UNIT

1 Crossing Generations

UNIT INTRODUCTION PEER-GROUP LEARNING

VIDEO: Grizzly Bear Teaches Her Cubs. . . . . . . . 2 HUMAN INTEREST STORY

MENTOR TEXT:
Tutors Teach Seniors
PERSONAL NARRATIVE MODEL New High-Tech Tricks
Grounded. . . . . . . . . . . . . . . . . . . . . . . . . 6 Jennifer Ludden . . . . . . . . . . . . . . . . . . . . . 67
MEDIA CONNECTION: Cyber-Seniors
WHOLE-CLASS LEARNING Comparing Across Genres
REALISTIC SHORT STORY NONFICTION
Two Kinds from Mom & Me & Mom
from The Joy Luck Club Maya Angelou���������������������������������������� 77
Amy Tan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 MEDIA
FEATURE ARTICLE Learning to Love My Mother
The Case of the Disappearing Words: Maya Angelou with Michael Maher ������ 87
Saving the World's Endangered
Languages MEDIA: IMAGE GALLERY
Alice Andre-Clark . . . . . . . . . . . . . . . . . . . . 37 Mother-Daughter Drawings
Mica and Myla Hendricks . . . . . . . . . . . . . . 93 Copyright © Savvas Learning Company LLC. All Rights Reserved.

POETRY COLLECTION 1
Abuelita Magic
Pat Mora . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Mother to Son
Langston Hughes . . . . . . . . . . . . . . . . . . . 106
To James
Frank Horne. . . . . . . . . . . . . . . . . . . . . . . . 107

PERFORMANCE TASK PERFORMANCE TASK

WRITING PROCESS SPEAKING AND LISTENING
Write a Personal Narrative�������������������� 50 Present a Personal Narrative . . . . . 114

viii
 Essential Question What can one generation learn from another?

INDEPENDENT LEARNING PERFORMANCE-BASED

ASSESSMENT
POETRY COLLECTION 2
Lineage Personal Narrative �������������������������������120
Margaret Walker Revising and Editing�����������������������������122
Family
Grace Paley UNIT REFLECTION
OPINION PIECE
Reflect on the Unit������������������������������� 123
“Gotcha Day” Isn’t a Cause
for Celebration
Sophie Johnson
MEDIA: DIGITAL STORYTELLING
Bridging the Generational Divide
Between a Football Father
and a Soccer Son
John McCormick
REALISTIC FICTION BOOK CLUB
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Water Names Go ONLINE for

Lan Samantha Chang all lessons The novels below
align to this unit.
REALISTIC FICTION AUDIO
An Hour With Abuelo REALISTIC
VIDEO FICTION
Judith Ortiz Cofer
Esperanza Rising
NOTEBOOK Pam Muñoz Ryan

ANNOTATE FANTASY
ADVENTURE
INTERACTIVITY The Fourteenth
These selections are available on Realize. Goldfish
DOWNLOAD Jennifer L. Holm
SHARE YOUR INDEPENDENT LEARNING
Share • Learn • Reflect����������������������������� 119

ix
UNIT 1

Crossing
Generations
Go ONLINE for
all lessons

AUDIO

VIDEO

NOTEBOOK

ANNOTATE

INTERACTIVITY

DOWNLOAD

Copyright © Savvas Learning Company LLC. All Rights Reserved.

WATCH THE VIDEO

DISCUSS IT What are some examples of things

that one generation can learn from another?
Write your response before sharing your ideas.

Grizzly Bear Teaches Her Cubs

2
 UNIT 1
UNIT INTRODUCTION
MENTOR TEXT:
Essential Question PERSONAL
NARRATIVE
What can one generation learn from another? Grounded

WHOLE-CLASS PEER-GROUP INDEPENDENT

LEARNING LEARNING LEARNING
REALISTIC SHORT STORY HUMAN INTEREST STORY POETRY COLLECTION 2
Two Kinds Tutors Teach Seniors Lineage
from The Joy Luck Club New High-Tech Tricks Margaret Walker
Amy Tan Jennifer Ludden
Family
 MEDIA CONNECTION: Grace Paley
Cyber-Seniors

FEATURE ARTICLE COMPARE ACROSS GENRES OPINION PIECE

The Case of the MEMOIR “Gotcha Day” Isn’t a
Disappearing Words from Mom & Me Cause for Celebration
Alice Andre-Clark & Mom Sophie Johnson
Maya Angelou

MEDIA: TELEVISION INTERVIEW

MEDIA: DIGITAL STORYTELLING
Learning to Love
My Mother Bridging the
Maya Angelou with Generational Divide
Michael Maher Between a Football
Father and a Soccer
Son
MEDIA: IMAGE GALLERY John McCormick

Mother-Daughter
Drawings REALISTIC FICTION
Mica and Myla Hendricks Water Names
Lan Samantha Chang

POETRY COLLECTION 1
Abuelita Magic
Pat Mora REALISTIC FICTION
An Hour With Abuelo
Mother to Son
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Judith Ortiz Cofer

Langston Hughes

To James
Frank Horne

PERFORMANCE TASK PERFORMANCE TASK SHARE INDEPENDENT LEARNING

WRITING PROCESS: SPEAKING AND LISTENING: Share • Learn • Reflect
Write a Personal Narrative Present a Personal Narrative

PERFORMANCE-BASED ASSESSMENT UNIT REFLECTION

Personal Narrative
Goals • Texts •
You will write a personal narrative that explores the Essential Question for the unit.
Essential Question

3
UNIT 1 INTRODUCTION

Unit Goals VIDEO

Throughout this unit you will deepen your perspective about different
generations by reading, writing, speaking, listening, and presenting. These
goals will help you succeed on the Unit Performance-Based Assessment.

INTERACTIVITY

SET GOALS Rate how well you meet these goals right now. You will
revisit your ratings later when you reflect on your growth during this unit.

1 2 3 4 5
SCALE

NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY

WELL WELL WELL WELL WELL

ESSENTIAL QUESTION Unit Introduction Unit Reflection

I can read selections that express

various points of view about 1 2 3 4 5 1 2 3 4 5
different generations, and
develop my own perspective.

READING Unit Introduction Unit Reflection

I can understand and use 1 2 3 4 5 1 2 3 4 5

academic vocabulary words
related to narrative nonfiction.

I can recognize elements of

different genres, especially 1 2 3 4 5 1 2 3 4 5
realistic fiction, informational
texts, and poetry.

I can read a selection of my

choice independently and make 1 2 3 4 5 1 2 3 4 5
meaningful connections to other Copyright © Savvas Learning Company LLC. All Rights Reserved.
texts.

WRITING Unit Introduction Unit Reflection

I can write a focused, well- 1 2 3 4 5 1 2 3 4 5

organized personal narrative.

I can complete Timed Writing 1 2 3 4 5 1 2 3 4 5

tasks with confidence.
B.E.S.T.
7.V.1.1: Integrate academic
SPEAKING AND LISTENING Unit Introduction Unit Reflection
vocabulary appropriate to grade
level in speaking and writing. 1 2 3 4 5 1 2 3 4 5
I can prepare and present a
7.V.1.2: Apply knowledge of Greek personal narrative.
and Latin roots and affixes to
determine meanings of words and
phrases in grade-level content.

4 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Academic Vocabulary: Nonfiction Narrative

Academic terms can help you read, write, and discuss with precision. Many
of these words have roots, or key parts, that come from Latin and Greek.
INTERACTIVITY

PRACTICE Complete the chart.

1. Review each word, its root, and the mentor sentences.

2. With a partner, read the words and mentor sentences aloud. As you
listen, predict the meaning of each word.
3. List at least two related words for each word.

WRITE Use each academic vocabulary word in a new sentence of

your own.

WORD MENTOR SENTENCES PREDICT MEANING RELATED WORDS

dialogue 1. The television show was known for its monologue;

well-written dialogue between
catalogue
GREEK characters.
ROOT: 2. The confusion between Dina and Janet
-log- started a dialogue that cleared the air.
“word”

consequence 1. A consequence of oversleeping is being

late for school.
LATIN ROOT: 2. Earning an A on my math test was a
-sequ- positive consequence of studying all
“follow” week.

perspective 1. The examples from around the world

gave the article a global perspective.
LATIN ROOT: 2. The personal essay was written from the
-spec-
Copyright © Savvas Learning Company LLC. All Rights Reserved.

author’s perspective.
“look”

notable 1. Every notable person in the city was

invited to the mayor’s fund-raising gala.
LATIN ROOT: 2. It had been a long, boring week, and
-not- nothing particularly notable had
“mark” happened.

contradict 1. The facts of the case remain unclear

because the witnesses’ statements
LATIN ROOT: contradict each other.
-dict- 2. The new test results contradict what we
“speak” once thought to be true about the
product.

Unit Introduction 5
UNIT 1 INTRODUCTION

MENTOR TEXT | PERSONAL

NARRATIVE
This selection is an example of
a personal narrative, a type of
nonfiction in which an author
explores a personal experience.
This is similar to the kind of
writing you will develop in the
Performance-Based Assessment
at the end of the unit.
READ IT As you read, look at
the way the writer vividly

Grounded
describes her grandmother
and their relationship.

G
AUDIO 1 rowing up I really didn’t know my grandmother. She was
a private person, and didn’t talk about her past much, but I
ANNOTATE
know she had one. She once told me that before she got married
she was a backup singer in a band that I had actually heard of. But
that’s all she would say about it, no matter how often I prodded.
2 “El pasado es el pasado,” she told me. The past is the past.
3 To me, she talked in Spanish. I talked back in English. We
understood each other.
4 The thing I remember most about Grandma Sofia was how
much she loved driving, especially since she came to live with us.
She had a 1960s red Chevy Impala convertible that was all her
own, a remnant of her band days. She loved driving with the top
down, the radio blasting, singing at the top of her lungs when a
good song came on. Driving was her independence, her freedom. Copyright © Savvas Learning Company LLC. All Rights Reserved.

