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Thank You, M’am
Harlem
Street Scene, 1942, Jacob Lawrence. G
ouache on paper, private collection.
Critical Viewing: Setting What is this neighborhood like?How would the scene change late at night?
by Langston Hughes
Online Coach
She was a large woman with a large purse that had everything in it but a hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, dark, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the sudden single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined cause him to lose his balance. Instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.
Look Into the Text
BEFORE READING Thank You, M’am short story by Langston Hughes
CharacterizationWhen you read a good story, you feel as if you know the characters. That’s because authors use characterization to reveal, or show, what a character is like.
How does Hughes show the impact of her action on the boy?
Hughes describes the woman’s physical traits.
Hughes uses actions to show what she is like.
Monitor Your ReadingWhen you monitor your reading, you check with yourself to see if you understand. Look into the text above and find something that isn’t clear to you. Then, as you read the story, use these strategies to better understand, or clarify ideas.
HOW TO CLARIFY IDEAS1. Reread If you are confused, go back to see if you missed something important.
NOT CLEAR TO YOU: I’m not sure why other people didn’t stop to help the woman.
REREAD: It was about eleven o’clock at night, dark, and she was walking alone.
2. Read On Keep reading. The author may give more information later.
YOU THINK: The boy must have gotten hurt when he fell on his back.
READ ON: A few sentences later you’ll come to this:
“If I turn you loose, will you run?” asked the woman.“Yes’m,” said the boy.
YOU THINK: The boy must be OK if he can run away.
Reading Strategy Plan and Monitor
E
D
Thank You, M’am T39
Thank You M’am 39
ObjectivesReading Strategy• Plan and Monitor: Clarify Ideas
(reread, read on) Literary Analysis• Analyze Characterization
TEACH STRATEGIES
D characterizationLookintothetext Read the intro-duction to define characterization. Then use the callouts on p. 39 to locate examples.
To help students use the clues to un-derstand characters, ask: The woman is large and kicks the boy. What do these clues show about her?
Possible response:• She is a tough character who isn’t
afraid of things.
Ask: Why did the boy’s teeth rattle?
Possible responses:• The woman shook him too hard.• He was afraid.
Reading Transparency 2 (also online)
Usethetransparency Reinforce the features of characterization by introducing the ways authors show what a character is like. Then read aloud the dialogue. Ask: What do the woman’s words show about her?
Possible response:• She is bossing the boy around; she is
a strong woman.
E MonitorYourReadingclarifyideas Read the introduction with students to define the strategy. Work through the How To box to model rereading and reading on.
Have students try the strategies with something else that is not clear to them in Look Into the Text.
edgeinteractive Practicebook,pp.22–23
OngOingAssessMentHave students explain how they would advise a friend who wasn’t clear about what was read.
Before readingLesson 12
Reading Transparency 2
000Reading CharaCterization 2Characterization
How does an author create characters?
Introduce Authors use four techniques to show what a characteris like. They:
• Tell the character’s physical traits.
• Describe the character’s actions.
• Show how other characters react.
• Show what a character says or thinks.
The exact words a character speaks are called dialogue.Quotation marks show where the exact words begin and end.
After that, the woman said, “Pick up my pocketbook, boy,and give it here.”
“If I turn you loose, will you run?” asked the woman.
“Yes’m,” said the boy.
“Then I won’t turn you loose,” said the woman. She did notrelease him.
“Lady, I’m sorry,” whispered the boy.
The woman said, “You ought to be my son. I would teach youright from wrong. Least I can do right now is to wash your face.Are you hungry?”
Reading CharaCterization 2
hs.tr.B.1.R.002.indd 1 4/27/07 4:23:11 PM
Langston Hughes(1902–1967)
Langston Hughes wrote about the experience of being an African American in the early and middle 20th century. He was one of the most famous members of the “Harlem Renaissance,” a group of writers, musicians, and artists who lived and worked in the Harlem neighborhood in New York City. Harlem became the setting, or location, for many of Hughes’s works, including “Thank You, M’am.” When he was growing up, Hughes moved a lot. He lived in Missouri, Kansas, Illinois, Ohio, and Mexico. His parents were divorced, and he also spent time living with his grandmother and other relatives. In one essay, Hughes said that during these years he slept in “ten thousand beds.”
