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Table of ContentsTable of ContentsSunshine State Standards

LA.910.1.7.1, LA.910.1.7.2, LA.910.3.1.2, LA.910.3.2.1; LA.1112.1.7.1, LA.1112.1.7.2

LA.910.1.7.3, LA.910.2.1.1, LA.910.2.2.2, LA.910.3.2.2, LA.910.3.3.3; LA.1112.1.7.3, LA.1112.2.1.1, LA.1112.2.2.2

LA.910.1.6.3, LA.910.1.6.5, LA.910.1.6.9, LA.910.1.7.8; LA.1112.1.6.3, LA.1112.1.6.5, LA.1112.1.6.9, LA.1112.1.7.8

LA.910.2.1.5, LA.910.2.1.6, LA.910.2.1.7, LA.910.3.2.3; LA.910.4.1.2, LA.1112.2.1.6, LA.1112.2.1.7

LA.910.1.7.5, LA.910.2.1.6, LA.910.3.1.2; LA.1112.1.7.5, LA.1112.2.1.6

LA.910.1.7.5, LA.910.1.7.6, LA.910.1.7.7, LA.910.2.1.1, LA.910.2.1.2, LA.910.2.1.9, LA.910.2.2.3; LA.1112.1.7.5, LA.1112.1.7.6, LA.1112.1.7.7, LA.1112.2.1.1–3, LA.1112.2.2.3

LA.910.1.7.4, LA.910.1.7.5; LA.1112.1.7.4, LA.1112.1.7.5

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Step 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Step 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Step 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Top Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

LESSON

2 Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38


LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON

4 Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58


LESSON

5 Chronological Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68


LESSON

6 Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78


LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Georgia Performance Standards

ELA9RL1.2.b, ELA9RL2.b, ELA9RL3.a–b, ELA9RC2.e; ELAALRL1.1.d, ELAALRL1.2.c, ELAALRL2.b, ELAALRC2.e

ELA9RL4.b; ELAALRL1.1.c, ELAALRL1.4.b, ELAALRL2.a

ELA9RL5.a, ELA9RC3.a–c, ELA9RC4.c; ELAALRL1.1.d, ELAALRL1.2.c, ELAALRL5.a–c, ELAALRC3.a–c, ELAALRC4.a–c

ELA9RL1.1.a, ELA9RL1.2.c, ELA9RL1.3.a, ELA9RL5.a; ELAALRL1.3.a.iii, b; ELAALRL5.a

ELA9RL1.2.b–c, ELA9W1.f, ELA9W2.d; ELAALRL1.1.a, ELAALRL1.1.d, ELAALRL1.4.b

ELA9RL1.2.b–c, ELA9RL2.d, ELA9W1.f, ELA9W2.d; ELAALRL1.1d, ELAALRL1.4b, ELAALRL2.d, ELAALRL3.2, ELAALRL4.c

ELA9RL1.2.b–c, ELA9W1.f, ELA9W2.d; ELAALRL1.1.d, ELAALRL1.4.b

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Academic Standards

1.1.11.B, 1.1.11.G, 1.2.11.A, 1.2.11.B, 1.3.11.E

1.1.11.D, 1.2.11.A, 1.3.11.B

1.1.11.C, 1.1.11.E, 1.1.11.F

1.3.11.B, 1.3.11.C, 1.3.11.D

1.1.11.B, 1.1.11.G, 1.2.11A, 1.3.11.C, 1.5.11.C

1.1.11.B, 1.1.11.G, 1.2.11.A

1.1.11.B, 1.4.11.B, 1.2.11.A

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


TAKS Objectives/TEKS Expectations

9.3.12B, 9.3.19C; 10.3.12B, 10.3.19C; 11.3.12A, 11.3.19C

9.1.7F, 9.3.20B; 10.1.7F, 10.3.20B; 11.1.7F, 11.3.20B

9.1.6B; 10.1.6B; 11.1.6B

9.1.6B, 9.2.11G; 10.1.6B; 11.1.6B

9.3.7E, 9.3.12A; 10.3.7E, 10.3.12A; 11.3.7E, 11.3.12A

9.3.7E, 9.3.12A; 10.3.7E, 10.2.11A, 10.3.12A; 11.2.11A, 11.3.7E, 11.3.12A

9.3.7E, 9.3.12A: 10.3.7E, 10.3.12A; 11.3.7E, 11.3.12A

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Content Standards

I.1.03, I.2.01, I.2.02, I.3.03, I.3.04, I.4.03, I.5.02; II.1.03, II.2.01, II.3.04, II.4.05, II.5.01; III.1.01, III.1.03, III.2.01, III.2.03, III.3.04, III.4.04, III.5.01, III.5.03, III.6.01; IV.1.03, IV.2.04, IV.3.03, IV.4.03, IV.5.03

