Crucible Selection Test

EMCParadigm Publishing Saint Paul, Minnesota

UNIT ONE

RESOURCE

Staff Credits

Editorial DesignLaurie Skiba Shelley ClubbEditor Production Manager

Brenda Owens C. Vern JohnsonAssociate Editor Senior Designer

Lori Ann Coleman Parkwood CompositionAssociate Editor Compositor

Diana MoenAssociate Editor

Gia Marie GarbinskyAssistant Editor

Jennifer Joline AndersonAssistant Editor

Janice JohnsonCurriculum Specialist

Paul SpencerArt and Photo Researcher

Chris BohenEditorial Assistant

Chris NelsonEditorial Assistant

Katherine S. LinkEditorial Assistant

ISBN 0-8219-2177-0© 2001 EMC Corporation

All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without permission from the publisher.

Published by EMC/Paradigm Publishing875 Montreal WaySt. Paul, Minnesota 55102800-328-1452www.emcp.comE-mail: [email protected]

Printed in the United States of America.10 9 8 7 6 5 4 3 2 1 XXX 00 01 02 03 04 05 06 07 08 09

Cover CreditsCover Designer: C. Vern Johnson

Watson and the Shark [Detail], 1778. John Singleton Copley. Museum of Fine Arts, Boston.

Aspects of Negro Life: From Slavery through Reconstruction [Detail], 1934. Aaron Douglas. Schomberg Center for Research in Black Culture, New York.

Something on the Eight Ball [Detail], 1953. Stuart Davis. Philadelphia Museum of Art.

ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

Elements of the Oral Tradition Check Test 4.1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Elements of the Oral Tradition Test 4.1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Selection Worksheet 1.1: “Follow the Drinking Gourd” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Selection Check Test 4.1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Selection Test 4.1.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Elements of Poetry Check Test 4.1.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Elements of Poetry Test 4.1.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Selection Worksheet 1.2: “Sonnet XXX” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Selection Check Test 4.1.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Selection Test 4.1.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Selection Worksheet 1.3: “A Story” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Selection Check Test 4.1.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Selection Test 4.1.10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Elements of Fiction Check Test 4.1.11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Elements of Fiction Test 4.1.12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Selection Worksheet 1.4: “American History” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Selection Check Test 4.1.13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Selection Test 4.1.14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Elements of Drama Check Test 4.1.15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Elements of Drama Test 4.1.16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Selection Worksheet 1.5: from The Crucible . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48


Selection Test 4.1.18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Elements of Nonfiction Check Test 4.1.19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Elements of Nonfiction Test 4.1.20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Selection Worksheet 1.6: “The Way to Rainy Mountain” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64


Selection Test 4.1.22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

Unit 1 Visual Literacy/Critical Viewing Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74

Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

Unit 1 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

Supplemental Activity Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

Assignment Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Reader’s Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86

Research Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

Research Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88

Internet Research Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90

iv UNIT 1 RESOURCE T H E A M E R I C A N T R A D I T I O N © EMC

IntroductionThis introduction gives an overview of the unit resource materials available to you in teaching each unit. In usingUnit Resource Books for units 2–12, you may want to refer back to this overview.

UNIT RESOURCE BOOKS

Each of the twelve units in LITERATURE IN THE LANGUAGE ARTS: THE AMERICAN TRADITION has its own Unit ResourceBook. Each contains the following support materials, provided as reproducible blackline masters.

Selection WorksheetsSelection Worksheets include materials for all Reader Response and Teacher-Assisted activities for each liter-ature selection. These include:

PREREADING

Reader’s Journal

Reader’s Journal activities relate the literature to students’ experiences.

Graphic Organizers

Graphic organizers, important tools for visual learners, appear in prereading or post-reading materials,depending on when students are asked to use them in the textbook.

DURING READING

Guided Reading Questions

Guided Reading questions help students gather facts about the selection that will help in their responseto higher-level thinking skills at the post-reading stage.

Art Note questions

Art Note questions throughout the textbook help students develop their visual literacy and critical viewing skills.

POST-READING

Respond to the Selection

Respond to the Selection activities relate the literature to students’ lives.

Investigate, Inquire, and Imagine

Investigate, Inquire, and Imagine questions base literature interpretation on textual evidence.

Understanding Literature

Understanding Literature questions reinforce the literary concepts and techniques that were introducedon the Prereading page in the Literary Tools feature.

© EMC T H E A M E R I C A N T R A D I T I O N UNIT 1 RESOURCE v

Writer’s Journal

Writer’s Journal includes three quick-writing prompts that vary in difficulty.

Integrating the Language Arts Worksheets

Integrating the Language Arts Worksheets provide integrated activity worksheets based on the languagearts activities that follow the literary selection.

Selection Check TestsEach selection contains a Selection Check Test that can be given as a quiz (graded or ungraded) to ensurethat students have read the selection. Selection Check Tests include sections on Checking Your Reading(reading comprehension), Vocabulary in Context, and Literary Tools (literary concepts and techniques).Question formats vary and include multiple choice, true-false, matching, sentence-completion, and shortanswer items.

Selection TestsEach selection contains a selection test that can be given after students have completed their study of theselection. Selection Tests include sections on Insightful Reading, Vocabulary in Context, UnderstandingLiterary Concepts, and Critical Writing (which include graphic organizers for visual learners and addresshigher-level thinking skills). Question formats vary and include multiple choice, true-false, matching, sen-tence completion, short answer, graphic organizer completion, and essay items.

Note: The numbering system of the Selection Check Tests and Tests reflects the organization of theAssessment Resource. The Assessment Resource Book contains all assessment materials for the program,except for Guided Writing, which has its own assessment tools in the Writing Resource Book. TheAssessment Resource has four numbered parts: Part 1: Portfolio Assessment Forms; Part 2: Language ArtsSurvey Evaluation and Assessment Forms; Part 3: Comprehensive Tests: Language Arts Skills; and Part 4:Literature Selection and Unit Tests. All Selection Check Tests and Tests start with a number 4, followed bythe unit number. Thus, Check Test 4.1.1 for the Elements of the Oral Tradition reflects the first genre checktest in The American Tradition, Unit 1.

In Unit 1, a Check Test and Test are provided for each genre review section and literature selection.

End-of-Unit Materials

UNIT REVIEW

Each unit in the Pupil’s Edition contains a Unit Review to help students prepare for the Unit Test. Blacklinemasters in the Unit Resource Book include a Vocabulary Worksheet, reviews of Words for Everyday Use andLiterary Terms, and Reflecting on Your Reading questions in Genre Studies, Thematic Studies, andHistorical/Biographical Studies.

UNIT TEST

The Unit Tests, like the Selection Tests, offer sections in Insightful Reading (reading comprehension andinterpretation), Vocabulary in Context, Understanding Literary Concepts, and Critical Writing (higher-levelthinking questions). Critical Writing questions include a Prepare to Write section to help students organizetheir thoughts and ideas, and a Write section in which students write the critical essay itself. Unit Test ques-tion formats include multiple choice, true-false, matching, sentence completion, short answer, paragraph,graphic organizer, and essay items.

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Additional Reading and Research Support in the Unit 1 Resource Book

ASSIGNMENT LOG

The Assignment Log is a blackline master that allows students to track their assignments throughout thecourse of study.

READER’S JOURNAL

The Reader’s Journal is a reproducible page for keeping a journal or for responding to Reader’s Journalprompts in the textbook.

RESEARCH JOURNAL

The Research Journal invites students to explore questions about topics they would like to investigate.

RESEARCH LOG

The Research Log gives students a framework in which they can chart their research.

INTERNET RESEARCH LOG

The Internet Research Log gives students a way to document and map their Internet research. It is particu-larly helpful for guiding students and remembering their path as they navigate through complex Internetsites and links.

ANSWER KEY

The Answer Key at the back of each Unit Resource Book provides answers to Selection Check Tests;Selection Tests; Unit Reviews; and Unit Tests. The Annotated Teacher’s Edition textbook provides answersfor Guided Reading questions; Investigate, Inquire, and Imagine questions; Understanding Literature ques-tions; and Integrating the Language Arts activities. The Annotated Teacher’s Edition also lists SelectionCheck Tests with answers.

ADDITIONAL SUPPORT BEYOND THE UNIT RESOURCE BOOKS

Guided Writing

WRITING RESOURCE BOOK

Each of the 12 units in the Pupil’s Edition includes a Guided Writing assignment with an integratedLanguage, Grammar, and Style lesson. Full support materials in the Writing Resource Book include:

• Writing rubrics

• Guided Writing lesson worksheets

• graphic organizers

• student models

• alternative student models

• self- and peer evaluation checklists

• integrated Language, Grammar, and Style lesson worksheets

• assignment-specific rubrics

© EMC T H E A M E R I C A N T R A D I T I O N UNIT 1 RESOURCE vii

Writing Resource worksheets providing activities matched to the Writing Resource section in the LanguageArts Survey. These worksheets survey the entire process of writing.

EMC MASTERPIECE WRITING: GUIDED WRITING INTERACTIVE SOFTWARE

The Guided Writing Interactive Software provides extended lessons that deliver print content and exten-sions electronically and includes a word process with features that simplify electronic composition andgrading.

Teacher’s Resource Kit

The Teacher’s Resource Kit contains the following additional materials for you to draw from.

PROGRAM MANAGER

The Program Manager offers a complete map for adapting Literature and the Language Arts to your cur-riculum, student needs, and teaching style. The Scope and Sequence allows you to see the skills andactivities the program covers, and the teaching resources the program provides. The Lesson PlanningGuide allows you to choose from among the many activities available to build a complete lesson plan,whether you work with block scheduling or a more traditional classtime structure.

ASSESSMENT RESOURCE

The Assessment Resource Book contains all assessment materials for the program, except for GuidedWriting, which has its own assessment tools in the Writing Resource Book (see Guided Writing Support,above). The Assessment Resource has four numbered parts: Part 1: Portfolio Assessment; Part 2: LanguageArts Survey Evaluation and Assessment Forms; Part 3: Comprehensive Tests: Language Arts Skills; and Part4: Unit and Selection Tests.

LANGUAGE ARTS RESOURCE BOOKS

Each of the following Language Arts Resource Books contains activities for additional practice beyond theactivities in the textbook and Unit Resource Books. The Language Arts Resource Books follow the number-ing system of the Language Arts Survey in the textbook as follows:

1 Reading Resource

2 Writing Resource

3 Language, Grammar, and Style Resource

4 Speaking and Listening Resource

5 Study and Research Resource

6 Applied English Resource

There is at least one set of practice exercises for every numbered section in the Language Arts Survey. Forexample, the Language Arts Survey 1.1, “Purposes of Reading,” introduces students to the concept thatreading is done for a variety of purposes. Reading Resource worksheet 1.1, “Purposes of Reading,” guidesstudents through an activity based on this concept. If a teacher wishes to give students additional practicefor the Language Arts Survey 3.33, “Correcting Sentence Fragments,” the Language, Grammar, and StyleResource worksheet 3.33, “Correcting Sentence Fragments,” provides ample opportunity for practice.

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Supplemental Ancillaries beyond the Teacher’s Resource Kit

VISUAL LITERACY/TRANSPARENCY RESOURCE

The Visual Literacy/Transparency Resource binder contains four-color, fine art transparencies and blacklinemasters of instructional material and activities that integrate the fine art throughout the program with theliterature selections. The Visual Literacy component is designed to help students develop their critical view-ing skills. Transparencies also include graphic organizers, student model drafts, and other work for studentsto do in whole-class activities.

AUDIO LIBRARY

The Audio Library includes 10 to 12 hours of audio recordings by professional actors and academic schol-ars of the literature. The careful readings and dramatic intepretations are geared toward English languagelearners and auditory learners. They are also intended to motivate students by bringing to life the literaturein the textbook.