Even though his home changedoften, the one thing that never changed was his love of books and writing. Hughes wrote his first poem in the eighth grade, and he was named class poet. The Central High
School Monthly in Cleveland, Ohio, was the first magazine to publish one of his poems. Hughes went on to write three novels, nineteen books of poetry and short stories, twenty plays, and many newspaper articles and essays. Many of his poems were also set to music by the jazz musicians of his time.
Langston Hughes believed in equal opportunities for all Americans.
The Writer and His Times
www.hbedge.net
• Listen to a jazz song with lyrics by Hughes.• Hear Hughes read and discuss his work.
A
T40 Unit 1 Choices
40 Unit 1 Choices
ObjectivesLiterary Analysis• Identify Literary MovementsViewing • Respond to and Interpret Visuals
BUILD BACKGROUND
A theWriterandHistimesHave students read the article on Langston Hughes.
LiteraryMovement Share this in-formation to place Langston Hughes and his work in historical context:
The Harlem Renaissance took place in the 1920s and 1930s. The move-ment gave African Americans a voice in the arts and a sense of racial pride. It even helped to build the founda-tion of the civil rights movement that would begin in the 1950s and 1960s. “Thank You, M’am” was published in 1958. The setting and characters are consistent with Hughes’s writ-ing about the experience of being African American during the middle part of the century.
Historicalcontext Help students interpret the possible influences of the Harlem Renaissance on Hughes’s work. Ask: How might Hughes’s work have been influenced by the growing presence of African American artists?
Possible response:• It might have inspired him to focus his
themes on the voice and struggles of African Americans.
connectwithAuthor’sLife Ask: How do you think belonging to a group of artists helped Langston Hughes? Do you think it is important to belong to a group?
Possible responses:• The artists might have encouraged
each other.
click www.hbedge.net
• Selection Summaries in eight languages
readLesson 12, continued
Preview the selection:
• Show the art on p. 41: The story takes place in a neighborhood like this, at night.
• Show the portraits on pp. 45 and 47: Two people who might look like this come in contact with each other in the story.
• Demonstrate stealing a purse and explain: The story gets started when the boy tries to steal a woman’s purse.
• Make an angry face and explain: The woman gets angry. Listen to her words. Read the quote in paragraph 3 on p. 44.
ReadAloudto provide a supported listening experience:
• Play the Selection Recording as students track text in their books.
• Have students use the Listen feature in the Online Coach where they see the text chunked into manageable phrases as it is read aloud.
• Read the selection aloud to students as you provide comprehensible input. For example, you can pantomime a number of the actions, such as losing balance or taking off full blast on p. 42.
englishLanguageLearners eLL
differenTiaTed inSTrUCTion
cD1
Thank You, M’am
Harlem
Street Scene, 1942, Jacob Lawrence. G
ouache on paper, private collection.
Critical Viewing: Setting What is this neighborhood like?How would the scene change late at night?
by Langston Hughes
Online Coach
B
C
Thank You, M’am T41
Thank You M’am 41
TEACH & PRACTICE
B AnalyzevisualsAbouttheArt Jacob Lawrence, like Hughes, lived in Harlem during the Harlem Renaissance.
interpretandRespond Ask students: If you painted your own neighbor-hood, what would you show?
C criticalviewing:settingObserveDaytimeDetails Ask: What is this neighborhood like?
eLL Questioning For less profi-cient students, ask yes/no ques-tions or questions with embedded answer choices:
• Is there a place for children to play?
• Is this neighborhood a quiet place or a busy place? How can you tell?
For more proficient students, ask open-ended questions:
• What kinds of work are people doing? How are they having fun?
Have students point out the parts of the image that support their observations.
Possible responses:• Children have to play on sidewalks.• It is very busy. People are working
and playing.• For work: A vendor is selling food.
Some men are moving furniture. For fun: Children are jumping rope.
visualizethenightscene Ask: How would the scene change late at night?
Possible response:• At night, there may be fewer people
on the streets. Young people might be hanging around together.
buildReadingPowerAssign students to use the software, based on their instructional needs.
Readsilently
• Comprehension questions with immediate feedback
• Vocabulary support
Record
• Oral reading fluency practice
• Ongoing fluency assessment with immediate feedback
Listen
• Professional model of fluent reading
• Text highlighting to facilitate tracking
• Vocabulary support
In Other Wordsslung hangingtaking off full blast running away very fast right square in his blue-jeaned sitter on his rear end, or backsidepermit him to stoop let him lean down
Key Vocabulary• consequence n., result of another action• commit v., to perform, do, or carry out something, often a crime
2 Clarify IdeasAre you surprised by the boy’s answer? If so, try reading on to clarify what the boy means.
1 CharacterizationWhat does this paragraph tell you about the two main characters?
Set a Purpose
Find out the consequences for a young person who makes the choice to commit a crime.