I.1.03, I.2.01, I.2.02, I.3.04, I.4.03, I.5.02; II.1.01, II.1.03, II.2.01, II.3.04, II.4.03, II.4.05, II.5.03; III.1.03, III.2.01, III.2.03, III.3.04, III.4.04, III.5.03; IV.1.03, IV.2.04, IV.4.01, IV.4.03, IV.5.03

I.6.01; II.6.01; III.6.01; IV.6.01

I.2.02, I.5.01, I.6.01; II.5.01, II.6.01; III.4.01

I.1.03, I.2.01, I.2.02, I.2.04, I.3.03, I.3.04, I.4.03, I.5.02; II.1.03, II.2.01, II.3.04, II.4.03, II.4.05, II.5.03; III.1.03, III.2.03, III.3.04, III.4.04, III.5.03; IV.1.03, IV.2.04, IV.3.03, IV.4.03, IV.5.03

I.1.03, I.2.01, I.2.02, I.2.04, I.3.03, I.3.04, I.4.03, I.5.02; II.1.03, II.2.01, II.3.04, II.4.03, II.4.05, II.5.03; III.1.03, III.2.03, III.4.04, III.5.02, III.5.03, III.6.01; IV.1.03, IV.2.04, IV.3.03, IV.4.03, IV.5.03

I.1.03, I.2.01, I.2.02, I.2.04, I.3.03, I.3.04, I.4.03, I.5.02; II.1.03, II.2.01, II.2.02, II.3.04, II.4.03, II.4.05, II.5.03; III.1.03, III.2.03, III.4.04, III.5.03; IV.1.03, IV.2.04, IV.3.03, IV.4.03, IV.5.03

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . 28

Step 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Step 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Step 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Top Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

LESSON

2 Main Idea and Details . . . . . . . . . . . . . . . . . 38


LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON

4 Figurative Language . . . . . . . . . . . . . . . . . . 58


LESSON

5 Chronological Order . . . . . . . . . . . . . . . . . . 68


LESSON

6 Compare and Contrast . . . . . . . . . . . . . . . . 78


LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . 88


Performance Indicators2009–2010

3001.3.10, 3001.3.11, 3001.3.14

3001.3.6, 3001.3.7

3001.8.13

3001.8.1, 3001.8.13

3001.3.8, 3001.6.4

3001.3.8, 3001.6.4

3001.5.4, 3001.6.4


I.1.1.C, I.1.2.C

I.1.1.D, I.1.1.F, I.1.2.D, I.2.2.F

I.2.2.B

I.2.1.A

I.1.2.H, I.1.3.A

I.1.3.A

I.2.2.C; I.1.3A

Benchmarks/GLEs

9.ELA-2-H2/17; 10.ELA-2-H3/19; 1112.ELA-6-H3/7; 1112.ELA-2-H2/15; 1112.ELA-2-H3/16

9.ELA-2-H1/16; 10.ELA-6-H2/8; 10.ELA-7-H1/11; 10.ELA-5-H3/42, 43; 1112.ELA-1-H4/4; 1112.ELA-7-H1/9; 1112.ELA-2-H1/14; 1112.ELA-5-H3/37, 38

9.ELA-1-H1/1; 10.ELA-1-H1/1; 1112.ELA-1-H1/1

9.ELA-1-H2/3; 10.ELA-1-H2/3; 1112.ELA-1-H2/2

9.ELA-7-H1/11; 10.ELA-7-H1/11; 1112.ELA-2-H1/14


9.ELA-7-H4/14; 10.ELA-7-H4/15; 1112.ELA-7-H4/13; 1112.ELA-2-H4/17

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Core Curriculum Content Standards

3.1.G.11, 3.1.H.6, 3.2.A.2, 3.2.B.8, 3.2.B.11, 3.2.D.1, 3.2.D.7, 3.5.A.3

3.1.G.1, 3.1.G.9, 3.1.G.10, 3.2.B.3, 3.2.C.5

3.1.F.1, 3.1.F.3

3.1.G.7, 3.1.G.8

3.1.E.3, 3.2.A.2, 3.2.D.5

3.1.E.3, 3.1.G.4, 3.2.B.10, 3.5.B.2

3.1.E.3, 3.1.G.6, 3.1.G.7, 3.2.B.4, 3.2.B.10, 3.5.C.2

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Standards of Learning

9.6.b, 9.6.c; 10.7.f; 11.3.d, 11.7.h; 12.7.b

9.3.a; 10.3.b; 11.10.c; 12.8.c

9.4.e; 11.3.d; 12.4.b

9.3.c, 9.3.e; 10.5.b; 11.5.a, 11.5b; 12.5.c

9.3.a; 10.3.a; 11.3.d; 11.10.e, j; 12.3.b, d

9.3.a, 9.5.b; 10.3.a, 10.3.d, 10.4.c, 10.5.a–b, 10.6.b; 11.3.b, 11.5c, 11.6b, 11.10j; 12.5.d, 12.6.b, 12.6.d, 12.8.d

