MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT …languageartsreading.dadeschools.net/pdf... · by David Sedaris Literary Analysis: ... Home Learning Independent Reading Opening ... MIAMI-DADE

MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT SUMMER SCHOOL 2013 PACING GUIDE

Office of Academics and Transformation – Department of Language Arts and Reading

M/J Language Arts 3 COURSE CODE: 1001070RC

8th Grade M/J Course Credit Recovery

PACING DATE(S)

Traditional Start

Monday 07/08/13

End Friday

08/02/13 20 Instructional Days

JULY 8, 2013 – AUGUST 2, 2013

Instructional Procedures Opening Whole Group Instruction

Literary Analysis Reading Strategy Vocabulary in Context

Guided Instruction Independent Practice Differentiated Instruction (Small Group Instruction) Reading-Writing Connection

WEEK 1 WEEK 2 WEEK 3 WEEK 4 July 8 – July 12 July 15 – July 19 July 22 –July 26 July 29 – August 2

Essay Informational Non-Fiction Short Story Poetry

Us and Them by David Sedaris

Literary Analysis: Irony Reading Strategy: Evaluate Assessments :

Selection Test Culminating Writing

Zoos: Myth and Reliability by Rob Laidlaw

Zoos Connect Us to the Natural By Michael Hutchins

Literary Analysis: Argument Reading Strategy: Fact and Opinion Assessments :


Rules of the Game By Amy Tan

Literary Analysis: 1st Person P.O.V Reading Strategy: Drawing Conclusions Assessments :


Macavity: The Mystery Cat by T.S. Elliot

Vermin by E.B. White

Literary Analysis: Couplet Reading Strategy: Figurative Language Assessments :


McDougal Littell LITERATURE 8TH grade



WEEK 3 Rules of the Game by Amy Tan pgs. 222 -236 July 22, 2013 – July 26, 2013 LESSON OBJECTIVES Students will . . .

explore the key idea of an opponent

identify and analyze first-person point of view

read a short story

draw conclusions

build vocabulary for reading and writing

determine meanings of derivatives by using knowledge of affixes and base words

identify and use the prefixes fore- and mal-

combine sentences by using coordinating conjunctions

use writing to analyze literature

BENCHMARKS

LA.8.1.6.7 Use new vocabulary that is introduced and taught

directly.

LA.8.1.7.1 Analyze the author’s purpose and/or perspective in

a variety of texts and understand how they affect meaning.

LA.8.2.1.2 Locate and analyze elements of characterization,

setting and plot including rising action, conflict resolution, theme, and other literary elements as appropriate in a variety of fiction.

LA.8.3.4.4 The eight parts of speech (noun, pronoun, verb,

adverb, adjective, conjunction, preposition, interjection), regular and irregular verbs and pronoun agreement.

July 22, 2013 Monday

July 23, 2013 Tuesday

July 24, 2013 Wednesday

July 25, 2013 Thursday

July 26, 2013 Friday

Opening Author Online (TE/SE

223) & Background (TE/SE 225)

Whole Group Instruction Teach-First-Person Point

of View (TE/SE); (Resource Manager Introduce Graphic Organizer pg.97)

Independent Practice Frist Reading-Students

Independently Read (SE-224 -234)

Guided Practice Clarify Text-Discussion;

(Complete On-line Resource pg.97)

Home Learning

Independent Reading

Opening Review Literary

Analysis: 1st Person Point of View(TE/SE 223)

Whole Group Instruction Teach-Reading Skill:

Draw Conclusions (TE/SE 223); Introduce On-line Resource pg.99)

Guided Reading(TE/SE-224 -234); (Complete On-line Resource pg.99)

Independent Practice Comprehension Check

(SE 235- #’s 1,2&3)

Home Learning

Independent Reading

Opening Review Reading Skill:

Draw Conclusions(TE/SE 223)

Whole Group Instruction Teach-Vocabulary In

Context (TE/SE 223); (On-line Resource pg. 101)

Audio Read (TE/SE-950 -956)

Independent Practice Literary Analysis

questions (TE/SE 235 - #’s 5&6)

Vocabulary In Writing (TE/SE 236)