© EMC T H E A M E R I C A N T R A D I T I O N UNIT 1 RESOURCE 1

Name________________________________________ Class_____________________ Date____________________

Elements of the Oral Tradition Check Test 4.1.1LITERARY TOOLS

Matching

Match each literary term with its description. You may not use every letter, and you may use some lettersmore than once.

a. myth b. tall tale c. legends d. oral tradition e. spiritual

1. stories that may contain elements of fantasy but are generally based on real events or people

2. produced by a culture as a way of explaining objects or events in nature

3. the passing of stories, poems, and songs by word of mouth

4. works that often refer to passages in the Bible

5. one example is the story of George Washington chopping down the cherry tree

True or False

1. Spirituals have influenced American blues and jazz music traditions.

2. A theme is a central idea in a literary work.

3. Refrain is found only in song, and repetition is found only in poetry.

4. The oral tradition of the United States has origins in Native American culture, Europe, Asia,and Africa.

5. Stories about Annie Oakley and Paul Bunyan are examples of legends.

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Elements of the Oral Tradition Test 4.1.2INSIGHTFUL READING

Matching

1. usually based on historical facts, but with elements of fantasy

2. produced by every early culture around the globe as a means of explaining natural phenomena

3. highly exaggerated, unrealistic, humorous stories

4. the passing of stories, poems, and songs by word of mouth from person to person

5. this sung form of literature came specifically from the African-American folk tradition

a. myth

b. tall tale

c. legend

d. spiritual

e. oral tradition

Short Answer

1. What is the primary difference between legends and other types of stories?

2. Why did every early culture around the globe produce myths?


Name________________________________________ Class_____________________ Date____________________

CRITICAL WRITING

Essay

Oral Traditions in the United States

PREPARE TO WRITE. Think about the oral traditions in this country. With what oral traditions are you famil-iar? What traditions are in your own family or cultural group? Are you familiar with others? Why does theUnited States have many oral traditions? How are these traditions kept alive, and why are they stillimportant when most people in the United States can read?

WRITE. In your essay, explain why the United States has so many oral traditions, and the role they play intoday’s society. Include personal information if you’d like, but also discuss the role these traditions play inthe larger society.


Name________________________________________ Class_____________________ Date____________________

Selection Worksheet 1.1“Follow the Drinking Gourd,” page 6

READER RESPONSE ACTIVITIES

Reader’s Journal, page 6How far would you go to gain freedom?

Respond to the Selection, page 9What do you think it would be like to run for your freedom and your life?

INVESTIGATE, INQUIRE, IMAGINE, PAGE 10Recall

1a. Who is singing this song? Where are the peo-ple going, and why? When are they supposedto travel?

Interpret

1b. What overriding image is used to guide thetravelers toward their destination? Why is thissignpost not openly identified? What time ofyear might be suggested by these naturalevents?


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2a. Who waits for the travelers?

3a. How can the travelers use natural elements tohelp them find the way? What element recursto guide them? Where do the rivers lead them?

Analyze

4a. What can you infer about the challenges facingescaping slaves from your reading of “Followthe Drinking Gourd”?

Evaluate

5a. If you were a slave, how encouraging do youthink this song would be in helping you decidewhether to escape? Explain.

2b. How will the person who waits help the travel-ers? Who might he be?

3b. What forces influence the journey of the travel-ers? Why must they keep “traveling on”? Whatmight “the other side” and “great big river”refer to?

Synthesize

4b. How does the map on page 8 help you visual-ize the path of the travelers? In what ways doyou think seeing the “drinking gourd” in thesky helped them visualize their path to free-dom?

Extend

5b. What song, speech, other inspirational workhave you used to encourage yourself to dosomething difficult? How did it help you?


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UNDERSTANDING LITERATURE, PAGE 10SPIRITUAL. In what ways does “Follow the Drinking Gourd” qualify as a spiritual?

REPETITION AND REFRAIN. What phrase is repeated throughout this spiritual? What is its refrain? In whattwo ways is it used throughout the song?

THEME. What do you think is the theme of “Follow the Drinking Gourd”?

ORAL TRADITION. Why do you think a song such as “Follow the Drinking Gourd” was part of the oral,rather than written, literary tradition?

WRITER’S JOURNAL, PAGE 11

1. Write an ad slogan that might motivate a young person to achieve a personal goal, such as earningbetter grades.

2. Illustrate and label a map with alternative place names to help a traveler navigate in unknown terri-tory. You might label place names “Spaghetti Junction” (for an intersection that includes multiplefreeways) or “The Rollercoaster” (for a series of steep hills that are nearly impossible to bike).


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3. Write song lyrics to encourage a friend to overcome a difficult situation.

INTEGRATING THE LANGUAGE ARTS, PAGE 11

Language, Grammar, and Style

FINDING THE COMPLETE SUBJECT AND COMPLETE PREDICATE. In the following sentences, underline the completesubject once and underline the complete predicate twice. For more information, see the Language ArtsSurvey 3.19, “Finding the Complete Subject and Complete Predicate in a Sentence.”

EXAMPLE You should follow the drinking gourd.

1. The old man is waiting to carry you to freedom.

2. The river bank will make a very good road.

3. The dead trees show you the way.

4. Left foot, peg foot travel on.

5. Escaping slaves listened carefully to the hidden code in this song.

Applied English

REQUESTING INFORMATION. Compose a business letter requesting information for a class project on theAmerican folk tradition.


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Selection Check Test 4.1.3“Follow the Drinking Gourd”

CHECKING YOUR READING

1. What was the Underground Railroad?

2. When should the listener follow the drinking gourd?

3. Who is waiting to help the listener to freedom?

4. What will make a very good road?

5. For what is the phrase drinking gourd used as a code?

LITERARY TOOLS

1. What is the theme of “Follow the Drinking Gourd”?

2. How is repetition used in “Follow the Drinking Gourd”?

3. Why does “Follow the Drinking Gourd” qualify as a spiritual?


Name________________________________________ Class_____________________ Date____________________

Selection Test 4.1.4“Follow the Drinking Gourd”

INSIGHTFUL READING

Matching

1. will give the signal that it’s time to leave

2. will carry the listener to freedom

3. will make a very good road

a. drinking gourd

b. old man

c. river bank

d. two hills

e. the sun

Short Answer

1. The Big Dipper is in the far northern celestial hemisphere. Why is this important for understandingthe hidden message in this song?

2. According to this song, at what time of year was the Underground Railroad most active? Why?


Name________________________________________ Class_____________________ Date____________________

UNDERSTANDING LITERARY CONCEPTS

Matching

1. usually based on historical facts, but with elements of fantasy

2. produced by every early culture around the globe as a means of explaining natural phenomena

3. highly exaggerated, unrealistic, humorous stories

a. myth d. spiritual

b. tall tale e. oral tradition

c. legend

Short Answer

1. Why were messages between slaves composed into songs and passed along orally?

2. What information is repeated over and over in the chorus? Why was that information included in thechorus, instead of in one verse?

CRITICAL WRITING

Essay

Choose ONE of the following prompts. Remember to complete both the Prepare to Write and Write sec-tions of the prompt you choose. Use your own paper as necessary.

1. Oral Traditions in the United States

PREPARE TO WRITE. Think about the oral traditions in this country. With what oral traditions are you familiar?Are there traditions in your own family or cultural group? Are you familiar with others? Why does theUnited States have many oral traditions? How are these traditions kept alive, and why are they still impor-tant when most people in the United States can read?


Name________________________________________ Class_____________________ Date____________________

WRITE. In your essay, explain why the United States has so many oral traditions, and the role they play intoday’s society. Include personal information if you’d like, but also discuss the role these traditions play inthe larger society.

2. Narrative

PREPARE TO WRITE. This spiritual tells a specific story. What does it direct slaves to do? How does it commu-nicate when and where they are to go? How does it encourage them to keep going if times get difficult?

WRITE. Write a narrative essay, telling the story of someone following the instructions in this song. Conformas closely as you can to the instructions given in the song.


Name________________________________________ Class_____________________ Date____________________

Elements of Poetry Check Test 4.1.5LITERARY TOOLS

MatchingMatch the first part of each sentence with its best fitting conclusion.

1. The only thing that all poems have in common….

2. Poetry differs from prose because it….

3. The word poem….

4. A poem that relies on such elements as monologue and dialogue to help tell a story…

5. Lyric poetry …..

a. compresses more meaning into fewer words.b. is also called vers libre.c. is the use of imaginative language carefully chosen and arranged to communicate experi-

ences, thoughts, stories, or emotions.d. originated with the Greek root word for work.e. uses designs or word pictures to help communicate its meaning.f. is highly musical verse that doesn’t tell a story but expresses the emotion of the speaker

and often follows the rhythm and rhyme patterns of song.g. is called dramatic poetry.

True or False

1. Rhythm is the repetition of sounds at the ends of words.

2. The line, “Once upon a midnight dreary, while I pondered, weak and weary” illustrates internal rhyme.

3. Consonance is used in the phrase “While I nodded, nearly napping.”

Multiple Choice

1. The phrase “My love is a red red rose” illustrates .

a. antithesisb. understatementc. metaphord. hyperbole

2. The phrase “no one, not even the rain, has such small hands” illustrates .

a. personificationb. chiasmusc. elegiac lyricd. metonymy


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3. A writer uses to emphasize that two ideas are equally valuable.

a. repetitionb. synecdochec. similed. parallelism

4. The question, “Are you working hard, or hardly working?” illustrates .

a. chiasmusb. hyperbolec. metonymyd. synecdoche

5. “How embarrassing! Could you just die?” is an example of .

a. rhetorical questionb. understatementc. metaphord. metonymy

TECHNIQUES OF POETRY

Mark the stressed and unstressed syllables in the following lines:

We dance round in a ring and suppose

But the Secret sits in the middle and knows


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Elements of Poetry Test 4.1.6TYPES OF POETRY

Matching

1. expresses feelings of grief or loss

2. usually lofty and solemn, exploring serious themes

3. features monologue and dialogue

4. may follow one of a number of rhyme schemes, but always has fourteen lines

5. presents a single vivid picture

a. imagist poetry

b. dramatic poetry

c. lyric poetry

d. sonnet

e. free verse poetry

f. elegiac poetry

g. ode

TECHNIQUES OF POETRY: METER, STANZAS, AND SOUND

True or False

1. Meter is a poem’s rhythmical pattern.

2. An iamb consists of two stressed and one unstressed beats.

3. Internal rhyme is the use of rhyming words within a line of poetry.

4. A quatrain contains five lines.

5. Slant rhyme substitutes assonance or consonance for true rhyme.


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TECHNIQUES OF POETRY: MEANING

Sentence Completion

1. A group of images that together create an emotion in a reader is called .

2. Understatement, synecdoche, hyperbole, and simile are examples of .

3. If one expression combines two or more different senses, it is an example of.

4. The line, “The freshly minted stars were dimes of delight” illustrates .

5. When Carl Sandburg wrote, “When you let proud words go, it is not easy to call them back.They wear long boots, hard boots;” he was using .

a. metaphor

b. synaesthesia

c. objective correlative

d. chiasmus

e. figurative language

f. antithesis

g. personification

Short Answer

1. What is the difference between end rhyme, internal rhyme, and slant rhyme?

2. Give examples of onomatopoeia.


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3. What is a rhetorical question, and why might a poet use one?

4. How many lines, feet, and syllables would a quatrain of iambic pentameter have?

5. Free verse is a relatively modern style. Why do you think it appeals to poets?

CRITICAL WRITING

Essay

Write an essay based on the following prompt. Remember to complete both the Prepare to Write andWrite sections of the prompt. Use your own paper as necessary.

PREPARE TO WRITE. Choose one of the following short poems to analyze, using all you know about poetry. Isit dramatic, narrative, or lyric poetry? Mark its stressed and unstressed syllables, and identify any patternsand feet that you see. How many stanzas are there, and of what kinds? Evaluate its rhythm, meter, rhymescheme, sound devices, figurative language, and rhetorical techniques. Finally, be sure to analyze what thetheme of the poem is. What does it say to you?