9.3.a; 10.3.a; 11.10.j; 12.8.d

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Core Performance Indicators

912.R.a; 9.R.2.a; 10.R.3.c; 11.R.3.b; 12.R.3.a

9.R.1.f, 9.R.2.f, 9.R.2.g, 9.R.3.c, 9.R.3.f; 10.R.1.g, 10.R.3.c, 10.R.3.f; 11.R.1.e,11.R.2.b, 11.R.3.b; 12.R.1.b, 12.R.2.f

912.R.c; 9.R.3.c; 10.R.3.d; 11.R.3.b; 12.R.3.a

9.R.2.c; 10.R.3.d, 11.R.3.b; 12.R.3.b

912.R.h; 9.R.1.e, i; 10.R.2.c; 11.R.3.b; 12.R.3.a

912.R.h; 9.R.1.e, 9.R.2.e, 10.R.1.h, 10.R.2.f, 11.R.1.e, 11.R.2.d; 11.R.3.b; 12.R.1.c, 12.R.2.c, 12.R.3.a

912.R.h; 9.R.1.e; 11.R.3.b; 12.R.3.a

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

LESSON

1 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


LESSON



LESSON

3 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48


LESSON



LESSON



LESSON



LESSON

7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88


280NA_Rdg_HS_SE_FM_PDF.indd 4 7/30/08 11:43:56 AM

�

Sunshine State Standards

LA.910.2.2.3, LA.910.3.3.3; LA.1112.1.7.3

LA.910.1.7.1, LA.910.1.7.8, LA.910.2.1.6; LA.1112.1.7.1, LA.1112.2.1.6

LA.910.1.7.3; LA.1112.1.7.3

LA.910.1.7.3, LA.910.1.7.8, LA.910.2.2.3; LA.1112.1.7.3, LA.1112.1.7.8, LA.1112.2.2.3

LA.910.1.6.10, LA.910.2.2.4, LA.910.2.2.5, LA.910.3.1.1, LA.910.3.3.3; LA.1112.1.6.10, LA.1112.2.2.4, LA.1112.2.2.5

LA.910.1.7.1, LA.910.1.7.5, LA.910.2.2.1, LA.910.6.1.1, LA.910.6.1.2; LA.1112.1.7.1, LA.1112.1.7.5, LA.1112.2.2.1, LA.1112.6.1.1

LA.910.2.2.4, LA.910.6.1.2, LA.910.6.1.3; LA.1112.2.2.4, LA.1112.6.1.2, LA.1112.6.1.3

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Step 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Step 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Step 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Top Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

LESSON

9 PredictionsandGeneralizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Step 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Step 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Step 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Top Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

LESSON

10 InferencesandConclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118


LESSON

11 SummarizeandParaphrase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128


LESSON

12 ReferenceMaterials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138


LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON

14 FunctionalLiteracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158


Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Georgia Performance Standards

ELA9W1.g; ELAALRL1.2.b–c

ELAALRL4.c, ELA9W2.e; ELAALRL1.1.d, ELAALRL4.c

ELA9RL1.2.c, ELA9RL2.a; ELAALRL1.1.d

ELA9W2.2.e; ELAALRL1.1.d, ELAALRL2.a

ELA9RL4.b–c, ELA9RL5.c, ELAW93.a, c, e; ELAALRL4.e, ELAALRL5.c

ELA9RL4.c, ELA9W3.e; ELAALRL4.a, b ELAALRC2.f

ELA9W2.4.f, ELA9RC1; ELAALRL4

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Academic Standards

1.1.11.G, 1.2.11.A, 1.4.11.C

1.3.11.C, 1.5.11.B

1.2.11.A, 1.5.11.B

1.5.11.B, 1.8.11.C

1.1.11.A, 1.2.11.B, 1.4.11.B, 1.8.11.B, 1.8.11.C

1.4.11.B, 1.8.11.C

1.1.11.B, 1.4.11.E

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Content Standards

9.3.12D, 9.3.20C; 10.3.20C; 11.3.20C

9.3.7H; 10.3.7G; 11.3.7G

9.3.7H; 10.3.7G;

