Unit & Selection Resources

Unit 5 Poetry ConnectionsExpressing Yourself

Grade 6

Unit & Selection ResourcesTeacher’s Edition

Publishing®EMCST. PAUL , MINNESOTA

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Unit & Selection Resources, Unit 5, Grade 6

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iii© EMC Publishing, LLC Unit 5Unit & Selection Resources

Publisher’s Note

EMC Publishing’s innovative program Mirrors & Windows: Connecting with Literature presents a wide variety of rich, diverse, and timeless literature to help students reflect on their own experiences and connect with the world around them. One goal of this program is to ensure that all students reach their maximum potential and meet state standards. A key component of this program is a Unit & Selection Resources supplement for each unit in the textbook. In every Unit & Selection Resources book, you will find a study guide to lead students through the unit, with a practice test formatted to match a standardized test. You will also find dozens of high-quality activities and quizzes for all the selections in the unit. The Unit & Selection Resources lessons are provided as interactive eWorkbook activities with immediate student feedback in Passport. EMC Publishing is confident that these materials will help you guide your students to mastery of the key literature and language arts skills and concepts measured in state and national tests. To address the needs of individual students, enrich learning, and simplify planning and assessment, you will find many more resources in our other program materials—including Differentiated Instruction, Speaking & Listening, College & Career Readiness, Vocabulary & Spelling, Close Reading, Writing & Grammar, Test Practice, Program Planning Guide, Assessment Guide and PassportTM. We are pleased to offer these excellent materials to help students learn to appreciate and understand the wonderful world of literature.



v© EMC Publishing, LLC Unit 5Unit & Selection Resources

CONTENTS Unit 5 POEtRY COnnECtiOnS

Introduction viii

Correlation to Formative Survey Results x

Poetry Study Guide (with Practice Test and Master Vocabulary List) 1

Guided Reading

Ode to La Tortilla, Gary Soto Close Reading Model Close Reading Poetry Poetry Close Reading Model 19 Make Connections: Quick-Write Before Reading 21 Use Reading Skills: Determine Sequence of Events During Reading 22 Selection Quiz After Reading 23

Abuelito Who, Sandra Cisneros Guided Reading Use Reading Strategies: Visualize Before Reading 24 Analyze Literature: Tone During Reading 25 Make Connections After Reading 26 Selection Quiz After Reading 27

Life Doesn’t Frighten Me, Maya Angelou Guided Reading Build Vocabulary: Brainstorm Before Reading 28 Build Language Skills: Action Verbs During Reading 29 Test Taking Skills: Draw Conclusions After Reading 30 Selection Quiz After Reading 31

The Walrus and the Carpenter, Lewis Carroll Guided Reading Build Vocabulary: Denotation and Connotation Before Reading 32 Analyze Literature: Rhyme During Reading 33 Mischmasch Word Game After Reading 34 Selection Quiz After Reading 36

Directed Reading

Jabberwocky, Lewis Carroll Anchor Text/Directed Reading Use Reading Skills: Context Clues Before Reading 37 Use Reading Skills: Take Notes During Reading 39 Analyze Literature: Rhyme After Reading 40 Selection Quiz After Reading 41

There Is No Word for Goodbye, Mary TallMountain / If You Should Go, Countee Cullen Comparing Texts

Build Background Before Reading 42 Set Purpose Before Reading 42 Practice Vocabulary Before Reading 42 Compare Literature: Analyze Speaker During Reading 43


Unit 5vi © EMC Publishing, LLCUnit & Selection Resources

Compare Literature: Analyze Speaker (continued) After Reading 44

Compare Literature: Imagery, Figurative Language, and Sound Devices After Reading 45

Using Reading Strategies: Make Connections After Reading 46 Selection Quiz: “There Is No Word for Goodbye” After Reading 47 Selection Quiz: “If You Should Go” After Reading 48 What Do You Think? After Reading 49

One Time, William Stafford Directed Reading Use Reading Strategies: Visualize

a Mind Movie Before or During Reading 50 Analyze Literature: Sensory Details During Reading 51 Writer’s Journal After Reading 52 Research Project: Reading Braille After Reading 53 Selection Quiz After Reading 54

Arithmetic, Carl Sandburg Directed Reading Use Reading Skills: Determine Author’s Purpose Before Reading 55 Analyze Literature: Free Verse During Reading 56 Selection Quiz After Reading 57

Steps, Naomi Shihab Nye Directed Reading Use Reading Skills: Analyze Text Organization Before or During Reading 58 Analyze Literature: Imagery During Reading 59 Make Connections: Quick-Write After Reading 60 Selection Quiz After Reading 61

Break, Break, Break, Alfred, Lord Tennyson Directed Reading Build Vocabulary Skills: Crossword Puzzle Before Reading 62 Use Reading Skills: Rhyme During Reading 63 Selection Quiz After Reading 64

Almost Evenly Divided, Emma Suárez-Báez Directed Reading Build Vocabulary: Spanish Words Before Reading 65 Analyze Literature: Tone During or After Reading 66 Use Reading Skills: Identify Author’s Purpose During or After Reading 68 Selection Quiz After Reading 69

The Sidewalk Racer, or On the Skateboard, Lillian Morrison Directed Reading Build Vocabulary: Context Sentences Before Reading 70 Use Reading Skills: Use Text Organization During Reading 71 Creative Writing: Concrete Poem After Reading 72 Selection Quiz After Reading 73


vii© EMC Publishing, LLC Unit 5Unit & Selection Resources

Independent Reading

Jimmy Jet and His TV Set, Shel Silverstein Independent Reading Analyze Literature: Sequence During or After Reading 74 Analyze Literature: Author’s Purpose After Reading 75

Good Hot Dogs, Sandra Cisneros Independent Reading Analyze Literature: Sound Devices After Reading 76

A Remarkable Adventure, Jack Prelutsky Independent Reading Practice Vocabulary Before and After Reading 77 Describe and Critique: Poetry After Reading 78

ANSWER KEY

Poetry Study Guide 81 Ode to La Tortilla 84 Abuelito Who 86 Life Doesn’t Frighten Me 86 The Walrus and the Carpenter 87 Jabberwocky 88

There Is No Word for Goodbye / If You Should Go 88 One Time 91

Arithmetic 91 Steps 92

Break, Break, Break 93 Almost Evenly Divided 94

The Sidewalk Racer, or On the Skateboard 95 Jimmy Jet and His TV Set 96 Good Hot Dogs 96 A Remarkable Adventure 97

Digital Connections


Unit 5viii © EMC Publishing, LLCUnit & Selection Resources

Introduction

The Unit & Selection Resources for Mirrors & Windows provide students with the opportunity to practice and apply the strategies and skills they will need to master state and national language arts standards. For each selection in the student textbook, these resources also supply vocabulary exercises and other activities designed to connect students with the selections and elements of literature. The lessons in the Unit & Selection Resources are divided into five main categories, as described in this introduction. You will find the lessons listed by category in the Contents pages at the front of the book.

Unit Genre Study Guide, with Practice Test and Master Vocabulary List

Each Unit & Selection Resource eBook begins with a Unit Study Guide for the genre, focusing on key language arts standards. This guide provides in-depth study and practice on the genre and its literary elements. Also included are instructions to help students prepare for a standardized test, and a practice test formatted to match that test.

Lessons for Close Reading Models, Guided Readings, and Directed Readings

A step-by-step lesson on close reading the genre accompanies the first selection in each genre. Before, During, and After reading activities and Selection Quizzes are provided for all selections. The lessons for Guided Readings and Directed Readings offer a range of activities that are rated easy, medium, and difficult; these ratings align with the levels of the Formative Survey questions in the Assessment Guide. These activities can be used to provide differentiated instruction at the appropriate level for your students. For example, for students who are able to answer primarily easy questions, you may want to assign primarily easy activities. The Correlation to Formative Survey Results, which follows this introduction, lists the level for each Guided and Directed Reading activity. To further differentiate instruction, consider adapting activities for your students. For instance, you may want to add critical-thinking exercises to an easy or medium activity to challenge advanced students, or you may want to offer additional support for a difficult activity if students are having trouble completing it.

Lessons for Comparing Texts Selections

The lessons for Comparing Texts selections in the student textbook emphasize making text-to-text connections. Activities ask students to compare literary elements such as author’s purpose, characters, plot, setting, and theme. A Selection Quiz is provided for each selection to help students focus on the selections independently.


ix© EMC Publishing, LLC Unit 5Unit & Selection Resources

Lessons for Independent Readings

Lessons for Independent Readings build on the strategies and skills taught in the unit and offer students more opportunities to practice those strategies and skills. Activities focus on vocabulary practice, literary analysis, and expanded writing instruction. Each lesson ends with a Describe and Critique activity, which helps students review and summarize the selection.

Preparing to Teach the Lessons

All Unit & Selection Resources lessons are available as online interactive eWorkbook activities with immediate student feedback in Passport. Most of the activities in this resource are ready to print and distribute to students. However, some activities will require preparation. For example, you may need to select particular elements from the stories, write lists or cards to distribute to students, or make sure that art supplies or computer stations are available. Be sure to preview each lesson to identify the tasks and materials needed for classroom instruction.


Unit 5x © EMC Publishing, LLCUnit & Selection Resources

Correlation to Formative Survey Results

The following chart indicates the difficulty level of each Guided Reading Activity and Directed Reading Activity. You can use this chart, in combination with the results of the Formative Survey from the Assessment Guide, to identify activities that are appropriate for your students. The selections with are offered as Digital Connections in Passport.

Lesson Activity Difficulty Level

Guided Reading

Ode to La Tortilla Close Reading Poetry, page 19 Medium

Make Connections: Quick-Write, page 21 Easy

Use Reading Skills: Determine Sequence of Events, page 22

Medium

Selection Quiz, page 23 Easy

Abuelito Who Use Reading Strategies: Visualize, page 24 Easy

Analyze Literature: Tone, page 25 Difficult

Make Connections, page 26 Medium


Life Doesn’t Frighten Me Build Vocabulary: Brainstorm, page 28 Easy

Build Language Skills: Action Verbs, page 29 Medium

Test Taking Skills: Draw Conclusions, page 30 Difficult


The Walrus and the Carpenter Build Vocabulary: Denotation and Connotation, page 32

Medium

Analyze Literature: Rhyme, page 33 Difficult

Mischmasch Word Game, page 34 Easy


Directed Reading

Jabberwocky Use Reading Skills: Context Clues, page 37 Medium

Use Reading Skills: Take Notes, page 39 Easy

Analyze Literature: Rhyme, page 40 Difficult



xi© EMC Publishing, LLC Unit 5Unit & Selection Resources

Lesson Activity Difficulty Level

One Time Use Reading Strategies: Visualize a Mind Movie, page 50

Easy

Analyze Literature: Sensory Details, page 51 Medium

Writer’s Journal, page 52 Difficult

Research Project: Reading Braille, page 53 Medium


Arithmetic Use Reading Skills: Determine Author’s Purpose, page 55

Medium

Analyze Literature: Free Verse, page 56 Difficult


Steps Use Reading Skills: Analyze Text Organization, page 58 Difficult

Analyze Literature: Imagery, page 59 Medium

Make Connections: Quick-Write, page 60 Medium


Break, Break, Break Build Vocabulary Skills: Crossword Puzzle, page 62 Difficult

Use Reading Skills: Rhyme, page 63 Medium


Almost Evenly Divided Build Vocabulary: Spanish Words, page 65 Medium

Analyze Literature: Tone, page 66 Difficult

Use Reading Skills: Identify Author’s Purpose, page 68 Difficult


The Sidewalk Racer, or On the Skateboard

Build Vocabulary: Context Sentences, page 70 Medium

Use Reading Skills: Use Text Organization, page 71 Difficult

Creative Writing: Concrete Poem, page 72 Medium




Name: ____________________________________________________ Date: __________________

1© EMC Publishing, LLC Unit 5Unit & Selection Resources

Poetry Study Guide

Completing this study guide will help you understand and remember the literary elements presented in Unit 5—imagery, figurative language, and sound devices—and recognize how these elements function in the poems in the unit. After you read the Introduction to Poetry and both Literary Element features in Unit 5 in your textbook and Passport, complete the corresponding Understanding sections in the study guide. Try to answer the questions without referring to the text. The completed sections provide an outline of important information that you can use later for review. After you read all the poems in Unit 5, complete the Applying sections in the study guide. Refer to the poems as you answer the questions. After you complete these sections, take the Practice Test. This test is similar to the state assessment reading test you may take. In both tests, you will read passages and answer multiple-choice questions about the passages.