She was a large woman with a large purse that had everything in it but a hammer and nails. It had a long strap, and she carried it
slung across her shoulder. It was about eleven o’clock at night, dark, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the sudden single tug the boy gave it from behind. But the boy’s weight and th e weight of the purse combined caused him to lose his balance. Instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled. 1
After that, the woman said, “Pick up my pocketbook, boy, and give it here.”
She still held him tightly. But she bent down enough to permit him to stoop and pick up her purse. Then she said, “Now ain’t you ashamed of yourself?”
Firmly gripped by his shirt front, the boy said, “Yes’m.”The woman said, “What did you want to do it for?”The boy said, “I didn’t aim to.” 2
She said, “You a lie!”By that time two or three people passed, stopped, turned to look, and
some stood watching.“If I turn you loose, will you run?” asked the woman.“Yes’m,” said the boy.“Then I won’t turn you loose,” said the woman. She did not release him.“Lady, I’m sorry,” whispered the boy.
A
C
B
T42 Unit 1 Choices
42 Unit 1 Choices
ObjectivesVocabulary• Key Vocabulary Reading Fluency• PhrasingReading Strategies• Plan and Monitor: Set a Purpose;
Clarify Ideas Literary Analysis• Analyze Characterization • Analyze Style: Author’s Language and
Word ChoiceViewing• Respond to and Interpret Visuals
TEACH & PRACTICE
A chunkingthetextsetaPurpose Remind students of their responses in the Anticipation Guide. Ask: What might you hope to gain from reading a story about a young person who commits a crime?
Possible responses:• You might get to learn about the
consequences of choosing crime. • The story might have suspense.
Read Have students read pp. 42–45. Support and monitor their compre-hension using the reading support provided. Use the Differentiated Instruction below to meet students’ individual needs.
B Readingsupport1 characterization Ask: What do
the physical traits, actions, words, and reactions of others tell about the two characters?
Possible responses:• The woman is strong and forceful. • The boy might be small and afraid.
C Readingsupport2 clarifyideas Ask students
whether they were surprised by the boy’s answer and why. Have students read a few more lines and then restate the boy’s answer.
readLesson 12, continued
Picturethetext Show visually how key ideas in the story relate. For example, pause after each major choice that Roger makes and complete a choice-and-consequence diagram. For example:
Choice Consequence
steals a purse gets caught
RephraseDialect Dialect is a version of a language with some differences in vocabulary, grammar, and pronunciation.
For example: You a lie! (You are a liar.) Yes’m (Yes, Madam) Discuss additional examples from the story and provide restatements.
LeadtheDiscussion Have students lead the discussion during reading, posing additional questions for the group. Help leaders model positive discussion techniques, such as encouraging each member’s participation.
strugglingReadersstrugglingReaders
englishLanguageLearners eLL englishLanguageLearners eLL
challengechallenge
interactiveReading As you conduct the interactive reading session with students, adjust your teaching strategies to their needs.
differenTiaTed inSTrUCTion
In Other Wordsgot a great mind have a plan or desirefrail and willow-wild weak and small, with skinny arms and legsright from wrong that stealing is wrong
3 LanguageAuthors often use familiar words in new ways. Here Hughes uses “being-dragged boy” to describe Roger. How does this help you picture what’s happening?
“Um-hum! Your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?”
“No’m,” said the boy.“Then it will get washed this evening,” said the large woman, starting
up the street, dragging the frightened boy behind her.He looked as if he were fourteen or fifteen, frail and willow-wild,
in tennis shoes and blue jeans.The woman said, “You ought to be my son. I would teach you
right from wrong. Least I can do right now is to wash your face. Are you hungry?”
“No’m,” said the being-dragged boy. 3 “I just want you to turn me loose.”
The City from Greenwich Village, 1922, John Sloan. Oil on canvas, National Gallery of Art, Washington, D.C.
Critical Viewing: Effect Here is how one artist portrayed a New York City scene. What mood, or feeling, does the artist create?