WRITE. Using your work from Prepare to Write, do a literary analysis of one of the following two poems:

Apparently With No Surprise Held Backby Emily Dickinson by Laurie Abrams

Apparently with no surprise We oh so badly wish to goTo any happy Flower Beyond our fence, beyond to grow,The Frost beheads it at its play— Yet stopped because of age and suchIn accidental power— We’re asked to “slow” and use a crutchThe blonde Assassin passes on— Of beaten path and “parents’ know,”The Sun proceeds unmoved And so we limpTo measure off another Day And grow too slow.For an approving God.


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Selection Worksheet 1.2“Sonnet XXX,” page 19


Reader’s Journal, page 19

What has love meant to you the last year? What has it meant to you over your lifetime?

Respond to the Selection, page 20

Explain whether or not you believe that love is as important as food for a hungry person or release frompain for a suffering person.

INVESTIGATE, INQUIRE, IMAGINE, PAGE 21

Recall

1a. In lines 1–4, what does the speaker say thatlove is not? According to lines 5 and 6, whatcan love not do?

Interpret

1b. According to lines 1 and 2, what other thingsdoes a person need besides love? In what waysdo people, in the course of their lives, “sink/And rise and sink and rise and sink again”?What do the circumstances mentioned in lines 5and 6 have in common? What needs do peoplesometimes have that cannot be met by love?


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2a. According to lines 7 and 8, what might drive aperson to make friends with death?

3a. According to lines 9–13, what might move thespeaker to sell his or her love for peace? totrade the memory of that love for food?

Analyze

4a. Does the speaker believe that love is a funda-mental need? Support your answer with evi-dence from the poem.

Evaluate

5a. Do you agree with the speaker’s conclusions?Does the speaker seem convinced that he orshe would not trade love for food or releasefrom pain? Explain.

2b. How important is love to such a person?

3b. What question does the speaker consider inlines 9–14 of the poem? How does he or sheanswer that question?

Synthesize

4b. What do you think are people’s most basicneeds? Make a list of these. Is your list thesame as the speaker’s? How does it differ?

Extend

5b. Think of the kinds of love you have had in yourlife: love from parents and family, from friends,or from a significant other. What can love dofor a person? What would happen to you ifyou had never experienced love?


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UNDERSTANDING LITERATURE, PAGE 21SONNET. What is the subject of the first quatrain of “Sonnet XXX”? of the second quatrain? of the thirdquatrain? of the concluding couplet? Paraphrase each of these sections of the poem by stating its mainidea in your own words.

RHYME SCHEME. The end rhymes of the first four lines of “Sonnet XXX” have the rhyme scheme abab.What is the rhyme scheme of the rest of the poem?

REPETITION. What effect does the author’s repetition of the words rise and sink have?

ALLITERATION. What examples of alliteration can you find in Millay’s poem, other than the ones high-lighted on page 20? In your opinion, what does alliteration add to the poem?


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Selection Check Test 4.1.7“Sonnet XXX”


1. With what is many a man making friends?

2. For what might the narrator trade the memory of this night?

3. What can love not fill?

4. What might pin down the speaker?

5. What might the speaker be driven to sell?

LITERARY TOOLS

1. What is a sonnet?

2. What is the subject of “Sonnet XXX”?

3. How is repetition used in this poem?


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Selection Test 4.1.8“Sonnet XXX”

INSIGHTFUL READING

Multiple Choice

1. A primary message of this poem is that love is

a. difficult

b. delightful

c. painful

d. necessary

2. What does the speaker hope she would not do?

a. fall in love

b. lose love

c. trade love

d. accept love

3. What might drive a person to “make friends with death”?

a. being betrayed by a lover

b. falling in love

c. the death of a lover

d. lack of love

Short Answer

1. What is one thing that love is NOT?

2. What does the speaker fear might happen in “a difficult hour”?


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Short Answer

1. What is repeated in this poem, and why?

2. What is the theme of this poem?

3. What is iambic pentameter?

CRITICAL WRITING

Essay


1. Sonnet

PREPARE TO WRITE. Analyze this poem as a sonnet. What is its rhyme scheme? How is it divided into sec-tions? What is the theme of each section? What is the overall effect?

WRITE. In a paragraph, analyze this poem as a sonnet.


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2. The speaker

PREPARE TO WRITE. What does this poem say about love? What does the speaker feel for the person she isspeaking either to or about, and why are those feelings complicated? What fear does she have? Howdoes she discuss the various actions she might take in the future? Do you think she is trustworthy, ornot? Why?

WRITE. In a paragraph, analyze the speaker’s actions, fears, and predictions to suggest the conclusion thepoem draws about love.


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Selection Worksheet 1.3“A Story,” page 22



Write about a time someone read to you when you were a child.


If you were the father, what would you do if you could not think of a story?

INVESTIGATE, INQUIRE, IMAGINE, PAGE 25Recall

1a. What does the son want? What does thefather think the son will do soon?

Interpret

1b. Why might the man feel sad at not being ableto think of a story?


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2a. What does the father imagine he will offer hisson to keep him from leaving? How does heimagine his son will react?

3a. What words does the father use to describe the“equation” of his relationship with his son?What does he say the equation is not?

Analyze

4a. Analyze the father’s imagined screams at theend of stanza 5. Based on these lines, what doyou think the father realizes about himself, hisson, and their relationship? For example, is thefather capable of being a “god”? What frus-trates him?

Evaluate

5a. What kind of a father do you think the manwill be as his son grows up? Explain youranswer.

2b. Why is the father silent? What could the fatherdo to keep his son from leaving home oneday? Would it be possible, or even healthy, forhim to make his son stay?

3b. Through this description, what is the fathersaying about the nature of relationships?

Synthesize

4b. Why do you think “…a boy’s supplications /and a father’s love add up to silence”? What isthe father’s worry? Do his worries have to dowith telling stories, or do they extend to otherareas? Explain.

Extend

5b. Describe a time when you enjoyed a story thatsomeone told you. What did you learn byhearing that story? Did it make you feel closerto the storyteller? Why, or why not?


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UNDERSTANDING LITERATURE, PAGE 25FREE VERSE. Into how many stanzas is this poem divided? Are the stanzas regular in length? What do thefirst and last stanzas have in common?

NARRATIVE POEM. What is the story told in this poem?


Checking Your Reading

1. What adjective describes the man who is asked for a story but cannot come up with one?

2. Who is waiting to be told a story?

3. What does the man see “far ahead”?

4. What sort of equation is it?


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5. What adds up to silence?

Literary Tools

1. What does the italicized text in this poem represent?

2. What is the mood of this poem?

3. How does this poem qualify as free verse?


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FUNCTIONS OF SENTENCES. Write whether each sentence below is declarative, interrogative, imperative, orexclamatory.

1. Edna St. Vincent Millay was born and raised in Maine in a family with a great interest in literature.

2. She enjoyed reading and, while still quite young, wrote poetry for a magazine called St. Nicholas.

3. Millay did not expect to attend college, but a family friend sponsored her studies at Barnard andVassar.

4. Although she struggled with poverty, Millay also achieved literary and popular recognition with hersecond book, A Few Figs from Thistles.

5. Do you remember her best for winning the Pulitzer Prize or for her poetic figure of speech aboutburning the candle at both ends?

Speaking and Listening & Collaborative LearningORAL INTERPRETATION OF POETRY. As you listen to the oral presentations of others in your group, recordwhether each poem is narrative, dramatic, or lyric.


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Study and ResearchRESEARCHING POETS. Use this log to keep track of the sources you use, the information you find, and yourreactions to what you learn.

American Poet:

Summary of Poet’s Accomplishments and Published Works:

Sources Used:

4 FAVORITE POEMS BY POET:

Poem Poetic Form Techniques Used (meter, stanza, sound) Meanings

1.

2.

3.

4.


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Selection Check Test 4.1.9“A Story”


1. What adjective describes the man who is asked for a story but cannot come up with one?

2. Who is waiting to be told a story?

3. What does the man see “far ahead”?

4. What sort of equation is it?

5. What adds up to silence?

LITERARY TOOLS

1. What does the italicized text in this poem represent?


3. How does this poem qualify as free verse?


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Selection Test 4.1.10“A Story”

INSIGHTFUL READING

Multiple Choice

1. What does the father expect his son to do?

a. tell him a story

b. give up on him

c. go to sleep

d. choose a story

2. What does the father imagine?

a. the time when the boy will leave home

b. the time when the boy has children of his own

c. the time when the boy can tell him stories

d. the time when the boy will enjoy his stories

3. According to the father, relationships are governed by...

a. love

b. emotion

c. logic

d. nature

Short Answer

1. Why is the father frustrated?

2. Why do a “boy’s supplications” and a “father’s love” add up to silence?

3. How does the man describe his feelings?


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1. What makes this a narrative poem?


3. What is a possible theme of this poem?

CRITICAL WRITING

Essay


1. The father’s fear

PREPARE TO WRITE. How severely has the father let the boy down? Why is the father so afraid? Is what thefather fears the boy will do natural or unnatural? Why does he compare himself and the boy to gods?

WRITE. In a paragraph, examine the father’s fear, and determine if you think it is excessive or normal.What is he really afraid of?


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2. Now and later

PREPARE TO WRITE. What is the central event in this story? What event does the father’s imagination leapto? How are the two events connected? How might they share a theme?

WRITE. In a paragraph, discuss the current event in this poem, and the one in the father’s imagination.Explain how they connect and why this poem juxtaposes them. What effect does that juxtapositionachieve?


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Elements of Fiction Check Test 4.1.11LITERARY TOOLS

Short Answer

1. What are the oldest examples of fiction?

2. What is a short short?

3. What is a primary difference between historical fiction and fantasy?

4. According to Poe, what must every detail in a short story do?

5. The term fiction comes from the Latin fictio, which means what?


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MatchingMatch the first part of each sentence with its best fitting conclusion.

1. Creating characters in a work of fiction…

2. The antagonist of a story…

3. A dynamic character…

4. Motivation…

5. A story’s setting…

a. can help the reader understand the social, political, psychological, or moral conditions that affectcharacters.

b. requires literary techniques such as direct description, portrayal of behavior, and representation ofcharacters’ internal states.

c. is the central figure in a work of fiction.

d. defines the struggle between two forces in a literary work, usually involving the protagonist.

e. changes during the course of the story.

f. is engaged in a conflict with the main character of a story.

g. works as a force to move a character to think, feel, or behave in a certain way.

h. is the emotion created in the reader by a literary work.

PLOT DIAGRAMIdentify the parts of the plot diagram

4.

5.

1.

1.

2.

3.

4.

5.

6.

7.

7.

6. 2.

3.


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Elements of Fiction Test 4.1.12INSIGHTFUL READING

Matching

1. a character who does not change during the course of a story

2. a complex character; most like a real person

3. a character who is found again and again, in many literary works

a. stock character

b. major character

c. static character

d. one-dimensional character

e. three-dimensional character

Short Answer

1. What is the relationship between a protagonist and an antagonist?

2. Why is setting important?

3. What are the three major techniques writers use to create characters?

4. What is the difference between an internal conflict and an external conflict?

5. What happens at the turning point of a conflict?


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Selection Worksheet 1.4“American History,” page 31



When have you felt excluded?


Think of a time when adults were deeply moved by some event that you didn’t understand.


Recall

1a. What changes occur in El Building the dayPresident Kennedy is shot? What effect doesthe assassination have on the narrator’smother? How was the President going to beremembered in El Building?

Interpret

1b. Why doesn’t the narrator grieve for the dead president?


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2a. Whom does the narrator watch from her window?

3a. What does Eugene’s mother tell the narratorwhen she comes to visit Eugene?

Analyze

4a. Compare and contrast El Building withEugene’s house.