5 My parents, however, were concerned that she was getting too

old to drive around by herself. One night, I overheard them:
6 “She’s okay for now, but how long before she can’t manage?”
7 “I’ll speak to her tomorrow.”
8 I felt sick at the thought of Grandma giving up her car. I knew
what driving meant to her. I knew that without her wheels she’d
feel ordinary—just another grandma, hovering and wise.
9 Sometimes it felt like Grandma and I were on the sidelines and
my parents were in the middle, dragging us toward the center,
where we did not want to be. I was often grounded for the
smallest things. I didn’t really mind, under normal circumstances.
10 One time—the time I’m writing about—circumstances were not
normal. My parents had grounded me for the weekend of Luisa’s

6 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

party, easily the social event of the season. No way was I going to
miss it. But my parents weren’t even going to be home! They were
going to my Aunt Leticia’s. It would just be me and Grandma. Me
and Grandma and a 1966 red Chevy Impala convertible . . .
11 Saturday night arrived and I was itching to go to the party, so I
did the unthinkable: I asked Grandma to drive me to Luisa’s. I
figured she didn’t know about me being grounded. She looked at
me quizzically and said she would. I got dressed and ran out to
the car. She was waiting for me. I got in.
12 The sky was just beginning to darken, blue clouds against a
darker blue sky. Soon it would be nighttime. Grandma looked a
little uncomfortable. At first I thought it was because she knew
about me being grounded. But then I wondered if maybe she
didn’t want to drive at night and didn’t want to tell me.
13 At that moment, I wouldn’t have minded getting out and going
back home. I felt bad about Grandma. I felt bad about disobeying
my parents. But how could I say any of this?
14 We took off. She drove slowly, maybe too slowly. But we didn’t
get very far. Suddenly she pulled over and stopped the car.
15 We must have been sitting in that car for five minutes, which is
a long time if you’re sitting in a car not talking. I couldn’t ask her
if she stopped because she was nervous about driving. And I
couldn’t ask if she stopped because she knew I was grounded.
16 Finally she turned to me. “Regresamos?” Shall we turn back?
17 “Sure,” I replied. I was so relieved I could have cried.
18 “Bueno,” she said, with a nod. She started the car and turned on
the radio. It was a song we both knew by heart. But it was clear
that Grandma and I could still learn a lot from each other. ❧

INTERACTIVITY

WORD NETWORK FOR CROSSING GENERATIONS

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Vocabulary A Word Network is a

collection of words related to a topic.
As you read the selections in this growing
unit, identify interesting words
related to different generations, and
CROSSING
add them to your Word Network. For disobeying
example, you might begin by adding
GENERATIONS
basic words from the Mentor Text,
such as growing, as well as more independence
complex terms, such as disobeying
and independence. Continue to add
words as you complete this unit.

Refer to the Word Network Model

in the Tool Kit at the back of
this book.

Grounded 7
UNIT 1 INTRODUCTION

Summary
A summary is a brief, complete overview of a text that maintains the
meaning and logical order of the original work. It should not include your
personal opinions.

NOTEBOOK

WRITE IT Write a summary of “Grounded.”

Icebreaker
Conduct a Class Discussion
Discussions allow you to learn from others. When discussing an idea in
class, reflect on the ideas and evidence your peers present. Adjust your
own responses as needed. Consider this statement: Senior citizens can Copyright © Savvas Learning Company LLC. All Rights Reserved.
learn a lot from younger people.

Mark your position on the statement, and consider the reasons for
your opinion.

Strongly Agree   Agree   Disagree   Strongly Disagree

B.E.S.T.
K12.EE.4.1: Use appropriate
collaborative techniques and active Use these tips as you participate in the class discussion:
listening skills when engaging in 1. Give evidence from your own experiences and background reading to
discussion in a variety of situations.
support your ideas.
7.R.3: Reading Across Genres |
Paraphrasing and Summarizing 2. As your classmates share ideas and supporting evidence, reflect on
7.C.1: Communicating Through your own ideas. If your opinions change, adjust your responses and
Writing explain why.
7.C.2: Communicating Orally

8 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

QuickWrite
Consider class discussions, the video, and the Mentor Text as you think
about the Essential Question.

Essential Question
What can one generation learn from another?
At the end of the unit, you will respond to the Essential Question again
and see how your perspective has changed.

NOTEBOOK

WRITE IT Record your first thoughts here.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

INTERACTIVITY

EQ What can one generation

Notes learn from another?
As you read the selections in this MY IDEAS / TEXT EVIDENCE /
TITLE OBSERVATIONS INFORMATION
unit, use a chart like the one shown
to record your ideas and list details
from the texts that support them.
Taking notes as you go will help you
clarify your thinking, gather relevant
information, and be ready to
respond to the Essential Question.

Refer to the EQ Notes

Model in the Tool Kit at
the back of this book.
Unit Introduction 9
 WHOLE-CLASS LEARNING

Essential Question
What can one generation learn
from another?
The famous Indian leader Mahatma Gandhi said, “Learn as if you were to live
forever.” You are always learning, from peers as well as from teachers, parents,
and relatives. You will work with your whole class to explore ways in which
generations can learn from each other.

VIDEO

Whole-Class Learning Strategies INTERACTIVITY

Throughout your life, in school, in your community, and in your career,

you will continue to learn and work in large-group environments.

Review these strategies and the actions you can take to practice them as
you work with your whole class. Add ideas of your own to each category.
Get ready to use these strategies during Whole-Class Learning.

STRATEGY MY ACTION PLAN

Listen actively
• Put away personal items to avoid
becoming distracted.
• Try to hear the speaker’s full message
before planning your own response.

Demonstrate respect
• Show up on time and make sure you
are prepared for class.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Avoid side conversations while in class.

Show interest
• Be aware of your body language. For
example, sit up in your chair.
• Respond when the teacher asks for
feedback.

Interact and share ideas

• If you’re confused, other people
probably are, too. Ask a question to
help your whole class.
• Build on the ideas of others by adding
details or making a connection.

10 UNIT 1 • CROSSING GENERATIONS

 CONTENTS
REALISTIC SHORT STORY

Two Kinds
from The Joy Luck Club
Amy Tan

A daughter feels stifled by her mother’s high

expectations.

FEATURE ARTICLE

The Case of the Disappearing Words

Alice Andre-Clark

Is the language we speak always something

one generation can pass to the next?

PERFORMANCE TASK: WRITING PROCESS

Write a Personal Narrative

The Whole-Class readings illustrate the influence of one generation on another. After
reading, you will write a personal narrative about an event in which you influenced
someone from a different generation, or he or she influenced you.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Whole-Class Learning 11
 LEARN ABOUT GENRE: FICTION

Reading Realistic Short Stories

A short story is a brief work of fiction. Realistic short stories are
products of writers’ imaginations, but seem true to real life.
TWO KINDS

The selection you are

REALISTIC SHORT STORY

about to read is a realistic
short story.

Author’s Purpose
 to entertain readers while providing an
insight about life or human nature

Characteristics
 realistic settings that provide a backdrop for
or propel the action
 characters whose personal qualities
influence a story’s action and resolution
 conflicts that are resolved by the end of the
story
 dialogue that sounds true to life
 themes that express general truths or
observations about life or human nature

Structure
 a series of related events, or plot, that could
happen in real life

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Take a Minute! NOTEBOOK

LIST IT Create four short story titles, two that are realistic,
and two that are obviously not realistic. Write them here.

Share your story titles with a partner and decide which stories
are probably realistic and which are not. Discuss your choices
B.E.S.T. with your partner.
7.R.1.1: Analyze the impact of
setting on character development
and plot in a literary text.

12 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements TIP: A story’s setting

can include time, place,
Character, Conflict, and Resolution The people who take part in a weather conditions,
story’s action are the characters. A story’s setting can influence how political climate, and
characters behave and interact with each other. Their conflicts, or even cultural and social
problems, drive the story’s events until they reach a resolution, or end. beliefs. A story set in
wartime, for example,
Characters’ qualities—their personality traits, likes, and dislikes—lead them would affect how
to react to conflicts in distinct ways. These reactions propel a story forward characters think and
and lead to its resolution. behave.

EXAMPLE:

Setting / Conflict: A country is threatened by an evil overlord. In the time and place of the
story, women are not allowed to be soldiers, but a teenaged girl wants to help in the fight.
CHARACTER 1 CHARACTER 2

Qualities brave but shy brave and bold

She becomes a skilled fighter,

She stays in her village where she
Events dresses as a boy, and joins
helps many people survive the war.
the army.

Resolution She becomes a local hero. She becomes a national hero.

NOTEBOOK

PRACTICE Read the chart and answer the question.

Conflict: A character’s best friend goes missing on a hike.

Setting: A remote forest
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Story Events The main character…

• sets out alone to retrace his friend’s steps
• meets campers and borrows their drone to
search the woods
• finds his friend, who has broken his arm
• makes a splint from twigs and a T-shirt

Resolution helps his friend back home

Read the two character descriptions below. Which one is more likely to
be the main character in the story? Explain your choice.
Character 1: moody loner; likes to take action before making a plan
Character 2: clever problem-solver; likes to consult with others

Learn About Genre 13

PREPARE TO READ

About the Author

Two Kinds
Concept Vocabulary
You will encounter the following words as you read “Two Kinds.” Before
reading, note how familiar you are with each word. Then, rank the words
If her mother had gotten in order from most familiar (1) to least familiar (6).
her way, Amy Tan
INTERACTIVITY
(b. 1952) would have two
professions—doctor and
concert pianist. Although WORD YOUR RANKING
Tan showed early promise
lamented
in music, at 37 she became
a successful fiction writer
indignity
instead. Tan has written
many books—most for
reproach
adults, and some for
children. Writing is
discordant
sometimes tough, Tan
admits, but she keeps this
squabbling
in mind: “A story should be
a gift.” That thought
devastated
propels Tan to keep
creating memorable
characters and events.

Comprehension Strategy ANNOTATE

Make Inferences
An inference is an educated guess you make about unstated
information in a text. To make inferences, you connect details in a
story with what you already know about life. Then, based on that
Copyright © Savvas Learning Company LLC. All Rights Reserved.
combination of information, you develop an informed idea about the
story’s characters, setting, and events.

EXAMPLE
Here is an inference you might make as you read this story.
Story Passage: “My mother believed you could be anything you
wanted to be in America. You could open a restaurant …. You
B.E.S.T.
K12.EE.3.1: Make inferences to
could become rich.”
support comprehension.
Possible Inferences: The mother seems to be ambitious. She will
7.R.1.3: Explain the influence of
probably be a strong character in the story.
narrator(s), including unreliable
narrator(s), and/or shifts in point of
view in a literary text.
7.R.3.4: Explain the meaning and/or PRACTICE As you read the story, write your inferences in the open
significance of rhetorical devices in space next to the text. Mark the evidence that led to each inference.
a text.

14 UNIT 1 • CROSSING GENERATIONS

 REALISTIC SHORT STORY

Two Kinds
from The Joy Luck Club
Amy Tan

BACKGROUND
In 1949, following years of civil war, the Communist Party seized control
AUDIO
of China. A number of Chinese who feared Communists—like the
mother in “Two Kinds”—fled to the United States. Many lost everything ANNOTATE
except their hopes for a better future. They placed these hopes on the
shoulders of their children born in the new land.

M y mother believed you could be anything you wanted to be

in America. You could open a restaurant. You could work
Copyright © Savvas Learning Company LLC. All Rights Reserved.

for the government and get good retirement. You could buy a
house with almost no money down. You could become rich. You
could become instantly famous.
2 “Of course, you can be prodigy,1 too,” my mother told me when
I was nine. “You can be best anything. What does Auntie Lindo
know? Her daughter, she is only best tricky.”
3 America was where all my mother’s hopes lay. She had come
here in 1949 after losing everything in China: her mother and
father, her family home, her first husband, and two daughters,
twin baby girls. But she never looked back with regret. There were
so many ways for things to get better.

* * *

1. prodigy (PROD uh jee) n. child of unusually high talent.