11.3.7G

9.1.7G; 10.1.7F;

11.1.7F

9.1.6E, 9.3.12B; 10.1.6E, 10.3.12B; 11.1.6E, 11.3.12B

9.1.8B, 9.2.10B; 10.1.8B, 10.2.10B; 11.1.8B, 11.2.10B

9.1.8B, 9.3.19B, 9.3.20B; 10.1.8B, 10.3.19B, 10.3.19C, 10.3.20B; 11.1.8B, 11.3.19B, 11.3.19C, 11.3.20B

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Content Standards

I.3.02, I.3.03; II.4.01; III.2.01

I.1.03, I.2.01, I.3.04, I.4.03, I.5.02; II.1.03, II.2.01, II.3.04, II.4.01, II.4.05, II.5.03; III.1.03, III.2.03, III.3.04, III.4.04, III.5.03; IV.1.03, IV.2.02, IV.2.04, IV.3.03, IV.4.03, IV.5.03

I.1.03, I.2.01, I.3.04, I.4.03, I.5.02; II.1.03, II.2.01, II.3.04, II.4.05, II.5.03; III.1.03, III.2.03, III.3.04, III.4.04, III.5.03; IV.1.03, IV.2.04, IV.3.03, IV.4.03, IV.5.03

I.1.03, I.2.01, I.3.04, I.4.03, I.5.02; II.1.03, II.2.01, II.2.02, II.3.01, II.3.04, II.4.05, II.5.03; III.1.03, III.2.03, III.3.04, III.4.04, III.5.03; IV.1.03, IV.2.04, IV.3.03, IV.4.03, IV.5.03

I.2.04; II.2.01, II.2.03, II.6.01; III.2.03, III.3.01, III.3.03, III.6.01; IV.3.01, IV.6.01

I.2.01, I.2.03, I.3.04, I.5.02; II.1.03, II.2.01; II.3.04, II.4.05, II.5.03, III.2.03, III.3.04; IV.1.03, IV.2.04, IV.4.03, IV.5.03,

I.4.01; II.2.01, III.2.03, III.6.01; IV.2.04, IV.6.01

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . 98

Step 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Step 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Step 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Top Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

LESSON

9 PredictionsandGeneralizations . . . . . . . 108

Step 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Step 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Step 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Top Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

LESSON

10 InferencesandConclusions . . . . . . . . . . . 118


LESSON

11 SummarizeandParaphrase . . . . . . . . . . . 128


LESSON

12 ReferenceMaterials . . . . . . . . . . . . . . . . . 138

1Step 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Step 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Step 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Top Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON

14 FunctionalLiteracy . . . . . . . . . . . . . . . . . . 158


Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168


3001.5.3, 3001.5.9

3001.5.1, 3001.7.1

3001.5.1, 3001.7.1

3001.4.6

3001.1.15, 3001.4.1,

3001.4.3

3001.6.2, 3001.6.3

3001.3.13, 3001.6.2


I.2.1.B, I.3.2.C

I.2.2.A

I.2.2.A, I.3.1.A

I.2.2.H

I.3.3.A

I.1.1.G

I.1.2.C

Benchmarks/GLEs

9.ELA-7-H4/14; 10.ELA-7-H4/15; 1112.ELA-7-H4/13


9.ELA-1-H3/4; 9.ELA-7-H1/11; 10.ELA-1-H3/4; 10.ELA-7-H1/11; 1112.ELA-1-H3/3; 1112.ELA-7-H1/9

9.ELA-7-H1/11; 10.ELA-7-H1/11; 1112.ELA-7-H1/9

9.ELA-3-H3/26; 9.ELA-5-H1/36; 9.ELA-5-H2/37; 9.ELA-5-H2/38; 10.ELA-1-H4/5; 10.ELA-7-H2/12; 10.ELA-5-H2/40; 1112.ELA-1-H3/3; 1112.ELA-7-H2/10; 1112.ELA-5-H1/34;1112.ELA-5-H2/35, 36

9.ELA-3-H3/26; 9.ELA-5-H1/36; 10.ELA-5-H3/42, 43; 10.ELA-5-H6/46; 1112.ELA-5-H3/37, 38; 1112.ELA-5-H6/41

9.ELA-1-H3/4; 9.ELA-1-H4/5; 9.ELA-2-H6/21; 9.ELA-5-H6/43; 10.ELA-1-H3/4; 10.ELA-1-H4/5; 10.ELA-2-H6/24; 10.ELA-5-H2/40; 1112.ELA-1-H4/4; 1112.ELA-2-H6/20; 1112.ELA-5-H4/39