Vocabulary Practice (On-line Resource pg. 102)

Home Learning Independent Reading

Opening Review Vocabulary In

Context (TE/SE 223) Whole Group Instruction Teach-Vocabulary

Strategy: The Prefix fore & mal (TE/SE 236); (On-line Resource pg. 103)

Independent Practice Paired Read (SE 224 -234) Literary Analysis

questions (TE/SE 235 - #’s 7&8)

Reading-Writing Connection (Writing Prompt B. Extended Response: Explore Point of View)


Opening Review Vocabulary

Strategy: The Prefix fore & mal(TE/SE 236)

Whole Group Instruction Teach-Grammar and

Writing – Combining Sentences (TE/SE 237 and Practice); (On-line Resource pg. 106)

Independent Practice Rereading-

Independently Read (SE-224 -234); (On-line Resource pg. 104)

Culminating Writing Assessment: (Revise Writing Prompt B using the Sentence Combining Strategy)

Selection Assessment




WEEK 3 Rules of the Game by Amy Tan pgs. 222 -236 July 22, 2013 – July 26, 2013

DIFFERENTIATED INSTRUCTION LESS-PROFICIENT READERS

Targeted passages, short excerpts that deal with the key story events, concepts, and

skills, appear on page 224 (lines 1-11), page 231 (lines 206-235), and page 233 (lines

291-322). If your students are having trouble comprehending this selection, focus

solely on these passages. Read aloud each excerpt with your students. Monitor their

understanding of mood and predicting.

Additional Selection Questions and Question Support (Resource Manager, page 91 and

page 105) allow you to provide customized practice with comprehension and literary

analysis skills.

ADVANCED LEARNERS/ PRE-AP

Activity 1: Synthesize After students read page 226,

have them think about sensory details that describe

their own neighborhood—either past or current—or

another neighborhood they visit often. Challenge

students to use details that appeal to each of the five

senses. Then ask them to use these details in a brief

description of the neighborhood.

Activity 2: Analyze After students read lines 155–169,

have them discuss how each rule or lesson Waverly

learns about chess might be interpreted as advice on

how to succeed in life. Invite students to rephrase the

lessons Waverly learns to make them work as lessons

about life. For example, “it’s important to control the

center early on” (lines 158–159) might be rephrased

as “it’s important to get an early start on achieving

your goals in life.”

Activity 3: Evaluate The narrator states in the story’s

first sentence that her mother taught her “the art of

invisible strength.” Have students skim the story to

identify how Waverly applies that “art,” both in chess

and in life. Then ask them to discuss what they think

Waverly did wrong in dealing with her mother and

how she might have better applied the skills her

mother taught her. Have students propose an

alternative ending to the story to express their ideas.

https://www.classzone.com/cz/passiveLogin.htm?username=learningvillage&password=learningvillage&redirectUrl=/cz/books/ml_lit_gr08_fl/secured/resources/applications/ebook/index.jsp?page=224



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https://my.hrw.com/Content?contentKey=ntQG2epQDUTYqydoMB75zY30sMQNrkValw2kljDnSvOcrvsXoFHkaRheocDb4SRWYI5lodeJs6CI%0AvhqBS41KNA%3D%3D&contentID=/mcdl_lit_09/Grade_08/Resource_Manager_Files/LT200808U20105__17D.pdf

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RULES OF THE GAME COPY MASTER

Literary Analysis

FIRST-PERSON POINT OF VIEW

When a writer uses the first-person point of view, the narrator is a character in thestory—usually the main character. A story is told in the first-person point of viewwhen the narrator

• describes people and events as he or she experiences them• uses the pronouns I and we• doesn’t know what other characters are thinking and feeling

Directions: In the chart, record examples from the selection of first-person pointof view.

Characteristic Example

describes people and events as he or sheexperiences them

uses the pronouns I and we

doesn’t know what other characters are thinkingand feeling

Resource Manager Unit 2 97Grade 8

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Reading Skill

DRAW CONCLUSIONS

In reading and in life, you often have to draw conclusions, or make logical judgments,about things that are not directly stated. Follow these steps to draw a conclusion:

• Gather evidence from the literature.• Consider your own experience and knowledge.• Make a judgment that combines both.