Self-Checklist

Use this checklist to help you track your progress through Unit 5.

CHECKLIST

Literary ComprehensionYou should understand and apply the following literary elements:o Imagery and Figurative Languageo Sound DevicesReadingYou should know the following three parts of the Poetry Close Reading Model:o First Readingo Second Readingo Third ReadingLiterary AppreciationYou should understand how to relate the selections too Other texts you’ve reado Your own experienceso The world todayVocabularyIn the Master Vocabulary List on pg. 17, put a check mark next to any new words that

you learned while reading the selections. How many did you learn?o 10 or moreo 20 or moreo 30 or moreWritingo You should be able to write a personal

narrative. The narrative should retell an experience from your own life in an entertaining way.

Speaking and Listeningo You should be able to deliver or listen to an

oral summary.Test Practiceo You should be able to answer questions that

test your writing, revising and editing, and reading skills.

Additional Readingo You should choose a poetic work to read

on your own. See For Your Reading List on page 393 of your textbook.

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Unit 52 © EMC Publishing, LLCUnit & Selection Resources

Understanding Imagery and Figurative Language

Complete these pages after you read about imagery and figurative language on page E113. Try to answer the questions without looking at your book.

What is an image in a poem? _________________________________________________________

What is imagery? __________________________________________________________________

Define the following literary elements that writers use to create imagery. Refer to the pages in parentheses if you need help.

• sensory details (page 51): ___________________________________________________________

• precise language (page 182): _________________________________________________________

List three reasons why a writer may want to use vivid imagery.• ________________________________________________________________________________

• ________________________________________________________________________________

• ________________________________________________________________________________

What is figurative language? _________________________________________________________

List four of the most common types of figurative language.

1. _______________________________ 3. _______________________________

2. _______________________________ 4. _______________________________



Define the types of figurative language in the boxes below. Then answer questions about these types of figurative language.

PersonificationDefinition: ____________________________________________________________________

Example: _____________________________________________________________________

MetaphorDefinition: ____________________________________________________________________

Example: _____________________________________________________________________

SimileDefinition: ____________________________________________________________________

Example: _____________________________________________________________________

HyperboleDefinition: ____________________________________________________________________

Example: _____________________________________________________________________

How are a metaphor and a simile alike? _________________________________________________

How are they different? ______________________________________________________________



Applying Imagery and Figurative Language to the Poems

Think about what you have learned about imagery and figurative language. Then answer the following questions after you have read the poems in Unit 5.

Read this line from “Arithmetic.” Arithmetic is where numbers fly like pigeons in and out of your head.

Does the line contain a metaphor or a simile? How do you know? ____________________________

Read these lines from “The Sidewalk Racer, or On the Skateboard.” Skimming / an asphalt sea / I swerve, I curve, I / sway; . . .

Do the lines contain a metaphor or a simile? How do you know? _____________________________

What kind of figurative language does the poet use in these lines from “One Time”? Explain your answer. and pigeons telling each other their dreams / or the dreams they would have. . . .

What kind of figurative language does the poet use in these lines in “Life Doesn’t Frighten Me”? Explain your answer. Dragons breathing flame / On my counterpane / That doesn’t frighten me at all.

Read these lines from “Break, Break, Break.” Break, break, break, / On thy cold gray stones, O Sea!What is the purpose of this image? _____________________________________________________



The images in “Almost Evenly Divided” appeal to which senses? Give examples to support your answer.

What mental image or images does the poet create through language in the second stanza of “Steps”? ___________________________________________________________________

Find and explain examples of figurative language to fill in the boxes below.

Find an example of metaphor in “Ode to La Tortilla.”

Explain the metaphor. __________________________________________________________

Find an example of simile in “There Is No Word for Goodbye.”

Explain the simile. _____________________________________________________________

Find an example of hyperbole in “Jimmy Jet and His TV Set.”

Explain the hyperbole. __________________________________________________________



Understanding Sound Devices

Complete these pages after you read about sound devices on pages E114–E115. Try to answer the questions without looking at the pages.

What are sound devices in poems? ____________________________________________________

What is rhyme in a poem? ___________________________________________________________

Define each type of rhyme to complete the chart below.

Type of Rhyme Definition

end rhyme

internal rhyme

slant or half rhyme

What is a rhyme scheme? ____________________________________________________________

What is rhythm in a poem? ___________________________________________________________

What are two things you can do to determine the rhythm of a poem?

1. _______________________________________________________________________________

2. _______________________________________________________________________________



Define each rhythm term to complete the chart below.

Rhythm Term Definition

meter

foot

iamb

In the boxes below, define the given sound devices. Then write your own examples of each sound device.

AlliterationDefinition: ____________________________________________________________________

Example: _____________________________________________________________________

ConsonanceDefinition: ____________________________________________________________________

Example: _____________________________________________________________________

AssonanceDefinition: ____________________________________________________________________

Example: _____________________________________________________________________

What is onomatopoeia? ______________________________________________________________

Give three examples of onomatopoeia.

______________________ ______________________ ______________________

Why do writers use onomatopoeia? ____________________________________________________



Applying Sound Devices to the Poems

Think about what you have learned about sound devices. Then complete this page after you have read the poems in Unit 5.

What sound device is used in the following lines from “Good Hot Dogs”? Explain your answer. Fifty cents apiece / To eat our lunch

What sound devices are used in the following lines from “Jabberwocky”? Explain your answer. The vorpal blade went snicker-snack!

What sound devices are used in the following lines from “Break, Break, Break”? Explain your answer. O well for the sailor lad, / That he sings in his boat in the bay!

Read these lines from “The Walrus and the Carpenter.” The lines are an example of which type of rhyme? Explain your answer. “A loaf of bread,” the Walrus said, / “Is what we chiefly need:”

Read these lines from “If You Should Go.” The lines are an example of which type of rhyme? Explain your answer. Go quietly; a dream / When done, should leave no trace / That it has lived, except a gleam / across the dreamer’s face.



Read or reread the poem listed in the first column. Find an example of the sound device listed in the second column. Write an example of the given sound in the third column to complete the chart.

Poem Sound Device Example

”The Sidewalk Racer, or On the Skateboard”

onomatopoeia

“Ode to La Tortilla” assonance

“Jabberwocky” internal rhyme

“Abuelito Who” repetition

“If You Should Go” alliteration

“Life Doesn’t Frighten Me” slant rhyme

“Steps” consonance

“A Remarkable Adventure” end rhyme



Read the following stanza from “The Walrus and the Carpenter.” Write letters on the blanks at the ends of the lines to indicate the rhyme scheme.

The sun was shining on the sea, _____

Shining with all his might: _____

He did his very best to make _____

The billows smooth and bright— _____

And this was odd, because it was _____

The middle of the night. _____

Now scan the stanza. Put a slash (/) over stressed syllables. Put a curve (˘) over unstressed syllables. What kind of rhythm does the poem have? Is it written in meter? How do you know?

Read the following stanza from “Jabberwocky.” Write letters on the blanks at the ends of the lines to indicate the rhyme scheme.

“Beware the Jabberwock, my son! _____

The jaws that bite, the claws that catch! _____

Beware the Jubjub bird, and shun _____

The frumious Bandersnatch!” _____

Now scan the poem. Mark stressed syllables with backslashes ( / ) and unstressed syllables with breves ( ˘ ). What kind of rhythm does the poem have? Is it written in meter? How do you know?



Unit 5 Practice Test

Throughout the school years, students take tests to measure how well they meet standards in reading, English/language arts, mathematics, science, and social studies. Standardized English language arts tests include reading tests in which students are asked to read a passage and answer questions to test their understanding of the passage. Some passages on the reading test may be poetry, like the selections you read in Unit 5. The practice test on the following pages contains several passages, each followed by two or more multiple-choice questions. Your answer sheet for this practice test is below on this page. The questions on this practice test focus on the literary elements you studied in this unit.

Unit 5 Practice Test Answer Sheet

Name: __________________________________ Date: ___________________________________

Fill in the circle completely for the answer choice you think is best. 1.

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A B C D

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A B C D

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A B C D

A B C D

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A B C D

A B C D

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A B C D



This test has 18 questions. Read each passage/story and choose the best answer for each question. Fill in the circle in the spaces provided for questions 1 through 18 on your answer sheet.

Read the passage below, and answer the questions about what you have read. Mark your answers on your answer sheet.

This Windby Deandra DeRamus

This wind is not a lamb, nothing soft or gentle. This wind is not that wolf, the one in the story.5 It doesn’t huff and puff. This wind is a wild wolf That howls and snarls and snaps. This wind is a lion That roars and growls and grabs10 At clothes, at hair, at skin.

1. What two things does the poet compare in line 3? A. a lamb and the wind B. the wind and a wolf C. a wolf and a lion D. a lion and the wind

2. What kind of figurative language does the poet use in line 8? A. simile B. metaphor C. personification D. hyperbole

3. The words “puff” (line 5) and “howls” (line 7) are examples of what sound device?

A. end rhyme B. assonance C. alliteration D. onomatopoeia

4. What sound devices appear in line 6? A. assonance and internal rhyme B. onomatopoeia and alliteration C. alliteration and assonance D. internal rhyme and consonance




Meeting at Nightby Robert Browning

The grey sea and the long black land; And the yellow half-moon large and low; And the startled little waves that leap In fiery ringlets from their sleep,5 As I gain the cove with pushing prow, And quench its speed i’ the slushy sand.

Then a mile of warm sea-scented beach; Three fields to cross till a farm appears; A tap at the pane, the quick sharp scratch10 And blue spurt of a lighted match, And a voice less loud, through its joys and fears, Than the two hearts beating each to each!

5. Which lines contain an example of personification? A. lines 1–2 B. lines 3–4 C. lines 7–8 D. lines 9–10

6. The words “low” (line 2) and “prow” (line 5) are an example of which sound device?

A. end rhyme B. internal rhyme C. slant rhyme D. onomatopoeia

7. In which image do the details appeal to the sense of hearing? A. “the yellow half-moon large and low” B. “a mile of warm sea-scented beach” C. “a tap at the pane, the quick sharp scratch” D. “the grey sea and the long black land”

8. Lines 8 and 11 contain which sound device? A. end rhyme B. internal rhyme C. slant rhyme D. onomatopoeia




I Wandered Lonely As a Cloudby William Wordsworth

I wandered lonely as a cloud That floats on high o’er vales and hills, When all at once I saw a crowd, A host, of golden daffodils;5 Beside the lake, beneath the trees, Fluttering and dancing in the breeze.

Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line10 Along the margin of a bay; Ten thousand saw I at a glance, Tossing their heads in sprightly dance.

The waves beside them dance; but they Outdid the sparkling waves in glee;15 A poet could not but be gay, In such a jocund company; I gazed—and gazed—but little thought What wealth the show to me had brought:

For oft, when on my couch I lie20 In vacant or in pensive1 mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

1pensive: sadly thoughtful



9. What is the rhyme scheme in this poem? A. abcbdd B. abcdee C. ababcc D. aabbcc

10. What sound device appears in line 4? A. alliteration B. assonance C. internal rhyme D. onomatopoeia

11. What is the speaker comparing with the simile in lines 7–8? A. stars and daffodils B. daffodils and dancers C. a cloud and himself D. waves and daffodils

12. What kind of figurative language is found in lines 13–14? A. simile B. metaphor C. personification D. hyperbole

13. Based on context, what is the meaning of the word “jocund” (line 16)? A. active B. beautiful C. foolish D. merry

14. In the last stanza, where does the speaker see the daffodils? A. in his mind B. in a painting C. in his garden D. in a vase




from Annabel Leeby Edgar Allan Poe

For the moon never beams without bringing me dreams Of the beautiful Annabel Lee; And the stars never rise but I feel the bright eyes Of the beautiful Annabel Lee;5 And so, all the night-tide, I lie down by the side Of my darling—my darling—my life and my bride, In the sepulchre there by the sea, In her tomb by the sounding sea.

15. Lines 3 and 5 contain examples of which element of poetry? A. simile B. metaphor C. slant rhyme D. internal rhyme

16. Based on the context, what is the meaning of the word “sepulchre” (line 7)? A. a seaside inn B. a harbor for boats C. a place of burial D. a hut on a beach

17. What sound device appears in lines 7 and 8? A. slant rhyme B. alliteration C. assonance D. onomatopoeia

18. Which sentence best describes the poem’s rhythm? A. It is irregular and unpredictable. B. It is regular and predictable. C. It is not written in meter. D. It has only stressed syllables.