Two Kinds 15
 CLOSE READ 4 We didn’t immediately pick the right kind of prodigy. At first
my mother thought I could be a Chinese Shirley Temple.2 We’d
ANNOTATE: Mark the watch Shirley’s old movies on TV as though they were training
italicized words in
paragraphs 4 and 5.
films. My mother would poke my arm and say, “Ni kan”—You
watch. And I would see Shirley tapping her feet, or singing a
QUESTION: What is sailor song, or pursing her lips into a very round O while saying,
different or unusual about
“Oh my goodness.”
these words?
5 “Ni kan,” said my mother as Shirley’s eyes flooded with tears.
CONCLUDE: What effect “You already know how. Don’t need talent for crying!”
is created by the author’s
6 Soon after my mother got this idea about Shirley Temple, she
use of these words?
took me to a beauty training school in the Mission district and put
me in the hands of a student who could barely hold the scissors
without shaking. Instead of getting big fat curls, I emerged with
an uneven mass of crinkly black fuzz. My mother dragged me off
to the bathroom and tried to wet down my hair.
lamented (luh MEHNT ihd) v. 7 “You look like Negro Chinese,” she lamented, as if I had done
expressed regret this on purpose.
indignity (ihn DIHG nuh tee) 8 The instructor of the beauty training school had to lop off these
n. feeling that one has soggy clumps to make my hair even again. “Peter Pan is very
been disrespected popular these days,” the instructor assured my mother. I now had
reproach (rih PROHCH) n. hair the length of a boy’s, with straight-across bangs that hung at a
criticism or disapproval slant two inches above my eyebrows. I liked the haircut and it
made me actually look forward to my future fame.
9 In fact, in the beginning, I was just as excited as my mother,
maybe even more so. I pictured this prodigy part of me as many
different images, trying each one on for size. I was a dainty
ballerina girl standing by the curtains, waiting to hear the right
music that would send me floating on my tiptoes. I was like the
Christ child lifted out of the straw manger, crying with holy
indignity. I was Cinderella stepping from her pumpkin carriage
with sparkly cartoon music filling the air.
10 In all of my imaginings, I was filled with a sense that I would

Copyright © Savvas Learning Company LLC. All Rights Reserved.

soon become perfect. My mother and father would adore me. I
would be beyond reproach. I would never feel the need to sulk for
anything.
11 But sometimes the prodigy in me became impatient. “If you
don’t hurry up and get me out of here, I’m disappearing for
good,” it warned. “And then you’ll always be nothing.”

* * *

12 Every night after dinner, my mother and I would sit at the

Formica kitchen table. She would present new tests, taking her
examples from stories of amazing children that she read in Ripley’s
Believe It or Not, or Good Housekeeping, Reader’s Digest, and a dozen
2. Shirley Temple American child star of the 1930s. She starred in her first movie at age
three and won an Academy Award at age six.

16 UNIT 1 • CROSSING GENERATIONS

 other magazines she kept in a pile in our bathroom. My mother got
these magazines from people whose houses she cleaned. And since
she cleaned many houses each week, we had a great assortment.
She would look through them all, searching for stories about
remarkable children.
13 The first night she brought out a story about a three-year-old boy
who knew the capitals of all the states and even most of the
European countries. A teacher was quoted as saying the little boy
could also pronounce the names of the foreign cities correctly.
14 “What’s the capital of Finland?” My mother asked me, looking at
the magazine story.
15 All I knew was the capital of California, because Sacramento was
the name of the street we lived on in Chinatown. “Nairobi!” I
guessed, saying the most foreign word I could think of. She
checked to see if that was possibly one way to pronounce
“Helsinki” before showing me the answer.
16 The tests got harder—multiplying numbers in my head, finding
the queen of hearts in a deck of cards, trying to stand on my head
without using my hands, predicting the daily temperatures in Los
Angeles, New York, and London.
17 One night I had to look at a page from the Bible for three minutes
and then report everything I could remember. “Now Jehoshaphat
had riches and honor in abundance and . . . that’s all I remember,
Ma,” I said.
18 And after seeing my mother’s disappointed face once again,
something inside of me began to die. I hated the tests, the raised
hopes and failed expectations. Before going to bed that night, I
looked in the mirror above the bathroom sink and when I saw only CLOSE READ
my face staring back—and that it would always be this ordinary ANNOTATE: Mark words
face—I began to cry. Such a sad, ugly girl! I made high-pitched or phrases in paragraphs
noises like a crazed animal, trying to scratch out the face in the 18 and 19 that reveal the
narrator’s inner thoughts
mirror.
and feelings.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

19 And then I saw what seemed to be the prodigy side of me—

because I had never seen that face before. I looked at my reflection, QUESTION: Why might
blinking so I could see more clearly. The girl staring back at me was the author have chosen to
reveal the contrasting
angry, powerful. This girl and I were the same. I had new thoughts,
emotions of the narrator?
willful thoughts, or rather thoughts filled with lots of won’ts. I
won’t let her change me, I promised myself. I won’t be what I’m CONCLUDE: What effect
does this choice have on
not.
the reader?
20 So now on nights when my mother presented her tests, I
performed listlessly, my head propped on one arm. I pretended to
be bored. And I was. I got so bored I started counting the bellows of
the foghorns out on the bay while my mother drilled me in other
areas. The sound was comforting and reminded me of the cow
jumping over the moon. And the next day, I played a game with
myself, seeing if my mother would give up on me before eight

Two Kinds 17
 bellows. After a while I usually counted only one, maybe two
bellows at most. At last she was beginning to give up hope.
21 Two or three months had gone by without any mention of my
being a prodigy again. And then one day my mother was
watching The Ed Sullivan Show3 on TV. The TV was old and the
sound kept shorting out. Every time my mother got halfway up
from the sofa to adjust the set, the sound would go back on and
Ed would be talking. As soon as she sat down, Ed would go silent
Copyright © Savvas Learning Company LLC. All Rights Reserved.
again. She got up, the TV broke into loud piano music. She sat
down. Silence. Up and down, back and forth, quiet and loud. It
was like a stiff embraceless dance between her and the TV set.
Finally, she stood by the set with her hand on the sound dial.
22 She seemed entranced by the music, a little frenzied piano piece
with this mesmerizing quality, sort of quick passages and then
teasing lilting ones before it returned to the quick playful parts.
23 “Ni kan,” my mother said, calling me over with hurried hand
gestures. “Look here.”
24 I could see why my mother was fascinated by the music. It was
being pounded out by a little Chinese girl, about nine years old,
with a Peter Pan haircut. The girl had the sauciness of a Shirley
Temple. She was proudly modest like a proper Chinese child. And

3. The Ed Sullivan Show popular television variety show that ran from 1948 to 1971.

18 UNIT 1 • CROSSING GENERATIONS

 she also did this fancy sweep of a curtsy, so that the fluffy skirt of
her white dress cascaded slowly to the floor like the petals of a
large carnation.
25 In spite of these warning signs, I wasn’t worried. Our family had
no piano and we couldn’t afford to buy one, let alone reams of
sheet music and piano lessons. So I could be generous in my
comments when my mother bad-mouthed the little girl on TV.
26 “Play note right, but doesn’t sound good! No singing sound,”
complained my mother.
27 “What are you picking on her for?” I said carelessly. “She’s pretty
good. Maybe she’s not the best, but she’s trying hard.” I knew
almost immediately that I would be sorry I said that.
28 “Just like you,” she said. “Not the best. Because you not trying.”
She gave a little huff as she let go of the sound dial and sat down on
the sofa.
29 The little Chinese girl sat down also to play an encore of
“Anitra’s Dance” by Grieg.4 I remember the song, because later on I
had to learn how to play it.
30 Three days after watching The Ed Sullivan Show, my mother told
me what my schedule would be for piano lessons and piano
practice. She had talked to Mr. Chong, who lived on the first floor
of our apartment building. Mr. Chong was a retired piano teacher
and my mother had traded housecleaning services for weekly
lessons and a piano for me to practice on every day, two hours a
day, from four until six.
31 When my mother told me this, I felt as though I had been sent to
hell. I whined and then kicked my foot a little when I couldn’t
stand it anymore. CLOSE READ
32 “Why don’t you like me the way I am? I’m not a genius! I can’t ANNOTATE: Mark the
play the piano. And even if I could, I wouldn’t go on TV if you paid punctuation in paragraphs
me a million dollars!” I cried. 32 and 33 that reveals
how the mother and
33 My mother slapped me. “Who ask you be genius?” she shouted.
daughter communicate.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

“Only ask you be your best. For you sake. You think I want you be
genius? Hnnh! What for! Who ask you!” QUESTION: What does
34 “So ungrateful,” I heard her mutter in Chinese, “If she had as the punctuation suggest
about the tone of the
much talent as she has temper, she would be famous now.”
conversation?
35 Mr. Chong, whom I secretly nicknamed Old Chong, was very
strange, always tapping his fingers to the silent music of an CONCLUDE: How does
the punctuation in these
invisible orchestra. He looked ancient in my eyes. He had lost most
paragraphs help you to
of the hair on top of his head and he wore thick glasses and had better understand the
eyes that always looked tired and sleepy. But he must have been conflict between the
younger than I thought, since he lived with his mother and was not mother and the daughter?
yet married.
36 I met Old Lady Chong once and that was enough. She had this
peculiar smell like a baby that had done something in its pants.

4. Grieg (greeg) Edvard Grieg (1843–1907), Norwegian composer.

Two Kinds 19
 And her fingers felt like a dead person’s, like an old peach I once
found in the back of the refrigerator; the skin just slid off the meat
when I picked it up.
37 I soon found out why Old Chong had retired from teaching
piano. He was deaf. “Like Beethoven!”5 he shouted to me. “We’re
both listening only in our head!” And he would start to conduct
his frantic silent sonatas.
38 Our lessons went like this. He would open the book and point
to different things, explaining their purpose: “Key! Treble! Bass!
No sharps or flats! So this is C major! Listen now and play
after me!”
39 And then he would play the C scale a few times, a simple chord,
and then, as if inspired by an old, unreachable itch, he gradually
added more notes and running trills and a pounding bass until the
music was really something quite grand.
40 I would play after him, the simple scale, the simple chord, and
then I just played some nonsense that sounded like a cat running
up and down on top of garbage cans. Old Chong smiled and
applauded and then said, “Very good! But now you must learn to
keep time!”
41 So that’s how I discovered that Old Chong’s eyes were too slow
to keep up with the wrong notes I was playing. He went through
the motions in half-time. To help me keep rhythm, he stood
behind me, pushing down on my right shoulder for every beat.
He balanced pennies on top of my wrists so I would keep them
still as I slowly played scales and arpeggios.6 He had me curve my
hand around an apple and keep that shape when playing chords.
He marched stiffly to show me how to make each finger dance up
and down, staccato7 like an obedient little soldier.
42 He taught me all these things, and that was how I also learned I
could be lazy and get away with mistakes, lots of mistakes. If I hit
the wrong notes because I hadn’t practiced enough, I never

Copyright © Savvas Learning Company LLC. All Rights Reserved.

corrected myself. I just kept playing in rhythm. And Old Chong
kept conducting his own private reverie.
43 So maybe I never really gave myself a fair chance. I did pick up
the basics pretty quickly, and I might have become a good pianist
at that young age. But I was so determined not to try, not to be
anybody different that I learned to play only the most ear-splitting
discordant (dihs KAWRD preludes, the most discordant hymns.
uhnt) adj. lacking harmony 44 Over the next year, I practiced like this, dutifully in my own
way. And then one day I heard my mother and her friend Lindo
Jong both talking in a loud bragging tone of voice so others
could hear. It was after church, and I was leaning against the

5. Beethoven (BAY toh vuhn) Ludwig van Beethoven (1770–1827), German composer. Some
of his greatest pieces were written when he was completely deaf.
6. arpeggios (ahr PEHJ ee ohz) n. notes in a chord played separately in quick succession.
7. staccato (stuh KAHT oh) adv. played crisply, with clear breaks between notes.