Directions: In the chart, record details to help you form conclusions about Waverly’srelationship with her mother. One has been done for you.

Evidence My Thoughts Conclusion

Mrs. Jong scolds Waverly forcrying out for salted plums

I know parents try to teachtheir kids how to behave

Mrs. Jong wants Waverly tolearn self-control


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Vocabulary Study

CLASSIFYING WORDS

A. Directions: As your teacher reads each sentence, listen for the boldfaced wordand clues to its meaning. Together discuss possible meanings of the word.

1. Diane was surprised when her adversary at the spelling bee—who had beatenher during the contest last year—missed a relatively easy word.

2. The mysterious benefactor donated $20 million dollars to the hospital.

3. In a concession to her fans, the actress agreed to sign autographs.

4. I wish I’d had the foresight to learn Spanish. I had no idea that my family wouldbe planning a trip to Mexico this summer.

5. Rosario tried to impart clear directions to her house, but we still got lost.

6. The malodorous pile of trash smelled of rotten food and moldy leaves.

7. As I sit here and ponder my alternatives, the thought keeps coming to me thatthere is only one real course of action.

8. The scent of honeysuckle was thick and pungent— it crowded out other smells.

9. In a quick retort to the complaining customer, the manager replied, “Well, ifyou don’t like it, don’t buy it.”

10. Which tactic should we use to convince Ms. Hernandez to grade our math teston a curve, persuasion or flattery?

B. Directions: Use the boldfaced words from Part A to answer each question. Beprepared to give reasons for your answers.

1. Which words could be used to describe thinking or planning?

2. Which words describe a smell?

3. Which words could apply to a person?

4. Which words are related to actions that benefit or inform?

5. Which word is related to speech?


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Vocabulary Practice

adversaryconcession

impartponder

retortbenefactor

foresightmalodorous

pungenttactic

A. Directions: Write the word from the box that correctly completes each sentence.

1. When Amy pitches, she treats every batter as her .

2. The one Ben’s dad made was letting Ben get a dog.

3. From downstairs, Lexie smelled the scent of garlic.

4. An unknown gave the band money to buy new uniforms.

5. The magician’s students promised never to her secrets.

6. Once the rain began, Lou was glad he had the to bring an

umbrella.

7. A popular used for melting ice on roads is to pour salt

pellets on them.

8. The losing candidate was left to his next move.

9. The stench came from a fish left in the refrigerator.

10. At the debate, Maya had a for every fact her opponent

presented.

B. Directions: Circle the word that has the opposite meaning of each of theboldfaced words.

11. adversary

playercivilian

liarsupporter

12. pungent

constructivedamaged

blandrude

13. impart

concealdistract

reversestrengthen

14. concession

obligationrefusal

secretcompassion

102 Unit 2 Resource ManagerGrade 8

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Vocabulary Strategy

THE PREFIXES fore- AND mal-

The prefixes fore- and mal- are used in the vocabulary words foresight andmalodorous. The prefix fore- means “in front” or “before,” and the prefix mal- means“bad” or “badly.”

Directions: Decide which prefix, fore- or mal- should be added to each word tomatch the definition provided. Write the correct prefix on the line.

1. taste: a brief taste or sample of what is to come

2. nutrition: a condition caused by the lack of the right kinds

of food

3. warn: to warn ahead of time

4. evolent: wishing to do evil to others

5. head: the part of the face above the eyes

6. adjusted: unable to deal with everyday situations or

relationships

7. tell: to tell of ahead of time

8. formed: having an abnormal or faulty structure

9. runner: one that goes before

10. adroit: awkward or clumsy

11. sight: care or thought for the future

12. deck: the forward part of a ship’s main deck


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Reading Check

Directions: Recall all characters and events in the story. Then answer each questionin sentences or phrases.

1. What does Waverly’s mother want for her sons and daughter?

2. What game does Waverly learn to play?

3. What does Waverly’s investigation of the game of chess reveal about hercharacter?

4. What points of chess etiquette does she learn from Lau Po?

5. Why does Waverly get angry with her mother?


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Question Support

LITERARY ANALYSIS

For questions 1–3, see page 235 of the Pupil Edition.

