from a later time in Ishi s life into this part of the story? Build Vocabulary In your own words, write the definition for groundless as it is used in the selection. sup press (su pres) verb, block out; put out of one s mind. ground less (groun (d)->les) adjective,not justified; having no real basis The wild man was emaciated 2 to starvation, his hair was burned off close to his head, he was naked except for a ragged scrap of ancient covered-wagon canvas which he wore around his shoulders like a poncho. He was a man of middle height, the long bones, painfully apparent, were straight, strong, and not heavy, the skin color somewhat paler in tone than the full copper characteristic of most Indians. The black eyes were wary and guarded now, but were set wide in a broad face, the mouth was generous and agreeably molded. For the rest, the Indian s extreme fatigue and fright heightened a sensitiveness which was always there, while it masked the usual mobility and expressiveness of the features. It should be said that the sheriff s action in locking Ishi up was neither stupid nor brutal given the circumstances. Until Sheriff Webber took the unwonted 3 measure of keeping them out by force people filled the jail to gaze through the bars of his cell at the captive. Later, Ishi spoke with some diffidence 4 of this, his first contact with white men. He said that he was put up in a fine house where he was kindly treated and well fed by a big chief. That he would eat nothing and drink nothing during his first days of captivity Ishi did not say. Such was the case; nor did he allow himself to sleep at first. Quite possibly it was a time of such strain and terror that he suppressed all memory of it. Or he may have felt that it was unkind to recall his suspicions which proved in the event groundless, for Ishi expected in those first days to be put to death. He knew of white men only that they were the murderers of his own people. It was natural that he should expect, once in their power, to be shot or hanged or killed by poisoning. Meanwhile, local Indians and half-breeds as well as Mexicans and Spaniards tried to talk to the prisoner in Maidu, Wintu, and Spanish. Ishi listened patiently but uncomprehendingly, and when he spoke it was in a tongue which meant no more to the Indians there than to the whites. The story of the capture of a wild Indian became headline news in the local valley papers, and reached the San Francisco dailies in forms more or less lurid 5 and elaborated. The story in the San Francisco Call was accompanied by a picture, the first of many to come later. In another newspaper story, a Maidu Indian, Conway by name, issued a statement that he had conversed 2. emaciate. Cause to lose flesh and become very thin. emaciated, adjective 3. unwonted. Rare or unusual 4. diffidence. Shyness; lack of self-confidence 5. lurid. Startling, sensational 100 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

107 with the wild man. Conway s moment of publicity was brief since the wild man understood nothing of what he said. These accounts were read by Professors Kroeber and Waterman, anthropologists 6 at the University of California, who were at once alerted to the human drama behind the event and to its possible importance, the more particularly because it recalled to them an earlier episode on San Nicolas Island, one of the Channel Islands of the Pacific Ocean some seventy miles offshore from Santa Barbara. In 1835, the padres of Mission Santa Barbara transferred the San Nicolas Indians to the mainland. A few minutes after the boat, which was carrying the Indians, had put off from the island, it was found that one baby had been left behind. It is not easy to land a boat on San Nicolas; the captain decided against returning for the baby; the baby s mother jumped overboard, and was last seen swimming toward the island. Half-hearted efforts made to find her in subsequent 7 weeks were unsuccessful: it was believed that she had drowned in the rough surf. In 1853, eighteen years later, seal hunters in the Channel waters reported seeing a woman on San Nicolas, and a boatload of men from Santa Barbara went in search of her. They found her, a last survivor of her tribe. Her baby, as well as all her people who had been removed to the Mission, had died. She lived only a few months after her rescue and died without anyone having been able to communicate with her, leaving to posterity 8 this skeletal outline of her grim story, and four words which someone remembered from her lost language and recorded as she said them. It so happens that these four words identify her language as having been Shoshonean, related to Indian languages of the Los Angeles area, not to those of Santa Barbara. Another reason for the anthropologists particular interest in the wild man was that three years earlier, in 1908, some surveyors working a few miles north of Oroville had surprised and routed 9 a little band of Indians. After hearing of this incident, Waterman with two guides had spent several weeks in an unsuccessful search for the Indians: the wild man of Oroville might well be one of them. On August 31, 1911, Kroeber sent the following telegram: Sheriff Butte County. Newspapers report capture wild Indian speaking language other tribes totally unable understand. Please DURING READING Build Vocabulary Idioms Imagine that you were part of the search party looking for the woman from the San Nicolas tribe. How would you and your fellow searchers go about looking for her? half-hearted idiom, lacking enthusiasm or courage. Analyze Literature Biography Why does the author include a previous account of another Native American who was the last survivor of her tribe? 6. anthropologists. Scientists who study the origins and social relationships of human beings 7. subsequent. Following 8. posterity. The generations that come after 9. routed. Beaten, overwhelmed. route, verb, overpower; defeat. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 101

108 DURING READING Culture Note A telegram is a form of communication sent through a telegraph. The telegraph was used as a quick way to spread news before the telephone became widely available. Sending a telegram took a lot of time, so these messages were usually short. The messages often omitted punctuation, because each punctuation mark had to be spelled out. People also skipped words rather than writing out full messages, much like the way you might communicate with your friends online. bad ger (ba j3r) verb, pester or annoy someone persistently. Note the Facts Which group of Native Americans did the anthropologists suspect Ishi to have come from? Build Vocabulary List some synonyms for the verb badger confirm or deny by collect telegram and if story correct hold Indian till arrival Professor State University who will take charge and be responsible for him. Matter important account aboriginal 10 history. The sheriff s office must have confirmed the report promptly: Waterman took the train to Oroville the same day. That he and Kroeber correctly guessed Ishi s tribe and language was no tour de force 11 of intuition. The guess was based on field work with Indians all up and down California; they knew that Oroville was adjacent 12 to country which formerly belonged to the Yana Indians; presumably the strange Indian would be a Yana. He might even be from the southernmost tribe of Yana, believed to be extinct. If this were true, neither they nor anyone so far as they knew could speak his language. But if he were a Northern or Central Yana, there were files of expertly recorded vocabularies for those dialects from two old Yanas, Batwi, called Sam, and Chidaimiya, called Betty Brown. With a copy of Batwi s and Chidaimiya s vocabularies in his pocket, Waterman arrived in Oroville where he identified himself to Sheriff Webber and was taken to visit the wild man. Waterman found a weary, badgered Indian sitting in his cell, wearing the butcher s apron he had been given at the slaughter house, courteously making what answer he could in his own language to a barrage 13 of questions thrown at him in English, Spanish, and assorted Indian from a miscellaneous set of visitors. Waterman sat down beside Ishi, and with his phonetically 14 transcribed list of Northern and Central Yana words before him, began to read from it, repeating each word, pronouncing it as well as he knew how. Ishi was attentive but unresponding until, discouragingly far down the list, Waterman said siwini which means yellow pine, at the same time tapping the pine framework of the cot on which they sat. Recognition lighted up the Indian s face. Waterman said the magic word again; Ishi repeated it after him, correcting his pronunciation, and for the next moments the two of them banged at the wood of the cot, telling each other over and over, siwini, siwini! 11. tour de force. Feat of skill, strength, or brilliance 12. adjacent. Next to; adjoining 13. barrage. Heavy attack 14. phonetically. Concerning spoken pronunciation 102 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

109 With the difficult first sound recognition achieved, others followed. Ishi was indeed one of the lost tribe, a Yahi; in other words, he was from the southernmost Yana. Waterman was learning that the unknown Yahi dialect differed considerably but not to the point of unintelligibility 15 from the two northern ones of his list. Together he and Ishi tried out more and more words and phrases: they were beginning to communicate. After a while Ishi ventured to ask Waterman, I ne ma Yahi? Are you an Indian? Waterman answered that he was. The hunted look left Ishi s eyes here was a friend. He knew as well as did his friend that Waterman was not an Indian. The question was a tentative and subtle way of reassuring and being reassured, not an easy thing to do when the meaningful shared sounds are few. Between meetings with Ishi, Waterman wrote to Kroeber from Oroville: Think and Reflect Why did Waterman tell Ishi that he was also a Native American? DURING READING ten ta tive (ten te tiv) adjective, hesitant; uncertain. Analyze Literature Biography Authors of biographies may use autobiographical materials in their works. These materials are included in the text in their original form. Any changes that the author makes in these materials are enclosed in brackets This man [Ishi] is undoubtedly wild. He has pieces of deer thong in place of ornaments in the lobes 16 of his ears and a wooden plug in the septum 17 of his nose. He recognizes most of my Yana words and a fair proportion of his own seem to be identical [with mine]. Some of his, however, are either quite different or else my pronunciation of them is very bad, because he doesn t respond to them except by pointing to his ears and asking to have them repeated. No! k u i it is not is one. Yes! aha, pleases him immensely. I think I get a few endings that don t occur in Northern Yana on nouns, for example. Phonetically, he has some of the prettiest cracked consonants I ever heard in my life. He will be a splendid informant, especially for phonetics, for he speaks very clearly. I have not communicated with him successfully enough to get his story, but what What autobiographical materials does Theodora Kroeber use in her biographical account of Ishi? Use Reading Skills Author s Perspective What is the author s opinion about Waterman s first few attempts at communication with Ishi? 15. unintelligibility. Not being understandable 16. lobes. The rounded lower part of the ear 17. septum. Membrane between nostrils EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 103

110 DURING READING Read Aloud Waterman described the way Ishi talked and acted as if Waterman was the scientist and Ishi was a lab experiment. Read the second part of Waterman s letter about Ishi in an expressive manner, lines What is your impression of how Waterman treated Ishi? Culture Note During Ishi s time, the U.S. government treated Native Americans like wards of the state. Today, Native Americans are American citizens, and the tribes work with the government to resolve any issues that arise. 1 The Bureau of Indian Affairs (BIA), formed in 1824, monitors the activities of the Native Americans. It also manages the 66 million acres of land held in trust by the United States for these indigenous people can I expect? He has a yarn to tell about his woman, who had a baby on her back and seems to have been drowned, except that he is so cheerful about it. Waterman misunderstood. In the excitement and relief of having someone to talk to, Ishi poured out confidences and recollections which Waterman could by no means comprehend even with the aid of an elaborate pantomime 18. Ishi s seeming pleasure was not in the recollected event, but was rather a near hysteria 19 induced by human interchange of speech and feelings too long denied. Waterman s letters continue: We had a lot of conversation this morning about deer hunting and making acorn soup, but I got as far as my list of words would take me. If I am not mistaken, he s full of religion bathing at sunrise, putting out pinches of tobacco where the lightning strikes, etc. I ll try rattlesnake on him when I go back after lunch. It was a picnic to see him open his eyes when he heard Yana from me. And he looked over my shoulder at the paper in a most mystified way. He knew at once where I got my inspiration.... We showed him some arrows last night, and we could hardly get them away from him. He showed us how he flaked 20 the points, singed 21 the edges of the feathering, and put on the sinew wrappings. Even before Waterman had established a thin line of communication with Ishi, the sheriff had become convinced that his prisoner was neither insane nor dangerous. There were no charges against him; he did not properly belong in jail. The question was, what in place of the shelter of the jail was there for him? Waterman offered to take him to San Francisco. Phones and telegraph wires were kept busy for the next forty-eight hours between Oroville and San Francisco, where the University s Museum of Anthropology then was, and between the museum and Washington, D.C. While these negotiations were going forward, the sheriff, at Waterman s suggestion, sent a deputy to Redding to find and bring back with him the old man, Batwi, to act as interpreter-companion to Ishi. Batwi came, and although he patronized 22 Ishi outrageously, he was for the present a help. He and Ishi could communicate in Yana, not without some difficulty, but quite fully. Meanwhile, the Indian 18. pantomime. Communication by means of gestures 19. hysteria. Outbreak of wild, uncontrolled excitement 20. flaked. To separate in flakes; to peel or scale off 21. singed. Burned 22. patronize. Act helpful, but in a snobbish way; talk down to 104 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

111 Bureau in Washington telegraphed permission for Ishi to go to the University s museum whose staff was to be responsible for him at least until there was opportunity for fuller investigation. The sheriff of Butte County was greatly relieved; he at once made out a receipt of release from the jail to the University. This remarkable document seems not to have survived the years of moving and storing in odd corners which has been the fate of the museum files and specimens 23 In any case, Waterman, Batwi, and Ishi, with the release and government permission, left Oroville on Labor Day, September 4, arriving in San Francisco somewhat before midnight. There remained to Ishi four years and seven months of life, years which were to pass within the shelter of the museum walls at the Affiliated Colleges, or in the hospital next door when he was sick. Ishi was the last wild Indian in North America, a man of Stone Age culture subjected for the first time when he was past middle age to twentieth-century culture. He was content that it should be so, participating as fully as he could in the new life. Before examining more closely those astounding few years and what one Stone Age man contributed in so short a time to our understanding of man as such, let us go back to the years of childhood, young manhood, and middle age almost a whole lifetime. These were years spent by him without experience or understanding of a way of life other than that of a tiny fugitive 24 band of fewer than a dozen souls at most, opposing their ancient Yahi skills and beliefs to an unknown but hostile outside world. There came the time months, perhaps two or three years before August, 1911 when Ishi was the only one remaining of the little band, violence from without, old age and illness from within, having brought death to the others. DURING READING Note the Facts How long did Ishi live in the Museum of Anthropology? Analyze Literature A stereotype is an unexamined, false idea about a type of person or group of people. For instance, the author describes Ishi as the last wild Indian. In the biography, Sheriff Webber himself thought that Ishi was neither insane or dangerous. Why do you think that Ishi was still described as a wild man? 23. specimens. Artifacts 24. fugitive. Someone who fled from danger or repression W W & IRRORS INDOWS What does Ishi s story tell you about society and the civilized world? How do you think Ishi should have been treated by the people who studied him? Why is it important that anthropologists treat people this way? Note the Facts What factors have caused Ishi s tribe to become extinct? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 105

112 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Who found Ishi in the slaughterhouse? A. the butchers B. Sheriff Webber C. Waterman and Kroeber 2. Where was Ishi taken after he was found in the slaughterhouse? A. to the wilderness outside Oroville B. to the Butte County jail in Oroville C. to the Museum of Anthropology 3. How did Waterman first attempt to communicate with Ishi? A. He spoke to him in a mix of English and Mexican. B. He drew pictures and used facial expressions. C. He read from a list of Yana vocabulary words. 4. Who was the first person to communicate fully with Ishi? A. Sheriff J. B. Webber B. Waterman C. Batwi 5. Who allowed Ishi to move from Oroville to San Francisco? A. the padres of Mission Santa Barbara B. the Bureau of Indian Affairs in Washington, DC. C. the Affiliated Colleges in San Francisco VOCABULARY CHECK Circle the letter of the correct answer. 1. When you suppress a memory, you A. think about it often. B. keep it in a safe place. C. block it from your mind. 2. A groundless argument has A. no reason or proof to support it. B. weak or little evidence to support it. C. clear evidence or reason to support it. 3. The searchers made a half-hearted effort. They A. only pretended to look. B. looked only in a few places. C. tried looking in many places. 4. The curious townspeople badgered Ishi. They A. ignored him. B. talked to him. C. bothered him. 5. Giving someone a tentative answer means that A. you don t have an answer. B. you aren t sure of the answer. C. you are confident of the answer. ANALYZE LITERATURE: Biography Write a paragraph on your thoughts about the author of the biography. Do you think that being the wife of one of the anthropologists who studied Ishi personally influenced her writing? 106 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

113 USE READING SKILLS: Author s Perspective 1. Review the chart you completed while reading the story. What are the qualities of a biography? 2. What are the advantages of using autobiographical materials in a biography? 3. Why is it important to know about Theodora Kroeber s life? What bearing does her life have on her biography of Ishi? BUILD LANGUAGE SKILLS: Concept Maps A concept map is a tool to help you expand your understanding of vocabulary words. Use a concept map to help you understand words with multiple meanings. The vocabulary word suppress has several meanings. Look in the dictionary and record at least two definitions of suppress in your concept map. Then, create sentences using the word suppress to apply to each definition recorded in the concept map. suppress SPEAKING AND LISTENING SKILLS: Role-Play Form a group with two other students, and dramatize a short skit of Ishi, Waterman, and Sheriff Webber during Ishi s time in the Butte County jail. How do you imagine Ishi acted? How did Waterman and Sheriff Webber treat Ishi? Include props and costumes to make the skit realistic. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 107

114 Name: Date: BEFORE READING page 335 ABOUT THE ESSAY The Struggle to Be an All-American Girl shares the experiences of a ten-year-old girl growing up in a land that is different from her heritage. Her mother makes the girl and her brother attend a Chinese school every afternoon, and the girl s reaction is different from what is expected. Read to find out what happens. MAKE CONNECTIONS A Personal Essay by Elizabeth Wong People have different feelings about the culture of their ancestors. How would you feel if you your parents made you take lessons to learn more about it? Would you see it as a good way to learn more about your culture, or would you see it as something that takes away from your free time? ANALYZE LITERATURE: Conflict Conflict is the struggle that happens in a written work. An internal conflict is a struggle that takes place inside a character. When the struggle takes place between a character and an outside factor, it is called an external conflict. As you read, think about the internal and external conflicts in the story. 108 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

115 USE READING SKILLS: Take Notes When you take notes, you write down important details and information on your paper. As you read, take notes on the struggles that the writer shares in her essay and fill in the Conflict Chart below. Then, think of a possible resolution for each conflict you have listed. Conflict Chart Conflict Resolution The narrator and her brother do not want to go to Chinese They could try to compromise with their mother. school. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 109