Evaluate

5a. Assess how ethnic prejudice affects the narrator.

2b. Do Eugene and the narrator make a suitablecouple? Why, or why not?

3b. What does Eugene’s mother think of the narra-tor? On what does she base her opinion?

Synthesize

4b. Why does the narrator want to enter Eugene’shouse? Explain whether you think getting herwish would have had the effect she expected.

Extend

5b. If this story took place today, do you think thenarrator would be treated the same way?Explain.


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UNDERSTANDING LITERATURE, PAGE 39

EXPOSITION AND SETTING. What is the setting of “American History”?

NARRATOR AND MAJOR CHARACTER. Who is the narrator of “American History”? Who is the major characterin the story?

INCITING INCIDENT, RISING ACTION, CLIMAX, AND RESOLUTION. What are the inciting incidents of the story?What happens in the rising action? When does the climax of the story occur? How does the authorresolve the conflict?

MINOR CHARACTER. Why is the minor character Mr. DePalma important to the story? Why is it surprisingthat he cries the day the President is shot?

CONFLICT. What types of conflict does the narrator experience?


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1. Imagine that you are the narrator. Write a letter to your cousin in Puerto Rico describing where youwere when you heard about President Kennedy’s death and people’s reactions, including your own.

2. Imagine that you are the narrator. Write a note to Eugene explaining what his mother did to youand describing how it made you feel.

3. The narrator says that her parents’ dreams are told “as fairy tales.” Imagine that you are the narrator.Write a journal entry describing your fairy tale about Eugene.


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Selection Check Test 4.1.13“American History”


1. What did the narrator often hear her parents discussing?

2. What did the narrator like to watch from her bedroom window?

3. Why was the narrator sent home from school early on the day the story takes place?

4. What did the other students call the narrator and Eugene when they saw them together?

5. What happens when the narrator goes to Eugene’s house to study?

LITERARY TOOLS

1. How is the setting in El Building described?

2. From what point of view is this story told?

3. Is Mr. DePalma a major or a minor character?

4. Describe an internal conflict experienced by the narrator.

5. Where does the climax of the story take place?


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Selection Test 4.1.14“American History”

INSIGHTFUL READING

Multiple Choice

1. Why does the narrator know so much about Eugene’s home before she even meets him?

a. she used to live there

b. she babysat for a couple who lived there

c. she snuck inside it to play when it was empty

d. she looked through the window

2. Eugene’s mother seems to base her opinion of the narrator on

a. where she lives

b. her reputation at school

c. what Eugene has said about her

d. her father’s job

3. What were the origins of Eugene’s and the narrator’s nicknames?

a. they were both smart

b. she was thin and he was from the South

c. she was tall and he was short

d. she was poor and he was rich

4. What did the narrator think of more after she met Eugene?

a. she thought of boys instead of her friends

b. she thought of reading books instead of watching television

c. she thought of leaving Paterson instead of staying in El Building

d. she thought of the present instead of the future

5. What does the narrator’s mother and Eugene’s mother have in common?

a. they are nurses

b. they are unhappy where they are

c. they have been abandoned by their husbands

d. they are indifferent to Kennedy’s assassination


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Short Answer

1. How does the atmosphere in El Building change after Kennedy’s assassination?

2. What happens when Mr. DePalma tells the students of Kennedy’s assassination? What does he callthe students? Why?

3. What do the narrator and her family do every Sunday?

4. How has the narrator’s mother treated her since she turned fourteen?

5. What does the narrator’s mother say to the narrator as she leaves for Eugene’s house?


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Plot Diagram

Identify each element, and tell what occurs in “American History” at that point.

Element Events from “American History”

Introduction/Exposition Setting: a Puerto Rican tenement in Paterson, New Jersey, in 1963. The protagonist is a ninth grade girl.

1.

2.

3.

4.

5.

Dénouement Narrator watches the white snow falling

CRITICAL WRITING

Essay


1. Home, sweet home

PREPARE TO WRITE. Setting plays a particularly strong role in this story. What is the weather like? Why doesthe speaker mention, more than once, the white snow turning to gray? What does Eugene’s housemean to the narrator, particularly the color of the front door? What role does her father’s dream of ahouse in the suburbs play?

2

1

Introduction/Exposition

4

3

5

Dénouement


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WRITE. Using your work from Prepare to Write, write an essay that analyzes the role of setting in thisstory. In particular, explore how the contrast between El Building, Eugene’s house, and the narrator’sfather’s dream deepens the conflict at the center of this story.

2. Kennedy’s assassination

PREPARE TO WRITE. Why do you think Cofer set this story against the backdrop of Kennedy’s assassination?How does it deepen the mood and the conflict? Throughout the story, how do the adults’ reactions toKennedy’s assassination differ from the kids’ reactions? Why might this be so? At the end of the story, thenarrator writes: “That night, I lay in my bed trying to feel the right thing for our dead president.” Whatdoes she mean about feeling “the right thing”? What does she really feel?

WRITE. In an essay, explain why Kennedy’s assassination is contrasted with the narrator’s personal heart-break. In particular, explore how the assassination is threaded through the story and reflects the centralconflict.


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Elements of Drama Check Test 4.1.15LITERARY TOOLS

Short Answer

1. Explain how one theory connects the origins of drama to the Greek word for “song of the goats.”

2. How were comedy and tragedy originally defined?

3. What is the modern idea of a comedy?

4. What is a melodrama?

5. How did the typical stage of the Middle Ages differ from the typical stage of today?

Matching

Match each element with the items it includes.

1. properties

2. spectacle

3. sound effects

4. script

5. set

a. an arch around a removed “fourth wall”

b. walls, furniture, painted backdrops

c. books, gavels, swords, handbags

d. thunder, ringing telephone, howling dogs, gunfire

e. up center, down right, up left

f. lights, curtains, costumes, makeup, actors

g. stage directions, dialogue, acts, scenes


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Elements of Drama Test 4.1.16INSIGHTFUL READING

Matching

1. a statement heard by the audience but not other characters on stage

2. indicates how actors will move on a stage

3. a speech delivered by a character who is alone on stage

4. everything that affects the senses of the audience: lights, music, costumes, etc.

5. everything on a stage that creates a sense of time and place

a. aside e. blocking

b. soliloquy f. spectacle

c. properties g. set

d. sound effects

Short Answer

1. What were the original definitions of comedy and drama?

2. What is the difference between a thrust stage and a proscenium stage?

3. What are the major components of a script?

4. What typically marks the beginning and ending of a scene?

5. Why does a playwright have less control over the final presentation of a play than do other writers,such as poets or novelists?


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Selection Worksheet 1.5from The Crucible, page 44


Reader’s Journal, page 44When have you felt social pressure to do something you knew was wrong?

Respond to the Selection, page 48Why does Mary Warren turn on Proctor and make an accusation against him? Explain.


Recall

1a. What does Abigail claim to see on the beam?What does Abigail say is “a deadly sin”?

2a. What question does Danforth ask Mary aftershe says, “I’m not hurting her”? What doesMary mean when she says that the girls are“sporting”?

Interpret

1b. According to Abigail, who is making the imageappear?

2b. What pressure does Danforth’s question put onMary? What might happen to Mary if thecourt believes Abigail and the girls? Does Marysee the bird? What explanation for the birddoes she offer at first?


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3a. Of what does Mary accuse Proctor? To whomdoes Mary rush at the end of the selection?

Analyze

4a. In Puritan New England, debate raged over theadmissibility in court of “spectral evidence,”the evidence of spirits seen by some peoplebut not by others. What example of such“spectral evidence” appear in this selection?What other “evidence” does Danforth have forbelieving that Proctor is “the Devil’s man”?How would you describe the method of ques-tioning that Danforth uses with Mary? Explain,giving examples from the selection.

Evaluate

5a. What pressures are put on Mary to denounceProctor? Is what Mary does understandable?excusable? moral? Why, or why not?

3b. Why does Mary change her mind and accuseProctor?

Synthesize

4b. Would such a method of questioning beacceptable in a court of law today? What is theweakness of this strategy? Explain.

Extend

5b. What would you do in Mary’s position? Whatdo you think will happen next?


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UNDERSTANDING LITERATURE, PAGE 49–50STAGE DIRECTIONS. Find examples in this scene of stage directions that indicate parts of the setting and stagedirections that indicate how characters are to speak or move.

CHARACTER. Who are the major characters in this scene from The Crucible? Who are the minor characters?Briefly describe the personalities of the major characters, based on their words and actions in this scene.Which characters do you admire? Which do you not admire? Why?

DIALOGUE. Find examples in this scene of dialogue that would probably not be spoken by characters in amodern setting but that is appropriate to Miller’s setting of the play in colonial New England.

SET AND PROPERTIES. If you were designing a set for this scene from The Crucible, what elements would youhave to include? What properties might you have the actors use?


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BLOCKING. What movements described in the stage directions for this scene would have to be taken intoaccount by the person, such as the director, who was planning the blocking of the scene?

THEME. What do you think is the theme of this scene from the play? What does the scene reveal about theforces that cause people to give in to mob hysteria? Why do some people forsake their convictions in situa-tions like the one described in this scene?


1. Imagine that you are John Proctor. Write a speech, or address to the jury, defending yourself andrefuting the “evidence” that has been collected against you.

2. Write a summary, or abstract, explaining what happens in this scene from The Crucible.

3. Imagine that you are Reverend Parris. Write a sermon you might deliver to your congregation abouthow to recognize whether a witness is telling the truth about an accused “witch.”


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INTEGRATING THE LANGUAGE ARTS, PAGES 50–51


THE PARTS OF SPEECH. Identify the part of speech of each italicized word in the paragraph below. Formore information, see the Language Arts Survey 3.7, “Parts of Speech Overview.”

[1] Joseph Raymond McCarthy entered the United States Senate in 1946. [2] After two undistinguishedyears in the Senate, [3] he gained national recognition in 1950 by charging that over two hundredCommunists [4] had infiltrated the State Department, that part of the government that oversees foreignrelations. At the time, the United States was at war with the Communist government in North Korea,and many citizens of the country were [5] deeply fearful about Communist advances in Europe andChina. McCarthy’s charges struck a chord with the people, and for several years thereafter, [6] innocentpeople were hounded from their jobs in government and in the entertainment industry because of “sus-pected” Communist activities and “associations” with Communists. Targets [7] of McCarthyism includedsuch well-known literary figures as Ring Lardner, Jr., and Lillian Hellman. McCarthy went too far, how-ever, when he made accusations against such popular figures as President Dwight D. Eisenhower. In1954, the Senate formally voted to condemn McCarthy for his [8] conduct, and the McCarthy Era cameto an end. Did anything positive come out of the McCarthy Era? [9] Yes, this period in American historygave people a new understanding of the dangers of character assassination, guilt by association,[10] and mass hysteria. It also gave us Arthur Miller’s fine play, The Crucible.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


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Study and Research & Collaborative LearningRESEARCHING THE SALEM WITCH TRIALS AND THE MCCARTHY HEARINGS. Depending upon which task you havebeen assigned, research the Salem witch trials of 1692 or the McCarthy hearings of the early 1950s.

TOPIC RESEARCHED (CHECK ONE)Salem Witch Trials

McCarthy Hearings

What were the origins of your assigned event?

How many people initiated it? Who were they?

What motivated the instigators as well as those who subsequently support the trails or the hearings?

Did anyone speak out against these crusaders? What happened to them? Why?

Our group used the following sources of information:


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Critical ThinkingEXAMINING THE CRIMINAL JUSTICE SYSTEM. Locate a news or magazine article which tells the story of someonewrongly accused of a crime.

News article author/news service, headline title, publication title, date, page number:

According to the article, what evidence was used in the case against this person? Was a false confessioncoerced, or forced, from the suspect? Based on what you learned about the case, was the person truly“guilty beyond a reasonable doubt”? Why, or why not?