Directions: Answer the questions

4. Visualize Amy Tan vividly describes San Francisco’s Chinatown, whereWaverly lives with her family. Give one example of a vivid sentence or phrasethat Tan uses to describe this area.

5. Compare and Contrast Underline the characteristics of Waverly before shelearns chess. Circle the characteristics of Waverly after she learns chess.a. develops “invisible strengthb. she spends less time with her peersc. lives a rather ordinary lifed. enjoys going to the playgrounde. tense relationship with her motherf. becomes very serious about chess

6. Analyze First-Person Point of View In the story we hear only Waverly’sthoughts. What might her mother be thinking about Waverly’s success?

7. Draw Conclusions Complete the following sentence.

Waverly sees her mother as her opponent because

8. Evaluate Conflict Complete the following sentence.

One reason Waverly and her mother might be in conflict is


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Grammar and Writing

COMBINE SENTENCES

Using too many short sentences can make your writing sound choppy. One way tosolve this problem is to use a coordinating conjunction to combine two shortersentences. Coordinating conjunctions include the words for, and, or, nor, but, so,and yet. To combine two sentences, place a comma and a coordinating conjunctionbetween them. Be sure to choose a coordinating conjunction that best shows therelationship between the two ideas.

Original: Waverly wanted salted plums. Her mother wouldn’t let her have any.Revised: Waverly wanted salted plums, but her mother wouldn’t let her have any.

Directions: Combine the two sentences in each item below by using an appropriatecoordinating conjunction.

1. Her family called her Meimei. Her real name was Waverly.

2. Waverly wanted to play chess. Vincent wouldn’t let her initially.

3. Waverly practiced chess a lot. She got to be really good.

4. Waverly wanted to practice playing against other people. She started to playchess with men in the park.

5. She started to win a lot of games. Her mother still thought she gave up too manyof her pieces.


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Reading Fluency

READING DIALOGUE

When you read a conversation out loud, it helps to get into character. Choose a tone, apitch, a volume, and a pace that express your character’s personality, feelings, andmotives.

A. Directions: Form groups of three to read lines 139–154 from “Rules of theGame” (page 227 in the anthology). The conversation is between the narrator, hermother, and the narrator’s older brother. Assign each person one of the characters.Read your part quietly to yourself. Use the questions that follow to plan how you willread your lines. Then read the passage aloud with your partners.

My Character:

What is my character feeling?

How does my character act toward the other characters?

How can I use my voice to express my character’s feelings and attitude?

B. Directions: Answer the questions to evaluate your performance.

1. How effective was my interpretation?

2. What else could I do to make the character more believable?


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Examples

What is it?

Characteristics

Comparisons/Contrasts

Word

Definition Mapping

© McDougal Littell, a division of Houghton Mifflin Company

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RULES OF THE GAME

Selection Test B/C

ComprehensionRead each of the following questions. Then choose the letter of the best answer.(6 points each)

1. The first-person point of view descriptionof the Christmas party helps youunderstand Waverly’s

A. close relationship with her brothersB. appreciation of thoughtful giftsC. greediness as a young childD. early love of chess

2. What does Waverly’s mother explain aboutAmerican rules?

A. Chinese-Americans should expect toalways question American rules.

B. Chinese-Americans are excluded fromhaving to obey American rules.

C. Immigrants should accept Americanrules and learn their meanings on theirown.

D. Immigrants know American rulesbecause they are like other countries’rules.

3. Playing chess affects Waverly by makingher

A. focus so intently that the rest of theroom seems to disappear

B. want to win in order to gain hermother’s love and acceptance

C. become so nervous that she is unableto concentrate

D. worry what her older opponents thinkof her movements

4. What does the local businesses’ attentionto Waverly’s chess tournaments show?

A. a deep interest in the history of chessB. the pride that the neighbors have in

WaverlyC. proof that girls play chess better than

boysD. the hope that Waverly will teach chess

one day

5. When Mrs. Jong changes the rules aboutchores for Waverly, you can conclude thatMrs. Jong

A. cares only for her daughter’s well-beingB. dislikes doing household chores herselfC. takes girls more seriously than boysD. wants her daughter to keep winning