116 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. dissuade dis suade (di sw6d) verb Mimi tried to dissuade Mark from cheating on the test. You should dissuade people from defiant de fi ant (di adjective Lyka looked defiant when she insisted on playing games instead of studying. A defiant child might fragile frag ile (fra j@l) adjective The fragile vase fell from the desk and broke. When holding fragile objects, you should comings and goings idiom I observed the comings and goings of our new neighbors. When you are interested in the comings and goings of someone, you gibberish gib ber ish (ji b@ rish) noun The rapper s gibberish is hard to understand. Examples of sounds that are like gibberish include infuriate in fu ri ate (in fyur 7 6t) verb People who are always late infuriate Yamato. When you are infuriated by someone you don t know LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

117 DURING READING A Personal Essay by Elizabeth Wong It s still there, the Chinese school on Yale Street where my brother and I used to go. Despite the new coat of paint and the high wire fence, the school I knew 10 years ago remains remarkably, stoically 1 the same. Every day at 5 P.M., instead of playing with our fourthand fifth-grade friends or sneaking out to the empty lot to hunt ghosts and animal bones, my brother and I had to go to Chinese school. No amount of kicking, screaming, or pleading could dissuade my mother, who was solidly determined to have us learn the language of our heritage 2. Forcibly, she walked us the seven long, hilly blocks from our home to school, depositing our defiant tearful faces before the stern principal. My only memory of him is that he swayed on his heels like a palm tree, and he always clasped his impatient twitching hands behind his back. I recognized him as a repressed maniacal child killer, and knew that if we ever saw his hands we d be in big trouble. We all sat in little chairs in an empty auditorium. The room smelled like Chinese medicine 3, an imported faraway mustiness 4. Like ancient mothballs or dirty closets. I hated that smell. I favored crisp new scents. Like the soft French perfume that my American teacher wore in public school. There was a stage far to the right, flanked by an American flag and the flag of the Nationalist Republic of China, which was also red, white and blue but not as pretty. Although the emphasis at the school was mainly language speaking, reading, writing the lessons always began with an exercise in politeness. With the entrance Note the Facts What does the author do every day at 5:00 PM? dis suade (di sw6d) v., try to convince someone not to do something de fi ant (di f8 5nt) adj., bold and resistant to authority, disobedient Note the Facts Underline the author s impressions of the principal. Use Reading Skills Take Notes Think about the author s reaction in this section. What is she struggling against? Record this information below the Conflict heading in your chart. Then, think of a resolution to the conflict and write this under the Resolutions heading. 1. stoically. Appearing as if not affected by emotions 2. heritage. Practices handed down from the past 3. Chinese medicine. Ancient method of herbal medicine 4. mustiness. Characteristic of smelling or tasting old, stale, or moldy EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 111

118 DURING READING Read Aloud Read lines aloud. What does the text show about the author s opinion of her Chinese heritage? frag ile (fra j5l) adj., easily broken, delicate Use Reading Skills Take Notes Think about the author s thoughts on this page. What is she struggling against? Record this information below the Conflict heading in your chart. Then, think of a resolution to the conflict and write this under the Resolutions heading. gib ber ish (ji b5 rish) n., rapid talk that can t be understood Build Vocabulary Idioms To understand idioms, try to guess their meaning by looking for clues in the sentence. What does comings and goings mean? of the teacher, the best student would tap a bell and everyone would get up, kowtow 5, and chant, Sing san ho, the phonetic for How are you, teacher? Being ten years old, I had better things to learn than ideographs 6 copied painstakingly in lines that ran right to left from the tip of a moc but, a real ink pen that had to be held in an awkward way if blotches were to be avoided. After all, I could do the multiplication tables, name the satellites of Mars, and write reports on Little Women and Black Beauty. Nancy Drew, my favorite book heroine, never spoke Chinese. The language was a source of embarrassment. More times than not, I had tried to disassociate myself from the nagging loud voice that followed me wherever I wandered in the nearby American supermarket outside Chinatown. The voice belonged to my grandmother, a fragile woman in her seventies who could outshout the best of the street vendors. Her humor was raunchy, her Chinese rhythmless, patternless. It was quick, it was loud, it was unbeautiful. It was not like the quiet, lilting romance of French or the gentle refinement of the American South. Chinese sounded pedestrian 7. Public. In Chinatown, the comings and goings of hundreds of Chinese on their daily tasks sounded chaotic and frenzied. I did not want to be thought of as mad, as talking gibberish. When I spoke English, people nodded at me, smiled sweetly, said encouraging words. Even the people in my culture would cluck and say that I d do well in life. My, doesn t she move her lips fast, they would say, meaning that I d be able to keep up with the world outside Chinatown. My brother was even more fanatical than I about speaking English. He was especially hard on my mother, criticizing her, often cruelly, for her pidgin 8 speech smatterings of Chinese scattered like chop suey 9 in her conversation. It s not What it is, Mom, he d say in exasperation. It s What is it, what is it, what is it! How does the author describe the comings and goings of the people in Chinatown? 5. kowtow. To touch the forehead to the floor while kneeling to show deep respect 6. ideographs. Symbols that stand for ideas or things without the use of sound; characters in Chinese written language 7. pedestrian. Lacking imagination 8. pidgin. Simplified form of speech usually a mixture of two or more languages 9. chop suey. Mixed piece, a dish of meat or fish stir-fried with vegetable 112 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

119 DURING READING 65 Sometimes Mom might leave out an occasional the or a, or perhaps a verb of being. He would stop her in mid-sentence: Say it again, Mom. Say it right. When he tripped over his own tongue, he d blame it on her: See, Mom, it s all your fault. You set a bad example. Think and Reflect If you were in the author s situation, would you react in the same way? Why or why not? Culture Note Chinatowns are centers in which large numbers of Chinese people live or do business. During the author s childhood, people often saw Chinatowns as neighborhoods to be avoided. How do you think this explains the author s thoughts about the place in which she lives? Use Reading Skills Take Notes Think about the author s opinions on this page. What is she struggling against? Record this information below the Conflict heading in your chart. Then, think of a resolution to the conflict and write this under the Resolutions heading What infuriated my mother most was when my brother cornered her on her consonants, especially r. My father had played a cruel joke on Mom by assigning her an American name that her tongue wouldn t allow her to say. No matter how hard she tried, Ruth always ended up Luth or Roof. After two years of writing with a moc but and reciting words with multiples of meanings, I finally was granted a cultural divorce. I was permitted to stop Chinese school. in fu ri ate (in fyur 7 6t) verb, make someone furious Analyze Literature Conflict What is the conflict between the author s brother and mother? What type of conflict is this? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 113

120 DURING READING Note the Facts What is one way that we know the author s mother has trouble with the English language? Use Reading Skills Take Notes Think about the author s thoughts on this page. What is she struggling against? Record this information below the Conflict heading in your chart. Then, think of a resolution to the conflict and write this under the Resolutions heading. 80 I thought of myself as multicultural. I preferred tacos to egg rolls; I enjoyed Cinco de Mayo more than Chinese New Year. At last, I was one of you; I wasn t one of them. Sadly, I still am. W W & younger IRRORS INDOWS How have the author s feelings about her heritage changed as she grew older? What are things you believed in when you were that changed as you grew older? 114 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

121 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Why does the author s mother force the siblings to attend Chinese school? A. She wants them to learn Chinese. B. She teaches at the school. C. She does not trust American schools. 2. What does the author think about learning ideographs? A. She hopes she will use them in school. B. She wants to do something else. C. She thinks she is good at them. 3. What does the author think about the language of her heritage? A. It is strange. B. It is mysterious. C. It is embarrassing. 4. How does the author s brother react to their mother s English speaking? A. He laughs at her speech. B. He scolds her for her speech. C. He teases her about her speech. 5. What does the author do after two years? A. She leaves Chinatown. B. She goes to Chinese high school. C. She stops going to Chinese school. VOCABULARY CHECK Circle the letter of the correct answer. 1. The author tries to dissuade her mother from sending her to Chinese school because she A. wants to learn. B. doesn t want to go. C. doesn t want to stay. 2. The author and her brothers do not hide their defiant faces. They are A. nervous about school. B. not afraid of authority. C. excited to see the principal. 3. The author s grandmother is a fragile woman. She is very old and must be dealt with A. easily. B. uneasily. C. carefully. 4. The author speaks in English because she does not want people to think she speaks gibberish. She thinks that speaking Chinese will make people A. distrust her. B. misunderstand her. C. believe her completely. 5. The author s brother infuriates their mother. It makes her A. angry. B. proud. C. lonely. ANALYZE LITERATURE: Conflict What is the author s greatest conflict in The Struggle to Be an All-American Girl? USE READING SKILLS: Take Notes Review your notes and the Conflict Chart you completed while reading the essay. How do these conflicts affect the author? How could the author have avoided these conflicts? Share your answers with a partner. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 115

122 BUILD LANGUAGE SKILLS: Consistent Verb Tenses A verb tense tells the time that the action takes place. An action can take place in the present, in the past, or in the future. In writing about the same event or a group of events, use consistent verb tense. If you begin to describe a particular event with the past tense, you should continue to use the past tense to describe the rest of the event. If you begin an account with the present tense, you should use the present tense throughout that account. If you begin a piece with the future tense, you should use the future tense in the rest of the piece. EXAMPLE I want to play with my friends, but my mother makes me go to school. I wanted to play with my friends, but my mother made me go to school. For each sentence, write correct if the sentence uses consistent verb tense. If the sentence does not use consistent verb tense, correct the incorrect sentences on the line. 1. She thinks she only needs to learn how to speak in English. 2. The principal stared down at them and frown. 3. Her grandmother was very old and will speak gibberish. WRITING SKILLS Imagine that your parents make you take a class in something that you are not interested in, such as playing piano or computer programming. Then one day they say that you no longer need to go to class. Write a journal entry that shares your feelings about the news and the reaction of your parents and teacher. Explain whether you would stop taking the class. 116 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

123 Name: Date: BEFORE READING page 376 ABOUT THE ESSAY Appearances are Destructive is an author s thoughts about school uniforms and the troubles students face at school. Mathabane relates his sisters experiences in school with uniforms, and then discusses how they fare when they move to a school without uniforms. Read to find out why the author thinks that schools should have uniforms. MAKE CONNECTIONS Essay by Mark Mathabane Mathabane writes that the advantages of wearing uniforms far outweigh any loss of identity that students might have. Do you agree with this statement? Why or why not? ANALYZE LITERATURE: Setting The setting is the time and place that a story occurs. A setting can provide important details about the main idea of a text. In texts with multiple settings, the different places can be compared. As you read, think about the settings described in this essay. Think about the similarities and differences between each setting. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 117

124 USE READING SKILLS: Identify Main Idea The main idea is the overall point the author wants the readers to understand from the text. The main idea is supported with important details, which are details with information about the main idea. As you read, record important details from Immigrant Appearances are Destructive in the Main Idea Organizer below. Write the main idea in the circle in the center. Main Idea Map Details: Students get bullied because of their appearance, and students with uniforms all look the same MAIN IDEA: 118 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

125 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. hotly debated phrase They hotly debated which movie they were going to see for almost an hour. Topics that are hotly debated in schools include apartheid a part heid (5 p5rt h8d) noun Because of apartheid, many black African students were less privileged than white African students. Students living in places that support apartheid might derailed de railed (d7 r6ld) verb Our plans for swimming were derailed when we heard the thunder in the distance. Plans for school improvement might be derailed if pamper pam per (pam per) verb They pampered their brother when he had the flu, getting him whatever he asked for. Parents who pamper their children will probably diminution dim i nu tion (dim i n2 shun) noun The diminution of the cast made it impossible for everyone to perform in the play. The diminution of a library s books might EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 119

126 DURING READING hotly debated phrase, to argue and yell Note the Facts What is the topic being debated in schools? a part heid (5 p5rt h8d) noun, a government policy that separated blacks and whites de railed (d7 r6ld) verb, to stop Analyze Literature Setting How are the girls schools in South Africa different than the girls schools in America? Essay by Mark Mathabane As public schools reopen for the new year, strategies to curb school violence will once again be hotly debated. Installing metal detectors and hiring security guards will help, but the experience of my two sisters makes a compelling case for greater use of dress codes as a way to protect students and promote learning. Shortly after my sisters arrived here from South Africa I enrolled them at the local public school. I had great expectations for their educational experience. Compared with black schools under apartheid, American schools are Shangri-Las, 1 with modern textbooks, school buses, computers, libraries, lunch programs and dedicated teachers. But despite these benefits, which students in many parts of the world only dream about, my sisters efforts at learning were almost derailed. They were constantly taunted for their homely outfits. A couple of times they came home in tears. In South Africa students were required to wear uniforms, so my sisters had never been preoccupied with clothes and jewelry. They became so distraught that they insisted on transferring to different schools, despite my reassurances that there was nothing wrong with them because of what they wore. Think and Reflect The author s sisters wanted to change schools because they were being bullied about their clothes. How would you respond to them if they asked you to put them in a different school? 1. Shangri-Las. Perfect, imaginary places 120 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

127 DURING READING I have visited enough public schools around the country to know that my sisters experiences are not unique. In schools in many areas, Nike, Calvin Klein, Adidas, Reebok and Gucci are more familiar names to students than Zora Neale Hurston, Shakespeare and Faulkner. Many students seem to pay more attention to what s on their bodies than in their minds. Teachers have shared their frustrations with me at being unable to teach those students willing to learn because classes are frequently disrupted by other students ogling themselves in mirrors, painting their fingernails, combing their hair, shining their gigantic shoes or comparing designer labels on jackets, caps and jewelry. The fiercest competition among students is often not over academic achievements, but over who dresses most expensively. And many students now measure parental love by how willing their mothers and fathers are to pamper them with money for the latest fads in clothes, sneakers and jewelry. Those parents without the money to waste on such meretricious 2 extravagances are considered uncaring and cruel. They often watch in dismay and helplessness as their children become involved with gangs and peddle drugs to raise the money. Build Vocabulary Students pay more time ogling themselves in mirrors than they do paying attention in class. What does ogling mean? pam per (pam per) verb, to indulge a person s desires; to spoil 2. meretricious. Superficial 3. civil libertarians. People who believe in little government authority EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 121

128 DURING READING Use Reading Skills Identify Main Idea What is the main idea of this page? Record your ideas in your Main Idea Organizer. dim i nu tion (dim i n2 shun) noun, a decrease or lessening of Note the Facts Why do many people say uniforms should not be used? Use Reading Skills Identify Main Idea What is the main idea of this page? Record your ideas in your Main Idea Organizer When students are asked why they attach so much importance to clothing, they frequently reply that it s the cool thing to do, that it gives them status and earns them respect. And clothes are also used to send sexual messages, with girls thinking that the only things that make them attractive to boys are skimpy dresses and gaudy looks, rather than intelligence and academic excellence. The argument by civil libertarians 3 that dress codes infringe on freedom of expression is misleading. We observe dress codes in nearly every aspect of our lives without any diminution of our freedoms as demonstrated by flight attendants, bus drivers, postal employees, high school bands, military personnel, sports teams, Girl and Boy Scouts, employees of fast-food chains, restaurants, and hotels. In many countries where students outperform their American counterparts academically, school dress codes are observed as part of creating the proper learning environment. Their students tend to be neater, less disruptive in class and more disciplined, mainly because their minds are focused more on learning and less on materialism. It s time Americans realized that the benefits of safe and effective schools far outweigh any perceived curtailment of freedom of expression brought on by dress codes. 3. civil libertarians. People who believe in little government authority W W & are IRRORS INDOWS Students disagree about whether or not dress codes and uniforms should be used in schools. Do you think strict dress codes useful? Why or why not? 122 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

129 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What are schools debating? A. drugs in schools B. uniforms in schools C. violence in schools 2. Why did the author s sisters look forward to America s schools? A. American schools are free and close by B. American schools have good equipment C. American schools do not require uniforms 3. Why were the girls being bullied in school? A. They dressed in plain clothes. B. They had South African accents. C. They were behind in their subjects. 4. Why are clothes so important to many students? A. They are a sign of status. B. They are a sign of intelligence. C. They are a sign of independence. 5. Why does the author think uniforms should be used? A. It is cheaper to wear uniforms. B. Uniforms allow students more freedom. C. The benefits of uniforms outweigh the disadvantages. VOCABULARY CHECK Circle the letter of the correct answer. 1. Schools are hotly debating issues that affect the students. They are A. arguing about what to do about the issues. B. determining ways to shield the students from the issues. C. comparing students academic records influenced by the issues. 2. The apartheid in South Africa meant that some students had fewer resources than others. Apartheid is A. a school-wide funding program. B. a government segregation policy. C. an immigrant-regulation precaution. 3. Attempts to study in school were being derailed by bullying. The girl s studies were A. started. B. stopped. C. assisted. 4. Other students were pampered by their parents. Their parents A. spoiled them. B. ignored them. C. watched them 5. Some parents argue that uniforms cause the diminution of freedom. They think that uniforms A. help the students freedom. B. change the students freedom. C. take away the students freedom. ANALYZE LITERATURE: Setting Appearances are Destructive describes school in South Africa and in America. Which school system does the author seem to think is better? Why? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 3 123