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Selection Check Test 4.1.17from The Crucible


1. What creature does Abigail claim to see?

2. What name does Abigail call the creature?

3. What do Abigail and the girls do each time Mary Warren speaks?

4. Who tries to convince the court that the girls are pretending?

5. What does Mary Warren call John Proctor?

LITERARY TOOLS

1. What is the setting of this scene?

2. According to the stage directions, what does Abigail do at the end of the scene?

3. Name one minor character from this scene.


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Selection Test 4.1.18from The Crucible

INSIGHTFUL READING

Matching

1. “Mary, remember the angel Raphael—do that which is good and—“

2. “I see nothing, Your Honor!”

3. “Oh, Mary, this is black art to change your shape. No, I cannot, I cannot stop my mouth; it’sGod’s work I do.”

4. “Do you know who I am? I say you will hang if you do not open with me!”

5. “Give me a whip—I’ll stop it!”

a. Hale d. Abigail Williams

b. Danforth e. Elizabeth Proctor

c. John Proctor

Short Answer

1. Why is Mary Warren in the courtroom?

2. What decision does Danforth force Mary Warren to make?

3. Why does Abigail Williams claim Mary Warren wants to harm her?

4. What is Hale’s reaction to the hysteria in the courtroom?

5. What evidence is there that Abigail has “won”?


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Matching

1. a minor character who refuses to give into the hysteria, and speaks the truth

2. a major character who manipulates the others in the scene

3. continues to fight for what is right, despite overwhelming odds

4. more interested in exercising authority than in discovering truth

5. begins strong, but collapses under pressure and becomes hysterical

a. Mary Warren e. Abigail Warren

b. John Proctor f. Deputy Governor Danforth

d. Reverend Hale g. Reverend Parris

Short Answer

1. What is Abigail’s motivation for her behavior?

2. Draw a quick sketch of how the stage might be organized for this scene.

3. What is the setting of this play?

4. What is a theme of the play, suggested by this scene?


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5. What central conflict is suggested by this scene?

CRITICAL WRITING

Essay


1. Witch hunts

PREPARE TO WRITE. This play was inspired by the McCarthyism that was rampant in American in the1950s, and it is credited with coining the phrase “witch hunt.” What parallels did Arthur Miller seebetween the Salem witch trials and 1950s America? What message did he attempt to share throughthis play?

WRITE. In a paragraph, explain the connection Miller saw between those two historical events, andwhat message he hoped to share in this play.


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2. Changes and influences

PREPARE TO WRITE. Mary undergoes a profound change in this scene. What is that change? Whatcauses it? Why is she influenced as she is? How do the other characters react to her change? Fromthe action and conflict that is established in this scene, what impact can you predict Mary’s changewill have on others?

WRITE. In a paragraph, explain the change Mary undergoes in this scene. Consider what causes itand what impact it is likely to have on further action in the play.


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Selection Check Test 4.1.19LITERARY TOOLS

1. How does nonfiction differ from other types of literature?

2. What are two examples of public records?

3. What is the difference between a biography and an autobiography?

4. What is a history?

5. What characterizes a good essay?

TYPES OF WRITINGMatch the first part of each sentence with its best fitting conclusion. You may use some choices more thanonce and you may not use every choice.

1. Descriptive writing

2. Analysis

3. Narration

4. Comparison-contrast writing

5. Dialogue

a. uses chronological order as a method of organization.

b. places subjects into categories according to their characteristics.

c. presents words as they were actually spoken by people.

d. portrays in words how things look, sound, smell, taste, or feel.

e. presents the steps in a process or gives directions how to do something.

f. presents similarities and differences.

g. breaks something into its parts and shows how the parts are related.


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PURPOSES AND MODES

1. What is a writer’s purpose, or aim?

2. What is the writer’s purpose when he or she uses the imaginative mode?

3. Give three examples of writing in the persuasive/argumentative mode.

4. Why might a writer use more than one mode in a piece of writing?

5. If a writer’s purpose is to reflect on a significant event in his or her life, what mode would he or sheuse?


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Elements of Nonfiction Test 4.1.20MODES OF WRITING

True or False

1. Poetry, short stories, and novels are examples of personal/expressive writing.

2. Essays are nonfiction.

3. Writers generally do not pursue more than one purpose in a piece of writing.

4. A writer of a persuasive/argumentative piece wants to change his audience in some way.

5. The original meaning of the word essay was “trial or attempt.”

ORGANIZATIONAL PATTERNS AND TYPES OF WRITING

Matching

1. places objects into categories according to their properties or characteristics

2. most closely associated with narration

3. breaks something into parts and examines how parts are related

4. events arranged in the order in which they occurred

5. explores the similarities and differences between two subjects

a. chronological order

b. spatial order

c. analysis

d. classification order

e. comparison and contrast order

f. process


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Short Answer

1. Why are public records important to a writer preparing a history?

2. Why is a memoir considered nonfiction although it tells a story?

3. In what type of writing are sensory details particularly important, and why?

4. What are the two common presentations of subjects in comparison/contrast essays?

5. What is the primary purpose of an imaginative piece?


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Selection Worksheet 1.6“The Way to Rainy Mountain,” page 56


Reader’s Journal, page 56Think about a place that has special meaning or prompts strong memories for your family. Why is thisplace special?

Art Note, page 56Kiowa Funeral, 1930. James Auchiah.

What do you think the artist’s purpose was in making this painting?

RESPOND TO THE SELECTION, PAGE 63

If you were to visit the places described by the narrator, what kind of response do you think youwould have? Explain why it would be similar to or different from the experience of the narrator.


Recall

1a. What event in the experience of her peopledid the narrator’s grandmother miss by eightor ten years? What does the narrator think shemust have experienced despite missing thisevent?

Interpret

1b. Explain the significance to the narrator of theFort Sill incarceration.


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2a. What ceremony did the narrator’s grand-mother participate in as a child? Why did theceremony stop? What does the narratorremember his grandmother doing most?

3a. Where is the narrator’s grandmother’s grave?

Analyze

4a. Identify key events in the journey of the Kiowaas presented by Momaday.

Evaluate

5a. Evaluate the impact on the grandmother’s lifeof changes that occurred in the Kiowa culture.

2b. How did the prayers make the narrator feeldespite the fact that he could not understandthem? Why might the narrator be impressedwith the reverence of his grandmother’sprayers?

3b. Why is the location of the grave appropriate?

Synthesize

4b. Summarize the effect of all of these events onthe Kiowa people.

Extend

5b. Compare the experiences of the Kiowa andthose of the African Americans expressed in“Follow the Drinking Gourd.”


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UNDERSTANDING LITERATURE, PAGE 63

DESCRIPTION. How does Momaday use description at the beginning of the narrative? What sensory detailsdoes the author include?

NARRATION. Whose story does Momaday recount?

CHRONOLOGICAL ORDER. What sections of the selection are told using chronological order? What transi-tions are used in telling the story of Momaday’s journey that retraces the Kiowas’ migration?

ORAL TRADITION AND MYTH. According to the Kiowa, how did they enter the world? How was the BigDipper formed? How did Momaday’s grandmother keep the oral tradition of the Kiowas alive?

TONE. What tone does Momaday use when describing his grandmother in her familiar postures on page 61?

CLASSIFICATION ORDER. Which section of “The Way to Rainy Mountain” uses classification?

COMPARISON AND CONTRAST ORDER. Which method of comparison and contrast order is used in thedescription of the grandmother’s house as it was in the past and as it is after her death?


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1. In this selection, Momaday describes a place that is special to him. Write a description of a placethat is close to your heart.

2. Create a paragraph-long original myth that explains an object or event in the natural world.

3. An elegy is a poem that laments the dead. Write an elegy for Momaday’s grandmother or for theKiowa culture.



FINDING THE SIMPLE SUBJECT AND VERB. For each of the sentences below, circle the simple subject andunderline the simple verb. For more information, see the Language Arts Survey 3.20, “Finding theSimple Subject and Simple Predicate in a Sentence.”

1. Winter brings harsh weather.

2. Her forebears came down from the country.

3. Yellowstone, it seemed to me, was a region of beautiful scenery.

4. The sky in all directions is close at hand.

5. The land, descending eastward, is a stairway to the plain.


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Selection Check Test 4.1.21“The Way to Rainy Mountain”


1. Why has the narrator come to Rainy Mountain?

2. What had the Kiowa done to save themselves from the advances of the U.S. Cavalry?

3. Why could the narrator never understand his grandmother’s prayers?

4. According to their origin myth, how had the Kiowa entered the world?

5. What element of nature held special significance for the Kiowa, forming the central symbol of theirworship?

Vocabulary in Context

Fill in each blank below with the most appropriate word from the following Words for Everyday Use from“The Way to Rainy Mountain.” You may have to change the tense of the word.

disposition pillage unrelenting writhe wean tenuous opaque

1. The soldiers tried to stop thieves from the abandoned village.

2. Allison’s doctor advised her to herself from drinking so much coffee.

3. Marshalls’ health felt for weeks after the illness passed.

4. The fog turned the windows .

5. The firefighters continued to fight the flames.


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LITERARY TOOLS

1. How does the narrator describe the weather on Rainy Mountain?

2. What example of the Kiowa oral tradition does Momaday weave into this selection?

3. What type of organization does the narrator use to present his description of his grandmother’shouse?

4. How does Momaday use chronological order in developing this selection?

5. What is the tone of this selection?


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Selection Test 4.1.22 “The Way to Rainy Mountain”

INSIGHTFUL READING

True or False

1. Momaday returns to Rainy Mountain to visit his grandmother’s grave.

2. Momaday recalls the Kiowa as a peaceful people who craved quiet.

3. Momaday recalls a myth in which a boy becomes a bear.

4. Momaday’s grandmother was born when the Kiowa were the bravest hunters on the plains.

5. Momaday’s grandmother converted to Christianity.

Short Answer

1. What had the U.S. Cavalry done to the Kiowa?

2. How had meeting the Crow tribe change the Kiowa?

3. Why had the Kiowa “backed away forever from the medicine tree”?

4. Why could Momaday not understand his grandmother’s prayers?

5. Why had the Sun Dances stopped?


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VOCABULARY IN CONTEXT

Sentence Completion

Fill in each blank below with the most appropriate word from the following Words for Everyday Use from“The Way to Rainy Mountain.” You may have to change the tense of the word.

servitude nocturnal profusion reverence opaque pillage writhe

1. The noisy children became quiet and showed as they entered the church.

2. Bats are , so you have to stay up late to catch a glimpse of them.

3. The surface of the churning water was ; we couldn’t see the ocean’s floor.

4. Consuela winced as she read of the the small village had suffered.

5. In early November, we enjoy the brilliant of bright leaves on the trees.


Matching

Match each section of the essay with the element of writing that it primarily uses.

1. the migration of the Kiowa

2. the explanation of Momaday’s grandmother’s familiar postures

3. the depiction of Momaday’s grandmother’s house before and after her death

4. the story of the seven sisters

5. the description of Rainy Mountain

a. sensory details

b. narration

c. myth

d. dialogue

e. imaginative writing

f. classification

g. comparison/contrast


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1. What impression of Rainy Mountain is suggested by the long description that opens this selection?

2. How does Momaday describe the effects of weather on houses on the plains?

3. What is the mood of this selection?

4. What is a possible theme for this selection?

5. With what event does this selection begin, and with what event does it end?

CRITICAL WRITING

Essay


1. The Kiowa

PREPARE TO WRITE. Momaday shares information about the Kiowa tribe, interwoven with his memories ofhis grandmother. What do you learn about the history, customs, and beliefs of the Kiowa? What twomajor changes in their cultures are described in this essay? What does Momaday suggest will happen tothe Kiowa in the future?

WRITE. In your essay, explain what you learned about the Kiowa from this selection. Be sure to share theimpressions of them based on the facts that you gleaned from this piece. Make notes and choose anorganizational pattern before you begin.