20 UNIT 1 • CROSSING GENERATIONS

 brick wall wearing a dress with stiff white petticoats. Auntie
Lindo’s daughter, Waverly, who was about my age, was standing
farther down the wall about five feet away. We had grown up
together and shared all the closeness of two sisters squabbling squabbling (SKWAHB blihng)
over crayons and dolls. In other words, for the most part, we v. fighting noisily over small
matters
hated each other. I thought she was snotty. Waverly Jong had
gained a certain amount of fame as “Chinatown’s Littlest
Chinese Chess Champion.”
45 “She bring home too many trophy,” lamented Auntie Lindo that CLOSE READ
Sunday. “All day she play chess. All day I have no time do nothing
but dust off her winnings.” She threw a scolding look at Waverly, ANNOTATE: Verbal irony
occurs when a person
who pretended not to see her. purposefully says
46 “You lucky you don’t have this problem,” said Auntie Lindo something that is the
with a sigh to my mother. opposite of what he or
47 And my mother squared her shoulders and bragged: “Our she actually means. Read
problem worser than yours. If we ask Jing-mei wash dish, she hear paragraphs 46–48, and
nothing but music. It’s like you can’t stop this natural talent.” mark the verbal irony.

48 And right then, I was determined to put a stop to her foolish QUESTION: Why would
pride. Auntie Lindo and Jing-mei's
mother both say the
* * *
opposite of what they
mean?

49 A few weeks later, Old Chong and my mother conspired to have CONCLUDE: What is the
me play in a talent show which would be held in the church hall. effect of the use of verbal
irony in this passage?
By then, my parents had saved up enough to buy me a secondhand
piano, a black Wurlitzer spinet with a scarred bench. It was the
showpiece of our living room.
50 For the talent show, I was to play a piece called “Pleading
Child” from Schumann’s8 Scenes from Childhood. It was a simple,
moody piece that sounded more difficult than it was. I was
supposed to memorize the whole thing, playing the repeat parts
twice to make the piece sound longer. But I dawdled over it,
playing a few bars and then cheating, looking up to see what
Copyright © Savvas Learning Company LLC. All Rights Reserved.

notes followed. I never really listened to what I was playing. I

daydreamed about being somewhere else, about being
someone else.
51 The part I liked to practice best was the fancy curtsy: right foot
out, touch the rose on the carpet with a pointed foot, sweep to the
side, left leg bends, look up and smile.
52 My parents invited all the couples from the Joy Luck Club to
witness my debut. Auntie Lindo and Uncle Tin were there.
Waverly and her two older brothers had also come. The first two
rows were filled with children both younger and older than I was.
The littlest ones got to go first. They recited simple nursery
rhymes, squawked out tunes on miniature violins, twirled Hula

8. Schumann (SHOO mahn) Robert Alexander Schumann (1810–1856), German composer.

Two Kinds 21
 Hoops, pranced in pink ballet tutus, and when they bowed or
curtsied, the audience would sigh in unison, “Awww,” and then
clap enthusiastically.
53 When my turn came, I was very confident. I remember my
childish excitement. It was as if I knew, without a doubt, that the
prodigy side of me really did exist. I had no fear whatsoever, no
nervousness. I remember thinking to myself, This is it! This is it! I
looked out over the audience, at my mother’s blank face, my
father’s yawn, Auntie Lindo’s stiff-lipped smile, Waverly’s sulky
expression. I had on a white dress, layered with sheets of lace, and
a pink bow in my Peter Pan haircut. As I sat down, I envisioned
people jumping to their feet and Ed Sullivan rushing up to
introduce me to everyone on TV.
CLOSE READ 54 And I started to play. It was so beautiful. I was so caught up in
how lovely I looked that at first I didn’t worry how I would
ANNOTATE: In paragraph sound. So it was a surprise to me when I hit the first wrong note
54, mark descriptive
and I realized something didn’t sound quite right. And then I hit
words, and note what
they describe. another and another followed that. A chill started at the top of my
head and began to trickle down. Yet I couldn’t stop playing, as
QUESTION: Why does the
though my hands were bewitched. I kept thinking my fingers
author use positive and
negative descriptions? would adjust themselves back, like a train switching to the right
track. I played this strange jumble through two repeats, the sour
CONCLUDE: What effect notes staying with me all the way to the end.
do these descriptions have
55 When I stood up, I discovered my legs were shaking. Maybe I
over the course of the
paragraph? had just been nervous and the audience, like Old Chong, had seen
me go through the right motions and had not heard anything
wrong at all. I swept my right foot out, went down on my knee,
looked up and smiled. The room was quiet, except for Old Chong,
who was beaming and shouting “Bravo! Bravo! Well done!” But
then I saw my mother’s face, her stricken face. The audience
clapped weakly, and as I walked back to my chair, with my whole
face quivering as I tried not to cry, I heard a little boy whisper

Copyright © Savvas Learning Company LLC. All Rights Reserved.

loudly to his mother, “That was awful,” and the mother
whispered back, “Well, she certainly tried.”
56 And now I realized how many people were in the audience, the
whole world it seemed. I was aware of eyes burning into my back.
I felt the shame of my mother and father as they sat stiffly
throughout the rest of the show.
57 We could have escaped during intermission. Pride and some
strange sense of honor must have anchored my parents to their
chairs. And so we watched it all: the eighteen-year-old boy with a
fake moustache who did a magic show and juggled flaming hoops
while riding a unicycle. The breasted girl with white makeup who
sang from Madama Butterfly and got honorable mention. And the
eleven-year-old boy who won first prize playing a tricky violin
song that sounded like a busy bee.

22 UNIT 1 • CROSSING GENERATIONS

 58 After the show, the Hsus, the Jongs, and the St. Clairs from the
Joy Luck Club came up to my mother and father.
59 “Lots of talented kids,” Auntie Lindo said vaguely, smiling
broadly.
60 “That was somethin’ else,” said my father, and I wondered if he
was referring to me in a humorous way, or whether he even
remembered what I had done.
61 Waverly looked at me and shrugged her shoulders. “You
aren’t a genius like me,” she said matter-of-factly. And if I hadn’t
felt so bad, I would have pulled her braids and punched her
stomach.
62 But my mother’s expression was what devastated me: a quiet, devastated (DEH vuh stay
blank look that said she had lost everything. I felt the same way, tihd) v. destroyed;
completely upset
and it seemed as if everybody were now coming up, like gawkers at
the scene of an accident, to see what parts were actually missing.
When we got on the bus to go home, my father was humming the
busy-bee tune and my mother was silent. I kept thinking she
wanted to wait until we got home before shouting at me. But when
my father unlocked the door to our apartment, my mother walked
in and then went to the back, into the bedroom. No accusations. No
blame. And in a way, I felt disappointed. I had been waiting for her
to start shouting, so I could shout back and cry and blame her for
all my misery.

* * *

63 I assumed my talent-show fiasco meant I never had to play the

piano again. But two days later, after school, my mother came out
of the kitchen and saw me watching TV.
64 “Four clock,” she reminded me as if it were any other day. I
was stunned, as though she were asking me to go through the
talent-show torture again. I wedged myself more tightly in front
Copyright © Savvas Learning Company LLC. All Rights Reserved.

of the TV.
65 “Turn off TV,” she called from the kitchen five minutes later.
66 I didn’t budge. And then I decided. I didn’t have to do what my
mother said anymore. I wasn’t her slave. This wasn’t China. I had
listened to her before and look what happened. She was the
stupid one.
67 She came out from the kitchen and stood in the arched entryway
of the living room. “Four clock,” she said once again, louder.
68 “I’m not going to play anymore,” I said nonchalantly. “Why
should I? I’m not a genius.”
69 She walked over and stood in front of the TV. I saw her chest was
heaving up and down in an angry way.

Two Kinds 23
 70 “No!” I said, and I now felt stronger, as if my true self had
finally emerged. So this was what had been inside me all along.
71 “No! I won’t!” I screamed.
72 She yanked me by the arm, pulled me off the floor, snapped off
the TV. She was frighteningly strong, half pulling, half carrying
me toward the piano as I kicked the throw rugs under my feet.
She lifted me up and onto the hard bench. I was sobbing by now,
looking at her bitterly. Her chest was heaving even more and her
mouth was open, smiling crazily as if she were pleased I was
crying.
73 “You want me to be someone that I’m not!” I sobbed. “I’ll never
be the kind of daughter you want me to be!”
74 “Only two kinds of daughters,” she shouted in Chinese. “Those
who are obedient and those who follow their own mind! Only one
kind of daughter can live in this house. Obedient daughter!”
75 “Then I wish I wasn’t your daughter. I wish you weren’t my
mother,” I shouted. As I said these things I got scared. It felt like
worms and toads and slimy things crawling out of my chest, but it
also felt good, as if this awful side of me had surfaced, at last.
76 “Too late change this,” said my mother shrilly.
77 And I could sense her anger rising to its breaking point. I
wanted to see it spill over. And that’s when I remembered the
babies she had lost in China, the ones we never talked about.
“Then I wish I’d never been born!” I shouted. “I wish I were dead!
Like them.”
78 It was as if I had said the magic words. Alakazam!—and her
face went blank, her mouth closed, her arms went slack, and she
backed out of the room, stunned, as if she were blowing away like
a small brown leaf, thin, brittle, lifeless.
79 It was not the only disappointment my mother felt in me. In the
years that followed, I failed her so many times, each time asserting
my own will, my right to fall short of expectations. I didn’t get

Copyright © Savvas Learning Company LLC. All Rights Reserved.

straight A’s. I didn’t become class president. I didn’t get into
Stanford. I dropped out of college.
80 For unlike my mother, I did not believe I could be anything I
wanted to be. I could only be me.
81 And for all those years, we never talked about the disaster at
the recital or my terrible accusations afterward at the piano bench.
All that remained unchecked, like a betrayal that was now
unspeakable. So I never found a way to ask her why she had
hoped for something so large that failure was inevitable.
82 And even worse, I never asked her what frightened me the
most: Why had she given up hope?
83 For after our struggle at the piano, she never mentioned my
playing again. The lessons stopped. The lid to the piano was
closed, shutting out the dust, my misery, and her dreams.