130 USE READING SKILLS: Identify Main Idea Review the Main Idea Organizer you filled in while reading this essay. Use the important details to determine the main idea of what you have read. Write a statement that tells the main idea, and share your statement with a partner. BUILD VOCABULARY SKILLS Use context clues from each sentence to create definitions for each italicized word or phrase. 1. The author makes a compelling argument for uniforms with all of the facts he includes in his essay. 2. The author s sisters were so distraught in their new school that they often came home in tears. 3. Students who could not afford to spend money on extravagances like jewelry were mocked. 4. Girls wore fewer and more skimpy clothes that showed too much skin. 5. Students who do not concentrate on materialism tend to do better in their classes. SPEAKING & LISTENING: Debate With a partner, take turns debating for and against uniforms in schools. First, list some benefits of uniforms. Then list some drawbacks about uniforms. Then choose a side and debate with your partner. Listen to what your partner says, and explain why you disagree with him or her. Take turns arguing both sides of the debate. 124 LEVEL III, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

131 Name: Date: BEFORE READING pages 481, 484 ABOUT THE POEMS Dreams and A Dream Deferred are poems about dreams, ambitions, and ideals. Langston Hughes believed in the power of dreams, and both poems are reminders of the importance of holding on to dreams. Read to find out more. MAKE CONNECTIONS Lyric Poems by Langston Hughes What are your goals? What do you do when you have difficulty achieving a goal. ANALYZE LITERATURE: Metaphor and Simile Metaphors and similes are figures of speech that writers use to make a comparison between two unlike objects. A simile always uses like or as when comparing the two objects. A metaphor makes a more direct comparison by speaking of one thing as if it were another. As you read the poems, look for instances of metaphors and similes. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 125

132 USE READING SKILLS: Identify Main Idea The main idea of a piece is the overall point that the author wants to get across. The details in the text that support the main idea are called important details. As you read, note the important details in the poems and record them in the main idea map below. Main Idea Map Detail: Life is a bird with a broken wing that cannot fly Detail: Main Idea: You need to hold onto your dreams. Detail: Detail: 126 LEVEL III, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

133 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. barren bar ren adjective The mountain was barren without the trees. A barren land is not defer de fer (di >f@r) verb We decided to defer our vacation until we could save up enough money. You might defer a plan because raisin in the sun phrase Our hope dried up like a raisin in the sun. Like a raisin in the sun, fester fes ter (>fes t@r) verb Take care of a wound so that it doesn t fester. Things that fester always explode ex plode (ik >spl9d) verb A balloon filled with too much air can explode. If something looks like it s about to explode, you should EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 127

134 DURING READING Note the Facts In the first stanza, what does the poem say about a dream that dies? 5 Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow. Lyric Poem by Langston Hughes Analyze Literature Metaphor and Simile Focus on the second stanza. Does this section of the poem use a simile or a metaphor? What objects are being compared? bar ren adjective, bare, fruitless Think and Reflect What is the poem trying to say about life without dreams? 128 LEVEL III, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

135 DURING READING Lyric Poem by Langston Hughes Harlem What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore And then run? Does it stink like rotten meat? Or crust and sugar over like a syrupy sweet? Maybe it just sags like a heavy load. de fer (di >f@r) verb, delay, hold back to a later time raisin in the sun phrase, something that has dried up; something that is gone fes ter (>fes t@r) verb, rot Note the Facts In the poem, underline one thing that could happen to a dream deferred. Or does it explode? 1. Harlem. A district in New York City occupied mostly by African Americans ex plode (ik >spl9d) verb, burst outward, be destroyed W W & you IRRORS INDOWS What are your dreams for the future? Do think you can attain them? How? Use Reading Skills Identify Main Idea Find the important details in the poem. Record them in your chart. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 129

136 AFTER READING READING CHECK Circle the letter of the correct answer. 1. In the poem Dreams, dead dreams are compared to A. a bird with no wings. B. a bird with three wings. C. a bird with a broken wing. 2. What does the poem Dreams tell readers to do? A. plan for their lives B. hold fast to dreams C. heal a helpless bird 3. A life without dreams is compared to A. a broken-winged bird. B. a windy and rainy day. C. a barren field of snow. 4. The poem A Dream Deferred compares a dream that dries up to A. a raisin in the sun. B. a raisin in the fire. C. a raisin in the hearth. 5. What does the poem A Dream Deferred warn the readers about? A. Dreams explode when reached too late. B. Dreams that are planned later cannot be reached. C. Dreams that are not followed have bad results. VOCABULARY CHECK Circle the letter of the correct answer. 1. Some people have a life that is like a barren field frozen with snow. Their lives A. are simple. B. are perfect. C. are empty. 2. Dreams that defer happen A. later. B. earlier. C. on time. 3. The phrase raisin in the sun means A. alone and deserted. B. dried up and shriveled. C. likely to grow something. 4. Sores that fester and run are A. fast. B. slow. C. rotting. 5. If a dream explodes, it can A. not be seen anymore. B. bring the dreamer fear. C. bring the dreamer hope. ANALYZE LITERATURE: Metaphor and Simile Metaphors and similes compare different objects. These comparisons focus on a characteristic that both objects have. How do the metaphors and similes in the poems help you understand the meaning of Dreams and A Dream Deferred? 130 LEVEL III, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

137 USE READING SKILLS: Identify Main Idea Review the Main Idea Map you filled in while reading the poem. Use the important details from the poem to write a short statement that expresses the main idea of A Dream Deferred. Share your statement with a classmate. BUILDING LANGUAGE SKILLS: Rhyme Rhyme is a technique that repeats sounds. Most poems use rhyme because it appeals to the ears of the listener or reader. Examples 1. Hold fast to dreams / For if dreams die Life is a broken-winged bird / That cannot fly 2. I think that I shall never see/ A poem lovely as a tree 3. share / care Complete the lines with a word that rhymes with the underlined word. 1. Dreams bring tears And hidden. 2. There is too much snow Maybe you shouldn t. 3. You must walk fast You won t be. 4. The sun s heat Feels like a. 5. Reach for the star. It is never. SPEAKING & LISTENING SKILLS With a partner, take turns reading aloud Dreams and A Dream Deferred. As you read, emphasize the rhymes in the poems. When you are done, try retelling the poems in your own words. Discuss what you would change and why you would change it with your partner. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 131

138 Name: Date: BEFORE READING page 501 ABOUT THE HISTORICAL NONFICTION Immigrant Kids shares the true-to-life experiences of immigrants entering the United States through Ellis Island. From the steerage to the immigration center, the narrator gives an account of what the immigrants felt and how they worked to achieve a better life. Read to find out what happens. MAKE CONNECTIONS Historical Nonfiction by Russell Freedman Immigrants in the United States come from different parts of the world to achieve the dream of a better life. How would you feel if you had to leave your country to start a new life in a new land? ANALYZE LITERATURE: Point of View Point of View hows the position from which events are viewed in a written work. In accounts that are written with first-person point of view, the writer describes the perspective of the story using first-person pronouns, such as I, my, and our. In accounts written in the third-person point of view, the writer uses third-person pronouns, such as he, she, and they. As you read, think about the point of view used in this text. Think about how the story would be different if it were written from a different point-of-view. 132 LEVEL III, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

139 USE READING SKILLS: Identify Main Idea The main idea is the overall point the author wants the readers to understand from the text. The main idea is supported with important details, which are details with information about the main idea. As you read, record important details from Immigrant Kids in the Main Idea Fishbone Map below. Use these important details to help you identify the main idea of the selection. Write the main idea on the spine of the fish. Main Idea Fishbone Map Important Details: Between 1880 and 1920, 23 million immigrants arrived. Main Idea: EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 133

140 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. fervent fer vent (f@r v@nt) adjective The child s fervent wish for his mother to get well was answered. Topics that bring fervent feelings are scrape together idiom We ve scraped together a few dollars so that we can watch a movie. I scraped together some money for glimpse glimpse (glimps) noun The father caught a glimpse of his new daughter. A short glimpse of a drawing can anxiety anx i ety (a4 t7) noun Luna can feel her mother s anxiety as they wait for Apollo. I feel anxiety when indomitable in dom i ta ble (in d@ m@ t@ b@l) adjective They won the championship with their indomitable spirit. If you want to succeed, you must have an indomitable LEVEL III, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

141 DURING READING Historical Nonfiction by Russell Freedman In the years around the turn of the century, immigration 1 to America reached an all-time high. Between 1880 and 1920, 23 million immigrants arrived in the United States. They came mainly from the countries of Europe, especially from impoverished towns and villages in southern and eastern Europe. The only thing they had in common was a fervent belief that in America, life would be better. Most of these immigrants were poor. Somehow they managed to scrape together enough money to pay for their passage to America. Many immigrant families arrived penniless. Others had to make the journey in stages. Often the father came first, found work, and sent for his family later. Immigrants usually crossed the Atlantic as steerage 2 passengers. Reached by steep, slippery stairways, the steerage lay deep down in the hold of the ship. It was occupied by passengers paying the lowest fare. Men, women, and children were packed into dark, foul-smelling compartments. They slept in narrow bunks stacked three high. They had no showers, no lounges, and no dining rooms. Food served from huge kettles was dished into dinner pails provided by the steamship 3 company. Because steerage conditions were crowded and uncomfortable, passengers spent as much time as possible up on deck. The voyage 4 was an ordeal, but it was worth it. They were on their way to America. The great majority of immigrants landed in New York City, at America s busiest port. They never forgot their first glimpse of the Statue of Liberty. Edward Corsi, who later became United States Commissioner of Immigration, was a ten-year-old Italian immigrant when he sailed into New York harbor in 1907: My first impressions of the New World 5 will always remain etched in my memory, particularly that hazy Culture Note Millions of immigrants arrive in the United States each year. Most of the immigrants during the time period of the narration came from Europe. They came with the belief that hard work could lead to the American dream. fer vent (f@r v@nt) adjective, earnest, intense, full of feeling scrape together idiom, to gather together with difficulty Build Vocabulary Idioms Read the sentences before and after the sentence that contains the idiom scrape together. Look for clues in these sentences that will help you determine what this idiom means. What does scrape together mean? glimpse (glimps) noun, a quick look Note the Facts Describe the people who immigrated to America. 1. immigration. The act of coming into a country to live there permanently 2. steerage. The part of a passenger ship where passengers who pay the cheapest rates stay 3. steamship. A ship powered by steam 4. voyage. A journey to a distant place, often by boat 5. New World. One of the names used to refer to the Americas EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 135

142 DURING READING Use Reading Skills Identify Main Idea Use the Main Idea Fishbone Map to record the important details on this page. Analyze Literature Point of View Whose point of view is narrated from lines 32 51? What type of point of view is this? What pronouns does the narrator use in this section? Use Reading Skills Identify Main Idea Use the Main Idea Fishbone Map to record the important details on this page October morning when I first saw Ellis Island 6. The steamer Florida, fourteen days out of Naples 7, filled to capacity with 1,600 natives of Italy, had weathered one of the worst storms in our captain s memory; and glad we were, both children and grown-ups, to leave the open sea and come at last through the Narrows into the Bay. My mother, my stepfather, my brother Giuseppe, and my two sisters, Liberta and Helvetia, all of us together, happy that we had come through the storm safely, clustered on the foredeck 8 for fear of separation and looked with wonder on this miraculous land of our dreams. Giuseppe and I held tightly to Stepfather s hands, while Liberta and Helvetia clung to Mother. Passengers all about us were crowding against the rail. Jabbered conversation, sharp cries, laughs and cheers a steadily rising din filled the air. Mothers and fathers lifted up babies so that they too could see, off to the left, the Statue of Liberty. Think and Reflect Amid the excitement, mothers and fathers lifted their babies to see the Statue of Liberty. What do you think is the importance of the Statue of Liberty to the immigrants? 6. Ellis Island. Island in New York Harbor, formerly the main immigration station in the United States 7. Naples. A port city and tourist center in southwestern Italy 8. foredeck. The forward part of a deck or a ship 136 LEVEL III, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

143 Finally the Florida veered to the left, turning northward into the Hudson River 9 and now the incredible buildings of lower Manhattan 10 came very close to us. The officers of the ship went striding up and down the decks shouting orders and directions and driving the immigrants before them. Scowling and gesturing, they pushed and pulled the passengers, herding us into separate groups as though we were animals. A few moments later we came to our dock, and the long journey was over. But the journey was not yet over. Before they could be admitted to the United States, immigrants had to pass through Ellis Island, which became the nation s chief immigrant processing center in There they would be questioned and examined. Those who could not pass all the exams would be detained; some would be sent back to Europe. And so their arrival in America was filled with great anxiety. Among the immigrants, Ellis Island was known as Heartbreak Island. When their ship docked at a Hudson River pier, the immigrants had numbered identity tags pinned to their clothing. Then they were herded onto special ferryboats 11 that carried them to Ellis Island. Officials hurried them along, shouting Quick! Run! Hurry! in half a dozen languages. Filing into an enormous inspection hall, the immigrants formed long lines separated by iron railings that made the hall look like a great maze. Now the examinations began. First the immigrants were examined by two doctors of the United States Health Service. One doctor looked for physical and mental abnormalities. When a case aroused suspicion, the immigrant received a chalk mark on the right shoulder for further inspection: L for lameness, H for heart, X for mental defects, and so on. The second doctor watched for contagious and infectious diseases. He looked especially for infections of the scalp and at the eyelids for symptoms of trachoma, a blinding disease. Since trachoma caused more than half of all medical detentions, this doctor was greatly feared. He stood directly in the immigrant s path. With a swift movement, he would grab the immigrant s eyelid, pull it up, and peer beneath it. If all was well, the immigrant was passed on. DURING READING Read Aloud Read lines aloud. Why was Ellis Island known as Heartbreak Island among the immigrants? Note the Facts Underline what happened after the ship with the immigrants docked at a pier by the Hudson River. Use Reading Skills Identify Main Idea Use the Main Idea Fishbone Map to record the important details on this page. 9. Hudson River. A river in New York that flows southward into New York Bay 10. Manhattan. A city in New York 11. ferryboat. A boat that transports people or vehicles across the water on a regular schedule EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 137

144 DURING READING Note the Facts What kind of examinations did the immigrants have to pass to be allowed to live in America? Use Reading Skills Identify Main Idea Use the Main Idea Fishbone Map to record the important details on this page Those who failed to get past both doctors had to undergo a more thorough medical exam. The others moved on to the registration clerk, who questioned them with the aid of an interpreter: What is your name? Your nationality? Your occupation? Can you read and write? Have you ever been in prison? How much money do you have with you? Where are you going? Some immigrants were so flustered 12 that they could not answer. They were allowed to sit and rest and try again. About one immigrant out of every five or six was detained for additional examinations or questioning. The writer Angelo Pellegrini has recalled his own family s detention 13 at Ellis Island: Think and Reflect Some of the immigrants on Ellis Island felt flustered when they were examined. How would you have felt? anx i ety (a4 t7) noun, uneasiness of mind, fearful concern in dom i ta ble (in d@ m@ t@ b@l) adjective, cannot be defeated We lived there for three days Mother and we five children, the youngest of whom was three years old. Because of the rigorous physical examination that we had to submit to, particularly of the eyes, there was this terrible anxiety that one of us might be rejected. And if one of us was, what would the rest of the family do? My sister was indeed momentarily rejected; she had been so ill and had cried so much that her eyes were absolutely bloodshot, and Mother was told, Well, we can t let her in. But fortunately, Mother was an indomitable spirit and finally made them understand that if her child had a few hours rest and a little bite to eat she would be all right. In the end we did get through. Think and Reflect If you were an immigrant, how would you feel if you were told that your mother or father couldn t stay in America? What would you do? 12. flustered. Confused 13. detention. Act of being kept back, confinement 138 LEVEL III, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

145 Most immigrants passed through Ellis Island in about one day. Carrying all their worldly possessions, they left the examination hall and waited on the dock for the ferry that would take them to Manhattan, a mile away. Some of them still faced long journeys overland before they reached their final destination. Others would head directly for the teeming immigrant neighborhoods of New York City. Immigrants still come to America. Since World War II, more than 8 million immigrants have entered the country. While this is a small number compared to the mass migrations 14 at the turn of the century, the United States continues to admit more immigrants than any other nation. Many of today s immigrants come from countries within the Western Hemisphere, and from Asia and Africa as well as Europe. When they reach the United States, they face many of the same problems and hardships that have always confronted newcomers. And they come here for the same reason that immigrants have always come: to seek a better life for themselves and their children. DURING READING Note the Facts Highlight what the immigrants who passed through Ellis Island do next. Use Reading Skills Identify Main Idea Use the main idea fishbone map to record the important details on this page. 14. migration. Movement of a group of people from one country to another W W & IRRORS INDOWS The narrator says that the immigrants carried all their worldly possession from their home country to America. If you were one of the immigrants and you could take only what you could carry, what would you bring? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 139

146 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Why did the immigrants choose to travel to America? A. America was the nearest country. B. America was the friendliest country. C. They believed their lives would be better. 2. Where did the majority of immigrant ships dock? A. Naples B. Florida C. New York City 3. After docking at a pier by the Hudson River, where did the immigrants go? A. They went to Naples using steamships. B. They went to Ellis Island using ferryboats. C. They went to Manhattan Island using taxicabs. 4. After passing through two doctors for medical examination, who was the last official to interact with an immigrant? A. registration clerk B. real estate agent C. steamship captain 5. What happened to someone who failed the examinations? A. They became prisoners of America. B. They were sent back to their countries. C. They became low-paid workers in America. VOCABULARY CHECK Circle the letter of the correct answer. 1. The immigrants had a fervent belief that their lives would be better in America. Their faith in the country was A. true. B. shallow. C. intense. 2. We had to scrape together enough money to buy that new game. We had to the money we needed. A. gather and save B. borrow and return C. calculate and determine 3. Immigrants landing in New York City get their first glimpse of the Statue of Liberty. They never forget what they A. see. B. hear. C. feel. 4. The immigrants were filled with anxiety at being sent back to their countries. Their eyes showed their A. joy. B. worry. C. sadness. 5. The writer's mother had an indomitable spirit, so she would not A. go on. B. give up. C. stop talking. ANALYZE LITERATURE: Point of View Immigration Kids shifts between third-person and first-person point of view. Which point of view do you think is more effective in narrating events? Why? 140 LEVEL III, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