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2. Momaday’s personal journey

PREPARE TO WRITE. In sharing his story about his grandmother, Momaday shares information about theKiowa. He also gives a rich portrayal of his grandmother, and suggests her impact on his life. What effectdo you think she has had on his life? What has he returned to Rainy Mountain to do, and what does thissuggest about their relationship? He illustrates, rather than states, his feelings for her; how does he seemto feel about her and about his heritage? What evidence points to your response?

WRITE. In your essay, explore Momaday’s personal reasons for returning to Rainy Mountain, and whatthey suggest about his relationship with his grandmother. Draw a rich picture of her, using informationfrom the selection. Make notes and choose an organizational pattern before you begin.


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Unit One Visual Literacy/Critical Viewing WorksheetART NOTE, PAGE 4

Sky Woman, 1936. Ernest Smith.

A member of the Seneca tribe, Ernest Smith (1907–1975) illustrated a creation story that has been retoldfor thousands of years. In this first scene of the long and complex story, Sky Woman falls toward theprimeval waters where the world will be created on the back of a turtle. What type of oral literature doyou think Smith is illustrating?

ART NOTE, PAGE 13

Something on the Eight Ball, 1953. Stuart Davis.

Stuart Davis (1894–1964) brought elements into his abstract paintings that suggest modern music,dance, and poetry. The repeated geometric forms and color combinations suggest the rhythm andimprovisation of jazz. The disjointed words and script-like squiggles suggest free-form poetry. What termsfor the elements of poetry might also be used to describe the elements of painting?

ART NOTE, PAGE 53

Room in New York, 1932, Edward Hopper.

Edward Hopper (1882–1967) recorded city life in a simple, direct way. Rather than a staged portrait, thispainting has the feelings of an intimate scene of ordinary life. What can you tell about these people?About their lifestyle? About the historical period?


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ART NOTE, PAGE 56

Kiowa Funeral, 1930. James Auchiah.

James Auchiah (1905–1954) was a member of the Kiowa Five, a group of twentieth-century artists whodrew on the Kiowa pictoral tradition and combined it with European painting methods. Ironically, muse-ums that collected Native American artifacts rejected these contemporary paintings for not beingauthentic, refusing to see the changing nature of Native American cultures. What do you think was theartist’s purpose in making this painting?


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Unit 1 Review VOCABULARY WORKSHEET

SpellingCircle the word that is spelled incorrectly. Then spell the word correctly on the blank provided.

1.a. infirm

b. eerie

c. mute

d. ween

2.a. waryness

b. supplication

c. confound

d. pillage

3. a. lilting

b. resolution

c. profusion

d. enjender

4. a. elation

b. consumate

c. tenuous

d. dilapidated

5. a. martyr

b. hysterical

c. preeminently

d. desposition


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AntonymsChoose the answer that comes closest to meaning the opposite of the underlined word.

1. “Follow the Drinking Gourd” contains discreet messages.

a. complicated

b. obvious

c. simple

d. mysterious

2. In “A Story,” the father imagines himself distraught as his son leaves.

a. loud

b. unconscious

c. pleased

d. unsure

3. The narrator of “American History” found solace in reading.

a. enjoyment

b. stress

c. humor

d. play

4. In The Crucible, Mary, sobbing, claims the reverence she feels toward God.

a. confidence

b. lack of emotion

c. hatred

d. harmony

5. Strong essays follow a logical pattern of organization.

a. similar

b. creative

c. boring

d. irrational


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Sentence CompletionFill in each blank below with the most appropriate word from the following Words for Everyday Use fromUnit One. You may have to change the tense of the word.

enmity enthralled resigned nocturnal opaque nocturnal writhe

1. The stars helped keep slaves on a northward path on their journey.

2. The small boy with anticipation as he waited for his father to tell him a story.

3. Eugene’s mother’s distressed and humiliated the young girl

4. In The Crucible, Mary wavers under pressure from Danforth.

5. His grandmother was accepting of new ways, but not to losing the old ones.

Words for Everyday Useconfound, 47 hysterical, 35 resigned, 37consummate, 60 infirm, 58 resolution, 20dilapidated, 37 lilting, 35 reverence, 60discreet, 34 logical, 24 servitude, 62disposition, 58 maneuvering, 34 solace, 38distraught, 37 martyr, 32 supplication, 24eerie, 36 mute, 24 tenuous, 60elation, 37 nocturnal, 62 unrelenting, 58engender, 60 opaque, 61 wariness, 60enmity, 62 pillage, 58 wean, 60enthralled, 35 preeminently, 58 writhe, 58hierarchy, 32 profusion, 60

Literary Termsalliteration, 19 free verse, 22 repetition, 6, 19blocking, 44 inciting incident, 31 resolution, 31character, 44 major character, 31 rhyme scheme, 19chronological order, 56 minor character, 31 rising action, 31classification order, 56 myth, 56 set, 44climax, 31 narration, 56 setting, 31comparison and contrast order, 56 narrative poem, 22 sonnet, 19conflict, 31 narrator, 31 spiritual, 6description, 56 oral tradition, 6, 56 stage directions, 44dialogue, 44 properties, 44 theme, 6, 44exposition, 31 refrain, 6 tone, 56


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LITERARY TOOLS

MatchingChoose the letter of the genre that each element fits most closely.

a. oral tradition d. drama

b. poetry e. nonfiction

c. fiction f. all of the above

1. refrain

2. classification order

3. blocking

4. inciting incident

5. set

6. tone

7. free verse

8. myth

9. properties

10. theme

QUESTIONS FOR WRITING, DISCUSSION, AND RESEARCH

1. Although “A Story” is a narrative poem, it has elements of lyric poetry. Although “Sonnet XXX” is alyric poem, it suggests a story. Discuss with a group the lyric and narrative elements in each poem.

2. “American History” juxtaposes several event: the narrator’s personal experience with Kennedy’s assassi-nation; El Building with Eugene’s house; the adults’ reactions to Kennedy’s death with the kids’ reac-tion to the same event. What effect do these comparisons have? Which juxtaposition forms the centralconflict of the story? Why?

3. In which of the selections from this unit is the setting important? Could any of the selections takenplace in a different setting? Choose two that are particularly dependent upon their setting, and explainhow the writers created the settings of those works. Why is the setting paramount in each?


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Unit 1 Test INSIGHTFUL READING

Multiple Choice

1. In “Follow the Drinking Gourd,” the line “When the sun comes back and the first quail calls” refers to

a. the beginning of hunting season

b. the time after the storm passes

c. spring

d. night

2. The speaker in “Sonnet XXX” is worried that

a. she will not find love

b. her lover will forget her

c. she will not be able to honor the love she has

d. her lover will discover that she has been unfaithful

3. According to “Sonnet XXX,” what might drive a person to “make friends with death”?

a. being betrayed by a lover

b. falling in love

c. the death of a lover

d. lack of love

4. The father in “A Story” grows afraid when he

a. remembers what happened the previous night

b. remembers the boy’s birth

c. imagines what will happen the next night

d. imagines what will happen far in the future

5. According to “A Story,” relationships are governed by

a. love

b. emotion

c. logic

d. nature


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6. Why did the narrator of “American History” feel a connection with Eugene?

a. they were both poor

b. they both had problems getting along with their parents

c. they both felt like outcasts

d. they shared an admiration for President Kennedy

7. What event forms the climax of the plot in “American History”?

a. when the narrator meets Eugene

b. when the narrator’s father leaves for Puerto Rico

c. when Mr. DePalma announces President Kennedy’s assassination

d. when the narrator meets Eugene’s mother at the door

8. What is a melodrama?

a. a drama with a happy ending

b. a play where most of the parts are sung

c. a play with a surprise ending

d. a play with exaggerated characters and situations

9. In The Crucible which of the following characters appears most reasonable?

a. Reverend Hale

b. Abigail Williams

c. Danforth

d. Mary Warren

10. In the story of the seven sisters in “The Way to Rainy Mountain,”

a. the great tree saved the sisters from the bear

b. the sisters became seven planets that revolved around the sun

c. the sisters became bears and stalked the tribe

d. the sisters planted a seed which became the earth

VOCABULARY IN CONTEXT

Fill in each blank below with the most appropriate word from the following Words for Everyday Use fromUnit One. You may have to change the tense of the word.

reverence infirm engender solace servitude resigned lilting

1. On her first trip to Graceland, the Elvis fan toured the mansion with .

2. As she climbed higher on the mountain, Arletta felt increasingly .

3. The hostess greeted us with a pretty, voice.

4. Jack felt when he heard that his boat hadn’t survived the storm.


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5. When my date stood me up, I found in a gallon of ice cream.


1. Why did every primitive culture around the world create myths?

2. What is an image, and why is imagery an important element in poetry?

3. What is the mood of “Sonnet XXX”? Why?

4. Explain the title of “American History.” What two meanings does it convey?

5. What is a primary aim of “The Way to Rainy Mountain”?

CRITICAL WRITING

Paragraphs

1. What is the hidden message in “Follow the Drinking Gourd”? Why is it expressed through the oraltradition? Explain the message and why it is conveyed in a song.

2. Which two characters in The Crucible hold the most power? Over whom do they wield this power?How do they use this power? Explain.


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3. In “A Story,” both stories and silence serve as symbols. What do these symbols stand for, and whatimpact does this have on the poem?

EssayPREPARE TO WRITE. Regardless of the genre, all works have a central idea, or theme. Choose any selectionfrom this unit, and analyze how effective it is within its own genre. For example, if you choose a poem,describe its theme and how the poet uses the techniques of poetry to convey the theme. Make somenotes first to organize your analysis.

WRITE. Using your work from the Prepare to Write exercise above, choose a selection from this unit. Writean essay that analyzes the selection as a representative of its genre.

SupplementalActivity Worksheets


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ASSIGNMENT LOG

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READER’S JOURNAL

Date:_________________________


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RESEARCH JOURNAL

Use this form as you work through a research project. As you get started researching, you may need tonarrow or broaden your topic for research based on your initial findings.

Topic of study: ____________________________________________________________________________

Narrower topic for research:_________________________________________________________________

Hypotheses or predictions: __________________________________________________________________

Possible sources (circle all of those you think will apply):

Books Reference materials Periodicals Internet Interview Other

Initial findings:_____________________________________________________________________________

________________________________________________________________________________________________

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Notes about any relationships or patterns in your data: _________________________________________

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Notes from evaluating and interpreting your data: _____________________________________________

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Conclusions you can make: _________________________________________________________________

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Notes from exchanges of ideas with peers:____________________________________________________

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Generalizations you can make about the topic: ________________________________________________

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RESEARCH LOG

Your research journal, which could be a notebook or an electronic file, is a good place for taking notes onyour topic and for documenting your sources. When you document a source, include the following:

• author. Write complete name(s) of all author(s), editor (s) and translator(s).

• title. Write the full title exactly as it appears on the title page; include the edition if noted.

• place of publication, publisher, date of publication. Copy the publisher’s name from the titlepage. Copy the place and date from the copyright page.

• location and call number. Note where you found the book. If it is from the library, write the call number.

1. Author: _______________________________________________________________________________

Title: _________________________________________________________________________________

Place, publisher, date: __________________________________________________________________

Location and call number: ______________________________________________________________

2. Author: _______________________________________________________________________________

Title: _________________________________________________________________________________



3. Author: _______________________________________________________________________________

Title: _________________________________________________________________________________



4. Author: _______________________________________________________________________________

Title: _________________________________________________________________________________



5. Author: _______________________________________________________________________________

Title: _________________________________________________________________________________



6. Author: _______________________________________________________________________________

Title: _________________________________________________________________________________




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INTERNET RESEARCH LOG

The Internet is a convenient research tool but it also presents some challenges. As you jump from oneInternet site to another, it’s easy to lose track of how you got from place to place. Mapping your naviga-tion in your research journal is a good way to keep track of the sites you have visited and the informationyou found there.