24 UNIT 1 • CROSSING GENERATIONS

 84 So she surprised me. A few years ago, she offered to give me the
piano, for my thirtieth birthday. I had not played in all those years.
I saw the offer as a sign of forgiveness, a tremendous burden
removed.
85 “Are you sure?” I asked shyly. “I mean, won’t you and Dad
miss it?”
86 “No, this your piano,” she said firmly. “Always your piano. You
only one can play.”
87 “Well, I probably can’t play anymore,” I said. “It’s been years.”
88 “You pick up fast,” said my mother, as if she knew this was
certain. “You have natural talent. You could been genius if you
want to.”
89 “No I couldn’t.”
90 “You just not trying,” said my mother. And she was neither
angry nor sad. She said it as if to announce a fact that could never
be disproved. “Take it,” she said.
91 But I didn’t at first. It was enough that she had offered it to me.
And after that, every time I saw it in my parents’ living room,
standing in front of the bay windows, it made me feel proud, as if it
were a shiny trophy I had won back.

* * *
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Two Kinds 25
 92 Last week I sent a tuner over to my parents’ apartment and had
the piano reconditioned, for purely sentimental reasons. My
mother had died a few months before and I had been getting
things in order for my father, a little bit at a time. I put the
jewelry in special silk pouches. The sweaters she had knitted in
yellow, pink, bright orange— all the colors I hated—I put those in
moth-proof boxes. I found some old Chinese silk dresses, the kind
with little slits up the sides. I rubbed the old silk against my skin,
then wrapped them in tissue and decided to take them home
with me.
93 After I had the piano tuned, I opened the lid and touched the
keys. It sounded even richer than I remembered. Really, it was a
very good piano. Inside the bench were the same exercise notes
with handwritten scales, the same secondhand music books with
their covers held together with yellow tape.
94 I opened up the Schumann book to the dark little piece I had
played at the recital. It was on the left-hand side of the page,
“Pleading Child.” It looked more difficult than I remembered. I
played a few bars, surprised at how easily the notes came back
to me.
95 And for the first time, or so it seemed, I noticed the piece on the
right-hand side. It was called “Perfectly Contented.” I tried to play
this one as well. It had a lighter melody but the same flowing
rhythm and turned out to be quite easy. “Pleading Child” was
shorter but slower; “Perfectly Contented” was longer, but faster.
And after I played them both a few times, I realized they were two
halves of the same song. ❧

Copyright © Savvas Learning Company LLC. All Rights Reserved.

26 UNIT 1 • CROSSING GENERATIONS

 BUILD INSIGHT

NOTEBOOK

Response
1. Personal Connections What aspects of the story did you find surprising Answer the questions
or funny? Explain. in your notebook.
Use text evidence to
explain and justify
your reasoning.
Comprehension
2. Reading Check (a) In what ways does the mother pressure the narrator
to change? (b) How does the narrator prepare for the talent show?
(c) What happens when the narrator performs at the talent show?

3. Strategy: Make Inferences (a) Cite one inference you made that helped
you understand something about a character that wasn’t stated in the
text. (b) What evidence did you use to make that inference? Explain.

Analysis
4. (a) Compare and Contrast How are the mother and the narrator similar
and different? (b) Analyze Cause and Effect How do differences in the
mother’s and narrator’s attitudes cause problems?

5. (a) Make Inferences Why do you think the mother was so determined to
make the narrator into a prodigy? Cite text evidence that supports your
response. (b) Evaluate Do you think the mother truly knows and
understands her daughter? Explain.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

6. Make a Judgment The mother criticizes the narrator for not being
obedient and for not trying hard enough to succeed. Do the story’s events
prove or disprove that criticism? Explain.

EQ What can one generation

B.E.S.T.
Notes learn from another?
K12.EE.1.1: Cite evidence to explain
What have you learned about how people of different generations and justify reasoning.
interact from reading this story? Go to your Essential Question Notes, and K12.EE.2.1: Read and comprehend
grade-level complex texts proficiently.
record your observations and thoughts about “Two Kinds.”
K12.EE.3.1: Make inferences to
support comprehension.

Two Kinds 27
ANALYZE AND INTERPRET

Close Read ANNOTATE

1. The model passage and annotation show how one reader analyzed
paragraph 10 of the story. Find another detail in the passage to
TWO KINDS annotate. Then, write your own question and conclusion.

ANNOTATE: The author uses

CLOSE-READ MODEL italics to emphasize a specific
word.
In all of my imaginings, I was
filled with a sense that I would QUESTION: Why is the word
perfect emphasized?
soon become perfect. My mother
and father would adore me. CONCLUDE: The use of
italics emphasizes the
I would be beyond reproach.
importance of perfection to
I would never feel the need to the narrator and her mother.
sulk for anything.

MY QUESTION:

MY CONCLUSION:

2. For more practice, answer the Close-Read notes in the selection.

3. Choose a section of the story you found especially important. Mark
important details. Then, jot down questions and write your conclusions
in the open space next to the text.

Inquiry and Research

Copyright © Savvas Learning Company LLC. All Rights Reserved.
NOTEBOOK

Research and Extend The time and place in which “Two Kinds”
unfolds contributes greatly to the story itself. Learn more about the
effect of the story’s setting on its characters and plot by asking and
answering research questions. You may use the questions given
below or come up with your own.

B.E.S.T. The main setting of this story is San Francisco’s Chinatown in the
7.R.1.3: Explain the influence of 1950s. How many people lived there at that time? Did most
narrator(s), including unreliable residents find it easy to find work that paid well?
narrator(s), and/or shifts in point of
view in a literary text.
7.C.4.1: Conduct research to answer Cite at least three facts you discover during your research. In what
a question, drawing on multiple way does the story’s setting influence its characters’ development
reliable and valid sources, and
and the story’s plot?
generating additional questions for
further research.

28 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements

Character, Conflict, and Resolution A character’s qualities—including
his or her appearance, age, feelings, and thoughts—influence the nature
of the conflict in a story. The conflict, in turn, moves the story forward until
it ends in the resolution. In other words, a main character’s identity and
personality determine what happens in a story and how it resolves.

Remember that first-person narrators are story characters. In “Two Kinds,”

the story’s narrator is also the story’s main character.
NOTEBOOK

PRACTICE Complete the activity and answer the questions. INTERACTIVITY

1. (a) Support Find a passage from the story that reveals each of the
narrator’s qualities listed in the chart. (b) Connect In the blank row, add
another quality the narrator possesses and a passage that reveals it.

NARRATOR’S QUALITIES PASSAGE THAT REVEALS QUALITY

Self-Confident

Stubborn

Lazy

2. (a) Analyze In paragraphs 18–19, the narrator observes a dramatic

change in her sense of self. What is that change? (b) Analyze Cause
and Effect Note two ways in which this change influences the
narrator’s actions and the story events that come later.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

3. (a) Summarize Reread paragraphs 75–78. How does the narrator’s

conflict with her mother abruptly end? (b) Evaluate Is the resolution
happy? Explain. (c) Interpret Reread paragraph 79 to the end of the
story. How does the resolution change over time? Explain.

4. Speculate Explain how the story’s events and resolution might have
unfolded if the narrator were different in each of the following ways:
(a) She works hard at piano practice.
(b) She does whatever her mother wants.

Two Kinds 29
STUDY LANGUAGE AND CRAFT

Concept Vocabulary NOTEBOOK

Why These Words? The vocabulary words relate to the idea of conflict.
For example, the narrator fantasizes that she might one day be beyond
reproach. The word reproach describes the heavy criticism that she feels as
TWO KINDS a result of her mother’s actions.

lamented reproach squabbling

indignity discordant devastated

PRACTICE Answer the questions.

1. What other words in the selection connect to the concept of conflict,
or struggle?

2. Why might a person who experiences indignity feel upset or angry?

3. Why might a famous chef feel that his or her cooking is beyond reproach?

4. Why might someone’s neighbors complain about discordant music

coming from a loudspeaker?

5. What advice can you give people to help them avoid squabbling with
WORD NETWORK each other?
Add words that are
related to the idea of
6. If a student lamented after taking a test, how did the student do?
generations from the
text to your Word
Network. 7. What kind of weather might have devastated an apple orchard?

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Word Study NOTEBOOK

Latin Prefix: in- The prefix in-, which appears in the vocabulary word
indignity, means “not.” When this prefix is added to a base word, the
new word takes on the opposite meaning of the base word.

PRACTICE Complete the following items.

B.E.S.T.
7.V.1.2: Apply knowledge of Greek 1. When people have dignity, they are worthy of honor and respect.
and Latin roots and affixes to Write a definition of the word indignity that uses your knowledge
determine meanings of words and
phrases in grade-level content. of the prefix in-.
7.C.3.1: Follow the rules of standard
English grammar, punctuation,
capitalization, and spelling 2. Define these words that contain the prefix in-: incorrect, inactive,
appropriate to grade level. incomplete.

30 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Conventions
Compound Adjectives Well-written stories bring to life characters,
places, and things through description. For example, adjectives modify
nouns, telling how someone or something looks, feels, or seems. TIP: When the word
Sometimes more than one word modifies the same noun. These well is part of a
compound adjectives are made up of two or more words that present a compound adjective
single idea. Hyphens are used to link compound adjectives. and it comes before
the noun it modifies,
Examples from the story: place a hyphen after it.
• I now had hair the length of a boy’s, with straight-across bangs If the compound
that hung at a slant two inches above my eyebrows. (paragraph 8) adjective containing
well follows the noun it
• I assumed my talent-show fiasco meant that I never had to play the modifies, do not use a
piano again. (paragraph 63) hyphen.
• well-seasoned steak
Don’t confuse adverb-adjective combinations with compound adjectives: • s teak that is well
Compound Adjective: We used day-old bread in the recipe. (day-old seasoned
modifies the noun, bread)
Adverb-Adjective Combination: We threw away a loaf of really old
bread (really modifies the adjective, old, not the noun, bread)

NOTEBOOK

READ IT Look back through “Two Kinds” and find three examples of ANNOTATE
compound adjectives. Compare your findings with those of a partner.

WRITE IT
A. Edit the sentences. Use hyphens to link compound adjectives.
1. Performing a five minute song seemed like an eternity.

2. The pint sized student climbed onto the piano bench.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

3. After a heart pounding performance, the pianist stood and bowed

to the audience.

B. Write three sentences about an important scene between the mother

and daughter in the selection. Include at least one compound adjective
in each of your sentences. Edit your sentences to be sure you have
used hyphens correctly.

Two Kinds 31
SHARE IDEAS

Composition
A retelling is a new version of a story. In a retelling, at least one
important story element from the original version is changed.

TWO KINDS

AS SI GN M EN T
Choose a scene from the story, and write a retelling of the
EDITING
PRACTICE As you scene with the mother as the first-person narrator.
edit your draft, make • Review the story, and note important details that can help you
sure you haven’t
identify the mother’s character traits and motives. Use these
confused the words its
and it’s. Its is the details to ensure that you accurately portray the mother’s
possessive form of the perspective.
pronoun it. It’s is a
• Present a clear sequence of events, and establish the conflict
contraction that means
“it is” or “it has.” for the scene that you chose.
• Use narrative techniques, such as dialogue and description, to
convey the mother’s thoughts and feelings.

Use New Words

Try to use one or more of the concept vocabulary words in your
writing: lamented, indignity, reproach, discordant, squabbling,
devastated.