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SELECTION TEST B/C, CONTINUED

VocabularyChoose the answer that best explains the meaning of each underlined word. (6 pointseach)

6. What does pungent mean?

A. being free of clutterB. sensing others’ thoughtsC. having a strong smell or tasteD. relating to medicine or doctors

7. A benefactor is

A. an event to benefit those in needB. a collection of special memoriesC. a gift donated by an unidentified giverD. a person who gives money or other aid

8. What does tactic mean?

A. a maneuver to achieve a goalB. the place used for playing gamesC. support for someone learning a new jobD. a disagreement between family

members

9. Someone who has foresight has

A. a deep interest in playing only one sportor studying one topic

B. the ability to know the importance ofevents before they happen

C. a warning from a family member of afuture mistake

D. the knowledge that practice is the onlyway to perfect a talent

10. Concession means

A. the act of yieldingB. a way to get attentionC. a look of self-confidenceD. the feeling of being disliked

Written ResponseShort Response Answer the following questions based on your knowledge of thestory. Write a sentence or two on a separate sheet of paper. (10 points each)

11. Describe two instances in which Waverly’s mother shows proper Chinesehumility in public.

12. When does Waverly use the art of “invisible strength” she learns from chess onher mother?

Extended Response Answer one of the following questions based on yourknowledge of the story. Write one or two paragraphs on a separate sheet of paper.(20 points)

13. How does chess change Waverly’s self-identity? Use details from the story tosupport your responses.

14. Challenge How are pride and power connected in the story? Use details fromthe story to support your response.


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Answer Key

Rules of the Game Literary Analysis

p. 97

Responses will vary. Possible answers are provided.

Row 1

“My mother imparted her daily truths so she could help my brothers and me rise above our circumstances.” (lines 12–13)

“We lived on Waverly Place, in a warm, clean, two-bedroom flat that sat above a small Chinese bakery . . .” (lines 18–19)

Row 2

“I loved the secrets I found within the sixty-four black and white squares. I carefully drew a handmade chessboard and pinned it to the wall next to my bed, where at night I would stare for hours at imaginary battles.” (lines 170–172)

“The Chinese bakery downstairs from our flat displayed my growing collection of trophies in its window . . .” (lines 242–243)

“Soon after that, a flower shop, headstone engraver, and funeral parlor offered to sponsor me in a national tournament.” (lines 246–248)

Row 3

“Who say this word?’ she asked without a trace of knowing how wicked I was being.” (lines 72–73)

One day, after we left a shop I said under my breath, ‘I wish you wouldn’t do that, telling everybody I’m your daughter.’ My mother stopped walking.” (lines 295–296)

Answer Key

Reading Skill

p. 99

Responses will vary. Possible answers are provided.

Row 2

Waverly views her mother as an opponent because she feels her mother doesn’t understand her. There seems to be a conflict in this mother-daughter relationship. Waverly feels that her mother does not understand her, the game of chess, and the reasons for playing chess.

Row 3

Waverly feels that her mother tries to take credit for her accomplishments. This should bother Waverly since a parent is acting in a non-supportive manner. This may be due to one of the following: generational differences, cultural differences, or simply different personalities.

Row 4

Waverly tells her mother that she does not want to play in a chess tournament. Waverly’s thoughts reveal otherwise Waverly know how to manipulate conversations with her mother to get what she wants.

Row 5

Waverly becomes increasingly serious about chess. She spends less time with her peers and more time with her chess teacher. Waverly is motivated to excel; she practices constantly.

Answer Key

Vocabulary Study

p. 101

A.

1. adversary—Clues: “beaten,” “contest”; Possible meanings: “opponent, competitor”

2. benefactor—Clue: “donated”; Possible meaning: “someone who is generous”

3. concession—Clue: “agreed”; Possible meaning: “favor, agreement”

4. foresight—Clue: “planning”; Possible meaning: “seeing ahead”

5. impart—Clue: “directions”; Possible meanings: “explain, communicate”

6. malodorous—Clues: “rotten food,” “moldy leaves”; Possible meaning: “stinking”

7. ponder—Clue: “thought”; Possible meanings: “think, consider”

8. pungent—Clues: “scent,” “sweet,” “crowded”; Possible meaning: “strong-smelling”

9. retort—Clues: “complaining,” “replied”; Possible meaning: “sharp response”

10. tactic—Clues: “use,” “convince”; Possible meaning: “strategy”

B.