Topic: ____________________________________________________________________________________

Search engine: ____________________________________________________________________________

First keyword(s) or phrase tried: _____________________________________________________________

Promising hits (site names/addresses): _______________________________________________________

________________________________________________________________________________________________

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Links: ____________________________________________________________________________________

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New keyword(s) or phrase tried: ____________________________________________________________

Promising hits (titles of sources): ____________________________________________________________

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Complete documentation for the two most promising sites: ____________________________________

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topic of yourresearch

search engine usedkeywords

or phrases used to search

names/addresses ofsites you explore

names/addresses of linked sites you explore

new keywords used to search

complete documentation for sites you actually use for information


Answer KeySee the Annotated Teacher’s Edition answers to all Selection Worksheet Activities.

ELEMENTS OF THE ORAL TRADITION CHECK TEST 4.1.1 LITERARY TOOLS

Matching1. c. legends2. a. myth3. d. oral tradition4. e. spiritual5. c. legends

True or False1. False2. True3. False4. True5. False

ELEMENTS OF THE ORAL TRADITION TEST 4.1.2INSIGHTFUL READING

Matching1. c. legend2. a. myth3. c. legend4. e. oral tradition5. d. spiritual

Short Answer1. Legends contain fictional, often fantastic elements, but are generally based on some real event or

person.2. Myths served a cultural, and often religious, function. They helped a society explain the natural world

and phenomena within it.

CRITICAL WRITING

Oral Traditions in the United States

Responses will vary. Students may point out that this country has many oral traditions because its peopleoriginated in many cultures around the world. Even though most Americans learn to read, preserving oraltraditions helps maintain ties with the rich cultural backgrounds and customs that were brought to theUnited States from other societies.

SELECTION CHECK TEST 4.1.3CHECKING YOUR READING

1. The Underground Railroad was not an actual railroad but a series of routes and passages throughwhich fugitive slaves escaped to safety.

2. The listener should follow the drinking gourd when the sun comes back and the first quail calls.


3. The old man is waiting.4. The river bank will make a very good road.5. The drinking gourd is used as a code for the Big Dipper constellation.

LITERARY TOOLS1. Responses will vary, but could discuss themes of escape or of a journey.2. Responses will vary.3. Responses will vary, but could mention a sense of melancholy, of a quest for freedom or salvation

(which can be associated with religious salvation).

SELECTION TEST 4.1.4

“Follow the Drinking Gourd”INSIGHTFUL READING

Matching1. the sun2. old man3. river bank

Short Answer1. This is important because the “drinking gourd” is the Big Dipper, which guides slaves northward to

freedom. 2. The Underground Railroad was most active in spring (when the sun comes back and the first quail

calls) because the escaping people could not survive the long journey in the harsh weather of winter.

UNDERSTANDING LITERARY CONCEPTS1. repetition2. oral tradition3. refrain

Short Answer1. They were composed into songs so that they could be sent secretly, but also because most slaves

were illiterate and could not read messages. 2. The main phrase that is repeated is “follow the drinking gourd,” which could be the most important

part of the message because it urges people to keep heading northward.

CRITICAL WRITING

Essay

Responses will vary for each of the prompts.

ELEMENTS OF POETRY CHECK TEST 4.1.5LITERARY TOOLS

Matching1. c2. a3. d4. g5. f


True or False1. False2. True3. True

Multiple Choice1. c. metaphor2. a. personification3. d. parallelism4. a. chiasmus4. a. rhetorical question

TECHNIQUES OF POETRY

Students should mark the stressed and unstressed syllables as follows in the following lines:

˘ / / ˘ ˘ / ˘ ˘ /We dance round in a ring and suppose

˘ ˘ / ˘ / ˘ ˘ / ˘ ˘ /But the Secret sits in the middle and knows

ELEMENTS OF POETRY TEST 4.1.6TYPES OF POETRY

1. f. elegiac poetry2. g. ode3. b. dramatic poetry4. d. sonnet5. a. imagist poetry

TECHNIQUES OF POETRY: METER, STANZAS, AND SOUND

True or False1. True2. False3. True4. False5. True

TECHNIQUES OF POETRY: MEANING

Sentence Completion1. c. objective correlative2. e. figurative language3. b. synaesthesia4. a. metaphor5. g. personification


Short Answer1. End rhyme is rhyme at the ends of lines; internal rhyme is rhyme between words in the same line; and

slant rhyme is the substitution of near rhymes for true rhymes.2. Responses will vary.3. A rhetorical question is one that doesn’t require an answer, because the answer is obvious or the poet

intends to provide it. Poets use them for various reasons, often to identify a question so that he or shecan suggest an answer.

4. A quatrain would have four lines; the pentameter suggests five feet; and an iamb has two syllables sothere would be ten syllables.

5. Responses will vary. Free verse allows freedom, and also approximates normal speech so poets may useit if they want a conversational tone.

CRITICAL WRITING

EssayResponses will vary.

SELECTION CHECK TEST 4.1.7

“Sonnet XXX”CHECKING YOUR READING

1. Many a man is making friends with death.2. The narrator might trade the memory of this night for food.3. Love cannot fill the thickened lung with breath.4. The speaker might be pinned down by pain.5. The speaker might be driven to sell the listener’s love for peace.

LITERARY TOOLS1. A sonnet is a 14-line rhyming poem that follows a conventional rhythmic pattern and often deals with

the subject of love.2. “Sonnet XXX” deals with the importance, and limitations, of love.3. The repetition of the words “rise and sink” reflects the actions of a drowning person and also the

changing fortunes of life.


“Sonnet XXX”INSIGHTFUL READING

Multiple Choice1. d. necessary2. c. trade love3. d. lack of love

Short Answer1. Responses will vary.2. She fears that she will feel so badly that she will trade love or the memory of love for a reprieve.

UNDERSTANDING LITERARY CONCEPTS1. The phrase “rise and sink” is repeated to illustrate changing fortunes.2. Responses will vary.3. Iambic pentameter is a line of poetry with five feet containing one stressed syllable and one unstressed

syllable.


Critical WritingStudents should write an essay on one of the prompts.1. Responses will vary. Students should show the ways that the poem conforms to the standard structure

of a sonnet, and follows the thematic development of a sonnet.2. Responses will vary. The poem offers a sophisticated portrayal of love; the speaker appears to be in

love, although she does not say so directly. She references selling “your love” and trading “the memory ofthis night,” which both suggest that she has just had a romantic experience. She is, perhaps, arguing withherself over the depth of her feelings and wondering how true to them she will remain.


“A Story”CHECKING YOUR READING

1. The man is described as sad.2. The man’s five-year-old son is waiting.3. The man sees the day the boy will go.4. It is emotional rather than logical, and earthly rather than heavenly.5. The boy’s request and the father’s love add up to silence.

LITERARY TOOLS1. The italics are spoken text. 2. Responses will vary, but could include a slightly melancholy mood as the father contemplates his love

of his son and the son’s inevitable leaving. 3. The poem does not follow a regular pattern of rhyme or rhythm.


“A Story”INSIGHTFUL READING

Multiple Choice1. b. give up on him2. a. the time when the boy will leave home3. b. emotion

Short Answer1. He cannot think of a new story. 2. Responses will vary. Students may note that the father’s fear of not giving the boy what he wants or

needs––and of not keeping him from growing up—renders him silent. 3. He feels sad.

UNDERSTANDING LITERARY CONCEPTS1. It tells the story of a father trying to come up with a new story to tell his son. 2. Responses will vary. Students may say the poem evokes a melancholy, wistful, or sad mood.3. Responses will vary. Possible themes might include the idea that a parent’s love cannot provide as

much as a parent would like, and that a child will outgrow what a parent can give the child.

CRITICAL WRITINGStudents should write an essay based on one of the prompts.1. Responses will vary. The father may fear the day that his son no longer needs him, or perhaps the day

he begs his son and his son won’t be able to help him.2. Responses will vary. The juxtaposition suggests the way the relationship between father and son will

change, possibly even reverse, over time.


ELEMENTS OF FICTION CHECK TEST 4.1.11LITERARY TOOLS

Short Answer1. The oldest examples of fiction are the prose stories told in the oral tradition, which includes the myths,

legends, and fables of ancient cultures. 2. A short short is a very brief short story.3. Historical fiction is based on fact, while fantasy is highly unrealistic. 4. Poe believed that every detail in a short story should contribute to creating an overall impression or

effect. 5. Fictio means “something invented.”

Matching1. b.2. f3. e4. g5. a

Plot Diagram

Element/What the element contributes to the plot1. Inciting Incident: Introduces the central conflict 2. Rising Action/Complication: Develops the conflict to a high point of intensity3. Climax/ Crisis/Turning Point: High point of interest or suspense; the point in the plot where something

decisive happens to determine the course of events through the rest of the work, including the even-tual working out of the central conflict

4. Falling Action: All events that follow the climax, leading toward a resolution of the central conflict5. Resolution: The point at which the central conflict is ended, or resolved

ELEMENTS OF FICTION TEST 4.1.12INSIGHTFUL READING

Matching1. c. static character2. e. three-dimensional character3. a. stock character

Short Answer1. The protagonist is the main character; the antagonist is the character who challenges him or her. 2. Responses will vary. Setting tells time and place, which can suggest political climate, social or cultural

mores, weather, etc. 3. Writers create characters through direct description, description of behavior, and portrayal of the char-

acter’s thoughts and feelings. 4. An internal conflict is a struggle a character has with himself; an external conflict is between two

characters. 5. At the turning point, the conflict is set on a path to resolution. Some decisive event determines the

course of events through the end of the work.



“American History”CHECKING YOUR READING

1. Responses will vary, but she heard her parents discussing their future, including moving out of the ten-ement, buying a house on the beach in Puerto Rico, or retiring in Puerto Rico.

2. The narrator liked to watch the people in the house next door. 3. The students had been sent home early because President Kennedy had been assassinated. 4. The other students called them “Skinny Bones” and “The Hick.” 5. Eugene’s mother won’t allow her in to study with Eugene.

LITERARY TOOLS1. El Building is described as a huge tenement building forming the corner of Straight and Market streets

in Paterson, New Jersey. The building is loud with people’s music, many tenants have little altars intheir apartments, and there is often a crowd of unemployed men clustered on the front stoop.

2. It is told in first-person point of view. 3. Mr. DePalma is a minor character. 4. Responses could describe the narrator’s difficulty in feeling “the right thing” about the president’s

death or her struggle to fulfill her dreams within the dreary setting of El Building. 5. The climax takes place on the doorstep of Eugene’s house.


“American History”INSIGHTFUL READING

Multiple Choice1. d. she looked through the window2. a. where she lives3. b. she was thin and he was from the South4. d. she thought of the present instead of the future5. b. they are unhappy where they are

Short Answer1. The music stops, the people mourn, and the building grows quiet and morbid.2. Mr. DePalma calls the students “losers.” It probably reflects his grief and frustration over their response

to the news.3. They drive to the suburbs to look at the houses.4. She has been watchful and worried.5. She tells the narrator that she will be humiliated, but she makes no move to stop her from going.


Plot Diagram1. Inciting Incident: Introduction of Eugene: “That summer...,I kept him company on my fire escape.”2. Rising Action/Complication: Meets Eugene; friendship develops; Kennedy is assassinated3. Climax/Crisis/Turning Point: Narrator meets Eugene’s mother4. Falling Action: Narrator leaves Eugene’s house and goes home5. Resolution: Narrator weeps for herself, not Kennedy


CRITICAL WRITING

EssayStudents should write an essay responding to one of the following prompts.1. Responses will vary. The settings represent the narrator’s reality (El Building), her father’s dream that will

most likely never be realized, and her own dreams about the future (Eugene’s house).2. Responses will vary. Kennedy represented the hopes and dreams of the adults in the story, and his

assassination metaphorically represents the death of her own hopes and dreams regarding Eugene. Thecentral conflict is the narrator’s hope for the future versus her reality, which hits a crisis point whenEugene’s mother speaks to her and tells her to go home.