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Core Curriculum Content Standards

3.1.G.1, 3.1.G.10, 3.2.B.5, 3.2.B.7, 3.2.D.2, 3.5.A.1, 3.5.A.2, 3.5.B.1, 3.5.C.2, 3.5.C.3

3.1.G.1, 3.5.A.2, 3.5.B.1, 3.5.C.1, 3.5.C.2

3.1.G.1, 3.1.H.5, 3.5.A.2, 3.5.B.1, 3.5.C.1,3.5.C.2

3.1.G.1, 3.1.G.9, 3.1.H.5, 3.2.B.7, 3.2.D.4

3.1.G.9, 3.1.G.13, 3.1.H.1, 3.1.H.4, 3.1.H.5, 3.1.H.6, 3.2.B.6, 3.2.B.7, 3.2.D.4, 3.5.C.1, 3.5.C.2

3.2.B.10, 3.2.D.5

3.1.G.1, 3.1.G.12, 3.1.G.13, 3.1.H.4, 3.2.D.6

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Standards of Learning

9.4.a; 10.4.c; 11.4.a

10.3.c; 11.4.d

10.3.c; 11.4.e

9.8.a; 10.5.c, 10.11.d; 11.8.a; 12.8.e

9.4.b, 9.4.c, 9.8.a-c, 9.9a–d; 10.4.a–b, 10.8.a, 10.11.c, d, f; 11.10.d–f, j; 12.8.a–c, e

9.3.a; 10.3.a; 11.4.a; 12.4.a

9.4.f; 10.4.a–c; 11.4.b–c; 12.4.c–d

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Core Performance Indicators

9.R.1.h, 9.R.3.a, 9.R.3.g; 10.R.3.a, 10.R.3.g, 10.R.3.h, 11.R.3.a, 11.R.3.d; 12.R.3.d, 12.R.3.e

912.R.i; 9.R.1.f, 9.R.1.i, 9.R.2.h, 10.R.1.h, 10.R.2.i 11.R.1.e, 11.R.2.g; 12.R.1.c, 12.R.2.f

912.R.i; 9.R.1.f, 9.R.1.i, 9.R.2.h; 10.R.1.h, 10.R.2i; 11.R.1.e, 11.R.2.g; 12.R.1.c, 12.R.2.f

9.W.1.i, 912.R.i

9.R.1.a, 9.R.1.b, 9.R.1.f, 9.R.1.g, 9.R.1.i; 10.R.1.a, 10.R.1.b, 10.R.1.e, 10.R.1.h; 11.R.1.a, 11.R.1.c, 11.R.1.e, 12.R.1.a,12.R.1.c

9.R.1.e, 9.W.1.j, 11.R.3.b, 12.R.3.a

9.R.1.a, 9.R.1.c, 10.R.1.c, 11.R.1.b, 12.R.3.a

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

LESSON

8 FactandOpinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98


LESSON



LESSON



LESSON



LESSON



LESSON

13 TextFeatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148


LESSON



Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

280NA_Rdg_HS_SE_FM_PDF.indd 5 7/30/08 11:44:26 AM

Lesson 4 • Figurative Language

Step 1

58

Figurative language does not mean what it actually says. Writers use fi gurative language to

present ideas in fresh and unusual ways.

The chart describes four types of fi gurative language:

Type of Figurative Language

Defi nition Example

similea comparison between two unlike things

using like or as

Her words are as stimulating as

a fresh cup of coffee.

metaphora comparison between two unlike things

that does not use like or asThat test was a beast and a half.

hyperbole an extreme exaggerationI’ve been waiting for the bus

forever.

idioma phrase that means something different

from its literal meaning; often particular

to a region or group of people

Ted took his offer off the table.

Example

Read this excerpt from a play. Then answer the questions.

Macbeth (c. 1603)

by William Shakespeare

Life’s but a walking shadow; a poor player,That struts and frets his hour upon the stage,And then is heard no more: it is a taleTold by an idiot, full of sound and fury,Signifying nothing.

Circle the letter of the best answer.

1. “Life’s but a walking shadow” is an

example of

A. a simile.

B. a metaphor.

C. an idiom.

D. a hyperbole.

2. A “walking shadow” is a metaphor for

A. a poor player.

B. a tale told by an idiot.

C. an hour upon the stage.

D. life.

280NA_Rdg_HS_SE_Les4_PDF.indd 58280NA_Rdg_HS_SE_Les4_PDF.indd 58 7/16/08 2:28:04 PM7/16/08 2:28:04 PM

Figurative Language

59

DIRECTIONSRead the story. Use the Reading Guide for tips. The tips can help you access prior knowledge about fi gurative language as you read. Then answer the questions on the next page.