1. foresight, ponder, tactic: Someone who has foresight thinks and plans for something that might happen in the future. A person who ponders a decision is thinking deeply about it. He or she might ponder a tactic—a strategy for achieving a goal.

2. malodorous, pungent: Something that smells bad is malodorous, and something that has a very strong odor is pungent.

3. adversary, benefactor: A person who deliberately causes problems or is competitive is an adversary. Someone who gives money to help someone else is a benefactor.

4. concession, impart: To make a concession is to give in to a demand or a request. A person who imparts information shares that information with another person.

5. retort: Someone who gives a retort to a negative comment or complaint is giving a strong response.

Answer Key

Vocabulary Practice

p. 102

A.

1. adversary

2. concession

3. pungent

4. benefactor

5. impart

6. foresight

7. tactic

8. ponder

9. malodorous

10. retort

B.

11. supporter

12. bland

13. conceal

14. refusal

Answer Key

Vocabulary Strategy

p. 103

1. foretaste

2. malnutrition

3. forewarn

4. malevolent

5. forehead

6. maladjusted

7. foretell

8. malformed

9. forerunner

10. maladroit

11. foresight

12. foredeck

Answer Key

Reading Check

p. 104

1. Her mother wants her children to do better than she and her husband have done. She wants them to live the best lives they possibly can.

2. She learns chess.

3. She reads the rules, looks up words, and borrows books on chess from the library. She studies the game intensely. Her efforts show that she is determined, thorough, ambitious, and bright.

4. She learns to conduct herself with dignity and poise. She keeps her captives in neat rows; she does not announce her possible victory in an overconfident or arrogant way. She learns not to throw temper tantrums after losing a game.

5. Waverly is embarrassed by her mother’s boasts.

Answer Key

Question Support

p. 105

Literary Analysis

4. One example of a vivid sentence or phrase that Tan uses to describe this area is “By daybreak, our flat was heavy with the odor of fried sesame balls and sweet curried chicken.” (lines 21–23)

5. Underline: a. develops “invisible strength,” c. lives a rather ordinary life, d. enjoys going to the playground

Circle: b. she spends less time with her peers, e. tense relationship with her mother, f. becomes very serious about chess

6. She might be thinking of her pride in Waverly and her worry about how Waverly is changing.

7. she feels her mother doesn’t understand her.

8. cultural differences

Answer Key

Grammar and Writing

p. 106

1. Her family called her Meimei, but her real name was Waverly.

2. Waverly wanted to play chess, but Vincent wouldn’t let her initially.

3. Waverly practiced chess a lot, and she got to be really good.

4. Waverly wanted to practice playing against other people, so she started to play chess with men in the park.

5. She started to win a lot of games, but her mother still thought she gave up too many of her pieces.

Answer Key

Selection Test B/C

pp. 111–112

Comprehension

1. C

2. C

3. A

4. B

5. D

Vocabulary

6. C

7. D

8. A

9. B

10. A

Short Response

11. Responses will vary. Students may describe two of the following instances in which Waverly’s mother displays Chinese humility in public:

A. In public, Waverly’s mother shows humility when she says that Vincent’s gift is too good and too expensive, even though two pieces are missing (lines 112–115).

B. While she watches Waverly win, Mrs. Jong does not admit her pride or her daughter’s skill. She says Waverly wins because of luck (lines 203–205).

C. When a man tells Waverly’s mother that Waverly should play in a tournament, she smiles politely but does not respond (lines 206–208).

12. Waverly uses the art of “invisible strength” on her mother when she tells her mother she does not want to play in the tournament because she fears bringing shame to her family (lines 209–212). Waverly knows that acting this way will get her what she wants.