Master Vocabulary ListThe following vocabulary terms are defined on the indicated pages in your textbook.

asphalt, 391beseech, 369briny, 369crag, E125creased, 387currency, 387

dismal, 371foe, 375frothy, 369haven, E125seek, 375shun, 375

slay, 376stately, E125sympathize, 371trace, E119whirring, 391



Name: ____________________________________________________ Date: __________________


CLOSE R

EAD

ING

Ode to La Tortilla, page 349

Close Reading Poetry

Close reading means to uncover layers of meaning in a text that lead to a deep comprehension. Close reading a text involves careful and repeated readings to uncover the layers of meaning.• First Reading: Key Ideas and Details During the First Reading you are concerned with what the text says. Read to find

out what the text is about and what the author’s purpose might be for writing it. • Second Reading: Craft and Structure During the Second Reading you are trying to understand how the text says

it. You are rereading to pay attention to how the author’s writing style, word choices, and text structure help you understand what he or she is saying.

• Third Reading: Integration of Knowledge and Ideas And during the Third Reading you go deeper to understand what it means. You are analyzing what this text causes you to think or wonder about some larger aspect of the text and the how it applies to your own life and the world around you.

The specific activities performed in each stage of the reading process can vary, depending on the genre you are reading. The Poetry Close Reading Model on page 348 provides an overview of the reading process for poetry.

Framework for Close Reading Poetry

When you read poetry, you need to be aware of the form, imagery, rhythm, and sound devices of the poem. The following checklist of questions offers a framework for reading poetry closely. As you read “Ode to La Tortilla,” ask yourself the following questions.

First Reading o In what form is the poem? o What images stand out? o Which words are unfamiliar to me or are used in an unfamiliar way?

Second Reading o What is the mood that the images create in the poem? o What sound devices has the poet used? o What is the meter of the poem?

Third Reading o How will reading this poem aloud bring more poetic elements to light? o What is the message or theme of the poem? o Of what does this poem remind me?

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Apply the ModelUse Reading Skills: Take Notes

A variety of strategies and skills can help you understand and appreciate a poetry selection. For the poem, “Ode to La Tortilla,” try applying the reading skill Take Notes in all three stages of the reading process. Taking or making notes helps you pay attention to the words on a page and remember important ideas. Like many poems, “Ode to La Tortilla” is filled with sensory details to help you form mental pictures. Poets use sensory details to create a mental image by appealing to one or more of the five senses: sight, sound, smell, taste, and touch. Before you read, preview the Imagery Chart below. During reading, take notes in the chart to record the images and sensory details and their effect on your understanding of the poem.

Imagery Chart

Image or Sensory Detail Effect

“butter dripping down my elbow” This helps me feel the physical sensation of eating tortillas.

After reading, reread the poem and use the information in your Imagery Chart to respond to the following question. How do the images in the poem convey the author’s feelings about the tortillas?


Name: ____________________________________________________ Date: __________________

BEFO

RE R

EAD

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Make Connections: Quick-Write

Write a quick-write or journal entry in response to one of the sets of questions below.

1. In “Ode to La Tortilla,” the speaker shares a food he enjoys with a sparrow. What animals do you enjoy watching in nature or at the zoo? Why do you enjoy watching these animals? How would you describe these animals to others?

2. An ode is a song or poem written in praise of something. In this poem, author Gary Soto has written an ode in praise of tortillas. What kind of food would you like to praise? What do you love to eat hot from the oven or the pan?

3. What aspects of ordinary life do you think deserve celebration? To what ordinary objects in your life can you imagine writing an ode? Why does the “ordinary” need to be celebrated?


Name: ____________________________________________________ Date: __________________

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Use Reading Skills: Determine Sequence of Events

Sequence refers to the order in which things happen. When you read a narrative poem that tells a story, keeping track of the sequence of events will help you understand what is happening in the poem. As you read “Ode to La Tortilla,” keep track of the sequence of events the poet describes. Use a Sequence Chart like the one below to chart the events in the poem in chronological order. In each box, sketch or describe what is happening. Pay attention to the tense of the speaker’s words.

Sequence Chart

Are the events told in the order in which they occurred? How do you know?

speaker stands onthe lawn eating


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Selection Quiz

Multiple Choice

Write the letter of the correct answer on the line.

_____ 1. The speaker shares his tortilla with A. his mother in the kitchen. B. a sparrow on the front lawn. C. his best friend after school. D. a homeless person on the street.

_____ 2. What does the speaker like to put on his tortillas? A. cheese B. salsa C. butter D. cinnamon and sugar

_____ 3. What does the speaker’s mother ask him to do? A. to turn the tortilla over in the pan. B. to set the table for dinner. C. to wash the dishes. D. to mow the front lawn.

Matching

Write the letter of the correct definition on the line next to the matching term.

_____ 4. order in which events take place

_____ 5. language that creates a representation of an object or experience

_____ 6. song or poem written in praise of something

_____ 7. images that appeal to one of the five senses

_____ 8. character who speaks in a poem

A. imagery B. sequence C. ode D. sensory images E. speaker


Name: ____________________________________________________ Date: __________________

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Abuelito Who, page 354

Use Reading Strategies: Visualize

To read effectively, you must be able to visualize, or picture, the characters and action that the writer describes. This requires an active use of your imagination. In “Abuelito Who” the speaker describes his or her grandfather using a series of metaphors or comparisons. Before reading the poem, form a mental picture in your mind of an older family member. What things does this family member remind you of?

As you read “Abuelito Who,” write each metaphor and line number in the chart below, and explain your visual image in words or pictures.

Line Number Metaphor My Visualization

Line 3 Who is dough and feathers the grandfather’s skin is soft and white like dough


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Analyze Literature: Tone

The tone of a piece of writing is the emotional attitude it implies toward the reader or the subject. Tone may be created through word choice, connotation, figurative language, and images. As you read, analyze these elements in the poem “Abuelito Who” to discover the feeling behind the poet’s observations.

“Abuelito Who” Examples Effects

Word Choice

Connotations of Key Words

Figurative Language

Images

Resulting Tone

Write a paragraph summarizing how the tone of the poem expresses the speaker’s attitude toward Abuelito.


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Make Connections

Text-to-Self Connection

1. Who have you known that was like Abuelito? In what ways was this person the same? In what ways was this person different?

Text-to-Text Connection

Both Sandra Cisneros’s poem and the excerpt from Alma Flor Ada’s memoir present a special grandparent through the eyes of a grandchild. Compare and contrast the speaker’s view of a grandfather in “Abuelito Who” with the narrator’s view of her grandmother in “The Bats.” What does each pair of relatives share?

Text-to-World Connection

What are some of the qualities you love most in the people around you? Are the traits we find most endearing in other people always strengths, or can they be weaknesses? Explain your


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Selection Quiz

Multiple Choice


_____ 1. What does the speaker say Abuelito’s hair is made of? A. feathers B. fur C. string D. silk

_____ 2. What does Abuelito call the speaker in English? A. his sky B. his diamond C. his favorite D. his love

_____ 3. What is a comparison that uses like or as called? A. metaphor B. context clue C. simile D. conclusion

Fill in the Blank

Fill in the blank with the word from the box that best completes each sentence.

live loves play sad sleeps talks throws

Abuelito 4 _______________ coins like rain. He is too 5 _______________ to

come downstairs today. He can’t come out to 6 _______________. He 7 _______________ in his little room all day. He doesn’t 8 _______________ here

anymore. He 9 _______________ to me inside my head. He asks who 10 _______________ him.


Name: ____________________________________________________ Date: __________________

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Life Doesn’t Frighten Me, page 362

Build Vocabulary: Brainstorm

Make a list of five people, places, things, or ideas that frighten you.

1. ______________________________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

5. ______________________________________________________________________________

From your list of words above, choose one word or topic and brainstorm a list of words that describe how it makes you feel. Write these feelings in the Brainstorm Web below. Remember that when you brainstorm, you may include any word or feeling that comes to your mind associated with the topic. Use a dictionary or a thesaurus to help you think of new words to add to your web. Share your Brainstorm Web with the class.

Brainstorm Web

Feeli

ng

Word or Topic


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Build Language Skills: Action Verbs

Action verbs are the words that refer to actions and to things you can do. Examples of action verbs include have, get, drive, run, sleep. For more information, refer to the Language Arts Handbook, Grammar & Style, Section 3.5 Verbs, on page H39 in Passport. Read “Life Doesn’t Frighten Me Now” once through, concentrating on the meaning of the poem and paying attention to the actions that are described in the poem. Then look back through the poem and list ten action verbs from the poem. Then write a sentence using each action verb in the correct form.

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

4. _______________________________________________________________________________

5. _______________________________________________________________________________

6. _______________________________________________________________________________

7. _______________________________________________________________________________

8. _______________________________________________________________________________

9. _______________________________________________________________________________

10. _______________________________________________________________________________


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Test Taking Skills: Draw Conclusions

When you draw conclusions, you are gathering pieces of information and then deciding what that information means. With a partner, discuss how to draw conclusions about ideas in the poem. Think Aloud For the following multiple choice questions, think aloud about the reasons for eliminating wrong answers and identifying correct answers.

1. Which best describes how the speaker overcomes her fears? A. She cries. B. She doesn’t smile. C. She makes noises that frighten things away. D. She keeps repeating what she wants to be true.

What is the correct answer to this question? What evidence from the text supports your answer? How were you able to eliminate incorrect answers?

2. Read these lines from the poem

That new classroom where Boys all pull my hair

From these lines, the best guess about the speaker’s age is that he or she is A. two years old. B. six years old. C. fourteen years old. D. eighteen years old.

What is the correct answer to this question? What evidence from the text supports your answer? How were you able to eliminate incorrect answers?


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Selection Quiz

Multiple Choice


_____ 1. The speaker is not frightened by which of the following things? A. bad dogs barking loud B. shadows on the wall C. dragons breathing flame D. all of the above

_____ 2. What does the speaker do to make scary things go away? A. the speaker goes “boo” B. the speaker screams C. the speaker makes fun of the way scary things run D. A and C

_____ 3. How is the speaker able to “walk the ocean floor / And never have to breathe”?

A. the speaker has a magic charm up her arm B. the speaker can hold her breath for long periods of time C. the speaker is an excellent swimmer D. only in her dreams

Fill in the Blank


repetition rhyme rhyme scheme slant rhyme scanning

4. The repetition of sounds at the ends of words is _______________.

5. A near rhyme in which the sounds are almost but not exactly alike, like brave

and rage, is called _______________.

6. _______________ is the repeated use of a sound, word, or group of words.

7. A _______________ is the set pattern a poet follows in creating rhyme.

8. _______________ means moving your eyes quickly over a text to find particular information.


Name: ____________________________________________________ Date: __________________

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The Walrus and the Carpenter, page 366

Build Vocabulary: Denotation and Connotation

A denotation is a word’s literal, or dictionary, definition. A connotation is the emotional association a particular word evokes. For instance, the dictionary defines the word lamb as “a young sheep,” but the word also has the connotation of innocence, gentleness, or weakness. Connotations of words are important to poets; the connotations of various words used in a poem affect the poem’s meaning. Look up each of the words below from the poem “The Walrus and the Carpenter” in the dictionary and write down the definitions, or denotations in the second column of the Denotation/Connotation Chart below. Next to the definitions, students should explain what connotations the words have, and whether the connotations are neutral, positive, or negative. The first example has been done for you.

Denotation/Connotation Chart

Word Denotation Connotation

1. feed to eat or to give food to somebody neutral or positive

2. fat

3. odd

4. rude

5. spoil

6. grand

7. treat

8. neat

9. pig

10. heavy

11. thick

12. fast

13. hot

14. blue

15. trick


Name: ____________________________________________________ Date: __________________

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Analyze Literature: Rhyme

Rhyme is the repetition of sounds in words. Often we first notice end rhymes, the use of rhyming words at the ends of lines. When a poem has a consistent pattern of end rhymes, it is said to have a rhyme scheme.

A. Use the graphic organizer below to indicate the pattern of end rhymes in “The Walrus and the Carpenter.” Write the word at the end of each line for the first four stanzas. Then go back and write a letter to indicate the rhyme pattern next to each word.

On a separate piece of paper, continue to do this for the rest of the stanzas in the poem. Note that the first two lines of the first stanza are provided as an example.

Rhyme Scheme

1. sea, a

might, b

3.

2.

4.

What is the rhyme scheme for “The Walrus and the Carpenter”? Do all of the stanzas have the same rhyme pattern?