D
E
F
Thank You, M’am T43
Thank You M’am 43
TEACH & PRACTICE
D Readingsupport3 Language Explain that the
phrase is a creative way of saying “the boy who was being dragged.” Have students analyze the author’s use of descriptive language and explain how it impacts meaning. Ask: How does the descriptive language help you understand what is happening?
Possible response:• The language describes the woman’s
action toward the boy, and shows she is in charge.
E AnalyzevisualsAbouttheArt John Sloan was a painter who used realism to depict poor urban neighborhoods.
interpretandRespond Ask: What about this painting looks “realistic” to you?
F criticalviewing:effectAnalyzesetting Ask students to study the places shown in the painting.
eLL buildbackground Some students may be unfamiliar with characteristics of an urban setting. Explain:
• the elevated train• the water tower• the density and height of the
buildings• the skyline in the background
Ask: What is the setting of the painting like?
Possible response:• Some places are dark, in shadows,
while others in the background are in bright lights.
Ask: What mood or feeling does the artist create?
Possible responses:• The mood seems gloomy.• There is a feeling of loneliness.
daiLY roUTineS
vocabulary See the Vocabulary and Fluency Routines tab for more information.
WordWall Display the words to provide a visual scaffold. Choose a Word Wall practice activity from p. 51 in the Daily Routines tab. For example: KW L.
RespondtoQuestions Compose yes/no questions using the words. For example: Do circumstances affect a person’s maturity?
Wordsorts Place words into categories. For example:• Parts of speech• Related meanings
Fluency:PhrasingThis cluster’s fluency practice uses a passage from “Thank You, M’am” to help students practice appropriate phrasing. Use Reading Handbook T723 and the Fluency Model CD to teach or review the elements of fluent phrasing, and then use the daily fluency practice activities to develop students’ oral reading proficiency.
cD11
In Other Wordsyou got another thought coming think againa half nelson about a strong hold aroundkitchenette-furnished room room with a small kitchenroomers boarders, people who lived therewhereupon and then
Key Vocabulary• contact n., connection
Explain What consequences has Roger faced so far?
4 CharacterizationHave you ever known a person who talks like this? What does her language tell you about the character of Mrs. Jones?
Monitor Comprehension
When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.
“Was I bothering you when I turned that corner?” asked the woman.“No’m.”“But you put yourself in contact with me,” said the woman. “If you
think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.” 4
Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around infront of her, put a half nelson abouthis neck, and continued to drag himup the street. When she got to herdoor, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers laughing and talking in the large house. Some of their doors wereopen, too, so he knew he and thewoman were not alone. The woman still had him by the neck in the middle of her room.
She said, “What is your name?”“Roger,” answered the boy.“Then, Roger, you go to that sink and wash your face,” said the
woman, whereupon she turned him loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the sink. 5
“Let the water run until it gets warm,” she said. “Here’s a clean towel.”“You gonna take me to jail?” asked the boy, bending over the sink.“Not with that face, I would not take you nowhere,” said the woman.
5 Characterization Hughes uses italics to draw your attention to what Roger did. What does this choice tell you about Roger?
A
B
T44 Unit 1 Choices
44 Unit 1 Choices
Read Lesson 12, continued
objectivesVocabulary• Key Vocabulary Reading Strategy• Plan and Monitor: Adjust Purpose
for Reading Literary Analysis• Analyze Characterization Viewing• Respond to and Interpret VisualsGrammar• Plural Nouns
TEACH & PRACTICE
A Readingsupport4 characterization Ask what type
of person might talk like this.
Possible response:• Mrs. Jones sounds like a teacher,
parent, or very confident person.
B Readingsupport5 characterization Ask why
Roger’s action is so important here.
Possible response:• Roger wants to do the right thing,
and he knows she is trying to help.
Monitorcomprehensionexplain Have students think aloud to explain if they have found out the consequences Roger faces.
MoDeL Say:
• So far Roger has been dragged to the woman’s house and had his face washed but we don’t know if these are the only consequences he will have to face.
• We don’t know yet what else Mrs. Jones might do. Roger still may have to face more consequences.
• My purpose for reading will prob-ably not be completely met until the end of the story.
Ask if students had any other pur-poses for reading the story. Have them think aloud how other pur-poses have been met so far.
Grammar Transparency 6
teach/ModelDisplay the transparency. Remind students that a noun names a person, place, thing, or idea. Explain the definitions and spelling rules, writing the plural nouns on the transparency as you work through the chart.