Extended Response

13. Responses will vary. Students may say that, before she learns to play chess, Waverly is a young girl with nothing special about her. Learning to play chess, however, changes the way that others treat her and the way that she sees herself. However, her self-identity as a chess player is different from how the outside world identifies her as a chess player. To others, she is almost an object—a doll or curiosity rather than a talented person. Students may use the following details to support their responses:

A. Waverly is named after a street (lines 61–62); before chess, there is nothing special about her.

B. Waverly’s family does not call her by her name but instead calls her “Meimei,” which means “Little Sister” (lines 62–63). She has little identity of her own before she learns to play chess.

C. Waverly gets a Christmas gift that is not particularly addressed to her but, rather, to a girl in general (lines 81–82). At this point, Waverly is not special or important enough to gain any attention.

Answer Key

D. Because of the differences between the Chinese and American calendars, Waverly has two ages (lines 86–88); again, her identity is muddied before she discovers chess.

E. Waverly tries to absorb the power that each chess piece has in order to understand the pieces and the game (lines 155–157), and she sees chess as a game of secrets (lines 167–170). She seems to need a special identity and believes that chess can give this to her.

F. When Waverly first goes to the park, Lau Po calls her “Little sister” and treats her like a child (line 185); he changes how he treats her when he sees the chess board (lines 186–189). Playing chess gives Waverly an identity beyond that of a nameless child.

G. Waverly learns chess etiquette (lines 195–201), which changes her from a petulant child to a serious chess player.

H. When she plays chess, Waverly loses contact with her surroundings (lines 220–222). Her personal identity becomes combined with her concentration on chess.

14. Responses will vary. Students may say that Waverly gains power through her pride in herself. Also, Mrs. Jong gains power by being proud but hiding it under the guise of humility. Students may use the following details to support their responses:

A. Mrs. Jong is proud and does not want a used, incomplete chess set (lines 111–119). Her loss of pride leads to a feeling of the loss of power.

B. Mrs. Jong is proud and does not want to be fooled by “American rules” (lines 150–154) for fear of losing power.

C. Waverly learns about keeping secrets by learning chess (lines 167–169); learning how to keep secrets makes Waverly proud of herself and gives her a feeling of power over others.

D. Mrs. Jong is proud of Waverly’s winning but blames it on luck (lines 203–205); by being humble, Mrs. Jong does not give anyone else power over her by giving someone a reason to tear her down.

E. Waverly bites back her pride in herself to try to trick her mother into letting her play in a tournament (lines 208–212). Waverly’s silence gives her power over her mother.

F. Mrs. Jong is concerned over the number of pieces Waverly loses when she plays chess (lines 233–240). Mrs. Jong’s concern is connected to pride; she believes that losing fewer pieces is something to be proud of and that this will give Waverly more power over an opponent.

G. The neighborhood shows its pride in Waverly by showing off her trophies and offering to sponsor her (lines 242–248). Their pride in Waverly leads to their trying to gain some power over her and her success; also, their pride in her leads to Waverly’s gaining more power in her family.

H. Waverly must go with her mother to the market where Mrs. Jong can show her off (lines 291–294); Mrs. Jong’s pride in her daughter gives her power and draws others’ attention to her in the market.

I. Waverly is too proud of herself and her talent to let her mother be proud of her (lines 295–307), leading Waverly to lose some of her power when her pride turns to greed.

Answer Key

J. Waverly’s pride leads to trouble with her mother (lines 345–346); she loses some power in her family.

K. Finally, Waverly’s great pride in herself leads her to thinking that she can trick her mother to find a way out of being in trouble (lines 352–362). Waverly thinks that pride will give her great power.

L. After Waverly begins to win chess tournaments, the neighborhood sees her differently (lines 242–248) and her mother relieves her of her chores (lines 248–249), giving her an identity different from what she had before she played chess.

M. National attention labels Waverly a “national chess champion” and the “Great American Hope” (lines 253–255), but her mother still dresses her like a doll (lines 258–259 and 267–268). Waverly becomes a sort of object to the nation, and her mother treats her like an object.

Documents

MIAMI-DADE COUNTY PUBLIC SCHOOLS DISTRICT …languageartsreading.dadeschools.net/pdf... · by David Sedaris Literary Analysis: ... Home Learning Independent Reading Opening ... MIAMI-DADE