Escaping the Storm1 We’d been glued to the TV for days. 2 We knew it was

coming—a Category 5 hurricane as wide as a mountain range that was howling like a demon. 3 The storm had already pounded Florida, killing more than a dozen people. 4 Now it was barreling across the Gulf of Mexico, a one-eyed sea monster heading straight for our city.

5 The newscasters said we had to evacuate, but some of our neighbors weren’t budging. 6 “New Orleans is my home, and we’ve seen plenty of storms before,” one said. 7 “I’ll just sit tight and keep my fi ngers crossed.” 8 Besides, some said, where else could they go?

9 My dad said we couldn’t risk it. 10 We didn’t have a car, so we’d have to pile into our uncle’s truck—six of us altogether—and drive to our grandparents up in Shreveport. 11 They were a million miles north, but they weren’t on the coast, like us.

12 The storm was getting closer. 13 It was a race against the clock. 14 Dad told my sister and me to pack one week’s worth of clothes. 15 Then he told us to go through the house and take the few things we valued most. 16 How can you decide something like that?

17 I stared at my room—at my posters, my photos, my music, my life. 18 I was shaking like lost a child in the cold. 19 For sixteen years I’d lived there. 20 In a heartbeat it could all be gone. 21 Suddenly everything we owned was a treasure.

22 Dad came and touched my shoulder. 23 He said we had to go. 24 We didn’t know then that Katrina would be the third-strongest hurricane in U.S. history. 25 We didn’t know our levees would break like popsicle sticks, leaving 80 percent of our city fl ooded. 26 We didn’t know nearly two thousand people were about to lose their lives.

27 We only knew we had to say goodbye and hoped it wasn’t forever.

Reading GuideThe narrator is not literally

“glued to the TV” in

sentence 1. This is an

example of a metaphor.

Underline any other

metaphors in the passage.

In sentences 2 and 4,

which unlike things does

the author compare?

What images do these

comparisons create?

What does the phrase

“race against the clock” in

sentence 13 mean? Why

does the narrator use this

phrase? Put a check mark

above the other idioms in

the story.

Circle the four similes in this

story.


60

1. In sentence 7, what does the idiom

“keep your fi ngers crossed” mean?

A. stand very still

B. forget about everything

C. hope to be lucky

D. get angry

2. The writer compares which two unlike

things using a simile?

A. the newscasters and the neighbors

B. the hurricane and a mountain range

C. New Orleans and Shreveport

D. photos and a heartbeat

3. Which of these is a metaphor for the

hurricane?

A. a lost child in the cold

B. a stubborn neighbor

C. an abandoned house

D. a one-eyed sea monster

4. How does the narrator use hyperbole

when talking about traveling to

Shreveport?

A. by saying it is not on the coast

B. by saying it is a million miles north

C. by saying they had to save one or

two things they valued

D. by saying they did not have a car


Lesson 4: Step 1

280NA_Rdg_HS_SE_Les4_PDF.indd 60280NA_Rdg_HS_SE_Les4_PDF.indd 60 7/18/08 9:41:23 AM7/18/08 9:41:23 AM

61

Figurative Language

Example

You have learned that fi gurative language uses non-literal meaning. It is used to present ideas in

fresh and unusual ways.

Review these examples of fi gurative language:

• simile: That new song is hot like soup.

• metaphor: That rookie is greener than wasabi.

• hyperbole: Her voice is so beautiful it could make a grown man cry.

• idiom: I don’t want to say for sure; let’s play it by ear.

Read the following passage, adapted from Joseph Conrad’s Heart of Darkness (1902). Look for fi gurative language that helps describe the scene.

The Thames stretched before us like the beginning of an endless waterway. The sea and the sky were one piece, welded together without a joint. In the evening light, the tanned sails of the barges drifting with the tide seemed to stand still in red clusters, occasionally gleaming. There was a haze on the low shores that ran out to sea in vanishing fl atness. The air was dark above Gravesend, behind us. Farther back still, a mournful gloom hung over the biggest, and the greatest, town on Earth.

Fill in the chart below to show your understanding of fi gurative language. Write one example of each type (simile, metaphor, hyperbole, and idiom) from the passage above into the chart below.

Type of Figurative Language Example

simile

metaphor

hyperbole

idiom

Step 2


62

DIRECTIONSRead this adaptation from Nathaniel Hawthorne’s Young Goodman Brown (1835). Then use what you have learned about fi gurative language to answer the questions. Make a graphic organizer on a separate sheet of paper to organize your thoughts.