Practice A.Have students collect the nouns and tell if they are singular or plural. Write some in the chart and ask students to fill in the corresponding form—singular or plural. B. After partners talk and write sentences, have each student read his or her favorite sentence aloud. Ask the group to identify the plural.
Grammar & Writing Practice Book, pp. 11–12
PluralNouns
000Grammarplural nouns 6What’s a Plural Noun?
A Word That Names More Than One Thing
One More Than One
A singular noun names one thing.
A plural noun names more than one thing.
Use these spelling rules for forming plural nouns.
1. To make most nouns plural, just add -s.
2. If the noun ends in s, z, sh, ch, or x, add -es.
3. If the noun ends in y after the consonant,change the y to i and add -es.
4. Some nouns have special plural forms.
A. Look back at “Thank You, M’am.” Find a noun. Is it singular or plural? Put it in the correct column. Then add its other form.
Singular Nouns (one) Plural Nouns (more than one)
B. Now tell a partner something about “Thank You, M’am” using nouns from the chart. Write your three best sentences with plural nouns.
Try ItTry It
One More Than One
dollar dollars
dish
baby
lady
child
man
woman
possible answers:
hammer
tooth
purse
door
shoe
towel
hammers
teeth
purses
doors
shoes
towels
sentences will vary.
dishes
babies
ladies
children
men
women
hs.tr.B.1.G.006-010.indd 1 4/27/07 10:50:30 PM
GRaMMaR SKILLS PaTH 6 Plural Nouns
eLL Language & Grammar Lab
7 Subject-Verb Agreement: Forms of Be
8 Subject-Verb Agreement: Action Verbs
9 Verbs with Compound Subjects
10 Review: Subject-Verb Agreement
GRaMMaR
Critical Viewing: Characterization How does this picture compare to the picture you have in your mind of Mrs. Jones?
The Window, 1970, Bernard Safran. Oil on masonite, private collection.
C
D
Thank You, M’am T45
Thank You M’am 45
TEACH & PRACTICE
C AnalyzevisualsAbouttheArt At the time this story was written, Bernard Safran was painting portraits of world leaders and other important figures for the cover of Time magazine. After leaving Time, Safran turned his attention to painting images of daily life in his native New York City.
interpretandRespond Ask:
• If you saw this image on the cover of Time, what would you predict the feature story might be about?
• If you were an artist, which would you prefer as your subject: famous or regular people? Why?
D criticalviewing:characterizationAnalyzecharacter Ask students to identify details that show what the woman in the painting is like.
eLL UsegraphicOrganizer List the details students notice and use a graphic to show how details lead to conclusions.
I see
large arms
wrinkled forehead
she’s probably strong
I know
she seems worried
Ask: What is your impression of the woman?
Have students compare the woman in the picture to how they see Mrs. Jones.
Possible responses:• Both are large.• Neither is wealthy.• Mrs. Jones doesn’t seem worried like
the woman in the painting.
Linkvocabularyandconcepts
Ask questions to link Key Vocabulary with the Essential Question.
EQ eSSenTiaL QUeSTion:
What Influences a Person’s Choices?
Some possible questions:
• What circumstances might have led the boy to make the choice to steal?
• Why did the boy choose to commit this crime?• Do you think the boy considered the consequences of his choice?• The boy is a juvenile. Would an adult have made the same choice?• What can be done to salvage the boy’s future and stop him from
choosing crime?• Does the boy’s choice show maturity?Have students use the Key Vocabulary words in their responses.
VoCaBULarY
”Here I am trying to get home to cook me a bite to eat, and you snatch my pocketbook! Maybe you ain’t been to your supper either, late as
it be. Have you?”“There’s nobody home at my house,” said the boy.“Then we’ll eat,” said the woman. “I believe you’re hungry—or been
hungry—to try to snatch my pocketbook!”“I want a pair of blue suede shoes,” said the boy.“Well, you didn’t have to snatch my pocketbook to get some suede
shoes,” said Mrs. Luella Bates Washington Jones. “You could of asked me.” 6
“M’am?”The water dripping from his face the boy looked at her. There
was a long pause. A very long pause. After he had dried his face and not knowing what else to do, dried it again, the boy turned around, wondering what next. The door was open. He could make a dash for itdown the hall. He could run, run, run, run!
The woman was sitting on the daybed. After a while she said, “I were young once and I wanted things I could not get.”
There was another long pause. The boy’s mouth opened. Then he frowned, not knowing he frowned.