B. Apply what you have learned about rhymes and write an original stanza with the same rhyme scheme as “The Walrus and the Carpenter.”


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Mischmasch Word Game

Alice’s Adventueres in Wonderland and the sequel Through the Looking-Glass, are Lewis Caroll’s most well-known books and are full of puzzles, games, and nonsense languages. One game Lewis Carroll invented was called Mischmasch. In this two-player game, one person selects a set of two or more letters called a nucleus.The second player must try to think of a word that contains the nucleus. In this activity, you will play a game of Mischmasch with a partner following the directions below. This game can also be played working in teams, with one team choosing the nucleus word and the other team working together to guess the word.

Directions

1. Player 1 selects a set of two or more letters as his or her nucleus. The player who selects the nucleus must have a real word in mind that contains the nucleus. For example, a player might choose the nucleus “ngu.”

2. Player 2 then tries to guess the word by guessing words that contain the nucleus letters, such as “tongue.”

3. A player gains one point for each nucleus placed in a word.

4. The player who chose the nucleus gets a point for each unguessed word.

5. Each player gets a chance to choose the nucleus word for each round.

6. The player or team with the most points at the end of the game is the winner. Use the score card below to keep track of your points.


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Mischmasch Score Card

Player or Team 1 Player or Team 2

Round 1

Round 2

Round 3

Round 4

Round 5

Round 6

Round 7

Round 8

Round 9

Round 10

total Score

To find more of Carroll’s games and puzzles, see these books: Lewis Carroll’s Games and Puzzles, Mathematical Recreations of Lewis Carroll: Symbolic Logic and Game of Logic, and Rediscovered Lewis Carroll Puzzles.


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Selection Quiz

Multiple Choice


_____ 1. At what time of day is the poem set? A. sunrise B. sunset C. midday D. the middle of the night

_____ 2. The eldest oyster shook his head and didn’t say a word because A. he couldn’t leave the younger oysters behind. B. he wanted to go for a swim. C. he didn’t want to leave the oyster-bed. D. he didn’t like walruses.

_____ 3. What happens to the oysters who go with the Walrus and the Carpenter? A. they tire and turn back. B. the Walrus and the Carpenter eat them. C. they are washed out to sea. D. the feed on a loaf of bread.

Fill in the Blank


alliteration beseech dismal frothy sympathize

4. I _______________ you to give me another chance to prove myself.

5. When Marta didn’t pass the final exam, she felt like a _______________ failure.

6. “Bats in the belfry” is an example of _______________.

7. Because of his party’s radical views, the senator had begun to _______________ with the opposite party.

8. My younger brother likes to shake his soda bottle until it becomes _______________.


Name: ____________________________________________________ Date: __________________

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Jabberwocky, page 375

Use Reading Skills: Context Clues

Although the language in “Jabberwocky” is unusual and, at first glance, a little baffling, you can understand it best if you use context clues. For example, even though you don’t know what a Jabberwock is, the description of it gives you a good idea: it has jaws that bite, claws, and eyes of flame. From the context, you can surmise that the Jabberwock is a scary beast. If you look at other parts of the page, you see an illustration of what is likely a Jabberwock. Many of the words used in “Jabberwocky” can be understood using context clues. Try to define the following words from the poem. Then, for each word, write a sentence of your own using the word.

1. frumious

2. uffish

3. manxome

4. whiffling


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5. tulgey

6. burbled

7. vorpal

8. beamish

9. frabjous


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Use Reading Skills: Take Notes

Taking notes while reading a selection can help you to read actively and remember ideas from the selection. As you read “Jabberwocky,” record key points or ideas from the selection and your reactions to these ideas in the following Note-Taking Chart. One example is provided.

Note-Taking Chart

Stanza Page Main Ideas My Reactions

Stanza 2 375 The father tells his son to beware the Jabberwock, the Jubjub bird, and the Bandersnatch.

I’ve never heard of any of these creatures!

When you are finished reading, write a summary of the key ideas and your reactions to the selection.


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Rhyme is the repetition of sounds at the ends of words. Rhyme can enhance the musical quality of a poem. Many poems reveal a pattern of rhyming words that appear at the ends of lines. These are called end rhymes. Internal rhymes are rhymes within the line. The regular pattern of rhymes in a poem is its rhyme scheme. To identify a poem’s rhyme scheme, assign letters of the alphabet to the end of each line. The first line would have an a, as would any lines that rhyme with the first line. When you find a new rhyme, assign it the letter b. Any line that rhymes with line b should be assigned the same letter. Continue using letters of the alphabet to identify patterns of rhyme until you get to the end of the poem.

example“You are old, Father William,” the young man said, a“And your hair has become very white; bAnd yet you incessantly stand on your head— aDo you think, at your age, it is right?” b

As you read “Jabberwocky,” identify the words that rhyme. Does this poem contain end rhymes, internal rhymes, or both? What rhyming patterns can you find in the poem? Copy several stanzas of the poem on the lines below and identify its rhyme scheme. Continue noting the pattern for the rest of the stanzas on a separate piece of paper. Does the entire poem use the same rhyme scheme?


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Selection Quiz

Multiple Choice


_____ 1. The word that best describes the feelings that the poet creates in this poem is A. sincere. C. silly. B. angry. D. serious.

_____ 2. Read this line from “Jabberwocky.” “Beware the Jabberwock, my son!” Which word would likely be most frightening to the boy? A. frabjous C. mimsy B. brillig D. vorpal

_____ 3. What does the son in the poem do despite his father’s warning? A. rests by the Tumtum tree. C. searches for the Jabberwock. B. goes Jubjub bird hunting. D. catches a Bandersnatch.

_____ 4. What happens when the young man finds the Jabberwock? A. he runs away. C. he tames the Jabberwock and brings him home. B. he slays the Jabberwock. D. the Jabberwock bites him.

Fill in the Blank

Fill in the blank with the vocabulary word or literary term from the box that best completes each sentence.

blends mood seek shun

5. If you cannot decide on which class to take, _______________ the help of a guidance counselor.

6. The feeling or emotion a writer creates in a literary work is the _______________.

7. I _______________ the practice of sunbathing because I sunburn so easily.

8. New words created by joining together two old words together are

called _______________.


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There Is No Word for Goodbye / If You Should Go, page E116

Build Background

What do you think is the best way to say goodbye to someone you love? Write your response on a separate sheet of paper.

Set Purpose

Read the titles of the poems. What do you think these two poems will have in common? Write your prediction in the chart below. If needed, make changes to your prediction(s) as you read.

Guesses Reasons Evidence

Practice Vocabulary

Complete each sentence with a word from the box.

bluebell gleam lightrippled shade trace

1. The bulldozer scraped the ground, removing the last _______________ of the old farmhouse.

2. As the cheetah raced across the savanna, the powerful muscles in its hind

legs _______________ beneath its skin.

3. Like the lily of the valley, the _______________ has many tiny flowers on one stem.

4. In the photograph, Luke’s smile is a _______________ more serious than his sister’s.

5. The silk shawl is so fine and _______________ that Rosa can barely feel it on her shoulders.

6. The camper’s flashlight caught the _______________ of an animal’s eyes in the darkness.


Name: ____________________________________________________ Date: __________________

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Compare Literature: Analyze Speaker

The speaker is the voice of a poem. The speaker narrates, or tells what is happening, in a poem. Sometimes the speaker is the poet, but often the poet and the speaker are not the same person. As you read, think about the speaker in each poem. Whom is each speaker addressing? Jot down details that help you identify each speaker.

“There Is No Word for Goodbye” “If You Should Go”


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Compare Literature: Analyze Speaker (continued)

In poetry, a reader has to draw conclusions about the identity of the speaker using details from the poem. Review the details about the speakers in “There Is No Word for Goodbye” and “If You Should Go” that you recorded on your chart. Then answer the following questions.

1. How do you think Sokoya’s response may have influenced the speaker of “There Is No Word for Goodbye”?

2. How might Sokoya respond to the feelings of the speaker in “If You Should Go”? How might the speaker in “If You Should Go” react to Sokoya’s feelings about goodbyes?

3. What do the speakers in these poems have in common? Explain your answer.


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Compare Literature: Imagery, Figurative Language, and Sound Devices

Describe how each poet uses imagery, figurative language, and sound devices in his or her poem to complete the chart.

“There Is No Word for Goodbye”

“If You Should Go”

topic 1 imagery andFigurative Language• simile• metaphor• personification• hyperbole

topic 2 Sound Devices• rhyme• rhythm• alliteration• assonance• onomatopoeia

Compare either the imagery and figurative language or the sound devices in the two poems. Use the information you wrote in the chart.


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Using Reading Strategies: Make Connections

Text-to-Self In “There Is No Word for Goodbye,” the speaker asks an older relative an important question. What older relative or other adult can you talk to about issues and ideas that are important to you? Why can you talk to this person? Do you think everyone should have a person like this? Why or why not?

Text-to-Text Tone is the speaker’s attitude toward the poem’s topic. Compare the tone of “If You Should Go” first to the tone of “Abuelito Who” and then to the tone of “Life Doesn’t Frighten Me.” Are they similar or different? Explain your answer.


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Selection Quiz: “There Is No Word for Goodbye”

Mirrors & Windows Question

What do you find most difficult about goodbyes? Do you think leave-takings become easier as we get older? Why or why not? Write your response on a separate sheet of paper.

Multiple Choice Write the letter of the correct answer on the line

_____ 1. What word or words would the speaker most likely use to describe Sokoya? A. too proud C. wise B. unrealistic D. very foolish

_____ 2. What tone does Sokoya use when describing goodbyes? A. sad C. forceful B. calm D. shy

_____ 3. Sokoya translates the Athabaskan word “tlaa” into which word or phrase? A. “goodbye” C. “so long” B. “farewell” D. “see you”

_____ 4. Which phrase from the poem is a sensory detail? A. “wind-tanned skin” C. “wise black pools” B. “goodbye to your heart” D. “see you someplace else”

_____ 5. Read the lines from the poem below. “the net of wrinkles into / wise black pools / of her eyes.” Together, the underlined words are an example of which sound device? A. alliteration C. assonance B. consonance D. onomatopoeia

Find It Find and write the figurative language on the given lines. Then explain the comparison on a separate sheet of paper.

6. Metaphor in line 2: ______________________________________________________________ What two things are being compared? What do these things have in common?

7. Metaphor in lines 3–4: ___________________________________________________________ What two things are being compared? What do these things have in common?

8. Simile in lines 19–20: ____________________________________________________________ What two things are being compared? What do these things have in common?


Name: ____________________________________________________ Date: __________________

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Selection Quiz: “If You Should Go”

Mirrors & Windows Question

What feelings does the poem evoke in you? How do light and dreams leave a person? Can a person leave in the same way? Explain. Write your response on a separate sheet of paper.

In a Few Words Write a brief answer to each question.

1. The first line in the poem contains an example of which type of figurative

language? _____________________________________________________________________

2. How many iambs are in the third line of each stanza? ___________________________________

3. What is the tone of this poem? ____________________________________________________

4. In the speaker’s opinion, what should love and dreams have in common?

5. What is an example of repeated imagery in the poem? ___________________________________

Sound Devices Write about sound devices in the poem.

6. “Love, leave me like the light”

The four underlined words _______________________________________________________

This line has ___________________________________________________________________

7. “. . . / The gently passing day; / . . . / When it has slipped away.”

The two underlined words ________________________________________________________

These lines have ________________________________________________________________

8. “Love, leave me like the light, / The gently passing day”

The three underlined words ______________________________________________________

These lines have ________________________________________________________________


Name: ____________________________________________________ Date: __________________

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What Do You Think?

You have compared the speakers, figurative language, and sound devices of “There Is No Word for Goodbye” and “If You Should Go.” Now compare your thoughts and feelings about the poems themselves.

Which poem do you like better? Why? In the chart below, write your opinion and at least three strong, convincing reasons that support your opinion.

Opinion

I like the poem “_______________________________________________________________” better

than the poem “________________________________________________________________.”

Reasons

1 ________________________________________________________________________________

2 ________________________________________________________________________________

3 ________________________________________________________________________________

Use the chart to write a paragraph in which you state your opinion and support it with your reasons.


Name: ____________________________________________________ Date: __________________


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One Time, page E122

Use Reading Strategies: Visualize a Mind Movie

Read the Build Background information on page E121. What do you think the poem will be about? Share your ideas with the class.