147 USE READING SKILLS: Identify Main Idea Review the Main Idea Fishbone Map you filled in while reading this story. Use the important details to determine the main idea of what you have read. On the spine of the fish, write a statement that tells the main idea. Share your statement with a partner. BUILD LANGUAGE SKILLS: Predicate A predicate is the part of the sentence that tells what the subject does. It contains the verb and any words or phrases that follow the verb. EXAMPLES The immigrants were very anxious. The storm almost made the ship sink. Complete the sentences with a predicate that makes sense. 1. The captain of the steamship. 2. Sometimes, one member of the family of immigrants. 3. The Statue of Liberty. 4. The doctors on Ellis Island. 5. Immigrants from different parts of the world. WORK TOGETHER With five other classmates, act out the parts of two immigrants, two doctors, a registration clerk, and an interpreter. Imagine what would have happened if one of you was an immigrant who passed the medical examinations but failed to provide the necessary information for the registration clerk. What would you do to be able to pass through Ellis Island? Use your imagination to convince the registration clerk. Then, act out the scene before the class. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 5 141

148 Name: Date: BEFORE READING page 543 ABOUT THE LYRIC POEM "Southbound on the Freeway is a lyric poem written in two-line stanzas called couplets. The speaker is an alien who believes that Earth is peopled with automobiles. Read to find out more. MAKE CONNECTIONS A Lyric Poem by May Swenson Recall a time when you looked at something you did not recognize. What did you think it was? What was it? ANALYZE LITERATURE: Speaker The speaker is the voice that speaks or narrates a poem. The speaker and the writer of the poem are not always the same. Often, the speaker is a character in the poem itself. As you read, look for clues that the speaker is not the same as the author. 142 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

149 USE READING SKILLS: Analyze Text Organization Poets may choose different ways to organize their stanzas. May Swenson chose two-line stanzas that do not rhyme. As you read, think about other ways that Swenson organized this poem and write them in the Text Organization Chart below. Notice how the emphasis changes because of these choices. Stanza length: 2 lines Sentence length: Text Organization of Southbound on the Freeway Sentence breaks: Use of dashes and pauses: EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 143

150 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. transparent trans par ent (tr5nz adjective The window in our house is transparent, so we cover them with curtains. Plastic is a transparent object used to diagram di a gram gram) noun Raphaela used a diagram to explain the planets to Leo. Diagrams are useful for school subjects such as wind wind ( w8nd) verb It s hard to wind among big crowds. If you cannot wind around people, you might glide glide ( gl8d) verb The skaters glide around the ice like ballerinas. Dancers glide on the floor and LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

151 DURING READING A Lyric Poem by May Swenson A tourist came in from Orbitville 1, parked in the air, and said: trans par ent (tr5nz adjective, able to be seen through 5 The creatures of this star are made of metal and glass. Through the transparent parts you can see their guts. Read Aloud Read lines 3 10 aloud. What do the creatures look like? Their feet are round and roll on diagrams or long measuring tapes, dark with white lines. They have four eyes. The two in the back are red. Sometimes you can see a five-eyed one, with a red eye turning on the top of his head. He must be special the others respect him and go slow di a gram gram) noun, a chart or drawing used to explain something Use Reading Skills Analyze Text Organization Note sentence length, sentence breaks, and other pauses you can see and hear in the poem as you read. Record this information in your chart. Note the Facts What do you think is the five-eyed one? 20 when he passes, winding among them from behind. How can you tell? 1. Orbitville. Name of an imaginary planet wind ( w8nd) verb, go to one side or the other EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 145

152 DURING READING Analyze Literature Speaker What can you learn from the poem about the speaker s perspective? glide ( gl8d) verb, move smoothly Note the Facts Highlight or underline what the tourist sees and hears the creatures do. 25 They all hiss as they glide, like inches, down the marked tapes. Those soft shapes, shadowy inside the hard bodies are they their guts or their brains? Use Reading Skills Analyze Text Organization Note sentence length, sentence breaks, and other pauses you can see and hear in the poem as you read. Record this information in your chart. W W & or IRRORS INDOWS At the end of the poem, the tourist wonders if the people inside are the guts or brains of the car. Do you live by your brains (thinking) do you live by your guts (feelings)? Why? 146 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

153 AFTER READING READING CHECK Circle the letter of the correct answer. 1. In line 3, which star is the speaker referring to? A. Orbitville s star B. the sun C. the North Star 2. What creatures does the speaker see? A. monsters B. animals C. automobiles 3. What is the five-eyed creature with its red turning eye? A. police car B. taxi cab C. airplane 4. What does the speaker compare the roads to? A. shadows B. ribbons C. measuring tapes 5. What makes the creatures hiss as they move? A. The creatures are speaking to one another. B. The engines of the creatures make noise. C. The brains of the creatures are very loud. VOCABULARY CHECK Circle the letter of the correct answer. 1. The transparent parts of the creatures are A. windows. B. guts. C. wheels. 2. What does the speaker describes as diagrams? A. creatures B. roads C. brains 3. The special creature is able to wind through the others, moving A. with difficulty. B. above them. C. in and out of traffic. 4. The creatures glide, because their feet are A. wheels. B. sticky. C. dancing. ANALYZE LITERATURE: Speaker There are two speakers in the poem the narrator who speaks in the first two lines, and the tourist who speaks in the rest of the poem. Why do you think the author includes two speakers? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 147

154 USE READING SKILLS: Analyze Text Organization Review the chart you filled in while reading the poem. How do the stanza length, pauses, sentence length, and sentence breaks help you interpret the meaning of the poem? Share your answers with a classmate. BUILD LANGUAGE SKILLS: Possessive Pronouns A possessive pronoun shows ownership of an object. It can be singular or plural. Examples The tourist parked its vehicle above the air. (singular) The tourists parked their vehicles above the air. (plural) Each of the sentences below has a singular possessive pronoun. Rewrite each sentence so that it has a plural possessive pronoun. If necessary, change the corresponding noun or pronoun in the sentence from singular to plural as well. 1. The creature of metal and glass rolled its feet. 2. The five-eyed one turned the eye above its head. 3. I slowed down my steps on the marked tapes. 4. My class enjoyed reading the poem. WRITING SKILLS Pretend that you are the speaker in the poem, but you land in a different place. You could imagine that you land in a city, on a beach, or even in Antarctica! Write a short story or poem describing what the creatures and setting look like. Compare the creatures in your setting with the creatures that the speaker of Southbound on the Freeway saw on Earth. 148 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

155 Name: Date: BEFORE READING page 560 ABOUT THE POEM Ode to My Socks is a special type of poem dedicated to the speaker s pair of socks. This pair of socks is knitted especially for him. As he wears them, he experiences different kinds of feelings. Read to find out what the speaker feels about the socks. MAKE CONNECTIONS A Lyric Poem by Pablo Neruda Sometimes, even the simplest things can make us feel good about ourselves. Describe a favorite article of clothing and explain why it is a favorite. What do you feel when you wear it? ANALYZE LITERATURE: Metaphor and Simile Metaphor and simile are figures of speech that compare two unlike things. The only difference between the two is that a metaphor directly compares two unlike things, while a simile uses words such as like and as to make the comparison. As you read, pay attention to metaphors and similes that the author uses to make comparisons. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 149

156 USE READING SKILLS: Identify Author s Purpose As you read, fill in the chart below to help you determine why Pablo Neruda wrote Ode to My Socks. Remember that the language the author uses can tell you whether he or she is trying to entertain, persuade, or inform the readers. clue clue clue Author's Purpose clue "My feet were honored in this way" clue 150 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

157 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. slip my feet idiom I slipped my feet into a comfortable pair of shoes. I cannot wait to slip my feet into a pair of warm slippers when I get home immense im mense (i <men(t)s) adjective The school s hall is so immense that many students get lost on their first days. Something immense usually decrepit de crep it (di adjective The decrepit hut is in danger of falling apart because of the strong winds. A decrepit person needs sacred sa cred (<sa kr@d) adjective The Koran is one of the sacred texts of the world. Sacred objects must be handled with impulse im pulse (<im p@ls) noun Amy bought the new blouse on impulse, and now she has no money for food. Acting on impulse will get you in remorse re morse (ri <mors) noun Matt showed remorse for breaking his friend s computer. One of the things I did in the past that brought me remorse is EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 151

158 DURING READING Use Reading Skills Identify Author s Purpose Write down the clues that show why the author wrote this poem. Why does the author describe the person who gave the socks? Analyze Literature Metaphor and Simile To what does the speaker compare his socks? What figures of speech did the speaker use? im mense (i <men(t)s) adjective, great in size or degree Analyze Literature Metaphor and Simile Which metaphors for his socks does the speaker use in this stanza? Why do you think he uses these metaphors? What metaphors does the speaker use for his feet? Why do you think he uses these metaphors? A Lyric Poem by Pablo Neruda Maru Mori brought me a pair of socks which she knitted herself with her sheepherder s 1 hands, two socks as soft as rabbits. I slipped my feet into them as though into two cases knitted with threads of twilight and goatskin. Violent socks, my feet were two fish made of wool, two long sharks sea-blue, shot through by one golden thread, two immense blackbirds, two cannons 2 : my feet were honored in this way by these heavenly socks. 1. sheepherder. Person who keeps the sheep together in the flock 2. cannon. A heavy gun transported and supported by wheels 152 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

159 They were so handsome for the first time my feet seemed to me unacceptable like two decrepit firemen, firemen unworthy of that woven fire, of those glowing socks. DURING READING de cre pit adjective, worn out by age Read Aloud Read lines aloud. What does the speaker think of his feet with the socks? Think and Reflect Why do you think the speaker decides to resist the temptation to save the socks? Nevertheless I resisted the sharp temptation to save them somewhere as schoolboys keep fireflies, as learned men collect sacred texts, I resisted the mad impulse to put them into a golden cage and each day give them birdseed and pieces of pink melon. Like explorers in the jungle who hand over the very rare green deer Use Reading Skills Identify Author s Purpose Write the clues that show you why the author wrote this lyric poem. Why does the author show how the speaker finds it difficult to wear the socks? sa cred (<sa kr@d) adjective, holy or special im pulse (<im p@ls) noun, sudden action or force EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 153

160 DURING READING re morse (ri <mors) noun, deep sense of guilt Analyze Literature Metaphor and Simile A simile is a figure of speech that compares two objects using like or as. Read the third stanza and list the similes you see. Use Reading Skills to the spit and eat it with remorse, I stretched out my feet and pulled on the magnificent socks and then my shoes. The moral of my ode is this: beauty is twice beauty and what is good is doubly good when it is a matter of two socks made of wool in winter. Identify Author s Purpose In this stanza, the speaker gives a moral lesson. What is the author s purpose in including this stanza? W W & about IRRORS INDOWS What gift have you received that you particularly enjoyed? What was so special it? 154 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

161 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Where did Maru Mori get the new socks? A. she made them herself B. she found them in her closet C. she bought them from a friend 2. Why does the speaker think his feet are unworthy of the socks? A. The socks are made of gold. B. The socks are so handsome. C. The socks are too big for him. 3. What does the speaker say his feet turn into when he wears the socks? A. They turn into two fat pink pigs. B. They turn into two long sea-blue sharks. C. They turn into two small brown puppies. 4. What does the speaker decide to do with the socks? A. He pulls them up his feet. B. He washes them by hand. C. He hides them in his chest box. 5. What does the speaker feel about his socks? A. He feels unworthy of his friend s kindness. B. He thinks they should be used only for important events. C. He loves them and enjoys wearing them whenever he can. VOCABULARY CHECK Circle the letter of the correct answer. 1. The speaker says that the socks on his feet look like two immense blackbirds. This implies that the speaker s feet are A. big. B. soft. C. small. 2. The speaker thinks that his feet are unworthy of the handsome socks because his feet look decrepit, like two A. old firemen. B. young firemen. C. unhappy firemen. 3. He is tempted to hide his socks the way learned men hide their sacred texts, because the socks are very A. nice. B. special. C. important. 4. He decides not to give in to his impulse to hide the socks. Making decisions should not be A. long. B. sudden. C. probable. 5. If he does not wear the socks, he might feel the remorse of jungle explorers who have to eat a very rare deer. Not wearing the gift will give him A. fun. B. peace. C. guilt. ANALYZE LITERATURE: Metaphor and Simile The speaker shifts between comparing his socks to his feet and using similes to show his hesitation to wear them. Why do you think he shifts his comparisons throughout the poem? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 155

162 USE READING SKILLS: Identify Author s Purpose The author s purpose in any literary writing may be to entertain, to inform, or to persuade. What is the author s main purpose in writing the poem? What clues give you this idea? BUILDING LANGUAGE SKILLS: Intensive Pronouns Intensive pronouns are pronouns used to give emphasis to a noun or another pronoun. Intensive pronouns usually come after the word they emphasize, and they should match the gender of the word (masculine, feminine, or neutral). Examples Maru Mori herself knitted the socks. (Maru Mori feminine) The students cleaned the room themselves. (students neutral) Intensive pronouns can be removed in sentences without changing the idea. If removing a pronoun changes the meaning of a sentence, then the pronoun is not intensive. Examples Jack himself admitted that he loves socks. (intensive pronoun) We congratulated ourselves. (not intensive pronoun) Complete the sentences by using the correct intensive pronoun to match the noun or pronoun in the sentence. 1. The speaker thinks that his feet are not worthy of the woven socks. 2. His friend made the pair of socks before she brought it to him. 3. Explorers feel deep guilt when they are forced to eat a rare animal to survive. 4. We should treasure every gift we receive by taking care of it. 5. The purpose of the gift is sometimes enough to increase its value. SPEAKING & LISTENING SKILLS Do you agree with the message of the poem? Share your answers with the class and provide reasons for why you agree or disagree. 156 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

163 Name: Date: BEFORE READING page 590 ABOUT THE POEM Birdfoot s Grampa describes the way a man acts during a rainstorm that affects small toads. Read to find out what is so special about what he does. MAKE CONNECTIONS A Narrative Poem by Joseph Bruchac What kinds of animals would you save if you saw one in danger? Why? ANALYZE LITERATURE: Symbolism A symbol is an image or idea that represents something else. For example, an American flag represents the United States as well as the ideals that the country tries to represent. As you read, think about what the toads represent to the grandfather and to the speaker. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 157

164 USE READING SKILLS: Compare and Contrast When you compare and contrast subjects, you look for what is similar and different between the subjects. In this poem, you will compare and contrast the speaker, Birdfoot, and his grandfather. Consider what both characters say and do. Also, think about what each values. Complete the graphic organizer below. Venn Diagram Speaker (Birdfoot) anxious Both In the car Grampa patient 158 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

165 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. mist mist (mist) noun The shower was so hot that mist hung in the air around the curtain. Mist occurs when leathery lea ther y (le th@ r7) adjective The old man s face was leathery. Something leathery looks like knee deep knee deep idiom The flood waters were knee deep by evening. When grass is knee deep, I EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 159

166 DURING READING Use Reading Skills Compare and Contrast Identify differences between the speaker (Birdfoot) and his grandfather in the Venn Diagram. 5 The old man must have stopped our car two dozen times to climb out and gather into his hands the small toads blinded by our lights and leaping, live drops of rain. A Narrative Poem by Joseph Bruchac mist (mist) noun, water in the air that has condensed from vapor to liquid. lea ther y (le th@ r7) adjective, like leather, hard and brown. knee deep idiom, as tall as one s knees The rain was falling, a mist about his white hair and I kept saying you can t save them all, accept it, get back in we ve got places to go. But, leathery hands full of wet brown life, knee deep in the summer roadside grass, he just smiled and said they have places to go to too. W W & or IRRORS INDOWS Do you think it is important to protect other forms of life, such as animals? Why why not? 160 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

167 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What was the old man protecting the frogs from? A. rain B. cars C. coyotes 2. What was the old man doing to the toads? A. moving them out of the road B. putting them in a bucket C. taking them out of the grass 3. Which statement best explains the message of the poem? A. all life is valuable B. people are less important than toads C. young people don t respect their elders 4. What emotion does the speaker express during the poem? A. pride B. confusion C. frustration VOCABULARY CHECK Circle the letter of the correct answer. 1. The mist around the grandfather s hair is formed by A. rain. B. light. C. toads. 2. The old man s hands are leathery. They look most like A. sandpaper. B. a wallet. C. a mirror. 3. The old man was knee deep in roadside grass. This describes the grass s A. moisture. B. texture. C. height. 5. What is the wet brown life from the poem? A. The old man s hands B. Roadside summer grass C. Toads covered in mud ANALYZE LITERATURE: Symbolism Reread Ode to My Socks, by Pablo Neruda on page 157. The speaker wants to save his socks because they symbolize many things. Complete the two charts with what each symbol represents. Then answer the question below to compare how symbols are used in the poems. toads rain Symbol Details What it Suggests What is similar about what the two symbols suggest? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 6 161