NOTEBOOK
Reflect on Your Writing
PRACTICE Think about the choices you made as you wrote. Also,
consider what you learned by writing. Share your experiences by Copyright © Savvas Learning Company LLC. All Rights Reserved.
responding to these questions.

B.E.S.T. 1. How did retelling the events with the mother as narrator help you to
7.C.1.2: Write personal or fictional better understand her perspective?
narratives using narrative techniques,
a recognizable point of view, precise
words and phrases, and figurative
language. 2. What characteristics of short stories did you use in your writing?
7.C.2.1: Present information orally, Which narrative technique do you think was most effective in
in a logical sequence, emphasizing
key points that support the central portraying the mother’s character?
idea.
K12.EE.5.1: Use the accepted rules
governing a specific format to create
quality work.
3. WHY THESE WORDS? The words you choose make a difference
K12.EE.6.1: Use appropriate voice
in your writing. Which words did you specifically choose to bring the
and tone when speaking or writing. mother’s perspective to life?

32 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Speaking and Listening

A monologue is a speech presented by a character in a play.

AS SI GN M EN T

Choose one of the passages listed, and develop and deliver a monologue
in which the narrator expresses her thoughts and feelings in this moment
of the story. Determine a central idea for the monologue, and choose
words and phrases to create the narrator’s unique voice and to convey her
tone, or attitude, toward the central idea.
paragraphs 18–20
paragraphs 54–56
paragraphs 84–91

INTERACTIVITY

Plan Your Monologue Use the following questions to plan and write your
monologue.

• How might events from earlier in the story affect the narrator’s perspective? TIP: The term
perspective means
• What central idea will the character convey?
“attitude toward
• What specific vocabulary can you use to vividly portray the narrator’s something.”
voice and tone?

Practice Your Delivery Now, practice delivering your monologue, using

your voice to express the narrator’s tone and emotional state.

Present and Evaluate Use a guide like the one shown to evaluate your
own monologue as well as those of your classmates.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

PRESENTATION EVALUATION GUIDE EQ Before moving

Notes on to a new
Rate each statement on a scale of 1 (not demonstrated)
selection, go to your
to 4 (well demonstrated). Essential Question
Notes and record any
The speaker communicated events from 1 2 3 4
additional thoughts
the narrator’s point of view.
or observations you
may have about
The speaker’s voice and tone communicated 1 2 3 4 “Two Kinds.”
shifts in feeling.

The monologue was clear and 1 2 3 4

expressive.

Two Kinds 33
LEARN ABOUT GENRE: NONFICTION

Reading Feature Articles

A feature article is a longer work of journalism that reports
information in an in-depth way.

THE CASE OF THE

DISAPPEARING WORDS

FEATURE ARTICLES
The selection you are
about to read is a feature
article.
Author’s Purpose
 to present information about newsworthy
events, issues, or people and explain why they
are important and relevant
 to bring readers’ attention to a subject in a
powerful way

Characteristics
 a title that engages readers’ interest
 a clear topic developed by central ideas
 a variety of evidence, including quotations,
facts, statistics, examples, and anecdotes
 diction, or word choice, that clarifies a
complex subject

Structure
 often starts with a “lead,” or an engaging
first paragraph or section
 may use a variety of organizational patterns
and text features that show time order as
Copyright © Savvas Learning Company LLC. All Rights Reserved.
well as causes or effects

Take a Minute! NOTEBOOK

FIND IT Think of a subject you enjoy, such as sports or music.

Do a quick Internet search to find a feature article related to that
subject. Jot down the title and publication.

B.E.S.T.
7.R.2: Reading Informational
Text | Central Idea

34 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements TIP: A central idea

is not a topic. A topic
is what an article is
Central Ideas and Supporting Evidence A feature article presents one
about. Central ideas
or more central ideas, or main ideas, that explore aspects of a topic. For
support and develop
example, if an article is about singing, its central ideas might provide
the topic and main
information on breath control, maintaining pitch, and interpreting lyrics. message of the article.
Each central idea is, in turn, supported by evidence.

EXAMPLE
Central Idea: Disc golf is one of the most exciting new games to come
along in years.
TYPES OF EVIDENCE EXAMPLES

facts: statements that can be In disc golf, players throw Frisbee-like

proved true discs into baskets.

statistics: numerical data As of 2016, an estimated 12 million people have

(percentages, estimates, played disc golf in the United States.
averages) gained from
research

examples: specific instances Disc golf courses will soon be everywhere. For
of a general idea example, Texas currently has 376 courses and
more on the way.

anecdotes: brief stories that I played disc golf on opening day in El Paso. I’m not a
illustrate a point great athlete, so it was challenging but still fun.

NOTEBOOK

PRACTICE The following items are pieces of evidence that support the central
idea from the example. State whether each item is a fact, a statistic, an example, or
Copyright © Savvas Learning Company LLC. All Rights Reserved.

an anecdote. Consider how each one supports the central idea.

1. About 34% of disc golf players are between the ages of 30–39. ________________

2. People of all ages can play disc golf. For instance, there is now a league
for seniors. ________________

3. Players try to get their discs into the baskets in as few throws as possible.
________________

4. The seventh-grade girls said they “hated” sports until they played disc golf. They
went on to petition their school to start a program. ________________

Learn About Genre 35

PREPARE TO READ

About the Author The Case of the

Born in Rochester, New
Disappearing Words
York, Alice Andre-Clark
now lives in New Jersey. Concept Vocabulary
She studied Social Welfare
at Harvard Kennedy School
You will encounter the following words as you read “The Case of the
and Public Policy at Harvard
University Graduate School
Disappearing Words.” Before reading, note how familiar you are with
of Arts and Sciences. each word. Using a scale of 1 (do not know it at all) to 5 (know it very
well), indicate your knowledge of each word.

INTERACTIVITY

WORD YOUR RATING

fluently

linguists

term

lecture

recording

pronouncing

Comprehension Strategy ANNOTATE

Preview the Text

Informational texts often have sections and features that enhance and
organize the content. Before you read, scan the article for sections
and features. Take note about the various purposes served by each of
the following elements: Copyright © Savvas Learning Company LLC. All Rights Reserved.

• title and subtitle: indicate the topic and may suggest the article’s
central idea
• subheads: indicate the key ideas that appear in particular sections
• images: illustrate important ideas or information
• captions: suggest how images connect to ideas; provide details
about an image

PRACTICE Before you read, preview the text and note the sections
B.E.S.T. and features it contains.
K12.EE.2.1: Read and comprehend
grade-level complex texts proficiently.
7.R.2.1: Explain how individual text
sections and/or features convey a
purpose in texts.

36 UNIT 1 • CROSSING GENERATIONS

 FEATURE ARTICLE

The
Case of the
  Disappearing Words
Saving the World’s
Endangered Languages
Alice Andre-Clark
Copyright © Savvas Learning Company LLC. All Rights Reserved.

BACKGROUND
You already know about endangered animals and plants, living things
AUDIO
that are at risk of disappearing from Earth. Alice Andre-Clark believes
that many languages are also endangered. But are languages living ANNOTATE
things? Decide for yourself as you read.

D uring World War II, American Navajo speakers worked with

the United States military to create a secret code in their
language that the Germans couldn’t crack. Now Navajo children
are unlikely to grow up speaking the language fluently. The Taa fluently (FLOO ehnt lee) adv.
language of southern Africa is one of the most complex in the easily and smoothly
world, combining five distinct clicks of the tongue with other
sounds to produce between 80 and 120 different consonants.
Today, this unique language has only a few thousand speakers

The Case of the Disappearing Words 37

 Breton is a Celtic language spoken in the Brittany region of France, where
parents were once forbidden from giving children Breton names.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

linguists (LIHN gwihsts) n. left. Earth is home to around 7,000 languages, but linguists are
people who study how rushing to catalog them because around half are expected to
languages work disappear by 2100.

Why They Disappear

2 Languages tend to become endangered when a dominant
culture swallows up a smaller culture. Sometimes younger
generations stop learning a language because parents want
children to fit in and get jobs in the majority culture. Sometimes
societies force minorities to give up language and traditions.
Many Native American children of the late nineteenth and early
twentieth centuries were required to attend boarding schools
where educators forbade them from speaking their native

38 UNIT 1 • CROSSING GENERATIONS

 languages. In China today, the government limits the time
teachers may speak the language Uighur. Many Uighur language
speakers feel their culture may be at risk.

Categories of Danger
3 The United Nations regularly releases lists of endangered
languages, placing each in one of five categories. A “vulnerable”
language is one that many children speak at home, but few speak
outside of their homes. Zuni, spoken by 9,000 of New Mexico’s
Pueblo peoples, is vulnerable. A “definitely endangered” language
is one that older generations speak, but children no longer learn in
the home. Dakota, a language of the Great Plains with 675
speakers, is definitely endangered.
4 A “severely endangered” language is one that parents may
understand but don’t speak much. Grandparents are the primary
speakers. Oklahoma’s Chickasaw, with 600 speakers, mostly age
50 or older, is one example. A “critically endangered” language
is one that few people younger than grandparents speak, and
grandparents don’t speak it often. New York’s and Canada’s
Onondaga, with about 50 speakers, is critically endangered. An
“extinct” language has no living native speakers—the last native
speaker of Alaska’s Eyak language died in 2008.

Why Save Them?

5 You could ask the same question of an endangered species of CLOSE READ
animal. Why should we save it? The answer is that having a
variety of species benefits our environment. In the same way that ANNOTATE: In paragraph
5, mark words from
different species create biodiversity, languages contribute to another language and
cultural diversity. Learning about and protecting endangered their definitions.
languages benefits our understanding of other cultures. A
QUESTION: Why does the
language’s vocabulary paints a fascinating picture of a society’s
author call attention to
way of life. We know a little more about India’s Gta’ speakers these particular words and
Copyright © Savvas Learning Company LLC. All Rights Reserved.

when we learn that they have words like nosor (noh SAWR), definitions?
meaning “to free someone from a tiger,” bno (buh NOH), “a ladder
CONCLUDE: What do
made from a single bamboo tree,” and gotae (goh TA), “to bring these words show about
something from a hard-to-reach place with a long stick.” this language?
6 Languages can show how a society looks at the world and what
it values. In Apache culture, a sense of place is so important that
storytellers use descriptive names for land features, such as
“White Rocks Lie Above in a Compact Cluster.” Facing setbacks
with laughter is important in the Jewish tradition, so it may not be
surprising that the Jewish language Yiddish has words to describe
two kinds of fools. A schlemiel is the kind who spills soup on other
people, and the unlucky schlimazel is the one on whom soup
always gets spilled.