As your teacher reads the poem, close your eyes, and make a mind movie. What do you think of as each line is read? For instance, when your teacher reads, “When evening had flowed between houses,” picture what evening looks like. What would it sound like? How would it smell? Who would be there? Complete the Visualization Chart below for “One Time.” Make a sketch and write a brief description of what you visualize as you read the poem.

Visualization Chart


Name: ____________________________________________________ Date: __________________

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One Time, page E122

Analyze Literature: Sensory Details

Sensory details are words and phrases that describe how things look, sound, smell, taste, or feel. What sensory details can you find in “One Time”? Use the graphic organizer below to keep track of the sensory details you find.

Sight Sound Touch Taste Smell

• you could hear the great sprinkler arm

How are sensory details especially important in this poem?


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One Time, page E122

Writer’s Journal

Choose one of the following writing prompts. Write your response in the space below; use a separate sheet of paper if needed.

1. Write a short narrative poem about an experience you have had helping someone.

2. If you lost one of your senses, how might you differently use those you still had?

3. What mood does this poem create? Use examples from the text to support your answer.


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One Time, page E122

Research Project: Reading Braille

The National Federation of the Blind, founded in 1940, is the nation’s largest organization of blind persons. The federation’s purpose is to help blind persons achieve self-confidence and self-respect and to serve as a tool for blind people to use to express their thoughts, concerns, and ideas. The federation provides public information about blindness, scholarships, aids and appliances, services, job opportunities, and protection of civil rights. Braille is a series of raised dots that can be read with the fingers by people who are blind or visually impaired. Teachers, parents, and others who are not visually impaired ordinarily read Braille with their eyes. The poem “One Time” is a narrative poem that tells a story about someone who helps a blind girl find her way home. Before reading, work with a partner to research the National Federation of the Blind and the “Braille Leaders are Readers” campaign at the library or online. On the lines below, write down five facts that you have learned about reading Braille. Then present your findings to the class. If possible, find samples of Braille to show your classmates.

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

4. _______________________________________________________________________________

5. _______________________________________________________________________________


Name: ____________________________________________________ Date: __________________

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One Time, page E122

Selection Quiz

Multiple Choice


_____ 1. At what time of day does the action in this poem take place? A. in the morning C. late afternoon B. at lunchtime D. in the evening

_____ 2. What two sounds does the speaker describe in stanza 2? (choose two) A. the sound of the sprinkler C. the sound of the pigeons B. the sound of cars going by D. the sound of a lawn mower

_____ 3. Who asked the speaker to help Tina? A. Tina C. Tina’s mother B. Tina’s sister Hilary D. the speaker’s father

_____ 4. How does Tina experience a sunset? A. Someone has to tell her about it. C. She hears the sounds change. B. She feels it on her face. D. She smells nighttime fires.

Fill in the Blank

Fill in the blank with the term from the box that best completes each sentence.

narrative poem dialogue sensory details free verse

5. A ____________________ is a verse that tells a story.

6. Poems that do not follow consistent rhymes of rhymes are

called ____________________.

7. A ____________________ is conversation between two or more people or characters.

8. Words and phrases that describe how things look, sound, smell, taste, or feel

are called ____________________.


Name: ____________________________________________________ Date: __________________

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Arithmetic, page 380

Use Reading Skills: Determine Author’s Purpose

As with other types of writing, an author’s purpose in writing a poem can be to inform, reflect, persuade, or entertain, among others. Often poets have a combination of purposes in writing a poem. Use the Author’s Purpose Chart below to determine Carl Sandburg’s purpose for writing “Arithmetic.”

Author’s Purpose Chart

Before Reading

Identify the author’s purpose, the type of writing he uses, and the ideas he wants to communicate.

During Reading

Gather ideas that the author communicates to readers.

After Reading

Summarize the ideas the author communicates. Explain how these ideas help fulfill the author’s purpose.


Name: ____________________________________________________ Date: __________________

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Analyze Literature: Free Verse

Sandburg composed his poetry primarily in free verse. Free verse poetry does not have a regular rhythm or rhyme pattern. Sandburg’s free verse has lines with any number of syllables, irregular rhyme pattern and meter, and lines of varying length. Concerning rhyme versus non-rhyme Sandburg once said, “If it jells into free verse, all right. If it jells into rhyme, all right.” Free verse poems often use other poetic devices such as figurative language, internal rhyme, and repetition to achieve certain effects. As you read the poem “Arithmetic,” write the poetic devices that Sandburg uses and the effects he achieves in the Poetic Device Chart below. Review the elements of poetry on page E113 in Passport. The first example has been done for you.

Poetic Device Chart

Poetic Device Example Effect

Figurative Language Line 1, Simile: “numbers fly like pigeons”

Compares arithmetic to something swift that disappears and returns.

Internal Rhyme

Repetition


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Selection Quiz

Multiple Choice


_____ 1. Which of the following things is Arithmetic not compared to in the poem?

A. numbers that fly like pigeons in and out of your head B. numbers you squeeze from your head to your hand C. two fried eggs your mother gives you D. seven eleven all good children go to heaven

_____ 2. When does Arithmetic tell you how many you lose or win? A. if your numbers add up to the winning number B. if you know how many you had before you lost or won C. if you buy a lottery ticket D. if you are very lucky

_____ 3. According to the poem, what do you have to do when the number is wrong?

A. start all over again C. use a calculator B. ask the teacher for the answer D. look out of the window

_____ 4. According to the poem, where do you carry the multiplication table? A. in your notebook C. on the black board B. on flash cards D. in your head

Fill in the Blank


free verse purpose meter tone

5. The author’s ____________________ toward the poem’s subject is light-hearted.

6. The author’s ____________________ in writing this poem is to entertain the reader.

7. A ____________________ poem has irregular meter and lines of varying length.

8. Traditional verse usually has a regular rhythm and ____________________.


Name: ____________________________________________________ Date: __________________


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Steps, page 385

Use Reading Skills: Analyze Text Organization

The line is the unit of meaning in poetry. Each line has a length and rhythm that add to the overall shape and feel of the poem. A line may contain one word or it may contain many words. The makeup of a line affects how readers group words together as they read, as well as how they perceive the words’ meanings. In free verse, poets choose how long the lines of the poem should be and where to break those lines. Poets often break a line at an unexpected point to emphasize certain words or phrases. Before reading the poem, “Steps,” read the title of the poem. Study the photograph on page 386. Preview the way in which the words and lines of the poem are arranged on page 387. What do you think the “steps” refer to? Make a prediction and revise it as you read.

Pay attention to the line breaks as you read the poem. Then describe and analyze the use of line in “Steps” using the prompts below.

1. General notes about the use of line:

2. How the use of lines affects the mood or tone of the poem:

3. How the line arrangement affects the shape of the poem:

4. How the line arrangement affects the way you read the poem:

5. How the use of lines affects the meaning of the poem:


Name: ____________________________________________________ Date: __________________

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Steps, page 385

Analyze Literature: Imagery

In poetry, images are mental pictures created with vivid words. Poets use imagery to help readers experience the setting of a poem. Imagery also helps the poet create moods and reinforce ideas. There are many vivid images in “Steps.” Analyze the imagery in this poem using the chart below. The first example has been done for you.

Lines of the Poem

What Images are Described?

What Aspect(s) of These Images Does the Poet Emphasize?

Lines 1–5 a sign lettered in Arabic and English the paint is still moist and glistening wet on the Arabic letters

Reread the last two lines of the poem. What does the image of “boats they will ride and ride” suggest? To what do “the shadows” in the last line refer?


Name: ____________________________________________________ Date: __________________

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Steps, page 385


Choose one of the following writing prompts to do a quick-write about. Write your response in the space below. You may use a separate sheet of paper if needed.

Text-to-Self Connection

Why do you think this poem is called “Steps”? What kinds of steps do you take in everyday life? Compare the steps that you have taken in your life to the steps the girls in this poem are taking.

Text-to-Self/World Connection

What do you have in common with the girls in this poem? What story might you carry about your nationatlity that could be passed on to keep your family’s culture alive? What themes or images in the poem seem universal or seem to apply to all people?

Text-to-World Connection

Many Muslim women around the world are experiencing conflict between their traditional culture and aspects of modern life such as modern dress or career opportunities that were once closed to them. Traditional Muslim women usually marry at a young age, stay home to raise a family, and are expected to dress modestly, although standards of conservative Muslim dress vary. While women in some Islamic countries occupy subservient positions, the religion of Islam does not encourage the oppression of women. Write a short essay comparing what you know about the role of Muslim women to the role of women in the United States.


Name: ____________________________________________________ Date: __________________

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Steps, page 385

Selection Quiz

True or False

Write T if the statement is true or F if the statement is false.

_____ 1. The store owner letters his sign with Arabic letters only.

_____ 2. The children carry wishes for gum and candies shaped like fish.

_____ 3. The children litter the sidewalk with their candy wrappers.

_____ 4. One of the children will tell a story that keeps her people alive.

_____ 5. Their long laughs are like horses they will ride.

Matching

Write the letter of the word that best completes each sentence on the line.

_____ 6. The children have learned the _______________ of the new world.

_____ 7. They have forgotten who wrote the _______________ note they are carrying.

_____ 8. _______________ poetry does not use regular rhyme, rhythm, or form.

_____ 9. According to the poem, paint dries more quickly in _______________.

_____ 10. Poetry often has _______________ levels of meaning.

A. currency B. creased C. English D. free verse E. multiple


Name: ____________________________________________________ Date: __________________

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Break, Break, Break, page E124

Build Vocabulary Skills: Crossword Puzzle

Complete the following Crossword Puzzle using the words in the box that best match the clues below. The answers to the clues listed can be found on page E124 in Passport.

crag emotion haven nature rhythmstately stressed Tennyson unstressed Westminster

Across 3. harbor; safe place 5. grand and dignified 7. England’s most famous church 9. feeling expressed in 19th century poetry10. emphasis on a syllable

Down 1. rocky area or cliff 2. syllable that is not stressed 4. pattern of beats in line of poetry 6. national poet of 19th century England 8. common topic of 19th century poetry

1

3

4

9

8

10

6

7

2

5


Name: ____________________________________________________ Date: __________________

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Use Reading Skills: Rhyme

Rhyme is the repetition of sounds at the ends of words. Often we first notice end rhymes, the use of rhyming words at the ends of lines. When a poem has a consistent pattern of end rhymes, it is said to have a rhyme scheme. You can identify the rhyme scheme by assigning a letter to each new rhyme. For an example, see Understanding Sound Devices in Passport on page E114.

A. Use the graphic organizer below to indicate the pattern of end rhymes in “Break, Break, Break.” Write the word at the end of each line for the four stanzas. Then go back and write a letter to indicate the rhyme pattern next to each word. Note that the first two lines of the first stanza are provided as an example.

What is the rhyme scheme for “Break, Break, Break”? Do all of the stanzas have the same rhyme pattern?

B. Apply what you have learned about rhymes and write an original stanza with the same rhyme scheme as “Break, Break, Break.”

Rhyme Scheme

1. break, a

Sea, b

3.

2.

4.


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Selection Quiz

Matching

Write the letter of the correct word or words on the line next to the matching description.

_____ 1. sings in his boat on the bay

_____ 2. shouts with his sister at play

_____ 3. go on to their haven under the hill

_____ 4. longs for someone who has gone away

_____ 5. breaks on the cold gray stones

Fill in the Blank


crags haven rhythm stately stress

6. _______________ is the pattern of beats in a line of poetry or prose.

7. Their family lived in a _______________ mansion on the hill.

8. _______________ means emphasis on a syllable in a line of poetry.

9. The sea breaks at the foot of the _______________.

10. Home is like a safe _______________ from the outside world.

A. fisherman’s boy B. sailor lad C. sea D. speaker E. stately ships


Name: ____________________________________________________ Date: __________________

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Almost Evenly Divided, page E127

Build Vocabulary: Spanish Words

Preview the Spanish words in the poem and look at the definitions given in the footnotes on page E128 in Passport. Then use the context clues in the sentences below to fill in the blanks with the Spanish words or words from the list in the box below that best complete each sentence.

flamboyanes canarias papimami parrandas campoprima la vida lenta mujer puertorriqueña

1. The beautiful _______________ in the garden remind me of the color of a canary.

2. Mrs. Almos celebrates her Latin American heritage and is proud to be

a _______________.

3. My mother’s niece, Anita, is my favorite _______________.

4. The man Juan looks up to the most is his _______________.

5. We should all take time off from the fast track sometimes and

enjoy _______________.