168 USE READING SKILLS: Compare and Contrast Review the Venn Diagram you filled in while reading this poem. How does the speaker s language change from the beginning of the poem to the end? What does this tell you about how the speaker changes? BUILD VOCABULARY: Connotation and Denotation Synonyms are words that mean the same. Synonyms have the same denotation, or definition in the dictionary. They mean exactly the same thing. Some words are very similar, but they have different connotations. A connotation is an idea or meaning that is suggested by the word. For each of the following words, write a word that has the same denotation. Then explain how the connotation of each word is different. An example has been done for you. Denotation/Connotation Chart Word Synonym How Connotations Differ old ancient Old is more general than ancient. stopped gather wet full smiled WRITING SKILLS: Small Moments Some poems, like Birdfoot s Grampa, capture a very small moment in time and explore the importance of this moment. Think of some small moments when you remember learning something new or seeing something in a new way. It could be a moment you shared with a family member, as in this poem, or it could be a moment you had by yourself. Make a list of five small moments. Then choose one and write a poem or a small moment story that explores the significance of the moment. 162 LEVEL III, UNIT 6 Differentiated Instruction for ELL EMC Publishing, LLC

169 Name: Date: BEFORE READING page 714 ABOUT THE SCREENPLAY Sorry, Right Number tells of a desperate call that Katie Weiderman receives one night. The call is cut off in the middle of the sentence and, sure that the caller was her oldest daughter, Katie tries to call back. She tries to identify who the desperate caller was and learns that she had been wrong. With the help of her husband, Bill, a writer of horror stories that have been made into movies, Katie tries to get to the bottom of the mystery. Read to find out what happens as they try to solve this mystery. MAKE CONNECTIONS A Screenplay by Stephen King Whose voice would you recognize on the phone? How do you recognize that person s voice? ANALYZE LITERATURE: Plot Plot is the series of events related to the central conflict or struggle in a written work. The plot generally introduces, develops, and resolves the central conflict. A plot usually includes the following elements: exposition (how the story starts out) rising action (the development of a conflict or problem that occurs) climax (how the problem is dealt with) falling action (what happens after the characters decide to act) resolution (what happens as a result of these actions) As you read, identify the plot elements of this screenplay. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 163

170 USE READING SKILLS: Text Organization Text organization is how a literary work is written or structured. In drama, plays often use stage directions to give the reads clues about what is going on in the story. Stage directions may include intonation, facial and body gestures, and physical descriptions of characters. They may also include directions for specific sound effects or music in a scene, or give directions describing a special effect done with cameras or stage equipment. Stage directions are usually abbreviated, but you can use context clues to determine what the abbreviations mean. As you read, write down any stage directions you find in your Stage Directions Chart. Be sure to include the page number and who the directions are meant. Page # Stage Directions Who is the Direction For? 714 Katie Wiederman s MOUTH, ECU Person operating the camera 164 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

171 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. inflict in flict ( in flikt) verb Pencil pokes inflict small wounds on the skin. Sharp weapons can inflict glum glum ( <gl@m) adjective Beverly was glum as her cousin left for school. When someone looks glum, you can rummage rum mage ( <r@ mij) verb Harry s friends rummaged through his closet for his old baseball bats. If you rummage through the dirt in a garden, you might find walking on air idiom After winning the poetry contest, Shanti was walking on air. Events in life that can make people walk on air include eat it up idiom The movie pairing of two famous stars assured the director that the viewers would eat it up. Some people like a good horror story, and they eat it up because radiant ra di ant ( <r6 adjective The new mother looks radiant with her child in her arms. The radiant morning light was hysterical hys ter i cal ( his <ter I k@l) adjective After being saved from the fire, the hysterical victim tried to go back to save her family photos. During earthquakes and hurricanes, people can become hysterical because EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 165

172 DURING READING 5 A Screenplay by Stephen King Author s Note: Screenplay 1 abbreviations are simple and exist, in this author s opinion, mostly to make those who write screenplays feel like lodge brothers. In any case, you should be aware that CU means close-up; ECU means extreme close-up; INT. means interior; EXT. means exterior; B.G. means background; POV means point of view. Probably most of you knew all that stuff to begin with, right? CHARACTERS Katie Bill Polly The Weidermans Dennis Connie Jeff Sobbing Voice Frieda Katie s mother Voices Operator Minister Announcer Dawn Groundskeeper Hank Groom and assorted wedding guests Note the Facts What is Katie doing? ACT 1 Fade in on: Katie Weiderman s mouth, ECU She s speaking into the telephone. Pretty mouth; in a few seconds we ll see that the rest of her is just as pretty. Katie. Bill? Oh, he says he doesn t feel very well, but he s always like that between books, can t sleep, thinks every headache is the first symptom of a brain tumor once he gets going on something new, he ll be fine. 1. screenplay. A script for a film 166 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

173 Sound. B.G: The television. The camera draws back. Katie is sitting in the kitchen phone nook, having a good gab with her sister while she idles through some catalogues. We should notice one not-quite-ordinary thing about the phone she s on: it s the sort with two lines. There are lighted buttons to show which ones are engaged. Right now only one Katie s is. As Katie continues her conversation, the camera swings away from her, tracks across the kitchen, and through the arched doorway that leads into the family room. Katie. [Voice, fading.] Oh, I saw Janie Charlton today yes! Big as a house! She fades. The TV gets louder. There are three kids: Jeff, eight, Connie, ten, and Dennis, thirteen. Wheel of Fortune is on, but they re not watching. Instead they re engaged in that great pastime, Fighting About What Comes On Later. Jeff. Come onnn! It was his first book! Connie. His first gross book. Dennis. We re gonna watch Cheers and Wings, just like we do every week, Jeff. Dennis speaks with the utter finality only a big brother can manage. Wanna talk about it some more and see how much pain I can inflict on your scrawny body, Jeff? his face says. Jeff. Could we at least tape it? Connie. We re taping CNN for Mom. She said she might be on the phone with Aunt Lois for quite awhile. Jeff. How can you tape CNN, for God s sake? It never stops! Dennis. That s what she likes about it. Connie. And don t say God s sake, Jeffie you re not old enough to talk about God except in church. Jeff. Then don t call me Jeffie. Connie. Jeffie, Jeffie, Jeffie. Jeff gets up, walks to the window, and looks out into the dark. He s really upset. Dennis and Connie, in the grand tradition of older brothers and sisters, are delighted to see it. Dennis. Poor Jeffie. Connie. I think he s gonna commit suicide 2. Jeff. [Turns to them.] It was his first book! Don t you guys even care? Connie. Rent it down at the Video Stop tomorrow, if you want to see it so bad. Jeff. They don t rent R-rated pictures to little kids and you know it! DURING READING Note the Facts Underline the words that describe where Katie is sitting. Note the Facts What are the siblings arguing about? in flict (in flikt) verb, force on another Use Reading Skills Stage Directions Which stage directions on this page are meant for people working with sound? Write your answers in your Stage Directions Chart. 2. suicide. The act of killing yourself EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 167

174 DURING READING Note the Facts Highlight Jeff's response to his siblings. glum adjective, sad or moody Connie. [Dreamily.] Shut up, it s Vanna! I love Vanna! Jeff. Dennis Dennis. Go ask Dad to tape it on the VCR in his office and quit being such a totally annoying little booger 3. Jeff crosses the room, poking his tongue out at Vanna White as he goes. The camera follows as he goes into the kitchen. Katie... so when he asked me if Polly had tested strep positive, I had to remind him she s away at prep school and gosh, Lois, I miss her Jeff is just passing through, on his way to the stairs. Katie. Will you kids please be quiet? Jeff. [Glum.] They ll be quiet. Now. He goes up the stairs, a little dejected. Katie looks after him for a moment, loving and worried. Katie. They re squabbling again. Polly used to keep them in line, but now that she s away at school I don t know maybe sending her to Bolton wasn t such a hot idea. Sometimes when she calls home she sounds so unhappy Int. Bela Lugosi as Dracula, CU. Drac s standing at the door of his Transylvanian castle. Someone has pasted a comic-balloon coming out of his mouth which reads: Listen! My children of the night! What music they make! The poster is on a door but we only see this as JEFF opens it and goes into his father s study. Int. A photograph of Katie, CU. The camera holds, then pans slowly right. We pass another photo, this one of Polly, the daughter away at school. She s a lovely girl of sixteen or so. Past Polly is Dennis then Connie then Jeff. The camera continues to pan and also widens out so we can see Bill Weiderman, a man of about forty-four. He looks tired. He s peering into the word-processor on his desk, but his mental crystal ball 4 must be taking the night off, because the screen is blank. On the walls we see framed book-covers. All of them are spooky. One of the titles is Ghost Kiss. Think and Reflect What kind of a person is Bill Weiderman? 3. booger. Slang, dried nasal mucus 4. crystal ball. A glass ball believed by some to know the future 168 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

175 Jeff comes up quietly behind his dad. The carpet muffles his feet. Bill sighs and shuts off the wordcruncher. A moment later JEFF claps his hands on his father s shoulders. Jeff. BOOGA-BOOGA! Bill. Hi, Jeffie. He turns in his chair to look at his son, who is disappointed. Jeff. How come you didn t get scared? Bill. Scaring is my business. I m case-hardened 5. Something wrong? Jeff. Daddy, can I watch the first hour of Ghost Kiss and you tape the rest? Dennis and Connie are hogging everything. Bill swivels to look at the book-jacket, bemused. Bill. You sure you want to watch that, champ? It s pretty Jeff. Yes! Int. Katie, in the phone nook. In this shot, we clearly see the stairs leading to her husband s study behind her. Katie. I really think Jeff needs the orthodontic 6 work but you know Bill The other line rings. The other light stutters. Katie. That s just the other line, Bill will DURING READING Note the Facts What does Jeff try to do to his father? Analyze Literature Plot What does Katie hear on the other end of the line? 5. case-hardened. Not affected from constant exposure 6. orthodontic. Of or relating to orthodontics, the dental practice of preventing and correcting irregularities of the teeth EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 169

176 DURING READING Use Reading Skills Stage Directions Which stage directions on this page are meant for the actors? Write your answers in your Stage Directions Chart. Note the Facts Who does Katie think it is? rum mage mij) verb, search in a very thorough manner But now we see Bill and Jeff coming downstairs behind her. Bill. Honey, where re the blank videotapes? I can t find any in the study and Katie. [To Bill.] Wait! [To Lois.] Gonna put you on hold a sec, Lo. She does. Now both lines are blinking. She pushes the top one, where the new call has just come in. Katie. Hello, Weiderman residence. Sound. Desperate sobbing. Sobbing Voice. [Filter.] Take please take t-t- Katie. Polly? Is that you? What s wrong? Sound. Sobbing It s awful, heartbreaking. Sobbing Voice. [Filter.] Please quick Sound. Sobbing Then, CLICK! A broken connection. Katie. Polly, calm down! Whatever it is can t be that b Hum of an open line. Jeff has wandered toward the TV room, hoping to find a blank tape. Bill. Who was that? Without looking at her husband or answering him, Katie slams the lower button in again. Katie. Lois? Listen, I ll call you back. That was Polly, and she sounded very upset. No she hung up. Yes. I will. Thanks. She hangs up. Bill. [Concerned.] It was Polly? Katie. Crying her head off. It sounded like she was trying to say Please take me home I knew that school was bumming her out Why I ever let you talk me into it She s rummaging frantically on her little phone desk. Catalogues go slithering to the floor around her stool. Katie. Connie did you take my address book? Connie. [Voice.] No, Mom. Bill pulls a battered book out of his back pocket and pages through it. Bill. I got it. Except Katie. I know, dorm phone is always busy. Give it to me. Bill. Honey, calm down. Katie. I ll calm down after I talk to her. She is sixteen, Bill. Sixteen-year-old girls are prone to depressive interludes. Sometimes they even k just give me the number! Bill As she punches the numbers, The camera slides in to CU. 170 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

177 Katie. Come on, come on don t be busy just this once Sound. Clicks. A pause. Then the phone starts ringing. Katie. [Eyes closed.] Thank You, God. Voice. [Filter.] Hartshorn Hall, this is Frieda. If you want Christine, she s still in the shower, Arnie. Katie. Could you call Polly to the phone? Polly Weiderman? This is Kate Weiderman. Her mother. Voice. [Filter.] Oh, jeez! Sorry. I thought hang on, please, Mrs. Weiderman. Sound. The phone clunks down. Voice. [Filter, and very faint.] Polly? Pol? Phone call! It s your mother! Int. A wider angle on the phone nook, with Bill. Bill. Well? Katie. Somebody s getting her. I hope. Jeff comes back in with a tape. Jeff. I found one, Dad. Dennis hid em. As usual. Bill. In a minute, Jeff. Go watch the tube. Jeff. But Bill. I won t forget. Now go on. Jeff goes. Katie. Come on, come on, come on Bill. Calm down, Katie. Katie. [Snaps.] If you d heard her, you wouldn t tell me to calm down! She sounded Polly. [Filter, cheery voice.] Hi, mom! Katie. Pol? Honey? Are you all right? Polly. [Happy, bubbling voice.] Am I all right? I aced my bio exam, got a B on my Free Conversational Essay, and Ronnie Hansen asked me to the Harvest Ball. I m so all right that if one more good thing happens to me today, I ll probably blow up like the Hindenburg 7. Katie. You didn t just call me up, crying your head off? We see by Katie s face that she already knows the answer to this question. Katie. I m glad about your test and your date, honey. I guess it was someone else. I ll call you back, okay? Polly. [Filter.] Kay. Say hi to Dad! Katie. I will. Int. The phone nook, wider. Bill. She okay? DURING READING Use Reading Skills Stage Directions Write who uses the stage direction [filter] in your Stage Directions Chart. 7. Hindenburg. German airship that burst into flames while landing in Lakehurst, New York, in 1936 EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 171

178 DURING READING Build Vocabulary Idioms As you find words or phrases you do not know, try to guess what they mean. Then, discuss your ideas with a partner. What does the idiom walking on air mean? Who is walking on air? Katie. Fine. I could have sworn it was Polly, but she s walking on air. Bill. So it was a prank. Or someone who was crying so hard she dialed a wrong number through a shimmering film of tears, as we veteran hacks like to say. Katie. It was not a prank and it was not a wrong number! It was someone in my family. Bill. Honey, you can t know that. Katie. No? If Jeffie called up, just crying, would you know it was him? Bill. [Struck by this.] Yeah, maybe. I guess I might. She s not listening. She s punching numbers, fast. Bill. Who you calling? She doesn t answer him. Sound: phone rings twice. Then: Older Female Voice. [Filter.] Hello? Katie. Mom? Are you [She pauses.] Did you call just a few seconds ago? Voice. [Filter.] No, dear why? Katie. Oh you know these phones. I was talking to Lois and I lost the other call. Voice. [Filter.] Well, it wasn t me. Kate, I saw the prettiest dress in La Boutique today, and Katie. We ll talk about it later, Mom, okay? Voice. [Filter.] Kate, are you all right? Katie. I have Mom, I think maybe I ve got diarrhea 8. I have to go. Bye. She hangs up. Bill hangs on until she does, then he bursts into wild donkey-brays of laughter. Bill. Oh boy diarrhea I gotta remember that the next time my agent calls oh Katie, that was so cool Katie. [Almost screaming.] This is not funny! Think and Reflect Would you react the same way that Katie does? 245 Bill stops laughing. Int. The TV room. Jeff and Dennis have been tussling. They stop. All three kids look toward the kitchen. 8. diarrhea. Condition in which the person has frequent and watery bowel movements 172 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

179 Int. In the phone nook with Bill and Katie. Katie. I tell you it was someone in my family and she sounded oh, you don t understand. I knew that voice. Bill. But if Polly s okay and your mom s okay Katie. [Positive.] It s Dawn. Bill. Come on, hon, a minute ago you were sure it was Polly. Katie. It had to be Dawn. I was on the phone with Lois and Mom s okay so Dawn s the only other one it could have been. She s the youngest I could have mistaken her for Polly and she s out there in that farmhouse alone with the baby! Bill. [Startled.] What do you mean, alone? Katie. Jerry s in Burlington! It s Dawn! Something s happened to Dawn! Connie comes into the kitchen, worried. Connie. Mom? Is Aunt Dawn okay? Bill. So far as we know, she s fine. Take it easy, doll. Bad to buy trouble before you know it s on sale. Katie punches numbers and listens. Sound: The Dah-Dah-Dah of a busy signal. Katie hangs up. Bill looks a question at her with raised eyebrows. Katie. Busy. Bill. Katie, are you sure Katie. She s the only one left it had to be her. Bill, I m scared. Will you drive me out there? Bill takes the phone from her. Bill. What s her number? Katie Bill dials. Gets a busy. Hangs up and punches 0. Operator. [Filter.] Operator. Bill. I m trying to reach my sister-in-law, operator. The line is busy. I suspect there may be a problem. Can you break into the call, please? Int. The door to the TV room. All three kids are standing there, silent and worried. Int. The phone nook, with Bill and Katie. Operator. [Filter.] What is your name, sir? Bill. William Weiderman. My number is Operator. [Filter.] Not the William Weiderman that wrote Spider Doom? Bill. Yes, that was mine. If Operator. [Filter.] Oh my God. I just loved that book! I love all your books! I DURING READING Read Aloud Read lines aloud. Why does Katie think that the caller might be her sister Dawn? Use Reading Skills Stage Directions Which stage directions on this page are meant for the camera operators? Write your answers in your Stage Directions Chart. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 173