The cry of grief, rage, and terror was yet piercing the night, when the unhappy husband held his breath for a response. There was a scream, drowned immediately in a louder murmur of voices, fading into far-off laughter, as the dark cloud swept away, leaving the clear and silent sky above Goodman Brown. But something fl uttered lightly down through the air and caught on the branch of a tree. The young man seized it, and beheld a pink ribbon.

“My Faith is gone!” cried he, after one stupefi ed moment. “There is no good on earth; and sin is but a name. Come, devil; for to thee is this world given.”

And, maddened with despair, so that he laughed loud and long, did Goodman Brown grasp his staff and set forth again, at such a rate that he seemed to fl y along the forest path rather than to walk or run. The road grew wilder and drearier and more faintly traced, and vanished at length, leaving him in the heart of the dark wilderness, still rushing onward with the instinct that guides mortal man to evil. The whole forest was peopled with frightful sounds—the creaking of the trees, the howling of wild beasts, and the yell of Indians; while sometimes the wind tolled like a distant church bell, and sometimes gave a broad roar around the traveler, as if all Nature were laughing him to scorn. But he was himself the chief horror of the scene, and shrank not from its other horrors.

“Ha! ha! ha!” roared Goodman Brown when the wind laughed at him.

1. What effect does Hawthorne’s use of fi gurative language have on the reader?

HINT: What types of fi gurative language does Hawthorne use? Why?

2. Find an example of an idiom from the story and describe what it means.

HINT: An idiom is an expression common to a certain region or culture. It is not meant be taken literally.

3. Find an example of a simile from the passage and describe what it means.

HINT: A simile makes a comparison using like or as.

Lesson 4: Step 2


63

Figurative Language

DIRECTIONSRead this passage about the Internet. Then answer the questions.

Get ConnectedMy Internet connection used to be so slow! It was like a tank being pushed up a hill

by my grandmother. For too long, we had only a dial-up connection at my house. It was awful! I would get frustrated every time. It took half my life to download one song. I didn’t know how I dealt with it.

My parents barely used the Internet, so it didn’t really bother them. I asked them again and again to get a broadband connection, but they refused. My father just said it was unnecessary. My mother said I should be spending more time doing my homework and less time playing on the Internet. I was fi nally able to change their minds by convincing them that a broadband connection would enable me to go the extra mile in school.

Now everything I want to do on the Internet is painless. I can listen to my favorite songs and watch hilarious videos. Everything is at my fi ngertips. Our new connection is a Formula One racecar driven by Michael Schumacher in the Grand Prix. I love it!

1. How does the writer use a simile in the

fi rst paragraph?

A. to compare a dial-up connection to

a song

B. to compare a dial-up connection to

a tank

C. to compare a tank to a

grandmother

D. to compare grandmother to a hill

2. What does the author mean by the

sentence, “It took half my life to

download one song”?

A. The author wants to be twice as old

as she is.

B. The author wants downloads to

take as long.

C. The author thinks downloads take

too long.

D. The author wants to be half as old

as she is.

3. The expression “go the extra mile”

means

A. do more than is required.

B. the school is a mile too far.

C. the author will enter a race.

D. travel as far as one can.

4. What does the metaphor in the third

paragraph mean?

A. Michael Schumacher installs

broadband connections.

B. A broadband connection is

extremely fast.

C. Michael Schumacher drives with

his fi ngertips.

D. The author loves to watch the

Grand Prix.


Figurative LanguageStep 3


64

Lesson 4: Step 3

DIRECTIONSRead the story. Use the Reading Guide for tips that can help you interpret fi gurative language as you read. Then answer the questions on the next page.

Sky BusBerlia trudged apprehensively down the elevated tunnel that led to

the plane door. She had never been inside a plane in her life, and she felt like a tiny mouse heading toward the open mouth of a cat. The closer she got to the door, the more her feet seemed to weigh. She estimated them to be three thousand pounds each.

Berlia had good reason to be frightened. Her grandfather had fl own planes in World War II, and she had heard him tell many stories about planes crashing and pilots having to bail out.

Not only was Berlia fl ying for the fi rst time, but she was doing it alone. This double whammy was, of course, making it all seem worse. She was going to visit her aunt and uncle for part of summer vacation, but her mother had to work. So, here was Berlia, alone, about to enter this sleeping dragon and not feeling at all reassured by the smiles of the stranger in the fl ight attendant uniform next to her.

Finally, she stepped into the plane itself. It looked a lot like a bus inside—aisles, seats, overhead luggage compartments. She calmed herself by pretending that she was, indeed, in a bus. She was able to maintain this illusion until the dragon suddenly awoke and leapt from the Earth.