6. My _______________ make the best burritos I’ve ever tasted!

7. We took a lovely drive in the _______________ on Sunday afternoon.

8. I love to sing and always take part in the _______________ in my neighborhood.

9. The house on the corner has many _______________ with bright red blooms in the yard.


Name: ____________________________________________________ Date: __________________


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Use Reading Skills: Identify Author’s Purpose

Read the Analyze Literature and Use Reading Skills sections on page E127 in Passport. Then fold this page in half on the dotted line. As you read the poem “Almost Evenly Divided,” write each answer in the shape provided.

1. The author’s attitude toward the audience or the subject is called ______.

2. A writer’s ______ is his aim or goal.

3. How does the speaker feel about the place where she grew up?

4. What is the overall tone of the poem?

5. What is the author’s main purpose in writing this poem?

6. What does the poet want to persuade the reader to feel?

7. How does the speaker describe what she has lost?

8. What two words are repeated in the poem?

9. Why does the speaker repeat the phrase in Spanish “ser mujer puertorriqueña”?

10. Why does the poet divide the poem into both Spanish and English?



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Cut out the shapes in which you have written your answers. Paste them into the graphic organizer below or on the following page. The shapes on the diagrams are numbered to correspond with the questions. (You may copy the information onto the diagrams rather than cutting and pasting if desired.)

1

3 4

7 8


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Use Reading Skills: Identify Author’s Purpose

2

5 6

109

How does the author’s tone contribute to achieving her purpose?


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Selection Quiz

Multiple Choice


_____ 1. In the poem “Almost Evenly Divided,” the speaker feels divided between Puerto Rico and

A. Chicago. B. New York. C. San Diego. D. New Jersey.

_____ 2. The speaker feels she has lost A. the Spanish language. B. her desire to go home. C. her land and culture. D. her memories.

_____ 3. The author’s tone toward her subject in this poem is A. regretful. B. joyful. C. hostile. D. humorous.

_____ 4. The author’s aim or reason for writing is called A. theme. B. conflict. C. metaphor. D. purpose.

Short Answer

Write your answer to the following question in the space provided.

5. What is the author’s purpose for writing this poem?


Name: ____________________________________________________ Date: __________________

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The Sidewalk Racer, or On the Skateboard, page 390

Build Vocabulary: Context Sentences

Using words in sentences that show their meaning is an excellent way to practice and learn new words. Write a sentence for each of the following words from the poem “Sidewalk Racer, or On the Skateboard.” Make sure that the meaning of the word is clear from the context of the sentence.

1. skim

Sentence: ______________________________________________________________________

2. asphalt

Sentence: ______________________________________________________________________

3. swerve

Sentence: ______________________________________________________________________

4. sway

Sentence: ______________________________________________________________________

5. whirring

Sentence: ______________________________________________________________________


Name: ____________________________________________________ Date: __________________

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Use Reading Skills: Use Text Organization

Text organization describes the different ways that a text may be organized. In some poems, a sentence is broken into parts and each part is set on separate lines. As you read, fill in these details in the Text Organization Chart below. A sample has been done for you.

Text Organization Chart

Notes About Text Organization My Analysis

The poem is just one sentence long. The poem is meant to be quick, like the movement of a skateboarder.

1. Review the Text Organization Chart that you completed while reading the poem. With a partner, discuss the organization of the text. What did you notice about how the text is arranged?

2. How does the organization of the text help you better understand the main idea of the poem?


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“The Sidewalk Racer, or On the Skateboard” is another example of a concrete, or shape poem.The form of the poem is similar to the oval shape of a skateboard. Work with a partner to complete the following activity.

1. Discuss what the skateboarder is doing in the picture on page 391 of your textbook. Which lines in the poem might describe what the boy in the picture is doing?

2. Discuss how the speaker feels about skateboarding. List words below about how the speaker feels. Then make a list of words that you would use to describe skateboarding or another sport or activity of your choice.


Creative Writing: Concrete Poem

Concrete poems are written and arranged on the page in the shape of their subject. This is a simple example of a concrete poem.

3. On a separate sheet of paper, work together to make a new concrete poem about the activity you have chosen that includes the words on your list. The shape of your poem should reflect a shape that is associated with the activity. For example, if your poem is about playing basketball, the shape of your poem could be similar to a ball.

UP


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Selection Quiz

Multiple Choice


_____ 1. What does the speaker do as he or she skims “an asphalt sea”? A. float above the ground B. jump, leap, and bounce C. swerve, curve, and sway D. glide and sail

_____ 2. Besides being “the driver and the wheel,” what other pair of things does the speaker claim to be?

A. the lock and the key B. the sailor and the sail C. pilot and the airplane D. captain and the ship

_____ 3. According to the speaker, how many “single engine human auto mobiles” are there?

A. too many to count B. none C. two D. only one

Fill in the Blank

Fill in the blank with the word or term that best completes each sentence.

asphalt concrete effect skimming whirring

4. A(n) ________________ poem is one with a shape that suggests its subject.

5. My dad poured new ________________ over our driveway.

6. The ________________ sound of the helicopter caught my attention.

7. Rachel’s water skis seemed to be ________________ the surface of the water.

8. Poets use literary devices to create a(n) ________________ for the reader.


Name: ____________________________________________________ Date: __________________


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Jimmy Jet and His TV Set, page E130

Analyze Literature: Sequence

Write the main events in the poem in order. Hint: Think about the text organization.


Name: ____________________________________________________ Date: __________________

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Jimmy Jet and His TV Set, page E130

Analyze Literature: Author’s Purpose

What is the poet’s purpose in writing the poem? Write the purpose and any details or elements that support the purpose in the boxes below. Remember, a poet may have more than one purpose in writing a poem.

Purpose Supporting Details or Elements


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Good Hot Dogs, page E132

Analyze Literature: Sound Devices

Identify and describe three sound devices, such as rhyme scheme, rhythm, assonance, alliteration, or onomatopoeia, from the poem.

1. What is the sound device? _________________________________________________________

Describe how the sound device is used in the poem. ________________________________________

How does the sound device affect the mood, tone, or meaning of the poem? _____________________








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A Remarkable Adventure, page E134

Practice Vocabulary

Use the definitions and the context in your book to help you as you write the words from the box to complete this story. If you need help, look for context clues on the pages in parentheses.

anaconda (page E135) apprehension (page E135)elude (page E136) quivering (page E135)raptor (page E135) talons (page E135)thicket (page E135)

Larry needed to give his cat, Mocha, eye drops two times each week.

He always approached this task with ________________. Mocha hated the eye drops and would go to great lengths to avoid them. First, she would try

to ________________ Larry by finding one of her many hiding places. One time

she even managed to escape to the small, wooded ________________ in Larry’s

yard. It was two hours before he found her, ________________ with anger! Even after Larry would find the cat, he could never get a grip on

her ________________, wiry body. Mocha always slithered out with the grace of

a(n) ________________. Sometimes her back claws would catch his sleeves, like

a(n) ________________ sinking sharp ________________ into its prey.

Today Larry spotted Mocha sitting on the kitchen ________________. She was waiting for him to go to the refrigerator to get the eye drops. Mocha learned long ago that the sound of the refrigerator door opening was her cue to vanish. Today, however, Mocha was in for a surprise. Larry had put the drops in his pocket earlier. Now he sat down at the table and began to pet Mocha softly. Soon she began to purr. As soon as she was sleepy and relaxed enough, he would be ready to make his move.


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A Remarkable Adventure, page E134

Describe and Critique: Poetry

Describe “A Remarkable Adventure.” Write the information to fill in these charts.

title:

Author:

type of Poetry:

Setting:

Characters:

Summary of Plot:

imagery, Figurative Language, and Sound Devices:

Poem’s Meaning:


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Critique, or review and evaluate, the poem. Answer these questions.

What do you think of the characters and plot? (Are the characters recognizable? Is the sequence of events in the plot clear?)

What do you think of the poet’s use of imagery, figurative language, and sound devices? (How do the images, similes, metaphors, rhyme, rhythm, alliteration, and so on, affect and support the poem’s meaning?)

What is your opinion of the poem? (What do you like about it? What do you dislike about it?)

Give reasons for your opinion. Support them with examples and details from the poem.

Would you recommend the poem to others? Why or why not?



81© EMC Publishing, LLC ANSWER KEYUnit & Selection Resources

Unit 5 AnSWER KEY

Poetry Connection Study Guide

Understanding Imagery and Figurative Language

What is an image in a poem? Possible answer: An image is a vivid representation of an object or experience. It is a picture created in a reader’s mind.

What is imagery? Possible answer: Imagery refers to the images in a literary work when they are considered together. • sensory details: Possible answer: words and phrases that describe how things look, sound,

smell, taste, or feel • precise language: Possible answer: specific nouns and action verbs

List three reasons why a writer may want to use vivid imagery. Possible answers: • to create a setting or character • to express an idea or emotion • to shift the mood, or atmosphere, of a piece of literature

What is figurative language? Possible answer: writing or speech meant to be taken imaginatively, not literally

List four of the most common types of figurative language.

1. metaphor 2. simile 3. personification 4. hyperbole

Personification a figure of speech in which something that is not human is described as if it were human; Examples will vary.Hyperbole an exaggeration used for effect or to make a point; Examples will vary.Metaphor a figure of speech in which one thing is spoken or written about as if it were another; Examples will vary.Simile a figure of speech that makes a comparison using the word like or as; Examples will vary.How are a metaphor and a simile alike? Possible answer: They both make comparisons.How are they different? A simile uses the words like or as in the comparison; a metaphor does not.

Applying Imagery and Figurative Language to the Poems

Read this line from “Arithmetic.” Does the line contain a metaphor or a simile? How do you know? a simile; Possible answer: I know this is a simile because numbers and pigeons are compared using the word like.

Read these lines from “The Sidewalk Racer, or On the Skateboard.” Do the lines contain a metaphor or a simile? How do you know? a metaphor; Possible answer: I know this is a metaphor because asphalt and the sea are compared without using the word like or as.

What kind of figurative language does the poet use in these lines from “One Time”?personification; Possible answer: The poet describes pigeons as having the human ability to talk.

What kind of figurative language does the poet use in these lines in “Life Doesn’t Frighten Me”?hyperbole; Possible answer: An encounter with fire-breathing dragons is impossible, but the exaggeration does stress how brave the speaker is.

081-098_MW20_Gr6_U5_USR_AK.indd 81 24/10/20 2:39 PM

ANSWER KEY82 © EMC Publishing, LLCUnit & Selection Resources

Read these lines from “Break, Break, Break.” What is the purpose of this image? Possible answer: The purpose of this image is to create setting. The image places the speaker on a rocky coast where ocean waves crash.

The images in “Almost Evenly Divided” appeal to which senses? Possible answer: These images appeal to all five senses. The poet’s description of plants appeals to sight. Learning to cook appeals to smell and taste. “Las parrandas,” or group singing, appeals to sound. “The sun that warms up the chickens” appeals to touch.

What mental image or images does the poet create through language in the second stanza of “Steps”? Possible answer: The children are traveling in a group like a school of fish. Like fish “nosing” for food, the children are searching for gum and fish-shaped candies.

Find an example of metaphor in “Ode to La Tortilla.” Possible answer: “The yellow ribbon of butter”Explain the metaphor. Possible answer: The poet compares melted butter to a yellow ribbon.

Find an example of simile in “There Is No Word for Goodbye.” Possible answer: “She touched me light as a bluebell.”Explain the simile. Possible answer: The speaker uses the word as to compare her aunt’s touch to the weight of a bluebell.

Find an example of hyperbole in “Jimmy Jet and His TV Set.” Possible answer: “And his brains turned into TV tubes, / And his face to a TV screen.”Explain the hyperbole. Possible answer: The poet exaggerates a boy’s too-close relationship to television to make a point about the effects of watching too much TV.

Understanding Sound Devices

What are sound devices in poems? Sound devices are elements that writers use to appeal to the ears of the readers. This includes musical elements such as rhythm and rhyme.

What is rhyme in a poem? Rhyme is the repetition of sounds at the ends of words.end rhyme rhyme in which words that rhyme appear at the ends of the lines of a poeminternal rhyme rhyme in which a word in the middle of a line rhymes with a word at the end of the line or in the middle of another lineslant or half rhyme rhyme in which words only partially rhyme; a close but not exact rhyme

What is a rhyme scheme? A rhyme scheme is a consistent pattern of end rhymes.

What is rhythm in a poem? Rhythm is the pattern of stressed and unstressed syllables in a line.