The woman said, “Um-hum! You thought I was going to say but,didn’t you? You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that.” Pause. Silence. “I have done things, too, which I would not tell you, son—neither tell God, if He didn’t already know. Everybody’s got something in common. 7
So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable.”
In Other Wordsmake a dash for it try to runEverybody’s got something in common. All people are alike in some way.presentable clean and neat
Predict
What life lessons do you think Mrs. Jones will teach Roger?
7 Clarify IdeasDoes what Mrs. Jones says here make sense to you? Reread the paragraph to clarify what she and Roger have in common.
Cultural Background“Blue Suede Shoes” was a song written by Carl Perkins in 1955.It was one of the first big rock and roll hits, and teens all over the U.S. listened to it. They also bought shoes like the ones shown here.
6 CharacterizationWhat does this dialogue show about Mrs. Jones? From what you know of her so far, would she have helped Roger?
A
B
C
T46 Unit 1 Choices
46 Unit 1 Choices
Read
objectivesVocabulary• Strategy: Use Contextual AnalysisReading Strategies• Plan and Monitor: Predict; Clarify
Ideas; Confirm Prediction Literary Analysis• Analyze Characterization Viewing• Respond to and Interpret VisualsGrammar• Subject-Verb Agreement (be)
TEACH & PRACTICE
A chunkingthetextPredict Have students discuss and generate questions about Mrs. Jones to make a complex prediction about what she will teach Roger.
eLL RephraseLanguage Explain that in this phrase, life is used as an adjective: “life lessons” are lessons one learns about life.
Ask students for other ways they might explain “life lessons.”
Read Have students read pp. 46–49 to check their predictions. Support and monitor their comprehension using the reading support provided.
B Readingsupport6 characterization Have volunteers
role-play this dialogue. Ask: How do Mrs. Jones’s words show whether she means to help Roger?
Possible response:• Mrs. Jones’s words are angry, but she
offers Roger dinner. She seems like she is helping him.
C Readingsupport7 clarifyideas Reread the para-
graph aloud. Ask what Mrs. Jones might have in common with Roger.
Possible response:• Mrs. Jones might have grown up
without anyone taking care of her.
Lesson 12, continued
GRaMMaR
GRaMMaR SKILLS PaTH 6 Plural Nouns
7 Subject-Verb Agreement: Forms of Be eLL Language & Grammar Lab
8 Subject-Verb Agreement: Action Verbs
9 Verbs with Compound Subjects
10 Review: Subject-Verb Agreement
How Do You Know What Verb to Use?Match It to the Subject.
• Use I with am.
I am surprised at Roger.
• Use he, she, or it with is.
Roger grabs a woman’s purse. Now it ison the ground.
Roger looks up. He is scared.
Mrs. Jones shakes him. She is angry.
• Use we, you, or they with are.
We are also surprised at Mrs. Jones.
Are you?
Mrs. Jones and Roger leave. They are on their way to her apartment.
They are both very upset.
A. Tell what happens at the start of the story. Use is or are.
Late at night, Mrs. Jones on a dark street. Roger behind her, and he tries to steal her purse. She angry, and he afraid. They
both very upset.
B. Now let’s write a reaction to the story. Use am, is, or are in these sentences. Then add two more sentences.
At fi rst, I surprised that Mrs. Jones didn’t call the police. Instead, she helps Roger. She his friend. I think they
Try ItTry It
Grammar suBJECT-VErB aGrEEMEnT: ForMs oF BE 7
Forms of Be
I am
he, she, or it is
we, you, or they are
sentences will vary.
is
is
isis
are
am
is
are more comfortable now. They are both curious
about what will happen next.
hs.tr.B.1.G.006-010.indd 2 4/27/07 10:50:32 PM
teach/Model Display the transparency. Review the present tense forms of the verb be: am, is, and are. Use the examples on the transparency to explain how the verb you choose depends on the subject.
Practice A.Have students complete sentences about the characters. Point out each subject as you read the paragraph aloud. Ask students to look back at the examples to verify which verb to use. B. After the class starts the reaction paragraph, ask students to write two more sentences and share one sentence aloud.
Grammar & Writing Practice Book, pp. 13–14
subject-verbAgreement:FormsofBe
Grammar Transparency 7
In Other Wordsgas plate small stovean icebox a refrigerator
Monitor Comprehension
In another corner of the room behind a screen was a gas plate and an icebox. 8 Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the daybed. But the boy took care to sit on the far side of the room, away from the purse, where he thought she could easily see him out of the corner of her eye
Jim, 1930, William H. Johnson. Oil on canvas, Smithsonian American Art Museum, Washington, D.C.