180 DURING READING Note the Facts What does the operator learn that makes her worried? Analyze Literature Plot Where are Katie and Bill heading? Why? Bill. I m delighted you do. But right now my wife is very worried about her sister. If it s possible for you to Operator. [Filter.] Yes, I can do that. Please give me your number, Mr. Weiderman, for the records. [She giggles.] I promise not to give it out. Bill. It s Operator. [Filter.] And the call number? Bill. [Looks at Katie.] Uh Katie Bill Operator. [Filter.] Just a moment, Mr. Weiderman Night of the Beast was also great, by the way. Hold on. Sound. Telephonic clicks and clacks Katie. Is she Bill. Yes. Just There s one final click. Operator. [Filter.] I m sorry, Mr. Weiderman, but that line is not busy. It s off the hook. I wonder if I sent you my copy of Spider Doom Bill hangs up the phone. Katie. Why did you hang up? Bill. She can t break in. Phone s not busy. It s off the hook. They stare at each other bleakly. Ext. Night. A low-slung sports car passes the camera. Int. The car, with Katie and Bill. Katie s scared. Bill, at the wheel, doesn t look exactly calm. 174 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

181 Katie. Hey, Bill tell me she s all right. Bill. She s all right. Katie. Now tell me what you really think. Bill. Jeff snuck up behind me tonight and put the old booga-booga on me. He was disappointed as hell when I didn t jump. I told him I was case-hardened. [Pause.] I lied. Katie. Why did Jerry have to move out there when he s gone half the time? Just her and that little tiny baby? Why? Bill. Shh, Kate. We re almost there. Katie. Go faster. Ext. The car. He does. That car is smokin. Int. The Weiderman TV room. The tube s still on and the kids are still there, but the horsing around has stopped. Connie. Dennis, do you think Aunt Dawn s okay? Dennis. [Thinks she s dead, decapitated by a maniac.] Yeah. Sure she is. Int. The phone, POV from The Tv Room. Just sitting there on the wall in the phone nook, lights dark, looking like a snake ready to strike. Fade out: ACT 2 Ext. An isolated farmhouse. A long driveway leads up to it. There s one light on in the living room. Car lights sweep up the driveway. The Weiderman car pulls up close to the garage and stops. Int. The car, with Bill and Katie. Katie. I m scared. Bill bends down, reaches under his seat, and brings out a pistol. Bill. [Solemnly.] Booga-booga. Katie. [Total surprise.] How long have you had that? Bill. Since last year. I didn t want to scare you or the kids. I ve got a license to carry. Come on. Ext. Bill and Katie. They get out. Katie stands by the front of the car while Bill goes to the garage and peers in. Bill. Her car s here. The camera tracks with them to the front door. Now we can hear the Tv Playing Loud. Bill pushes the doorbell. We hear it inside. They wait. Katie pushes it. Still no answer. She pushes it again and doesn t take her finger off. Bill looks down at: Ext. The Lock, Bill s POV. DURING READING Use Reading Skills Stage Directions List the people who need to know where the camera tracks in your Stage Directions Chart. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 175

182 DURING READING Note the Facts Why does Bill say that the lock has been tampered with? Big scratches on it. Ext. Bill and Katie. Bill. [Low.] The lock s been tampered with. Katie looks, and whimpers. Bill tries the door. It opens. The TV is louder. Bill. Stay behind me. Be ready to run if something happens. God, I wish I d left you home, Kate. He starts in. Katie comes after him, terrified, near tears. Int. Dawn and Jerry's living room. From this angle we see only a small section of the room. The TV is much louder. Bill enters the room, gun up. He looks to the right and suddenly all the tension goes out of him. He lowers the gun. Katie. [Draws up beside him.] Bill what He points. Int. The living room, wide, Bill and Katie s POV. The place looks like a cyclone hit it but it wasn t robbery and murder that caused this mess; only a healthy eighteenmonth-old baby. After a strenuous day of trashing the living room, Baby got tired and Mommy got tired and they fell asleep on the couch together. The baby is in Dawn s lap. There is a pair of Walkman earphones on her head. There are toys tough plastic Sesame Street and PlaySkool stuff, for the most part scattered here to breakfast. The baby has also pulled most of the books out of the bookcase. Had a good munch on one of them, too, by the look. Bill goes over and picks it up. It is Ghost Kiss. Think and Reflect Build Vocabulary Idioms As you find words or phrases you do not know, try to guess what they mean. Then, discuss your ideas with a partner. What does the idiom eat it [my books] up mean? Who literally eats up Bill's book? eat it up idiom, enjoy completely 390 How would you react if you walked into a family member s house and saw this scene? Bill. I ve had people say they just eat my books up, but this is ridiculous. He s amused. Katie isn t. She walks over to her sister, ready to be mad but she sees how really exhausted Dawn looks and softens. Int. Dawn and the baby, Katie s POV. Fast asleep and breathing easily, like a Raphael painting of Madonna and Child. The camera pans down To: the Walkman. We can hear the faint strains of Huey Lewis and the 176 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

183 News. The camera pans a bit further To a Princess telephone on the table by the chair. It s off the cradle. Not much; just enough to break the connection and scare people to death. Int. Katie. She sighs, bends down, and replaces the phone. Then she pushes the STOP button on the Walkman. Int. Dawn, Bill, and Katie. Dawn wakes up when the music stops. Looks at Bill and Katie, puzzled. Dawn. [Fuzzed out.] Well hi. She realizes she s got the Walkman phones on and removes them. Bill. Hi, Dawn. Dawn. [Still half asleep.] Shoulda called, guys. Place is a mess. She smiles. She s radiant when she smiles. Katie. We tried. The operator told Bill the phone was off the hook. I thought something was wrong. How can you sleep with that music blasting? Dawn. It s restful. [Sees the gnawed book Bill s holding.] Oh, my God, Bill, I m sorry! Justin s teething and Bill. There are critics who d say he picked just the right thing to teethe on. I don t want to scare you, beautiful, but somebody s been at your front door lock with a screwdriver or something. Whoever it was forced it. Dawn. Gosh, no! That was Jerry, last week. I locked us out by mistake and he didn t have his key and the spare wasn t over the door like it s supposed to be. He was mad so he took the screwdriver to it. It didn t work, either that s one tough lock. Bill. If it wasn t forced, how come I could just open the door and walk in? Dawn. [Guiltily.] Well sometimes I forget to lock it. Katie. You didn t call me tonight, Dawn? Dawn. Gee, no! I didn t call anyone! I was too busy chasing Justin around! He kept wanting to eat the fabric softener! Then he got sleepy and I sat down here and thought I d listen to some tunes while I waited for your movie to come on, Bill, and I fell asleep At the mention of the movie Bill starts visibly and looks at the book. Then he glances at his watch. DURING READING Use Reading Skills Stage Directions Which stage directions on this page are used to tell the actors how to act? Write your answers in your Stage Directions Chart. ra di ant (<r6 adjective vividly bright and glowing Note the Facts Why is the lock on Dawn's front door forced? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 177

184 DURING READING hys ter i cal (his <ter I k@l) adjective, uncontrollably emotional Note the Facts What does Bill promise to do for Jeff? Bill. I promised to tape it for Jeff. Come on, Katie, we ve got time to get back. Katie. Just a second. She picks up the phone and dials. Dawn. Gee, Bill, do you think Jeffie s old enough to watch something like that? Bill. It s network. They take out the blood-bags. Dawn. [Confused but amiable.] Oh. That s good. Int. Katie, CU. Dennis [Filter.] Hello? Katie. Just thought you d like to know your Aunt Dawn s fine. Dennis. [Filter.] Oh! Cool. Thanks, Mom. Int. The phone nook, with Dennis and the Others. He looks very relieved. Dennis. Aunt Dawn s okay. Int. the car, with Bill and Katie. They drive in silence for awhile. Katie. You think I m a hysterical idiot, don t you? Bill. [Genuinely surprised.] No! I was scared, too. Katie. You sure you re not mad? Bill. I m too relieved. [Laughs.] She s sort of a scatterbrain 9, old Dawn, but I love her. Katie. [Leans over and kisses him.] I love you. You re a sweet man. Bill. I m the boogeyman 10! Katie. I am not fooled, sweetheart. Ext. The car passes the camera and we dissolve to: Int. Jeff, In bed. His room is dark. The covers are pulled up to his chin. Jeff. You promise to tape the rest? Camera widens out so we can see Bill, sitting on the bed. Bill. I promise. Jeff. I especially liked the part where the dead guy ripped off the punk rocker s head. Bill. Well they used to take out all the blood-bags. Jeff. What, Dad? Bill. Nothing. I love you, Jeffie. Jeff. I love you, too. So does Rambo. Jeff holds up a stuffed dragon of decidedly unmilitant aspect. Bill kisses the dragon, then Jeff. Bill. Night. 9. scatterbrain. A person who is flighty and disorganized 10. boogeyman. An imaginary monster that is used to scare children 178 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

185 Jeff. Night. [As Bill reaches the door.] Glad Aunt Dawn was okay. Bill. Me too. He goes out. Int. TV, CU. A guy who looks like he died in a car crash about two weeks prior to filming (and has since been subjected to a lot of hot weather) is staggering out of a crypt. The camera widens to show Bill, releasing the VCR pause button. Katie. [Voice.] Booga-booga. Bill looks around companionably. The camera widens out more to show Katie, wearing a nightgown. Bill. Same to you. I missed the first forty seconds or so after the break. I had to kiss Rambo. Katie. You sure you re not mad at me, Bill? He goes to her and kisses her. Bill. Not even a smidge. Katie. It s just that I could have sworn it was one of mine. You know what I mean? One of mine? Bill. Yes. Katie. I can still hear those sobs. So lost so heartbroken. Bill. Kate, have you ever thought you recognized someone on the street, and called her, and when she finally turned around it was a total stranger? Katie. Yes, once. In Seattle. I was in a mall and I thought I saw my old roommate. I oh. I see what you re saying. Bill. Sure. There are sound-alikes as well as look-alikes. Katie. But you know your own. At least I thought so until tonight. She puts her cheek on his shoulder, looking troubled. Katie. I was so positive it was Polly Bill. Because you ve been worried about her getting her feet under her at the new school but judging from the stuff she told you tonight, I d say she s doing just fine in that department. Wouldn t you? Katie. Yes I guess I would. Bill. Let it go, hon. Katie. [Looks at him closely.] I hate to see you looking so tired. Hurry up and have an idea, you. Bill. Well, I m trying. Katie. You coming to bed? Bill. Soon as I finish taping this for Jeff. DURING READING Use Reading Skills Stage Directions Who uses the stage directions for Bill? Write your answers in your Stage Directions Chart. Note the Facts What is Bill's explanation about the phone call? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 179

186 DURING READING Katie. [Amused.] Bill, that machine was made by Japanese technicians who think of near everything. It ll run on its own. Bill. Yea, but it s been a long time since I ve seen this one, and Katie. Okay. Enjoy. I think I ll be awake for a little while. [Pause.] I ve got a few ideas of my own. Bill. [Smiles.] Yeah? Katie. Yeah. She starts out, then turns in the doorway as something else strikes her. Katie. If they show that part where the punk s head gets Bill. [Guiltily.] I ll edit it. Katie. Night. And thanks again. For everything. She leaves. Bill sits in his chair. Think and Reflect Would you be able to get to sleep that night? Why or why not? Analyze Literature Plot What does Katie discover at two in the morning? Use Reading Skills Stage Directions In your Stage Directions Chart, write which stage directions are used to describe camera shots Int. TV, CU. A couple is necking in a car. Suddenly the passenger door is ripped open by the dead guy and we Dissolve to: Int. Katie, in bed. It s dark. She s asleep. She wakes up sort of. Katie. [Sleepy.] Hey, big guy She feels for him, but his side of the bed is empty, the coverlet still pulled up. She sits up. Looks at: Int. A clock on the night-table, Katie s POV. It says 2:03 AM. Then it flashes 2:04. Int. Katie. Fully awake now. And concerned. She gets up, puts on her robe, and leaves the bedroom. Int. The TV screen, CU. Snow. Katie. [Voice, approaching.] Bill? Honey? You okay? Bill? Bi Int. Katie, in bill s study. She s frozen, wide-eyed with horror. 180 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

187 Int. Bill, in his chair. He s slumped to one side, eyes closed, hand inside his shirt. Dawn was sleeping. Bill is not. Ext. A coffin, being lowered into a grave. Minister. [Voice.] And so we commit the earthly remains of William Weiderman to the ground, confident of his spirit and soul. Be ye not cast down, brethren Ext. Graveside. All the Weidermans are ranged here. Katie and Polly wear identical black dresses and veils. Connie wears a black skirt and white blouse. Dennis and Jeff wear black suits. Jeff is crying. He has Rambo the Dragon under his arm for a little extra comfort. Camera moves in on Katie. Tears course slowly down her cheeks. She bends and gets a handful of earth. Tosses it into the grave. Katie. Love you, big guy. Ext. Jeff. Weeping. Ext. Looking down into the grave. Scattered earth on top of the coffin. Dissolve to: Ext. The grave. A groundskeeper pats the last sod into place. Groundskeeper. My wife says she wishes you d written a couple more before you had your heart attack, mister. [Pause.] I like Westerns, m self. The Groundskeeper walks away, whistling. Dissolve to: Ext. Day. A church. Title card: Five years later. The Wedding March is playing. Polly, older and radiant with joy, emerges into a pelting shower of rice. She s in a wedding gown, her new husband by her side. Celebrants throwing rice line either side of the path. From behind the bride and groom come others. Among them are Katie, Dennis, Connie, and Jeff all five years older. With Katie is another man. This is Hank. In the interim, Katie has also taken a husband. Polly turns and her mother is there. Polly. Thank you, Mom. Katie. [Crying.] Oh doll, you re so welcome. DURING READING Note the Facts Who is Hank? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 181

188 DURING READING They embrace. After a moment Polly draws away and looks at Hank. There is a brief moment of tension and then Polly embraces Hank, too. Think and Reflect Why is there tension between Polly and Hank? Use Reading Skills Stage Directions Who uses the stage directions that describe Hank s actions? Write your answers in your Stage Directions Chart. Note the Facts The day is Polly's wedding day. What else makes the day important? Polly. Thank you too, Hank. I m sorry I was such a creep for so long Hank. [Easily.] You were never a creep, Pol. A girl only has one father. Connie. Throw it! Throw it! After a moment, Polly throws her bouquet. Ext. The bouquet, CU, slow motion. Turning and turning through the air. Dissolves to: Int. night. the study, with Katie. The word-processor has been replaced by a wide lamp looming over a stack of blueprints. The book jackets have been replaced by photos of buildings. Ones that have first been built in Hank s mind, presumably. Katie is looking at the desk, thoughtful and a little sad. Hank. [Voice.] Coming to bed, Kate? She turns and The camera widens out to give us Hank. He s wearing a robe over pajamas. She comes to him and gives him a little hug, smiling. Maybe we notice a few streaks of gray in her hair; her pretty pony has done its fair share of running since Bill died. Katie. In a little while. A woman doesn t see her first one get married every day, you know. Hank. I know. The camera follows as they walk from the work area of the study to the more informal area. This is much the same as it was in the old days, with a coffee table, stereo, TV, couch, and Bill s old easy-chair. She looks at this. Hank. You still miss him, don t you? Katie. Some days more than others. You didn t know, and Polly didn t remember. Hank. [Gently.] Remember what, doll? Katie. Polly got married on the five-year anniversary of Bill s death. Hank. [Hugs her.] Come on to bed, why don t you? 182 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

189 Katie. In a little while. Hank. Okay. Maybe I ll still be awake. Katie. Got a few ideas, do you? Hank. I might. Katie. That s nice. He kisses her, then leaves, closing the door behind him. Katie sits in Bill s old chair. Close by, on the coffee table, is a remote control for the TV and an extension phone. Katie looks at the blank TV, and The camera moves in on her face. One tear rims one eye, sparkling like a sapphire 11. Katie. I do still miss you, big guy. Lots and lots. Every day. And you know what? It hurts. The tear falls. She picks up the TV remote and pushes the ON button. Int. TV, Katie s POV. An ad for Ginsu Knives comes to an end and is replaced by a star logo. Announcer. [Voice.] Now back to Channel 63 s Thursday night Star Time Movie Ghost Kiss. The logo dissolves into a guy who looks like he died in a car crash about two weeks ago and has since been subjected to a lot of hot weather. He comes staggering out of the same old crypt. Int. Katie. Terribly startled almost horrified. She hits the OFF button on the remote control. The TV blinks off. Katie s face begins to work. She struggles against the impending emotional storm, but the coincidence of the movie is just one thing too many on what must have already been one of the most emotionally trying days of her life. The dam breaks and she begins to sob terrible heartbroken sobs. She reaches out for the little table by the chair, meaning to put the remote control on it, and knocks the phone onto the floor. Sound: The hum of an open line. Her tear-stained face grows suddenly still as she looks at the telephone. Something begins to fill it an idea? an intuition? Hard to tell. And maybe it doesn t matter. DURING READING Note the Facts What does Katie sees on the TV that horrifies her? 11. sapphire. A precious transparent stone of rich blue EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 183