What are two things you can do to determine the rhythm of a poem? Possible answers:

1. Read the poem aloud so you can better hear the rhythm. 2. Scan the poem by marking the stressed and unstressed syllables so you can see the pattern.

meter a regular and predictable pattern of stressed and unstressed syllables in a line of poetryfoot a group of two or more stressed or unstressed syllables; a meter is made up of feetiamb a single unstressed syllable followed by a single stressed syllable; an iamb is one kind of foot

Alliteration the repetition of consonant sounds at the beginnings of words; Examples will vary.Consonance repetition of consonant sounds in the middles or at the ends of words; Examples will vary.Assonance repetition of vowel sounds in words; Examples will vary.

What is onomatopoeia? a word or phrase that sounds like the thing it names

Give three examples of onomatopoeia. Possible answers: pow, crash, meow

Why do writers use onomatopoeia? Possible answer: Writers use onomatopoeia to add excitement and sensory experience to a description.



Applying Sound Devices to the Poems

What sound device is used in the following lines from “Good Hot Dogs”? Explain your answer.assonance; possible answer: The e vowel sound is repeated in the words Fifty, apiece, and eat.

What sound devices are used in the following lines from “Jabberwocky”? Explain your answer.onomatopoeia, alliteration, and consonance; possible answer: The phrase snicker-snack mimics the sound that a blade might make. The words snicker and snack also start with the same sound and have with the hard c at the end or in the middle.

What sound devices are used in the following lines from “Break, Break, Break”? Explain your answer.alliteration and consonance; possible answer: The s sound is repeated in sailor and sings. The b sound is repeated in boat and bay. The words well and sailor have the l sound and that and boat end in the i sound.

Read these lines from “The Walrus and the Carpenter.” The lines are an example of which type of rhyme? Explain your answer.internal rhyme; possible answer: The word bread in the middle of the line rhymes with the word said at the end of the same line.

Read these lines from “If You Should Go.” The lines are an example of which type of rhyme? Explain your answer.end rhyme; possible answer: The words trace and face at the ends of the second and fourth lines rhyme.

Poem “The Sidewalk Racer, or On the Skateboard,” Sound Device: onomatopoeia“to whirring sound”Poem “Ode to La Tortilla,” Sound Device: assonancePossible answer: “I eat my tortilla, / Breathe in, breathe out”Poem “Jabberwocky,” Sound Device: internal rhymePossible answer: “O frabjous day! Callooh! Callay!”Poem “Abuelito Who,” Sound Device: repetitionPossible answer: “who snores up and down up and down up and down again”Poem “If You Should Go,” Sound Device: alliterationPossible answer: “Love, leave me like the light”Poem “Life Doesn’t Frighten Me,” Sound Device: slant rhymePossible answer: “I’ve got a magic charm / That I keep up my sleeve, / I can walk the ocean floor / And never have to breathe.Poem “Steps,” Sound Device: consonancePossible answer: “The thick swoops and curls of Arabic letters stay moist and glistening”Poem “A Remarkable Adventure,” Sound Device: end rhymePossible answer: “I was at my bedroom table / with a notebook open wide, / when a giant anaconda / started winding up my side”

˘ / ˘ / ˘ / ˘ /The sun was shining on the sea, a / ˘ ˘ / ˘ / Shining with all his might: b ˘ / ˘ / ˘ / ˘ /He did his very best to make c ˘ / ˘ / ˘ / The billows smooth and bright— b ˘ / ˘ / ˘ / ˘ /And this was odd, because it was d ˘ / ˘ / ˘ / The middle of the night. b



What kind of rhythm does the poem have? Is it written in meter? How do you know? Possible answer: The poem’s pattern of stressed and unstressed syllables is largely regular and predictable, so the poem is written in meter.

˘ / ˘ / ˘ / ˘ /“Beware the Jabberwock, my son! a ˘ / ˘ / ˘ / ˘ / The jaws that bite, the claws that catch! b ˘ / ˘ / / / ˘ /Beware the Jubjub bird, and shun a ˘ / ˘ ˘ / ˘ / The frumious Bandersnatch!” b

What kind of rhythm does the poem have? Is it written in meter? How do you know? Possible answer: The poem’s pattern of stressed and unstressed syllables is largely regular and predictable, so the poem is written in meter.

Unit 5 Practice Test 1. B 2. B 3. D 4. C 5. B 6. C

7. C 8. A 9. C 10. B 11. A 12. C

13. D 14. A 15. D 16. C 17. B 18. B

Ode to La Tortilla

Close Reading Poetry

o In what form is the poem? The poem is a free-verse narrative poem. o What images stand out? The images that stand out are a sparrow hopping on the lawn

and dropping like fruit from a tree, staring with glassy eyes; and the warm tortillas in a dish towel, like warm gloves taken off finger by finger, the face of the tortilla, blistered-brown, dancing in hands.

o Which words are unfamiliar to me or are used in an unfamiliar way? Responses will vary. The expression “knee-scrubbed jeans” may be unfamiliar to students. Most students will know the Spanish words uno, dos, tres, for the numbers one, two, three, in line 35.

During Reading o What is the mood that the images create in the poem? The images create a mood of awe

and wonder. o What sound devices has the poet used? The poem is free form and does not have a set

rhyme pattern. o What is the meter of the poem? The poem does not have a set meter.

After Reading o How will reading this poem aloud bring more poetic elements to light? Reading the poem aloud will help bring the vibrant images to life. o What is the message or theme of the poem? The message of the poem is presented as an

ode or song of praise to the tortilla. o Of what does this poem remind me? Responses will vary.



Apply the ModelUse Reading Skills: Take Notes

Imagery Chart

Responses will vary. Possible responses:

Image or Sensory Detail Effect

butter dripping down my elbow I can feel the physical sensation of eating tortillas.

a sparrow hopping on the lawn, his breakfast of worms and a rip of tortilla

I can picture the sparrow on the lawn eating the ripped piece of tortilla.

Wiping my oily hands on my knee-scrubbed jeans This helps me imagine how the tortillas leave your hands oily and I can picture the worn jeans.

Based on the information in your Imagery Chart, how do the images in the poem convey the author’s feelings about the tortillas?The author’s sensual description of preparing and eating a tortilla makes an everyday thing seem appetizing, appealing, and almost alive.


Responses will vary. As another option, you may want to divide students into discussion groups or lead a whole-class discussion about these questions.

Use Reading Skills: Determine Sequence of Events

Students’ Sequence Charts should include the sketches or descriptions of the following events in the poem: speaker throws a piece of tortilla to a sparrow; speaker eats his tortilla; speaker returns inside; speaker wipes hands on jeans; Mamá rolls out tortillas; speaker takes tortilla out of the pan; speaker smears butter on tortilla; speaker imagines sharing another piece of tortilla with the sparrow on the lawn. Yes, the events are told in chronological order. The speaker tells the entire poem in the present tense.

Selection Quiz

1. B 2. C 3. A

4. B 5. A 6. C

7. D 8. E



Abuelito Who

Use Reading Strategies: Visualize

Students may list any of the following metaphors with varying explanations of what they see: a watch and glass of water (students might see items at the side of a sickbed); a doorknob tied to a sour stick (students might see a head on a thin, crooked, sick body); blankets, spoons, and big brown shoes (students might see sickbed items, as well as empty shoes); rain on the roof (students might hear a comforting sound, think of the cycles of nature, or associate the rain with a switch to something no longer human or living).


Responses will vary. The author’s word choice and use of metaphor and simile communicate a loving and caring attitude toward the grandfather.

Make Connections

Text-to-Self: Responses will vary. Text-to-Text: Students may say that each pair of relatives shares the ability to play and laugh together; both are close and love each other. The relationships are alike in terms of loving closeness. They are different in that the grandmother in “The Bats” is portrayed as very lively, whereas Abuelito has been lying ill for days in his room. Text-to-World: Responses will vary. Students should explain their relationship to the people they choose and describe specific qualities using vivid, precise language.

Selection Quiz

1. B 2. A 3. C 4. throws

5. sad 6. play 7. sleeps 8. live

9. talks 10. loves

Life Doesn’t Frighten Me

Build Vocabulary: Brainstorm

Responses will vary.

Build Language Skills: Action Verbs

Responses may vary. Possible responses are given.barking; breathing; go; run; cry; fly; pull; show; listen; walk

Test Taking Skills: Draw Conclusions

Ask student volunteers to think aloud how to answer questions that ask them to draw conclusions. Students’ think-alouds should provide reasons for eliminating wrong answers and identifying correct ones. If students need additional help in understanding how to think aloud, the teacher may demonstrate how to answer question 1:

1. Possible think-aloud discussion for question 1: Only answer D has support in the poem. The speaker says the opposite of answers A and B,

and she never mentions answer C.



2. Possible think-aloud discussion for question 2: Answer A is not correct; two-year-olds are not usually in a classroom. Answers C and D

are not correct because boys at these ages are usually too old to pull hair in a classroom. Answer B is the best answer because the speaker sounds like someone in early elementary school.

Selection Quiz

1. D 2. D 3. A 4. rhyme 5. slant rhyme 6. repetition 7. rhyme scheme 8. scanning

The Walrus and the Carpenter

Build Vocabulary: Denotation and Connotation

Answers will vary depending on which forms of words students choose to define. Sample answers are provided.

Word Denotation Connotation

1. feed to eat or to give food to somebody neutral or positive

2. fat overweight or excess negative

3. odd unusual or peculiar negative

4. rude ill-mannered or unpleasant negative

5. spoil to become rotten or to overindulge someone negative

6. grand outstanding or impressive positive

7. treat something enjoyable; paying for someone neutral or positive

8. neat orderly or excellent positive

9. pig a fat, pink farm animal or greedy person negative

10. heavy weighing a lot; present in large amounts neutral or negative

11. thick deep or dense neutral or negative

12. fast moving rapidly or done quickly neutral; can be positive or negative

13. hot hot or spicy; controversial or popular neutral; can be positive or negative

14. blue color of sky; gloomy neutral; can be positive or negative

15. trick prank or special skill neutral; can be positive or negative




Students’ graphic organizers should indicate that the rhyme scheme in “The Walrus and the Carpenter” is abcbdb. All of the thirteen stanzas follow the same end rhyme pattern. Students should write an original poem using this rhyme scheme.

Mischmasch Word Game


Selection Quiz

1. D 2. C 3. B 4. beseech 5. dismal 6. alliteration 7. sympathize 8. frothy

Jabberwocky

Use Reading Skills: Context Clues


Use Reading Skills: Take Notes

As they read this selection, students should record key points or ideas from the selection and their reactions to these ideas. When students are finished reading, they should write a summary of the key ideas and their reactions to the selection.


The rhyme scheme varies in “Jabberwocky.” The rhyme scheme for stanzas 1, 2, and 4 is abab. Stanzas 3, 5, and 6 follow an abcb rhyme scheme.

Selection Quiz 1. C 2. D 3. C

4. B 5. seek 6. mood

7. shun 8. blends

There Is No Word for Goodbye / If You Should Go

Build Background

Students’ answers will vary.

Set Purpose

Possible answers:Guesses These poems will both be about how hard it is to say goodbye to a loved one.



Reasons The titles both suggest that the speakers do not want to say goodbye but may be preparing for it anyway.Evidence The titles of both poems contain words that deal with separation (“Goodbye,” “Go”).

Practice Vocabulary

1. trace 2. rippled 3. bluebell 4. shade 5. light 6. gleam

Compare Literature: Analyze Speaker

“There Is No Word for Goodbye”Possible answer: Speaker addresses Sokoya. Sokoya means “aunt” in Athabaskan. Speaker feels the aunt is wise. Speaker asks the aunt about their people’s word for goodbye. Speaker’s aunt says they have no word for “goodbye,” because they do not believe loved ones can ever be truly separated.

“If You Should Go”Possible answer: Speaker addresses love (the emotion). Speaker wants love to leave gently, slip away, go quietly, leave little trace. If speaker loses love, he or she wants to avoid upset and trauma. Speaker half accepts love’s departure and loss.

Compare Literature: Analyze Speaker (continued)

1. Possible answer: Sokoya’s response to the speaker’s question told the speaker something important about the people’s beliefs. Her response may also have helped the speaker understand how he or she should view future departures, including death.

2. Possible answer: The speaker in “If You Should Go” is willing to accept a permanent loss. Sokoya would not agree with that attitude. Her people do not believe they ever leave one another. The speaker in “If You Should Go” would not agree with that idea since he or she clearly believes that loved ones do leave and only asks that the goodbye is quiet.