Despite Berlia’s fear, the fl ight was uneventful. Still, she couldn’t have been more relieved when the plane touched down two hours later. As soon as the plane door opened, Berlia bolted, like a mare freed from a week-long captivity in a pen, and didn’t stop running until she found the arms of her uncle.

Reading GuideWhy does the author

compare Berlia to a mouse?

How does the author make

use of hyperbole in the fi rst

paragraph?

Explain the idiom in the third

paragraph.

To what does the author

compare the plane more

than once in the passage?

How would a mare feel after

being trapped in a pen for a

week?


65

Figurative Language

1. Which of the following would mean the

same as the simile in the fi rst paragraph?

A. like a dog heading toward the open

mouth of a cat

B. like a goldfi sh swimming toward

the open mouth of a shark

C. like a seagull fl ying toward the

open mouth of a mosquito

D. like a lion heading toward the open

mouth of an elephant

2. What does the hyperbole in the fi rst

paragraph mean?

A. Berlia needs a new pair of shoes.

B. Berlia has two broken legs.

C. Each step toward the plane is

diffi cult.

D. Gravity is stronger near the plane.

3. Which of the following has a similar

meaning to the idiom in the third

paragraph?

A. a one-two punch

B. a double exposure

C. one bitten, twice shy

D. a double-decker bus

4. Why does the author compare the plane

to a dragon?

A. Dragons can fl y and breathe fi re.

B. Dragons are large and have

treasure.

C. Dragons are scary and have scales.

D. Dragons are scary and can fl y.

5. Why does the author compare Berlia to a

mare in the last paragraph?

A. She loves to ride horses.

B. She looks like a horse.

C. Her uncle is a rancher.

D. She is excited to be free.



66

Top Step

66

DIRECTIONSRead this story about a poetry slam. Then answer the questions on the next page.

Slam to SuccessI feel like a child tossing and turning on the night before her fi rst day at school. Indeed,

tomorrow is a big day. My two best friends and I are going to wake up early, drive three hours to Columbus, Ohio, and compete in a Poetry Slam. A Poetry Slam is a competition in which many poets gather together to recite their poems out loud in front of an audience. The poems are judged by a panel of experts, who pick a fi rst-, a second-, and a third-place winner. I’ve been preparing for this since the day I was born. My mom said my fi rst cries were poetry to her ears.

Yesterday my friends and I got together for a dry run. We each read the poem we chose for the competition. This is the one I have chosen:

For a thousand nights, I have barked upon your front porch.I’m a rabid Doberman Pinscher guarding your innocence,Foaming in the sapphire wind that winds around my neckLike a foggy dry ice scarf.

For a thousand days, I have warded off nightmare intruders.I’m a dog sitting in a catbird seat, ready to pounceOn empty suitors who fall like lemmingsInto your sacred lap.

I cannot wait until we get to Columbus. With a poem that outstanding and original, I’m bound to take the grand prize. I will be recognized throughout the world as the premier bard of our time. Move over Shakespeare!

66


67

Figurative Language


6767

1. How does a child MOST LIKELY feel on

the night before the fi rst day of school?

A. angry

B. relaxed

C. tired

D. nervous

2. Why does the narrator say she has been

preparing since birth?

A. She has worked long and hard.

B. She was just born yesterday.

C. She does not know when she was

born.

D. She learned to talk before birth.

3. Explain the metaphor the narrator’s

mother uses.

A. She likes the sound of any child’s

crying.

B. Her daughter’s fi rst sounds meant

a lot to her.

C. She needs to have her hearing

checked.

D. She does not know what poetry

sounds like.

4. How does the speaker use hyperbole in

the poem?

A. to express a precise length of time

B. to indicate a great devotion to the

subject

C. to show an ability to count very

high

D. to express a great sense of

boredom

5. Why does the speaker choose the

Doberman Pinscher for the metaphor in

the second line of the poem?

A. Dobermans are cute and cuddly.

B. Dobermans love front porches.

C. Dobermans are strong and alert.

D. Dobermans are lazy and fat.

6. Why is the wind “like a foggy dry ice

scarf” in the poem?

A. The wind feels cold on the

speaker’s neck.

B. The wind is made of frozen water.

C. The wind is often used in science

experiments.

D. The speaker dresses in dry-ice

clothing.

7. What does the speaker of the poem

mean by comparing the suitors to

lemmings?

A. The suitors are fuzzy rodents.

B. The suitors are happy-go-lucky.

C. The suitors eat grass and leaves.

D. The suitors are mindless followers.

8. On a separate sheet of paper, identify the

two idioms in the passage, and explain

what each means.

Figurative Language


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