The Case of the Disappearing Words 39

 7 A language may contain hidden knowledge that the rest of the
term (turhm) n. word or world has not yet discovered. The term for eelgrass in Mexico’s
expression that has a Seri language alerted scientists that eelgrass, unlike most sea
specific meaning grasses, is a nutritious food. The Seri word moosni hant cooit (mohs
lecture (LEHK shuhr) v. talk nee ahnt koh eet), meaning “green turtle that descends,” revealed
in a critical way that seems something no one else knew—that green turtles hibernate, or
unfair overwinter, on the sea floor.
8 A language may describe something in a way that is funny,
sharp, or beautifully poetic. In Welsh, it rains not cats and dogs,
but old wives and walking sticks. If a Basque speaker tells you,
“Don’t take the beans out of your lap,” you’re being asked not to
get on your high horse and lecture (which would probably be
hard to do with a lap full of beans). The elegant Seri term for a car
muffler means “into which the breathing descends.”
9 Sometimes a language provides the exact right way to describe
something that always needed a great word. The Cherokee word
ukvhisdi (oh kuh huhs dee) is what you say to a cute baby

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Garifuna is the last living remnant of languages once spoken by native peoples in the Caribbean islands.
Now it’s spoken mainly in Belize, Honduras, and Guatemala.

40 UNIT 1 • CROSSING GENERATIONS

 or kitten. If your neighbor pops in
every day, you might be dealing with
what the Ojibway call
mawadishiweshkiwin, the habit of
making visits too often. The
Cheyenne capture a hilariously
embarrassing moment with
mémestátamao’ó, to laugh so hard
you fart.

How to Save a Language

10 Linguists at projects like the
Endangered Language Alliance are
working to learn from speakers of
disappearing languages, recording
them singing songs, telling stories,
pronouncing common words like the
names of the colors, and explaining
vocabulary that is important in their
culture, such as the words that
describe traditional arts or native
plants.
11 Yet many speakers of endangered
languages aren’t content just to
preserve scraps of their native
languages in a digital museum. They
hope that new generations will learn
them, and that they will again Me’phaa is a language of Guerrero, Mexico, where
become living languages. Different Spanish dominates.
cultures have come up with different
ways of bringing their languages back to life. Cherokee speakers recording (ree KAWR dihng)
can use an app that lets them text in their native alphabet. Yiddish v. storing sounds in a form,
such as a digital file, so
Copyright © Savvas Learning Company LLC. All Rights Reserved.

speakers can enjoy weekly radio shows. In Wales, a community of that they can be heard
writers is producing new science fiction (they had to come up with again in the future
a Welsh word for “alien”), and young people in Chile are
pronouncing (proh NOWN
performing Huilliche-language hip-hop songs. sihng) v. speaking words
12 If an endangered language is going to make a real comeback, it’ll correctly
probably get its start in schools. From 1896 to 1986, public schools
in Hawaii did not teach the Hawaiian language. Then educators
began opening “language nests,” preschools where kids speak
nothing but Hawaiian. Now there are elementary schools where
kids not only take most classes in Hawaiian, but also learn about
native traditions like gardening with Hawaiian plants and
extending hospitality. Students can keep learning in Hawaiian into
college and beyond—the University of Hawaii offers a Ph.D. in the
Hawaiian language.

The Case of the Disappearing Words 41

 The Language That Came Back to Life
13 Can a language with zero native speakers come back to life? At
least one did. In 1881, a Jewish newspaper editor and linguist
named Eliezer Ben-Yehuda immigrated to Jerusalem. Ben-Yehuda
imagined the founding of a Jewish nation, and he thought that
nation needed a language of its own. Back then, people learned
Hebrew mostly just to read religious texts, but it was no one’s
native language. He and his wife decided to raise their family to
speak nothing but Hebrew.
14 Ben-Yehuda realized that the 3,000-year-old language needed
two kinds of help. First, it had to have young speakers. He
persuaded teachers and rabbis to hold all their classes in Hebrew.
Second, Hebrew needed lots of new words. He wrote a dictionary
that added new words to this ancient language for modern things
like dolls, omelets, ice cream, and bicycles. Hebrew grew from 8,000
words to 50,000. Today it is one of the official languages of Israel,
with over 4 million speakers.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Gurung is a Tibeto-Burman language from the Himalayas in Nepal.

42 UNIT 1 • CROSSING GENERATIONS

 BUILD INSIGHT

NOTEBOOK

Response
1. Personal Connections What did you find most surprising about this Answer the questions
article? Cite a specific passage or detail that led to your response. in your notebook.
Use text evidence to
explain and justify your
reasoning.

Comprehension
2. Reading Check (a) According to the article, about how many languages
currently exist in the world? (b) Identify the five categories the United
Nations assigns to endangered languages. Briefly define what each
category means for a language.

3. Strategy: Preview the Text (a) To what extent did previewing the text
enhance your reading experience? (b) Did you find that your awareness of
text sections and features helped you to locate and understand the
content of the article? Why, or why not?

Analysis
4. Analyze Cause and Effect According to the author, what are the main
reasons languages are disappearing?

5. (a) Analyze According to the author, how does a culture’s language

show what life is like for the people who speak it? Explain.
(b) Support Identify two examples from the article that support your
response.

6. (a) Draw Conclusions Based on the article, what can you conclude is an
Copyright © Savvas Learning Company LLC. All Rights Reserved.

important part of any effort to save an endangered language? Explain

your answer, citing text evidence. (b) Connect Why do you think this
element is so important?

EQ What can one generation

Notes learn from another?
What have you learned about the ways different generations teach one
another from reading this article? Go to your Essential Question Notes
and record your observations and thoughts about “The Case of the B.E.S.T.
Disappearing Words.” K12.EE.1.1: Cite evidence to explain
and justify reasoning.
K12.EE.2.1: Read and comprehend
grade-level complex texts proficiently.

The Case of the Disappearing Words 43

ANALYZE AND INTERPRET

Close Read ANNOTATE

1. The model passage and annotation show how one reader analyzed
paragraph 11. Find another detail in the passage to annotate. Then,
THE CASE OF THE write your own question and conclusion.
DISAPPEARING WORDS
ANNOTATE: There is an
CLOSE-READ MODEL interesting contrast between
these phrases.
Yet many speakers of
endangered languages aren’t QUESTION: Why does the
author emphasize this
content just to preserve scraps of contrast?
their native languages in a
CONCLUDE: The contrast
digital museum. They hope that
highlights the difference
new generations will learn them, between preserving bits of a
and that they will again become dying language and keeping
living languages. Different languages alive.
cultures have come up with
different ways of bringing their
languages back to life.

MY QUESTION:

MY CONCLUSION:

2. For more practice, answer the Close-Read note in the selection.

3. Choose a section of the feature article you found especially important. Copyright © Savvas Learning Company LLC. All Rights Reserved.
Mark important details. Then, jot down questions and write your
conclusions in the open space next to the text.

Inquiry and Research NOTEBOOK

B.E.S.T.
Research and Extend Extend your learning by generating two or
7.R.2.2: Compare two or more
central ideas and their development three questions you could use to guide more research on a culture or
throughout a text. organization named in the article. Then, perform a brief, informal
7.C.4.1: Conduct research to answer inquiry to get answers to one of your questions. Be sure to consult
a question, drawing on multiple multiple, reliable Internet and print resources.
reliable and valid sources, and
generating additional questions for
further research.

44 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements

TIP: Each section or
Central Ideas and Supporting Evidence Informational texts present an
paragraph of an article
array of central ideas, or main ideas. Readers compare these central ideas
develops a central idea
to see how they develop an author’s main message about a topic. Each that contributes to the
central idea is supported by a variety of evidence, such as facts, statistics, article’s main message,
anecdotes, and examples. or insight.

A typical informational text follows a structure that presents, develops,

and reinforces one or more central ideas:
• an introduction that states the main message of the article

• subheads, or section labels, that summarize the information contained

within a text section

• body paragraphs that present central ideas that support or develop

the main message
NOTEBOOK

PRACTICE Complete the activity and answer the questions. INTERACTIVITY

1. Analyze Reread paragraph 1. Record the different types of evidence

used to support the central idea of the paragraph.

CENTRAL IDEA: The diversity of languages people currently speak is declining very quickly.
TYPE OF EVIDENCE EXAMPLE FROM PARAGRAPH HOW IT SUPPORTS CENTRAL IDEA

FACT

STATISTIC

EXAMPLE

ANECDOTE
Copyright © Savvas Learning Company LLC. All Rights Reserved.

2. (a) Analyze Reread paragraphs 13–14. What central idea is expressed in these
paragraphs? (b) Support Identify examples of two types of evidence that support it.

3. Analyze Explore how the article’s structure helps to clarify the author’s ideas. What
function do the subheads serve?

4. (a) Interpret In your own words, state the main message of the article. (b) Evaluate
Compare the central ideas. Which central idea do you think contributes most to the
article’s main message?

The Case of the Disappearing Words 45

STUDY LANGUAGE AND CRAFT

Concept Vocabulary NOTEBOOK

Why These Words? All of the vocabulary words relate to language as an

idea. For example, linguists study language and may listen to a recording
of native speakers.
THE CASE OF THE
DISAPPEARING WORDS

fluently linguists term

lecture recording pronouncing

PRACTICE Answer the questions.

1. How might your knowledge of these vocabulary words help you discuss
languages more precisely?

2. Use one vocabulary word to complete each sentence.

(a) The reporter is ________________ his interview for a broadcast

tomorrow.

(b) It takes practice to speak a foreign language ________________ .

(c) 
Before her trip to Spain, Amy practiced ________________ words in
Spanish.
WORD NETWORK
Add words that are (d) People are more likely to take your advice if you don’t
related to the idea of ________________ them.
generations from the
text to your Word (e) Scarlet is a more specific ________________ for the color red.
Network.
(f) Some ________________ study how children learn language.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Word Study NOTEBOOK

Latin Root Word: lingua The Latin root word lingua means
“language” or “tongue.” The vocabulary word linguists is built on this
root word.
B.E.S.T.
7.R.2.1: Explain how individual text PRACTICE Complete the following items.
sections and/or features convey a
purpose in texts. 1. (a) The suffix -ist denotes a person who studies or has special
7.R.2.3: Explain how an author knowledge of a subject. Given this information, what do you think a
establishes and achieves purpose(s)
linguist is? (b) The prefix bi- means “two.” Given this information,
through diction and syntax.
explain what you think bilingual means.
7.V.1.2: Apply knowledge of Greek
and Latin roots and affixes to
determine meanings of words and
phrases in grade-level content. 2. Write a sentence that correctly uses the word linguists.

46 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Author’s Craft
Author’s Purpose Choices an author makes about diction and syntax
help to reveal an author’s purpose, or reason for writing. Authors also
achieve purpose by making decisions about a work’s title, text sections
and features, and overall organization.
• Diction: An author’s choice of words suggests his or her purpose.
The use of formal, scientific words, for example, suggests a purpose
of educating or informing readers.
• Syntax: Varied sentence structures can help authors achieve different
purposes. Short, breezy sentences, for example, may create a
humorous effect.
• Text Sections / Features: A text’s title and subtitle may offer clues
to an author’s purpose. The same is true for the ways in which
content is presented. Are subheads or images used? If so, what
purposes do they help to fulfill?
NOTEBOOK

PRACTICE Answer the questions and complete the activity. INTERACTIVITY

1. Draw Conclusions What do the text’s title and subtitle suggest about
the author’s purpose for writing? Explain your thinking.