8 Access Vocabulary Do you know what screen means here? If not, look for clues. It must be big because an icebox, or refrigerator, is behind it.
Critical Viewing: Characterization Study the boy’s look. What lines from the story could go with this look?
Confirm Prediction Were you right about what Mrs. Jones is teaching Roger? Explain.
D
E
F
Thank You, M’am T47
Thank You M’am 47
TEACH & PRACTICE
D AnalyzevisualsAbouttheArt William H. Johnson was an accomplished painter during and after the Harlem Renaissance.
interpretandRespond Ask: Do you think the painting is realistic? Explain.
E criticalviewing:characterizationAnalyzecharacter Ask students to study the boy’s eyes and facial expression.
Ask: What is your impression of the boy?
Have students scan p. 46 for lines from the story that go with this look.
Possible response:• Roger may have looked uncertain
like this when he was deciding if he should run out of Mrs. Jones’s kitchen.
F Readingsupport8 Accessvocabulary Ask students
where they have heard the word screen. For example: movie/tv screen, screen door, sunscreen. Have them identify what these have in common.
Possible response:• A shield or barrier, a flat surface,
something you can almost see through.
MonitorcomprehensionconfirmPrediction Have students match their predictions with what Mrs. Jones teaches Roger. Discuss the accuracy of their predictions.
interpretingtelevisionshows
Help students see how much prior knowledge they bring to the text by connecting the selection to students’ experience with watching television crime shows.
• Which crime or police shows have you seen recently on television?
• What are some reasons that people in these shows commit crimes?
• What circumstances might lead someone to choose crime?• What consequences did the people in the shows have to face
when they made bad choices?• Do you have empathy for people who make bad choices?
Why or why not?As students answer, encourage the use of the highlighted Key Vocabulary.
oUT-of-SCHooL LiTeraCY
MEDIA &TECHNOLOGY
In Other Wordsto be mistrusted her to stop trusting him latching onto grabbing, takingdevilish ways bad behavior, wrong actionsbehave yourself do the right thing, follow the rules
He did not trustthe woman not to trust him. And hedid not want to be mistrusted now.
9 CharacterizationWhat do Roger’s words tell about how he’s feeling at this point in the story?
if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now.
“Do you need somebody to go to the store,” asked the boy, “maybe to get some milk or something?” 9
“Don’t believe I do,” said the woman, “unless you just want sweet milk yourself. I was going to make cocoa out of this canned milk I got here.”
“That will be fine,” said the boy.She heated some lima beans and
ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, redheads, and Spanish. Then she cut him a half of her ten-cent cake. 10
“Eat some more, son,” she said.When they were finished eating, she got up and said, “Now here, take
this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else’s—because shoes got by devilish ways will burn your feet. I got to get my rest now. But from here on in, son, I hope you will behave yourself.”
She led him down the hall to the front door and opened it. “Good night! Behave yourself, boy!” she said, looking out into the street as he went down the steps.
10 Clarify IdeasWhy does Mrs. Jones tell Roger so much about her work? Reread the paragraph to find her reason.
A
B
T48 Unit 1 Choices
48 Unit 1 Choices
objectivesVocabulary• Key Vocabulary Reading Strategy• Plan and Monitor: Clarify Ideas Literary Analysis• Analyze Characterization Writing• Form: Response to LiteratureGrammar • Subject-Verb Agreement
(action verbs)
TEACH & PRACTICE
A Readingsupport9 characterization Ask students
to recall Roger’s words and actions earlier in the story. Have them con-trast them with what he says at the top of p. 48.
Point out that Roger offers to go to the store. Ask: How is Roger feeling at this point in the story?
Possible responses:• Roger might be feeling like he wants to
do something for Mrs. Jones because he knows she is trying to help him. He also might feel bad about trying to steal from her, so he is trying to make it up to her.
• Roger might want a polite way to escape.
B Readingsupport10 clarifyideas Have students reread the paragraph to identify the reason Mrs. Jones doesn’t ask Roger about himself. Ask: If Mrs. Jones doesn’t ask Roger about himself, why does she tell him so much about herself and her work?
Possible response:• She wants to make Roger feel com-
fortable rather than ashamed. She is treating him like a friend.