3. Possible answer: Both speakers have definite ideas about how to deal with loss and leaving. However, these ideas are exact opposites. Sokoya believes there are no permanent goodbyes because people stay connected always, while the speaker in “If You Should Go” thinks goodbyes should be accepted and leave little behind.

Compare Literature: Imagery, Figurative Language, and Sound Devices

Topic 1 Imagery and Figurative Language“There Is No Word for Goodbye” Possible answer: The poet uses metaphors (net of wrinkles, wise black pools of eyes), imagery (rippled wind-tanned skin), and simile (touched me light as a bluebell) to describe the aunt.“If You Should Go” Possible answer: The poet uses similes comparing love to light, a day, and a dream. Images of light and dark express emotion

Topic 2 Sound Devices“There Is No Word for Goodbye” Possible answer: The poem does NOT have rhymes or rhyme scheme, regular, predictable rhythm, or clear repetition of consonant/vowel sounds.“If You Should Go” Possible answer: The poem has rhyme scheme: abab, predictable rhythm, or meter, alliteration (repeated l sound in first line), and assonance (repeated long i and long e vowel sounds).



Compare either the imagery and figurative language or the sound devices in the two poems. Use the information in the chart. Students’ answers will vary.

Using Reading Strategies: Make Connections

Text-to-SelfStudents’ answers will vary.

Text-to-TextPossible answer: The speakers in “If You Should Go” and “Abuelito Who” approach loss differently. The speaker’s tone in “If You Should Go” is calm and accepting. He or she does not show anger or sadness. This is different from the tone of “Abuelito Who.” In this poem, the speaker’s tone is sad and troubled. The speaker does not accept that Abuelito is gone. The speaker of “Life Doesn’t Bother Me” seems to have more in common with the speaker of “If You Should Go.” Their calm tones show that that they are able to handle problems, such as fear and loss.

Selection Quiz: “There Is No Word for Goodbye”

Mirrors & Windows QuestionStudents’ answers will vary. 1. C 2. B 3. D 4. A 5. B 6. net of wrinkles; a net and the wrinkles on a woman’s face; possible answer: They are both

made of many intersecting lines. 7. pools of her eyes; pools and a woman’s eyes; possible answer: They are both round and

deep. 8. She touched me light as a bluebell; woman’s touch and a flower called a bluebell; possible

answer: They are both delicate and light in weight.

Selection Quiz: “If You Should Go”

Mirrors & Windows QuestionStudents’ answers will vary. 1. simile 2. 4 3. Possible answer: calm and thoughtful 4. Possible answer: Love and dreams should end quietly. 5. Possible answer: The poem includes repeated references to light and dark. 6. begin with the l sound; alliteration 7. rhyme and are located at the ends of lines; end rhyme. 8. have the long e vowel sound; assonance.

What Do You Think?




One Time

Use Reading Strategies: Visualize a Mind Movie

Responses will vary. Students should make a sketch and write a brief description of what they visualize as they read the poem.

Analyze Literature: Sensory Details

Students might include some of the following sensory details in their graphic organizers:SIGHT: holding her face upward while the last light found her cheek and her hair; we were deep in the well of shadow. SOUND: you could hear the great sprinkler arm of water find and then leave the pavement; pigeons telling each other their dreams; saying, “Tina, it’s me—Hilary says I should tell you it’s dark, and, oh, Tina, it is. Together now—”. TOUCH: following the gray smooth railing still warm from the sun with her hand; the last light found her cheek and her hair; our hands touched. SMELL: no details; TASTE: no details.Sensory details are important in this poem because one of the characters is blind and things must be described using the other senses.

Writer’s Journal


Research Project: Reading Braille

Responses will vary. Facts students may find include the following:

1. Braille is equivalent to print. 2. It is the only system through which children with profound or total loss of sight can learn

to read and write. 3. There is a significant relationship between Braille literacy and academic success, higher

income, and employment. 4. Braille literacy helps blind people gain independence, confidence, and success. 5. Today only 10 percent of blind children are learning Braille.

Selection Quiz 1. D 2. A and C 3. B

4. B 5. narrative poem 6. free verse

7. dialogue 8. sensory details

Arithmetic

Use Reading Skills: Determine Author’s Purpose

Responses will vary. Students may say that the author’s purpose is to communicate his feelings about arithmetic in a humorous way. The type of writing is a free verse poem, which allows the author the freedom to vary the format of the poem to suit his purpose. Students may say the author uses a playful lighthearted tone to express his attitude about math. The speaker seems to find arithmetic amazing and essential, yet frustrating at times.



Analyze Literature: Free VerseResponses will vary. Possible responses:

Figurative Language: Line 6: “numbers you squeeze from your head to your hand to your pencil to your paper till you get the answer” Effect: gives the impression of arithmetic being something you have to force from your brain to get the answer down on your paper.Internal Rhyme: Line 4: “seven, eleven . . . go to heaven”; “five six bundle of sticks.” Effect: creates a sing-song rhythm.Repetition: Lines 12–14: repetition of the words double, bigger, and higher. Effect: builds suspense.

Selection Quiz

1. C 2. B 3. A 4. D 5. tone 6. purpose 7. free verse 8. meter

Steps

Use Reading Skills: Analyze Text Organization


1. The poem has varying line lengths. There is no end rhyme or consistent rhythm patter. Each of the four stanzas contains six lines.

2. The lines in each stanza work together to create images that create a carefree mood. 3. The lines vary between short and long, which gives somewhat of an appearance of steps. 4. The lines include end punctuation at the ends of sentences, but the sentences are broken

between the lines to place emphasis on certain images. 5. The poet’s use of line breaks helps to emphasize the imagery in the poem and to create the

illusion of taking steps. Students may say that life is a lot of steps that form who we are.

Analyze Literature: Imagery

Lines of the Poem

What Images are Described?

What Aspect(s) of These Images Does the Poet Emphasize?

Lines 1–5 a sign lettered in Arabic and English the paint is still moist and glistening wet on the Arabic letters

Lines 6–10 children jingling dimes and carrying wishes for gum and candy

the candy is shaped like fish

Lines 11–13 children floating through the street; diving to deep to the bottom

nosing rich layers of crusted shell



Lines 14–20 one child telling a story; a girl in a red sweater dangling a book bag and her sister are lettering the street with their steps

the story will keep her people alive; her sister’s eyes are pinned to the barrel of pumpkin seeds

Lines 22–24 carrying a creased note saying “Don’t forget.”; a purple fish

they have already forgotten who wrote the note; the fish sticks to the back of the throat.

Lines 25–26 their long laughs are boats they will ride making shadows

the shadows cross each other’s smiles

Reread the last two lines of the poem. What does the image of “boats they will ride and ride” suggest? To what do “the shadows” in the last line refer?Responses will vary. Students may say that the children’s laughter and smiles will carry them through any dark or difficult times (referred to by the shadows).



Selection Quiz 1. F 2. T 3. F 4. T

5. F 6. A 7. B 8. D

9. C 10. E

Break, Break, Break

Build Vocabulary Skills: Crossword Puzzle

Across 3. haven 5. stately 7. Westminster 9. emotion 10. stress

Down 1. crag 2. unstressed 4. rhythm 6. Tennyson 8. nature

Use Reading Skills: Rhyme

A. Students’ graphic organizers should indicate that the rhyme scheme in “Break, Break, Break” is abcb.

All four of the stanzas follow the same end rhyme pattern. B. Students should write an original poem using this rhyme scheme.



Selection Quiz

1. B 2. A 3. E 4. D 5. C 6. rhythm 7. stately 8. stress 9. crags 10. haven

Almost Evenly Divided

Build Vocabulary: Spanish Words

1. canarias 2. mujer puertorriqueña 3. prima 4. papi 5. la vida lenta 6. mami 7. campo 8. parrandas 9. flamboyanes

Analyze Literature: Tone / Use Reading Skills: Identify Author’s Purpose

1. tone 2. purpose 3. She describes it as a land that felt “mine.” 4. Sad or full of regret. 5. To express her feelings to the reader. 6. To feel her sense of division and loss. 7. She describes her favorite memories with affection. 8. The words divided and lost are repeated for emphasis. 9. To emphasize that she is a Puerto Rican woman. 10. To show that she is divided between her old life in Puerto Rico and her new life in New York. The author’s sad and regretful tone helps the reader to understand her feelings of division

and loss about leaving her homeland.

Selection Quiz

1. B 2. C 3. A 4. D 5. The author’s purpose is to reflect and to express her feelings of division and loss of her

homeland.



The Sidewalk Racer, or On the Skateboard

Build Vocabulary: Context Sentences

Responses will vary. Sample responses:

1. Her skis skimmed the surface of the snow on the mountain. 2. My construction crew poured new asphalt on the parking lot. 3. The driver swerved to miss the pedestrian in the crosswalk. 4. When I dance I like to just let myself sway to the music. 5. The whirring sound of the fan kept me awake.

Use Reading Skills: Use Text Organization

Students should complete their Text Organization Charts with details from the text and evaluations of the poem’s structure or style. Sample answers: Notes: There is some internal rhyming. My Analysis: The author did this to create a repetition of sounds and make the poem more musical when read aloud.; Notes: The author uses parallelism (I’m the __ and the __). My Analysis: This is to emphasize the comparison of the two activities to skateboarding.

1. Students may mention that the poem is one sentence long, that it is written in such a way as to create a rounded shape, that there is internal rhyme and parallelism, or that the ideas are separated with semicolons.

2. Students may say that the text organization helps them think about what the poet is describing. They may also say that the poem’s organization makes the poem musical and easier to read.

Creative Writing: Concrete Poem

1. Students should identify swerve, curve, sway, and speed. They may note that the verbs apply to both the speaker and the skateboard. Students may also identify the verb forms skimming and whirring.

2. Responses will vary. The words show the skateboarder and skateboard as a single powerful unit. They help the reader to experience movement in the poem.

3. Students’ poems should include the words from their list in number 2 and the format of the poem should resemble a shape associated with activity they have chosen as the topic of their poem.

Selection Quiz 1. C 2. B 3. D

4. concrete 5. asphalt 6. whirring

7. skimming 8. effect



Jimmy Jet and His TV Set

Analyze Literature: Sequence

Possible answers:First box: Jimmy loves to watch television.Second box: Jimmy watches television all day and all night.Third box: Jimmy grows pale and lean.Fourth box: Jimmy’s eyes freeze and his bottom grows into his chairFifth box: Jimmy’s chin turns into a tuning dial and he grows antennae.Sixth box: Jimmy’s brains turn into TV tubes and his face becomes a screen.Seventh box: Knobs grow in place of Jimmy’s ears.Eighth box: Jimmy grows a plug and the speaker plugs him in.Ninth box: Everyone watches Jimmy instead of the television.

Analyze Literature: Author’s Purpose

Possible answers: • to tell a story; A boy watches so much television that he turns into a television, bit by bit. • to persuade; what happens to this boy could happen to you—”He loved to watch his TV set

/ Almost as much as you.” • to entertain; humor, hyperbole, images of boy turning into television set, rhyme, rhythm

Good Hot Dogs

Analyze Literature: Sound Devices

Possible answers:What is the sound device? onomatopoeiaDescribe how the sound device is used in the poem. The word splash in line 15 sounds like the action to which it refers.How does the sound device affect the mood, tone, or meaning of the poem? It adds to the lighthearted tone of the poem and helps the reader to imagine the scene.What is the sound device? alliterationDescribe how the sound device is used in the poem. The h sound is repeated in the words hold, hot, and hands in lines 20–21.How does the sound device affect the mood, tone, or meaning of the poem? It adds to the sense of anticipation as the children take the hot dogs and get ready to eat them.What is the sound device? assonanceDescribe how the sound device is used in the poem. The o sound is repeated in line 11, with words two, hot, dogs, and pops.How does the sound device affect the mood, tone, or meaning of the poem? It adds to the lighthearted tone of the poem by making it more fun to read or say.



A Remarkable Adventure

Practice Vocabulary

Larry needed to give his cat, Mocha, eye drops two times each week. He always approached this task with apprehension. . . . First, she would try to elude Larry by finding one of her many hiding places. One time she even managed to escape to the small, wooded thicket in Larry’s yard. It was two hours before he found her, quivering with anger! Even after Larry would find the cat, he could never get a grip on her lean, wiry body. Mocha always slithered out with the grace of a(n) anaconda. Sometimes her back claws would catch his sleeves, like a(n) raptor sinking sharp talons into its prey.

Describe and Critique: Poetry


Critique, or review and evaluate, the poem you chose.




Documents

Unit & Selection Resources