190 DURING READING Analyze Literature Plot Who does Katie reach through the phone? Use Reading Skills Stage Directions Which stage directions on this page are meant for Katie s actress? Write your answers in your Stage Directions Chart. Note the Facts What does Katie want her past self to do? Int. The telephone, Katie s POV. The camera moves in to ECU Moves in until the dots in the off-the-hook receiver look like chasms. Sound of open-line buzz up to loud. We go into the black and hear: Bill. [Voice.] Who are you calling? Who do you want to call? Who would you call, if it wasn t too late? Int Katie. There is now a strange hypnotized look on her face. She reaches down, scoops the telephone up, and punches in numbers, seemingly at random. Sound. Ringing phone. Katie continues to look hypnotized. The look holds until the phone is answered and she hears herself on the other end of the line. Katie. [Voice; filter.] Hello, Weiderman residence. Katie our present-day Katie with streaks of gray in her hair goes on sobbing, yet an expression of desperate hope is trying to be born on her face. On some level she understands that the depth of her grief has allowed a kind of telephonic-timetravel. She s trying to talk, to force the words out. Katie. [Sobbing.] Take please take t-t- Int. Katie, in the phone nook, reprise. It s five years ago. Bill is standing beside her, looking concerned. Jeff is wandering off to look for a blank tape in the other room. Katie. Polly? What s wrong? Int. Katie, in the study. Katie. [Sobbing.] Please quick Sound. Click of a broken connection. Katie. [Screaming.] Take him to the hospital! If you want him to live, take him to the hospital! He s going to have a heart attack. He Sound. hum of an open line. Slowly, very slowly, Katie hangs up the telephone. Then, after a moment, she picks it up again. She speaks aloud with no selfconsciousness whatever. Probably doesn t even know she s doing it. Katie. I dialed the old number. I dialed Slam cut to: Int. Bill, in the phone nook with Katie beside him. He s just taken the phone from Katie and is speaking to the operator. Operator. [Filter, giggles.] I promise not to give it out. Bill. It s LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

191 Slam cut to: Int. Katie, in bill s old chai, CU. Katie. [Finishes.] Int. The phone, CU. Katie s trembling finger carefully picks out the number, and we hear the corresponding tones: Int. Katie, in Bill s old chair, CU. She closes her eyes as the phone begins to ring. Her face is filled with an agonizing mixture of hope and fear. If only she can have one more chance to pass the vital message on, it says just one more chance. Katie. [Low.] Please please Recorded Voice. [Filter.] You have reached a non-working number. Please hang up and dial again. If you need assistance Katie hangs up again. Tears stream down her cheeks. The camera pans away and down to the telephone. Int. The phone nook, with Katie and Bill, reprise. Bill. So it was a prank. Or someone who was crying so hard she dialed a wrong number through a shimmering film of tears, as we veteran hacks like to say. Katie. It was not a prank and it was not a wrong number! It was someone in my family! Int. Katie (present day) in Bill s study. Katie. Yes. Someone in my family. Someone who is close. [Pause.] Me. She suddenly throws the phone across the room. She starts to sob again and puts her hands over her face. Camera holds on her for a moment, then dollies across. Int. The phone. It lies on the carpet, looking both bland and somber. Camera moves in to ECU the holes in the receiver look like huge dark chasms. We hold, then Fade to black: W W & would IRRORS INDOWS If you could call someone in the past, who it be and what would you say? DURING READING Analyze Literature Plot Does Katie succeed in warning her past self? Why or why not? Use Reading Skills Stage Directions Who uses the stage directions that describe the telephone? Write your answers in your Stage Directions Chart. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 185

192 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Who is Katie talking to on the phone when another call comes in? A. Lois B. Polly C. Connie 2. How does the voice of the mysterious caller sound? A. normal B. ecstatic C. desperate 3. What do Katie and Bill do when they can't reach Dawn? A. They go to Dawn's farmhouse to investigate. B. They call the police to give details of the call. C. They alert Jerry about his family's whereabouts. 4. What happens to Bill the same night? A. He dies of a heart attack. B. He receives the same call. C. He forgets to tape the movie. 5. Who is the mysterious caller? A. Hank B. Katie C. Polly VOCABULARY CHECK Circle the letter of the correct answer. 1. Dennis is confident that he can inflict pain on Jeff. He is Jeff's big brother, and he is A. braver. B. happier. C. stronger. 2. Jeff is glum when his mother sees him. He and his siblings were arguing and he A. won. B. lost. C. tied. 3. Katie rummages for her address book. She eyes her little phone desk and A. observes truthfully. B. searches thoroughly. C. watches thoughtfully. 4. Dawn is radiant when she smiles. The place seems to A. darken. B. light up. C. make a shade. 5. Bill does not think that Katie is hysterical, but she thinks she had been very uncontrollably A. radical. B. practical. C. emotional. ANALYZE LITERATURE: Plot Think about the events that take place in Sorry, Right Number. Briefly list the exposition, rising action, climax, falling action, and resolution of the screenplay. 186 LEVEL III, UNIT 7 Differentiated Instruction for ELL EMC Publishing, LLC

193 USE READING SKILLS: Text Organization Review your Stage Directions Chart. Were most of the stage directions meant for one person, or would multiple people need to know these directions? Why? BUILD LANGUAGE SKILLS: Ellipses The ellipsis mark is made up of three periods (...). Ellipses can be used to show that something was removed from a quotation. Examples 1. I was afraid of horror stories and vampires as a child. 2. I was afraid of horror stories... as a child.. Ellipses also show pauses and unfinished sentences. If an ellipsis mark comes after a sentence, there must be four periods (....) instead of three to close the sentence. Examples 1. Wait... are you kidding? 2. Try to scare me again.... Write three sentences in which the screenplay uses ellipses Choose three other lines from the screenplay. Choose some words to omit from those lines. Write those lines using ellipses to indicate the omitted words SPEAKING & LISTENING SKILLS: Literary Presentation Prepare an oral summary of Sorry, Right Number. Select the key ideas and main plot points of the screenplay and write these on note cards. Use brief phrases instead of entire sentences to help you memorize your oral summary. Work with a partner to rehearse your oral summary and provide feedback for each other. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 7 187

194 Name: Date: BEFORE READING page 778 ABOUT THE LEGEND Where the Girl Rescued Her Brother tells of the brave act of Buffalo Calf Road Woman when she rides into battle with the men of her tribe and their allies. She rides to war with pride as a member of the Society of Quilters, the bravest of women in their tribe. While watching the battle between her tribe and the white people, she sees her brother Comes-in-Sight in trouble. Read to find out what happens. MAKE CONNECTIONS A Cheyenne Legend by Joseph Bruchac and Gayle Ross Share a time when someone you know surprised you with his or her bravery. ANALYZE LITERATURE: Flashback A flashback is a part of a written work that shows events that happened earlier than the present event. Authors use flashbacks to give more information about characters or events. As you read, identify when the authors use this technique in the story. 188 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

195 USE READING SKILLS: Summarize Summarizing helps you remember the events in a story better. To summarize the events of the story, recall important details and retell in your own words. Note these details in the story as you read and fill in these pieces of information in the Summary Map below. Summary Map Event 1 Event 2 Event 3 Event 4 Event 5 Summary of story EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 189

196 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. honorable hon or able (<5 n@r (@)b@l) adjective Langley is a very honorable businessperson who doesn t lie or steal to earn money. When you find a wallet, the honorable thing to do is ally al ly (a> l8<) noun Jemima became Joe s unexpected ally against the bullies. It is more fun to play games when you have an ally who stopped in its tracks idiom The dog stopped in its tracks at the sight of the speeding car. Things that can stop people in their tracks include determined de ter mined (di t@r> m@nd) adjective The students are very determined to memorize the multiplication table. Being determined to do something ensures that ferocity fe roc i ty (f@ >r5 s@ t7) noun The tamer bravely stood against the lion s ferocity. The ferocity of angry people can make the bravest person retreat re treat (ri tr7t>) verb The soldiers retreat in the face of the poor villagers. You must retreat when you know that LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

197 DURING READING A Cheyenne Legend by Joseph Bruchac and Gayle Ross It was the moon when the chokecherries 1 were ripe. A young woman rode out of a Cheyenne camp with her husband and her brother. The young woman s name was Buffalo Calf Road Woman. Her husband, Black Coyote, was one of the chiefs of the Cheyenne, 2 the people of the plains who call themselves Tsis-tsis-tas, meaning simply The People. Buffalo Calf Road Woman s brother, Comes-in-Sight, was also one of the Cheyenne chiefs, and it was well-known how close he was to his sister. Like many of the other young women of the Cheyenne, Buffalo Calf Road Woman was respected for her honorable nature. Although it was the men who most often went to war to defend the people as they were doing on this day women would accompany their husbands when they went to battle. If a man held an important position among the Cheyenne, such as the keeper of the Sacred Arrows, then his wife, too, would have to be of the highest moral character, for she shared the weight of his responsibility. Buffalo Calf Road Woman was well aware of this, and as she rode by her husband she did so with pride. She knew that today they were on their way to meet their old allies, the Lakota. 3 They were going out to try to drive back the veho, the spider people who were trying to claim all the lands of the Native peoples. The Cheyenne had been worried about the veho, the white people, for a long time. They had given them that name because, like the black widow spider, they were very beautiful but it was dangerous to get close to them. And unlike the Cheyenne, they seemed to follow a practice of making promises and not keeping them. Although their soldier chief Custer 4 had promised to be friendly with the Cheyenne, now he and the others had come into their lands to make war upon them. 1. chokecherries. Species of cherry that are native to North America 2. Cheyenne. Native American nation of the Great Plains 3. Lakota. Native American tribe also known as the Sioux 4. Custer. Lieutenant Colonel George Armstrong Custer, leader of the 7th U.S. Calvary in the Indian Wars Note the Facts Who is Buffalo Calf Road Woman? hon or able (<5 n@r (@)b@l) adjective, worthy of respect; honest al ly (a> l8<) noun, person who is helpful; friend Use Reading Skills Summarize Identify the important details on the page. Retell the event and put this in your summary map with the label Event 1. Note the Facts What name do the Cheyenne give to the white people? To what are the white people compared? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 191

198 DURING READING Analyze Literature Flashback What earlier event does Buffalo Calf Road Woman remember? How does it affect her? Use Reading Skills Summarize Identify the important details on the page. Retell the event and put this in the summary map with the label Event 2. de ter mined (di adjective, not easily moved or changed stopped in its tracks idiom, suddenly stopped doing something in surprise Buffalo Calf Road Woman wore a robe embroidered with porcupine quills. 5 The clothing of her brother and her husband, Black Coyote, was also beautifully decorated with those quills, which had been flattened, dyed in different colors, folded, and sewed on in patterns. Buffalo Calf Road Woman was proud that she belonged to the Society of Quilters. As with the men s societies, only a few women those of the best character could join. Like the men, the women had to be strong, honorable, and brave. Buffalo Calf Road Woman had grown up hearing stories of how Cheyenne women would defend their families when the men were away. The women of the Cheyenne were brave, and those in the Society of Quilters were the bravest of all. Buffalo Calf Road Woman smiled as she remembered one day when the women of the Society of Quilters showed such bravery. It was during the Moon of Failing Leaves. A big hunt had been planned. The men who acted as scouts had gone out and located the great buffalo herd. They had seen, too, that there were no human enemies anywhere near their camp. So almost none of the men remained behind. On that day, when all the men were away, a great grizzly bear came into the camp. Such things seldom happened, but this bear was one that had been wounded in the leg by a white fur-trapper s 6 bullet. It could no longer hunt as it had before, and hunger brought it to the Cheyenne camp, where it smelled food cooking. When the huge bear came walking into the camp, almost everyone scattered. Some women grabbed their little children. Old people shut the door flaps of their tepees, 7 and the boys ran to find their bows and arrows. Only a group of seven women who had been working on the embroidery of an elk-skin robe did not run. They were members of the Society of Quilters, and Buffalo Calf Road Woman was among them. The seven women put down their work, picked up the weapons they had close to hand, and stood to face the grizzly bear. Now of all of the animals of the plains, the only one fierce enough and powerful enough to attack a human was the grizzly. But confronted by that determined group of women, the grizzly bear stopped in its tracks. It had come to steal food, not fight. The head of the Society of Quilters stepped forward a pace and spoke to the bear. 5. quills. A stiff and hollow protective spine on a porcupine or hedgehog 6. fur-trapper. People who hunt animals to obtain their furs mainly for clothes 7. tepee. A tent, used especially by the Native Americans, shaped like a cone and made of animal hides or birch bark wrapped around poles 192 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

199 Grandfather, she said, her voice low and firm, we do not wish to harm you, but we will protect our camp. Go back to your own home. The grizzly shook its head and then turned and walked out of the camp. The women stood and watched it as it went down through the cottonwoods and was lost from sight along the bend of the stream. Buffalo Calf Road Woman turned her mind away from her memories. They were close to Rosebud Creek. The scouts had told them that a great number of the veho soldiers would be there and that the Gray Fox, 8 General George Crook, was in command. The Cheyenne had joined up now with the Oglala, 9 led by Crazy Horse. The Lakota people were always friends to the Cheyenne, but this man, Crazy Horse, was the best friend of all. Some even said that he was one of their chiefs, too, as well as being a war leader of his Oglala. There were Crow 10 and Shoshone 11 scouts with Crook, and the veho had many cannons. The Lakota and the Cheyenne were outnumbered by the two thousand men in Crook s command. But they were prepared to fight. They had put on their finest clothes, for no man should risk his life without being dressed well enough so that if he died, the enemy would know a great warrior had fallen. Some of the men raised their headdresses 12 three times, calling out their names and the deeds they had done. Those headdresses of eagle feathers were thought to give magical protection to a warrior. Other men busied themselves painting designs on their war ponies. Now they could hear Crook s army approaching. The rumble of the horses hooves echoed down the valley, and there was the sound of trumpets. War ponies reared up and stomped their feet. Many of the Cheyenne men found it hard to put on the last of their paint as their hands shook from the excitement of the coming battle. DURING READING Read Aloud Read lines aloud. How does the woman approach the grizzly bear? What does the animal do? Use Reading Skills Summarize Identify the important details on the page. Retell the event and put this in your summary map with the label Event Gray Fox. Nantan Lupan, a nickname given by the Apache tribe to General Crook as a mark of respect. 9. Oglala. Chief branch of the Lakota nation 10. Crow. Native American tribe historically from the Yellowstone River Valley 11. Shoshone. Native American tribe traditionally enemies with the Cheyenne and Lakota. 12. headdresses. Decorative coverings for the head made of bird feathers or animal hair EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 193

200 DURING READING Culture Note The Battle of Rosebud Creek is named for the site of the battle, located forty miles south of Little Bighorn. The Cheyenne and Lakota had joined together to fight against the armed forces of Brigadier General George Crook. The victory under Crazy Horse in the Battle of the Rosebud Creek led to a later victory in Little Bighorn, known in history as Custer s Last Stand. fe roc i ty (f@ <r5 s@ t7) noun, quality of being wild and fierce re treat (ri tr7t>) verb, withdraw; back off Note the Facts Underline what Buffalo Calf Road Woman sees that horrifies her. Use Reading Skills Summarize Identify the important details on the page. Retell the event and put this in the summary map with the label Event Crazy Horse vaulted onto his horse and held up one arm. Hoka Hey, 13 he cried. It is a good day to die. Buffalo Calf Road Woman watched from a hill as the two lines of men the blue soldiers to one side, and the Lakota and Cheyenne to the other raced toward each other. The battle began. It was not a quick fight or an easy one. There were brave men on both sides. Two Moons, Little Hawk, Yellow Eagle, Sitting Bull, and Crazy Horse were only a few of the great warriors who fought for the Cheyenne and the Lakota. And Crook, the Gray Fox general of the whites, was known to be a tough fighter and a worthy enemy. Buffalo Calf Road Woman s husband, Black Coyote, and her brother, Comes-in-Sight, were in the thick of the fight. The odds in the battle were almost even. Although the whites had more soldiers and guns, the Lakota and the Cheyenne were better shots and better horsemen. Had it not been for the Crow and Shoshone scouts helping Crook, the white soldiers might have broken quickly from the ferocity of the attack. From one side to the other, groups of men attacked and retreated as the guns cracked, cannons boomed, and smoke filled the air. The war shouts of the Lakota and the Cheyenne were almost as loud as the rumble of the guns. The sun moved across the sky as the fight went on, hour after hour, while the confusion of battle swirled below. Then Buffalo Calf Road Woman saw something that horrified her. Her brother had been drawn off to one side, surrounded by Crow scouts. He tried to ride free of them, but his pony went down, struck by a rifle bullet and killed. Now he was on foot, still fighting. The Crow warriors were trying to get close, to count coup 14 on him. It was more of an honor to touch a living enemy, so they were not firing their rifles at him. And he was able to keep them away with his bow and arrows. But it was clear that soon he would be out of ammunition and would fall to the enemy. Buffalo Calf Road Woman waited no longer. She dug her heels into her pony s sides and galloped down the hill. Her head low, her braids streaming behind her, she rode into the heart of the fight. Some men moved aside as they saw her coming, for there was a determined look in her eyes. She made the long howling cry that Cheyenne women used to urge on the 13. Hoka Hey. It is a good day to die. A cry traditionally shouted by Lakota warriors. Crazy Horse encouraged his warriors with this shout when going into battle. 14. count coup. Claim victory among the Native American people 194 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