ReadLesson 12, continued
Grammar Transparency 8
teach/ModelDisplay the transparency. Compare the action verbs in each pair, and ask students why the verb in each even-numbered sentence ends in -s.
Practice A.Have students recall events in the story to generate sentence endings. For numbers 1– 4, ask students to identify the subject in the sentence and to tell you how the verb for each subject should end. B. Have students write three sentences to tell about the characters. Have volunteers find the verbs and explain why some end in -s.
Grammar & Writing Practice Book, pp. 15–16
How Do You Know What Action Verb to Use?Match It to the Subject.
• Action verbs tell when a subject does something, like call,hide, or get. If the sentence is about one other person, place,or thing, add -s to the action verb.
1. I see a bank robbery. 2. My friend Tom sees the robbery, too.
3. You call the police. 4. He calls 911.
5. We hide behind a car. 6. A girl is scared. She hides with us.
7. The robbers get in a car. 8. It gets out of the parking lot fast!
• If there is more than one action verb in a sentence, all verbsmust agree with the subject:
The robber breaks into the bank, takes the money, and drives away in a car.
A. What do the characters from “Thank You, M’am” do? Finish the sentences. Use action verbs.
1. Mrs. Jones .
2. Roger .
3. The two characters .
4. The woman , ,and .
B. Write three sentences to tell more about what Mrs. Jones does in the story.
Try ItTry It
Grammar suBJECT-VErB aGrEEMEnT: aCTIon VErBs 8
possible responses:
talks to roger
heats beans and ham
sits far away from the purse
eat at the table
cuts the cakegives him ten dollars
sentences will vary.
hs.tr.B.1.G.006-010.indd 3 4/27/07 10:50:35 PM
GRaMMaR SKILLS PaTH 6 Plural Nouns
7 Subject-Verb Agreement: Forms of Be
8 Subject-Verb Agreement: Action Verbs eLL Language & Grammar Lab
9 Verbs with Compound Subjects
10 Review: Subject-Verb Agreement
GRaMMaR
subject-verbAgreement:Actionverbs
In Other Wordsbarren stoop empty staricase that led to her door
Key Vocabularyempathy n., understanding
someone else’s problems, feelings, or behavior
The boy wanted to say something other than, “Thank you, m’am,” to Mrs. Luella Bates Washington Jones, but although his lips moved, he couldn’t even say that as he turned at the foot of the barren stoop and looked up at the large woman in the door. Then she shut the door. ❖
ANALYZE Thank You, M’am
1. Explain Why does Mrs. Jones want Roger to learn the lessons she is teaching him? What might be the consequences of ignoring these lessons?
2. Vocabulary How does Mrs. Jones show that she has empathy for Roger?
3. Analyze Literature: Characterization Collect examples of characterization in a chart. Tell a partner what each character is like.
Type of Clue Mrs. Jones Rogerphysical traits large woman frail, willow-wildthoughts wants to runwordsactionsreactions of others
4. Reading Strategy Clarify Ideas As you read, the author may provide information that clarifi es your ideas. Talk with a partner about a time when your ideas about the events or characters changed as you read on.
Reread and Write What do you think infl uenced Roger’s choices? Reread to form an opinion and gather at least two pieces of evidence from the text. Then write your opinion.
C
D
Thank You, M’am T49
Thank You M’am 49
APPLY
C AnAlyze1.explain She wants him to be a
good person and avoid the mis-takes she made. If he ignores this he could continue to make poor choices.
2.vocabulary Mrs. Jones did have empathy for Roger because she had done some bad things her-self.
3.AnalyzeLiterature:characteriza-tion After partners complete their chart, have them use it to describe the characters.
characterchart
clue Mrs.jones Rogerphysical traits
large woman frail, willow-wild
thoughts things you get by stealing can harm you
wants to runwants to be trusted
words “I have done things, too, which I would not tell you, son—neither tell God, if He didn’t already know.”
“Lady, I’m sorry.”“You gonna take me to jail?
actions makes dinner for the boy
tries to stealdoes what he is told
reactions of others
Roger does what she says
Mrs. Jones tries to teach him a lesson
4.Readingstrategy:clarifyideas Have volunteers share their part-ner’s passage and strategy with the class. Make sure students include examples of changes in their thinking.
D ReturntotheTextStudents’ opinions might reflect these influences and evidence:
• Roger wants shoes but has no money.
• Mrs. Jones catches him but is kind to him.
edgeinteractive Practicebook,p.24