ELEMENTS OF DRAMA CHECK TEST 4.1.15LITERARY TOOLS

Short Answer1. The theory states that people in ancient Greece would gather to sacrifice animals (often goats) to one

of the gods, and over time the ceremony of sacrifice developed into an elaborate show and, eventu-ally, other actors were added and drama was born.

2. Originally, comedy was any work with a happy ending and tragedy was a drama that told the story ofthe fall of a person of high status.

3. Today, comedy is a humorous work, usually prepared for stage or screen. 4. A melodrama is a play with exaggerated characters, scenes, and situations. 5. In the Middle Ages, people watched plays performed on the backs of wagons in the courtyards of

inns. Today, plays are most often performed on proscenium, or picture, stages that are box-like andhave three walls surrounding the stage.

Matching1. c2. f3. d4. g5. b

ELEMENTS OF DRAMA TEST 4.1.16INSIGHTFUL READING

Matching1. a2. e3. b4. f5. g

Short Answer1. A comedy was any work with a happy ending; a tragedy was a story of the fall of a person of high

rank. 2. A thrust stage juts out into the audience. A proscenium stage is boxy with three walls and an invisible

“fourth wall” through which the audience views the action. 3. It has dialogue and stage directions. 4. The entrance of a character begins a scene, and the exit of a character ends the scene. 5. Plays are shaped by the interpretations of set designers, actors, producers, costumers, musicians, direc-

tors and others.



from The Crucible CHECKING YOUR READING

1. She claims to see a yellow bird. 2. She calls the bird “Mary.” 3. They repeat what Mary says. 4. John Proctor tries to convince the court that the girls are pretending. 5. She calls John Proctor the Devil’s man.

LITERARY TOOLS1. The scene takes place in a courtroom in Salem, Massachusetts. 2. Abigail comforts the sobbing Mary and looks up at Danforth. 3. Responses will vary, but could include Mercy Lewis, Susanna Walcott, Reverend Parris or Reverend

Hale.


from The Crucible INSIGHTFUL READING

Matching1. c. John Proctor2. a. Hale3. d. Abigail Williams4. b. Danforth5. c. John Proctor

Short Answer1. Mary is in the courtroom because she has evidence that Abigail and the girls are lying. John Proctor

hopes Mary can clear his wife’s name. 2. Danforth forces Mary to stick to her position or join Abigail and the girls in their claims of possession. 3. Abigail claims that Mary is jealous because Abigail is pretty. 4. Hale is the only member of the court to remain calm despite the girls’ antics. He only becomes ani-

mated when Mary becomes hysterical. 5. Mary says “I’ll never hurt you more!” and rushes into Abigail’s arms.


Matching1. d. Reverend Hale2. e. Abigail Warren3. b. John Proctor4. f. Deputy Governor Danforth5. a. Mary Warren

Short Answer1. Abigail is in love with John Proctor and wants his wife to be hanged. 2. Responses will vary.3. The play is set during the witch trials in the 17th century in Salem, Massachusetts. 4. Responses will vary.5. Responses may include Proctor vs. the girls; Mary vs. herself; Abigail vs. Proctor; etc.


CRITICAL WRITING

EssayStudents should write an essay on one of the prompts.1. Responses will vary. He hoped to convey the danger of a mob mentality, and the ways in which a loud

and convincing mob can influence rational people to believe the silliest ideas. He hoped to warn peo-ple not to repeat the Salem tragedies.

2. Responses will vary. Mary is influenced by Danforth and the girls to abandon her reasonable argumentand give into the hysteria. She is clearly not strong, and is afraid of Danforth and Abigail. She will likelycause harm to the Proctors with her conversion, and strengthen Abigail’s power.

ELEMENTS OF NONFICTION CHECK TEST 4.1.19 LITERARY TOOLS

1. Nonfiction explores actual people, places, things, events, and ideas with the idea of being true to theoriginal occurrences.

2. Public records include sermons, speeches, political tracts, deeds, contracts, constitutions, and laws. 3. Both are stories of a person’s life; a biography is written by another person and the autobiography is

written by the person himself or herself. 4. A history is an account of a past event. 5. A good essay develops a single idea and is characterized by unity and coherence.

TYPES OF WRITING

Matching1. d2. g3. a4. f5. c

PURPOSES AND MODES

Short Answer1. A writer’s purpose, or aim, is the goal he or she wants to accomplish with a piece of writing. 2. The purpose of using imaginative mode is to entertain, enrich, enlighten, and/or share a unique per-

spective. 3. Responses will vary, but could include editorial, petition, advertisement, campaign speech, debate,

graffiti, grant application, invitation, letter of complaint, movie review, nomination speech, pressrelease, sermon, slogan, etc.

4. Responses will vary.5. The personal/expressive mode is used for reflection.

ELEMENTS OF NONFICTION TEST 4.1.20 MODES OF WRITING

True or False1. False2. True3. False4. True5. True


ORGANIZATIONAL PATTERNS AND TYPES OF WRITING

Matching 1. d2. a3. c4. a5. e

Short Answer1. Public records provide information of events and people from earlier times. 2. Memoir is based on fact. 3. Sensory details are particularly important for description because they call on the five senses to under-

stand a piece. 4. Most comparison/contrast either presents first one subject and then the other, or it compares both

subjects on first one characteristic and then the other. 5. Imaginary pieces generally seek to share a unique perspective on something.


“The Way to Rainy Mountain” CHECKING YOUR READING

1. The narrator has come to Rainy Mountain to visit the grave of his grandmother, who recently died. 2. The Kiowa had surrendered to the soldiers. 3. He did not speak Kiowa. 4. They entered the world through a hollow log. 5. The sun held special significance for the Kiowa.

VOCABULARY IN CONTEXT1. pillaging2. wean3. tenuous4. opaque5. unrelenting

LITERARY TOOLS1. The narrator says that the “hardest weather in the world” is on Rainy Mountain. 2. Momaday includes the Kiowa myth of how the seven sisters became the stars of the Big Dipper. 3. The narrator presents the description using comparison and contrast, first describing the house as it

used to be and then as it is now. 4. Responses could suggest the chronological progression of the narrator’s visit to Rainy Mountain or the

chronological progression of the Kiowa tribe. 5. Responses will vary, but could suggest the narrator’s nostalgia for his grandmother and for his heritage;

his sadness at her death; his love and respect for her and for their heritage, etc.


“The Way to Rainy Mountain” INSIGHTFUL READING

True or False1. True2. False3. True


4. False5. True

Short Answer1. They had forced the Kiowa onto reservations. 2. It added culture to their way of life. 3. There were no longer any buffalo with which to perform the ceremony. 4. He did not speak Kiowa. 5. After elements of their sun ceremony were destroyed, it held little meaning.

VOCABULARY IN CONTEXT1. reverence2. nocturnal3. opaque4. pillaging5. profusion


Matching1. b2. f3. g4. c5. a

Short Answer1. Rainy Mountain’s weather is harsh and unforgiving. 2. Weather slowly destroys houses: washing away paint, blackening windowpanes; aging the wood and

rusting the nails. 3. Responses will vary.4. Responses will vary.5. The selection begins when Momaday arrives at Rainy Mountain, and it ends as he leaves.

CRITICAL WRITING

EssayStudents should write an essay on one of the prompts.1. Responses will vary, but Momaday says that the Kiowa were evolved, proud, warlike worshippers of the

sun. He also describes how their dignity and freedom were slowly stripped away. He suggests that theywill continue to lose their ways and assimilate into the dominant culture: he doesn’t speak Kiowa andhis grandmother had become Christian.

2. Responses will vary. Momaday apparently had a close and respectful relationship with his grand-mother. He seems to have admired her “old” ways without faulting her new ways. He appreciated hersun worshipping, her Kiowa language, her strength, her stories, and her mannerisms. He does notseem to have admired her less when she grew old.

UNIT ONE VISUAL LITERACY/CRITICAL VIEWING ANSWERSSky Woman, 1936. Ernest Smith, page 4.

Responses will vary, but students should point out that Ernest Smith is illustrating a myth. The story ofthe Sky Woman explains the creation of the world. Students may also discern from the painting that thecharacters have supernatural powers, another element of myth.

Something on the Eight Ball, 1953. Stuart Davis, page 13


Some elements of poetry that students may recognize as having counterparts in painting include the fol-lowing: rhythm—the use of repeated forms, which in art is also called a “motif”; metaphor—an object orperson standing for something else, although in painting the entire narrative aspect usually acts as ametaphor; symbol—objects in paintings often have symbolic meaning (the study of symbols in art iscalled “iconography”); narrative—some paintings tell a story, even in a single image.

Room in New York, 1932, Edward Hopper, page 53

Students will likely say the setting is urban, the people are middle class, perhaps office workers. Studentsmay further interpret that the couple is bored or even angry with each other. Encourage students to pro-vide a story for the picture and to explain what led them to their conclusion.

Kiowa Funeral, 1930. James Auchiah, page 56

Students may say that the purpose of Auchiah’s paintings is to record Kiowa customs, perhaps to pre-serve them or to educate others outside of his tribe. Engage students in a discussion about the purposeof art in general. Responses may be that art is for pleasure, the expression of emotions, the communica-tion of ideas, the artist’s purpose of challenging the viewer’s outlook on the world or inciting the viewerto action.

UNIT REVIEW

VOCABULARY WORKSHEET

Spelling1. d. wean2. a. wariness3. d. engender4. b. consummate5. d. disposition

Antonyms1. b. obvious2. c. pleased3. a. enjoyment4. c. hatred5. d. irrational

Sentence Completion1. nocturnal2. writhed3. enmity4. unrelenting5. resigned

LITERARY TOOLS

Matching1. b2. e3. d4. c5. d6. f7. b


8. a9. d

10. f

QUESTIONS FOR WRITING, DISCUSSION, AND RESEARCH1. Responses will vary. Each poem has elements of a story but also appeals to emotions. 2. Responses will vary. The juxtaposition of the narrator’s personal experience with Kennedy’s assassina-

tion feeds the central conflict of the story. 3. Responses will vary.

UNIT TEST

INSIGHTFUL READING1. c 2. c3. d4. d5. b6. c7. d8. d9. a

10. a

VOCABULARY IN CONTEXT1. reverence2. infirm3. lilting4. resigned5. solace

UNDERSTANDING LITERARY CONCEPTS1. Myths are narrative explanations of natural occurrences, and every culture created them in efforts to

understand the world around them. They also contain suggestions of religious interpretations of thesenatural events.

2. An image is a word or phrase that names something that can be seen, heard, touched, tasted, orsmelled. Poetry conveys messages concisely and is strengthened by appealing to as many senses aspossible.

3. Responses will vary, but may suggest that the mood is melancholy, quiet, reflective. 4. The title may refer to the assassination of President Kennedy, as significant historical event in America,

or to the narrator’s experience in America and her own personal history. Students may also note herparents’ history in America and their nostalgia for the territory of Puerto Rico.

5. Responses will vary. The essay aims both the honor Momaday’s grandmother and her culture.

CRITICAL WRITING

Paragraphs1. The hidden message gives instructions for slaves to follow the Underground Railroad to freedom. The

song was an important means of conveyance, because many slaves could not read and because it wasthe easiest way to keep it secret.

2. Abigail and Danforth hold the most power. Abigail’s insistent hysterics, imitated by the group of girls,and Danforth’s bludgeoning questions, frighten Mary into submission.

3. Responses may vary, but could suggest that the father’s stories may represent the needs he cannot fulfillfor his son and the silence represents the gulf that opens when these needs cannot be met.

EssayResponses will vary.

Documents

Crucible Selection Test