201 warriors. This time, however, she was the one going into the fight. Her voice was as strong as an eagle s. Her horse scattered the ponies of the Crow scouts who were closing in on her brother, Comes-in-Sight. She held out a hand; her brother grabbed it and vaulted onto the pony behind her. Then she wheeled, ducking the arrows of the Crow scouts, and heading back up the hill. That was when it happened. For a moment, it seemed as if all the shooting stopped. The Cheyenne and the Lakota, and even the veho soldiers, lowered their guns to watch this act of great bravery. A shout went up, not from one side but from both, as Buffalo Calf Road Woman reached the safety of the hilltop again, her brother safe behind her on her horse. White men and Indians cheered her. So it was that Buffalo Calf Road Woman performed the act for which the people would always remember her. Inspired by her courage, the Cheyenne and Lakota drove back the Gray Fox Crook made a strategic withdrawal. Even the veho general was impressed, said the Cheyenne people. He saw that if our women were that brave, he would stand no chance against us in battle. So it is that to this day, the Cheyenne and the Lakota people do not refer to the fight as the Battle of the Rosebud. Instead, they honor Buffalo Calf Road Woman by calling the fight Where the Girl Rescued Her Brother. DURING READING Note the Facts Highlight the people who cheer for what Buffalo Calf Road Woman did. Use Reading Skills Summarize Identify the important details on the page. Retell the event and put this in the summary map with the label Event 5. W W & still IRRORS INDOWS What risks would you take to save the life of someone you care for? Do you believe that this kind of heroism described in the story exists today? Why? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 195

202 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What is Comes-in-Sight well-known for? A. his closeness to his sister B. his bravery in the battlefield C. his determination in being chief 2. Who are the bravest of women among the Cheyenne? A. members of the chief s family B. women in the Society of Quilters C. those who have had several children 3. Who are the Cheyenne and Lakota fighting against? A. western soldiers B. another Lakota tribe C. the white people 4. Why do the warriors dress themselves in their finest clothes for battle? A. so that if they die, their parents will know that they fell as honorable warriors B. so that if they die, their friends will know that they fell as wealthy warriors C. so that if they die, their enemies will know that they fell as great warriors 5. What does Buffalo Calf Road Woman do upon seeing her brother in trouble? A. She rescues her brother by herself. B. She calls Black Coyote to rescue him. C. She stops the battle and pleads for peace. ANALYZE LITERATURE: Flashback VOCABULARY CHECK Circle the letter of the correct answer. 1. Buffalo Calf Road Woman has an honorable nature, and so she is A. envied. B. ignored. C. respected. 2. The Cheyenne and Lakota are old allies. They are meeting to A. make peace. B. work together. C. fight each other. 3. The determined women stop the grizzly bear in its tracks. They are not easily A. scared. B. moved. C. encouraged. 4. The ferocity of the attacks of the Cheyenne and Lakota could have defeated their enemies quickly if not for the Crow and Shoshone. These Native American scouts showed they were just as A. tame. B. brave. C. fierce. 5. Warriors attack and retreat during the battle. Others remain to fight without A. backing off. B. stopping by. C. moving ahead. The story flashes back to a time when Buffalo Calf Road Woman and the Society of Quilters faced a great grizzly bear by themselves. What does the flashback say about Buffalo Calf Road Woman and the Society of Quilters? How does it parallel with what is happening between the Native Americans and the veho? 196 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

203 USE READING SKILLS: Summarize Review the summary map you filled in while reading this story. From the details you have gathered, write a summary of the story in the last box. Analyze your summary. What is the main idea of the story? Share your answers with a classmate. BUILD LANGUAGE SKILLS: Modifiers A modifier is a word or group of words that limits or describes another word or group of words in the sentence. An adjective modifies nouns and pronouns by telling details about them. Adjectives answer the questions how many and what kind. EXAMPLES The brave Buffalo Calf Road Woman rescued her brother. (what kind; modifies Buffalo Calf Road Woman) Twenty warriors fought against the white soldiers. (how many; modifies warriors) An adverb modifies verbs, adjectives, or other adverbs. Most of these modifiers answer the questions how, when, where, why, and how often. EXAMPLES They excitedly painted the war ponies. (how; modifies painted ) Crazy Horse always shouted Hoka Hey at the start of a battle. (how often; modifies shouted) Complete the sentences by providing a modifier that fits with the context of the sentence. 1. Black Coyote marches to Rosebud Creek. 2. The Society of Quilters only accepts women with character. 3. Crazy Horse encourages the warriors. 4. Buffalo Calf Road Woman saves her brother. 5. Comes-in-Sight is for what his sister did. WRITING SKILLS: Short Story Write a short story for children based on the events in Where the Girl Rescued Her Brother. Choose an event that you want to retell in your story. Create a Sequence Map of the event, and include pictures. Make sure that your writing fits your audience. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 197

204 Name: Date: BEFORE READING page 805 ABOUT THE FOLK SONG John Henry tells the story of a steel-driving man with unusual strength. He grows up to work on the railroad. When the captain brings in a steam drill one day, John Henry challenges the machine in a competition. Read to find out what happens. MAKE CONNECTIONS A Folk Song transcribed by Norm Cohen There are people famous for the unusual feats they have accomplished. What unusual feat would you like to accomplish? ANALYZE LITERATURE: Compare Literature Character is a person or animal that is part of a written work. The main character is called the protagonist. A character struggling against the protagonist is called an antagonist. As you read, determine who the protagonists are, and who the antagonists are. 198 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

205 USE READING SKILLS: Understand Literary Elements Character As you read, fill in the pyramid below to help you understand the protagonist in the folk song. Identify the antagonist and compare with the protagonist. Character Analysis Pyramid Name Characteristics Antagonist Problems/Challenges Major Accomplishments EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 199

206 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. yonder yon der (<y5nd@r) adverb That path yonder should lead you home. Look for the house over yonder holler hol ler (<h5 l@r) verb Grace told Kennedy to holler if he needs anything. If you holler too much, you can lonesome lone some (<l9n(t) s@m) adjective The new student looks so lonesome, sitting in the corner. A person who is lonesome is probably captain cap tain (<kap t@n) noun Her father is a captain in the U.S. Navy. The basketball team named Michael captain because pound pound (<paund) noun An adult lion weighs around 450 to 500 pounds. A pound of steel can be carried by LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

207 DURING READING A Folk Song transcribed by Norm Cohen John Henry was a very small boy, Fell on his mammy s 1 knee; Picked up a hammer and a little piece of steel, Lord, a hammer ll be the death of me, Lord, a hammer ll be the death of me. John Henry went upon the mountain, Come down on the side; The mountain so tall, John Henry was so small, Lord, he lay down his hammer and he cried, Oh, Lord, He lay down his hammer and he cried. John Henry was on the right hand, But that steam drill 2 was on the left; Before your steam drill beats me down, Hammer my fool self to death, Lord, I ll hammer my fool self to death. Cultural Note Many believed that the story of John Henry is based on historical circumstances. In the 1800s, railroad companies replaced hired workers with steam drills to make holes in rocks to create tunnels. This saved time and money for the company, but it also took jobs away from men. According to the legend, John Henry, a man with great strength, challenged the use of steam drill in a contest to prove that man was better than a machine. Do you think this story is true? Why? The captain says to John Henry, Believe my tunnel s fallin in. Captain, you needn t not to worry, Just my hammer hawsing 3 in the wind, Just my hammer hawsing in the wind. Look away over yonder 4, captain, You can t see like me. He hollered out in a low, lonesome cry, This hammer ll be the death of me, Lord, this hammer ll be the death of me. John Henry told his captain, Captain, you go to town, Bring John back a twelve-pound hammer, And he ll whup 5 your steam drill down, [And] he ll whup your steam drill down. 1. mammy s. Mother s 2. steam drill. A drill powered by a steam engine 3. hawsing. Falling forward 4. yonder. At a distant place that can be seen cap tain (<kap t@n) noun, a person who has authority over others yon der (<y5nd@r) adverb, in or at a distant place that can be seen hol ler (<h5 l@r) v., shout out lone some (<l9n(t) s@m) adjective, sad or dejected (as a result of being separated from others) pound (<paund) noun, a unit of weight equal to 16 ounces EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 201

208 DURING READING Analyze Literature Compare Literature Character How is John Henry the protagonist? What is he struggling against? Use Reading Skills Understand Literary Elements Character Identify at least three important details related to the main character and put them in the pyramid For the man that invented that steam drill Thought he was mighty fine; John Henry sunk a fo teen 6 foot, The steam drill only made nine, The steam drill only made nine. John Henry told his shaker 7, Shaker, you better pray; For if I miss the six-foot steel, Tomorrow ll be your buryin day, An tomorrow ll be your buryin day. John Henry told his lovin little woman, Sick and I want to go to bed; Fix me a place to lay down, child, Got a rollin in my head, Got a rollin in my head. John Henry had a lovely little woman, Called her Polly Ann; John Henry got sick and he had to go home, But Polly broke steel like a man, Polly broke steel like a man. John Henry had another little woman, The dress she wore was blue; She went down the track and she never looked back, John Henry, I ve been true to you. 5. whup. Whip 6. fo teen. Fourteen 7. shaker. Person who holds the steam drill W W & object? IRRORS INDOWS John Henry proves that he can do better work than a machine. What would you like to prove that you can do better than a person or an How would you prove that? 202 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

209 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What does John Henry do for a living? A. He operates a steam drill. B. He drives steel with a hammer. C. He climbs up and down mountains. 2. What does John Henry say will be the cause of his death? A. a hammer B. a mountain C. a steam drill 3. What does he want to prove to his captain? A. He wants to prove that he can climb higher than a steam drill. B. He wants to prove that he can work faster than a steam drill. C. He wants to prove that he can drive better than a steam drill. 4. How deep was John Henry able to drive his steel posts? A. nine feet B. twelve feet C. fourteen feet 5. Why does John Henry want to go to bed? A. He needs to visit his mother. B. He feels sick from exhaustion. C. He wants to get some rest for the competition. VOCABULARY CHECK Circle the letter of the correct answer. 1. John looked over yonder to a place A. far away. B. close by. C. right here. 2. John Henry hollers, his voice coming out A. soft. B. loud. C. rough. 3. The lonesome cry echoes in the mine, sounding almost A. excited. B. irritated. C. dejected. 4. The captain was of the drill team. A. a friend B. a member C. the leader 5. John carries a twelve-pound hammer. Only he can carry that A. height. B. length. C. weight. ANALYZE LITERATURE: Compare Literature Character The main character, or the protagonist, in the folk song is John Henry, a steel-driver with exceptional strength. Who or what becomes his ultimate antagonist? Explain. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 203

210 USE READING SKILLS: Understand Literary Elements Character Review the pyramid you completed while reading this story. What traits do John Henry and a common worker have in common? What are their differences? Share your answers with a classmate. BUILDING VOCABULARY SKILLS: Dialect A dialect is a language spoken by the people of a specific place, time, or group. Some of the language of John Henry belongs to a dialect in the rural South that was spoken in the past. Complete the chart below by writing the Standard English equivalent for each word or phrase. One example has been done for you. Dialect beats me down fool self needn t not to worry mighty fine tomorrow ll be your buryin day lovin defeats me Standard English WORK TOGETHER Work in groups of three to perform the events narrated in the folk song. Assign one role of each of the following: John Henry, the captain, and the shaker who operates the steam drill. Act out the scene of the competition between John Henry and the steam drill. 204 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

211 Name: Date: BEFORE READING page 808 ABOUT THE TALE Annie Christmas is a tale about the strongest woman in New Orleans who also works better than any man. She saves the city from the river flood and soon after encounters a sinking steamboat on her way up the river. Read to find out what happens as she works to save the people on the boat. MAKE CONNECTIONS A Tall Tale by Walker Brents People have different degrees of determination. There will always be people who are more determined than others, and these people often have stories to inspire others. Why do you think stories of determination inspire people? ANALYZE LITERATURE: Character A character is a person or animal that is part of a written work. The main character is called the protagonist. A character struggling against the protagonist is called an antagonist. As you read, identify the protagonists and antagonists in this story. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 205

212 USE READING SKILLS: Compare and Contrast Venn diagram When you compare and contrast something, you are looking for similarities and differences between two objects. In this story, Annie Christmas has many character traits, or qualities that are different than the character Mike Fink. As you read, compare and contrast character traits of Annie and Mike Fink and record your answers in your Character Comparison Chart. Character Comparison Chart Mike Fink Annie Christmas Thinks about women Acts Leaves New Orleans because 206 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

213 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. capacity ca pac i ty (k@ 7) noun Bernardo s bag has the capacity to carry a heavy weight. If you want to measure your mental capacity, you can barricade bar ri cade k6d>) noun The police made a barricade to corner the robber. Placing a barricade around a baby will round the clock idiom The nurses worked round the clock to take care of the patients. Studying round the clock will make you in the nick of time idiom Caitlin stopped the dog from biting her visitor in the nick of time. Reaching the bus in the nick of time, I was plume plume (pl@m) noun The peacock has very bright and colorful plumes. Animals with plumes include buoyant buoy ant adjective Ellie s rubber duckie is as buoyant as a balloon. If our model plane remains buoyant in air, we can acclaim ac claim (@ <kl6m) verb The audience acclaimed the artist with a standing ovation. My parents acclaim me for my EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 207

214 DURING READING ca pac i ty (k@ 7) noun, ability; skill Analyze Literature Character Characters in a written work can be described as flat or rounded. A flat character can be described in one sentence because of a character s lack of complexity. A rounded character is complex and realistic. What kind of a character is Mike Fink? Why? A Tall Tale by Walker Brents Annie Christmas was six feet eight inches tall, dark and beautiful to behold, and with the power to blow over boulders. In build she was neither muscle-bound nor skinny. It was the way she moved and used movement that made her able to lift and pull. Her mind was just as strong: she knew the Big River like the back of her hand. She had twelve sons, each one tall as her, some say taller. They stood six on either side of her. No one took their photograph there were no picture-takers then but people of New Orleans 1, Natchez 2, and points between remembered them so vividly their stories survive to this day. It was a bright sunny day when Annie, loading bales of cotton on a busy New Orleans dock, was approached by Mike Fink who, new in town, aggressively cast aspersions 3 on her capacity to work like a man. He told her out and out to go home. Said Annie casually, looking at him as she took off her gloves, Seems to me we should be clear about who should be where. So saying she raised a half-ton cotton bale over her head with her bare hands and threw it into the river in such a way that it hit the water just in front of him. The splash it made generated a mighty wave that swept poor Mike Fink off the dock and carried him all the way to Natchez. It was one time in his life when he didn t know what to say. He was just carried away on the waves with his mouth open wide but no sound coming out. He never returned to New Orleans. Use Reading Skills Compare and Contrast Identify the three details about Mike Fink and put them in the Character Comparison chart. 25 Think and Reflect Why does Mike Fink never return to New Orleans? Big rains hammer the delta 4 at various times of the year. They threaten to fill the river past its banks and flood the lowlands 1. New Orleans. The largest city in the state of Louisiana and located near the mouth of the Mississippi River 2. Natchez. Town in southwest Mississippi on the Mississippi River 3. cast aspersions. Attack with evil reports or harmful accusations 4. delta. Place where a river empties into a larger body of water; here it refers to the Mississippi River delta 208 LEVEL III, UNIT 8 Differentiated Instruction for ELL EMC Publishing, LLC

215 where the crops are. That is why men were building a barricade to support the riverbank when Annie Christmas came by. Racing against time to beat the flood, the men called on her to help. Annie joined right in, working round the clock and long past it, finally sending the men on to other emergency work. She finished the barricade by herself in the nick of time to save the lowlands. When she was done, she went into town and bought herself a beautiful red velvet dress, some say scarlet satin, with matching red plumes which she placed in her shining black hair. She gathered her friends around her and they went on a journey in a flatboat 5 up the river, stopping in every town along the way and having a good time. By and by her friends made friends in the towns where they stopped and stayed behind, leaving Annie Christmas all alone pulling her flatboat along on a rope. It just shows you how strong she was, pulling against that river. No one else could do that. One day she said, It s just you and me, Boat, way up here on this big river. I ll call you Big River s Daughter. That will be your name. We ll float this river up and down and make it our own. And that s just what she did. She knew the swirls, the shadows and the brambles. She knew the currents and the shoals 6, the snags and the tears. Her mind was a map of that river. The boat was like her second skin; the river to her was like a string of freshwater pearls of which she knew every bend and kink. One cold rainy night she found herself close behind the great steamboat, Natchez Belle. Annie peered ahead through the driving hail. She seems to be in trouble. Better have a look. Annie tied Big River s Daughter to the rail of the Natchez Belle and climbed up into it to behold utter pandemonium 7. The steamboat had run aground on a sandbar. The deck was listing, small fires burning, scared sodden people running every which way. Worst of all the captain and crew were locked in the cabin. Annie broke open the lock with a shovel some say her bare hands and pulled the captain and crew to safety before they burned in a fire that started DURING READING bar ri cade k6d<) noun, barrier; obstacle round the clock idiom, all day and all night without rest in the nick of time idiom, just in time; at the last possible moment plume (pl@m) noun, feather Build Vocabulary Idiom As you find words or phrases you do not know, try to guess what they mean. Then, check against a reference. What do the idioms round the clock and in the nick of time mean? What is it that Annie does round the clock and finishes in the nick of time? 5. flatboat. A rectangular boat with a flat bottom used for carrying freight, livestock, and people in shallow waters or rivers 6. shoals. Shallows in water or sandbanks; sandbars that make the water shallow 7. pandemonium. Extreme confusion and disorder; chaos EMC Publishing, LLC Differentiated Instruction for ELL LEVEL III, UNIT 8 209