2. (a) What text features and overall organization are present in the text?
(b) Analyze What purpose does the author achieve through the use of
these text features?

3. (a) Analyze Use the chart to take notes about the author’s use of diction
and syntax in a few sections of the text. The first row has been done for
you. (b) Draw Conclusions What overall purpose is achieved by the
author’s use of diction and syntax? Explain your thinking.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

SECTION DICTION SYNTAX

Why They Disappear use of formal words, such as The sentences are somewhat long;
dominant, endangered they are statements, and they are
grammatically complete.

Categories of Danger

Why Save Them?

The Case of the Disappearing Words 47

SHARE IDEAS

Composition
A travel guide is a type of writing that provides visitors with
information to better appreciate a place. It may offer suggestions for
sites to visit as well as explanations of an area’s culture and language.
THE CASE OF THE
DISAPPEARING WORDS

AS SI GN M EN T
TIP: When you Write a travel guide entry about a place in the world that is
synthesize, you
include information
experiencing threats to its language. Research and gather relevant
from more than one information from at least two different types of valid sources, such
source in order to as an encyclopedia and a web article. Synthesize the information
arrive at your own by answering the following questions in your own words:
insight. Make sure you
haven’t relied solely • Who speaks the language?
on a single source but • Why is the language threatened?
have truly synthesized
information to express • Are any efforts being made to save it? If so, what are they?
your own ideas. Finally, organize your findings into sections. Add text features
such as subheads, graphs, images, and captions to clearly and
logically convey your ideas.

Use New Words

Refer to your Word Network to use new vocabulary you have
learned. Also, try to include some of these vocabulary words in your
writing: fluently, linguists, term, lecture, recording, pronouncing.

NOTEBOOK
Reflect on Your Writing
PRACTICE Think about the choices you made as you wrote. Also, Copyright © Savvas Learning Company LLC. All Rights Reserved.
consider what you learned by writing. Share your experiences by
responding to these questions.
B.E.S.T.
7.C.1.4: Write expository texts to 1. Was it easy or difficult to synthesize information from different
explain and analyze information from sources? Explain.
multiple sources, using relevant
supporting details and a logical
organizational pattern.
7.C.2.1: Present information orally, 2. What was the most interesting thing you learned from your research?
in a logical sequence, emphasizing
key points that support the central
Why?
idea.
7.C.4.1: Conduct research to answer
a question, drawing on multiple
3. WHY THESE WORDS? The words you choose make a difference
reliable and valid sources, and
generating additional questions for in your writing. Which words did you specifically choose to strengthen
further research. your description of an endangered language?

48 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Speaking and Listening

An oral presentation is a speech that provides an audience with useful
information.

AS SI GN M EN T

Choose an endangered language mentioned in the article.

Research words and expressions from that language, and choose
three that you think are interesting. Then, deliver an oral
presentation of your findings. Begin with your central idea, and
organize your key points and examples logically.

• Be sure you know how to properly pronounce the words or

phrases from the language. Practice pronouncing them as
you rehearse.
• You may have come across English words in your research that you
want to say but aren’t sure how to pronounce. Use a print or
digital dictionary to confirm the correct pronunciations.
• Speak clearly and make eye contact with your audience
periodically during your presentation.

INTERACTIVITY
Evaluate Presentations
Use a guide like the one shown to evaluate your own presentation as
well as those of your classmates. EQ Before moving
Notes on to a new
selection, go to your
Essential Question
Copyright © Savvas Learning Company LLC. All Rights Reserved.

PRESENTATION EVALUATION GUIDE Notes and record any

additional thoughts or
Rate each statement on a scale of 1 (not demonstrated) to 4
1 2 3 4 5 observations you may
(well demonstrated). have about “The Case
of the Disappearing
The speaker presented a central 1 2 3 4 5
Words.”
idea with logically organized
key details.
1 2 3 4 5
The speaker clearly pronounced and 1 2 3 4
explained the example words and phrases.

The speaker spoke clearly and made 1 2 3 4

appropriate eye contact with the audience.

The Case of the Disappearing Words 49

PERFORMANCE TASK

Write a Personal Narrative

A personal narrative is a true story about a meaningful event in your
life. Writers share personal narratives to communicate insights about their
experiences.

AS SI GN M EN T

Write a personal narrative that answers this question:

What experience helped you see how people of
different generations can influence one another?
Include details about a conflict you faced and the reasons the
experience was important. Use narrative techniques and a
recognizable point of view.

WRITING GALLERY
Visit the Writing Gallery
ELEMENTS OF PERSONAL NARRATIVES
to watch video tutorials. Purpose: to share a real-life story that is meaningful to you

Characteristics
 first-person point of view, with you as the narrator
 a clear focus on a specific experience
 a conflict, or problem, related to the experience
 vivid portrayals of characters who are real people and
settings that are real places

Copyright © Savvas Learning Company LLC. All Rights Reserved.

 reflection on the deeper meaning of the experience
 narrative craft, such as the use of dialogue, description,
and use of figurative language

 standard English conventions

Structure
B.E.S.T.  a well-organized structure that includes
7.C.1.2: Write personal or fictional
narratives using narrative • an engaging beginning
techniques, a recognizable point of
view, precise words and phrases,
• a chronological organization of events
and figurative language. • a strong, purposeful ending or conclusion that reflects
7.C.1.5: Improve writing by on your experience
planning, revising, and editing,
considering feedback from adults
and peers.

50 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Take a Closer Look at the Assignment

NOTEBOOK
1. What is the assignment asking me to do (in my own words)? Use a
dictionary or ask your teacher if any of the words in the assignment
are unclear to you. AUDIENCE
Your audience is your
reader.
• Choose an experience
2. Is a specific audience mentioned in the assignment? that will engage readers'
curiosity.
Yes If “yes,” who is my main audience?
• Describe people or places
with which your audience
may not be familiar.
No If “no,” who do I think my audience is or should be?

PURPOSE
A specific purpose, or
3. Is my purpose for writing specified in the assignment?
reason for writing, leads to a
Yes If “yes,” what is the purpose? more focused narrative.
Vague Purpose: I'll write
about fishing.
No If “no,” why am I writing this narrative (not just because Specific Purpose: I’ll
it's an assignment)? encourage others to fish.

NARRATIVE
4. Does the assignment ask me to include specific narrative techniques TECHNIQUES
and craft? Narrative techniques are
Yes If “yes,” what are they? the building blocks of any
story. In a personal narrative,
these elements are real
Copyright © Savvas Learning Company LLC. All Rights Reserved.

rather than imagined. Use

No If “no,” what types of elements do I think I need? details to bring them to life.
• Narrator: The first-person
narrator relates real-life
events and conveys a
5. Does the assignment ask me to organize my ideas in a certain way? central idea or message.
Yes If “yes,” what structure does it specify? • Characters and
Settings: Dialogue,
description, and figurative
language enliven the
No If “no,” how can I best order my ideas? narrative.

Performance Task: Write a Personal Narrative 51

PERFORMANCE TASK

Planning and Prewriting

Before you draft, discover the narrative you want to tell. Complete the
activities to get started.

Discover Your Topic: Freewrite!

Topics for a personal narrative come mainly from your memories and
experiences. Write freely for three minutes without stopping. Try one of
these strategies to begin.
• Imagine a photo album of your life. Choose one image and write
about it.
• List places you associate with strong feelings. Freewrite about one.
• Recall conversations that mattered to you. Freewrite about one.
After you’re done with your freewrite, briefly discuss your ideas with a
partner. Which ones get the most positive responses?

NOTEBOOK

WRITE IT  What experience helped you see how people of different

generations can influence one another?

Copyright © Savvas Learning Company LLC. All Rights Reserved.

B.E.S.T.
K12.EE.5.1: Use the accepted rules governing a specific format to create quality work; 7.C.1.5: Improve writing by planning, revising, and editing,
considering feedback from adults and peers.

52 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Structure Your Narrative: Make a Plan

NOTEBOOK
A. Choose a Focus Review your freewriting and pull out the strongest
idea. Describe it here in a few words.

MESSAGE
Your message, or central
idea, is the insight you want
your narrative to convey.
B. Write Your Message Write one sentence that explains what you Hint at this message early in
learned from this experience. Also, list strong details you want to your narrative to help
make sure to include. explain its personal value.

SEQUENCE OF EVENTS
The sequence, or order of
events in a narrative, should
flow in a logical way that
C. Plan a Structure Plan how you will describe the sequence of
readers can follow.
events so that readers understand who was involved, what
happened, and where and when events occurred. • Establish the setting and
people who are involved
Who was involved? in the story early on.
• Show how a conflict or
problem arose and what
people did as a result.
What happened? • Use chronological order,
narrating events in the
order in which they
occurred.
• Show how the conflict
Where and when did events happen?
ended.
• End with a section of
Copyright © Savvas Learning Company LLC. All Rights Reserved.

reflection in which you

discuss the deeper
How did the experience end? meaning of the
experience.

Performance Task: Write a Personal Narrative 53

PERFORMANCE TASK

Drafting ANNOTATE

Apply the planning work you’ve done and write a first draft. Consider
how you will develop your characters to bring them to life for readers.

Read Like a Writer

Reread the fourth paragraph of the Mentor Text. Mark details that give
you a vivid sense of the grandmother's personality. One observation has
been done for you.

MENTOR TEXT These vivid, precise

from Grounded details about the car help
show the grandmother's
The thing I remember most about Grandma Sofia was how personality.
much she loved driving, especially since she came to live
with us. She had a 1960s red Chevy Impala convertible that
was all her own, a remnant of her band days. She loved Identify a place the
driving with the top down, the radio blasting, singing at the narrator uses figurative
language in her
top of her lungs when a good song came on. Driving was her
description.
independence, her freedom.

NOTEBOOK NARRATIVE TECHNIQUES

WRITE IT Follow the Mentor Text example by using vivid details As you draft the rest of your
and figurative language to describe someone who plays an important narrative, make your writing
role in your narrative. vivid and precise.
• Point of View As the
narrator, share your
observations and
experiences.
• Characters Describe
how people look and act.
Copyright © Savvas Learning Company LLC. All Rights Reserved.
Use dialogue that adds
their unique voices.
• Setting Use precise
details related to sight,
sound, smell, and touch
to help readers picture
places in your narrative.
• Development Create a
clear sequence of events.

B.E.S.T.
7.C.1.2: Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative
language; 7.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

54 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Create Coherence
A coherent piece of writing “holds together” and conveys a unified TIP: A coherent narrative
whole. Use these strategies to create coherence in your narrative. does not confuse readers.
Even if there are multiple
• Write a beginning that gives a clear sense of what your narrative is characters, readers
about and who is involved. understand which person
is speaking or taking an
• Use vivid details and precise verbs to show what people do and say.
action.
• Use correct pronoun-antecedent agreement so that readers
always know to whom you are referring in your narrative.

PRONOUN-ANTECEDENT
AGREEMENT
Personal Pronouns
A pronoun is a word you
Singular Plural can use in place of a noun
First Person I, me, my, mine we, us, our, ours or another pronoun. The
antecedent is the word or
Second Person you, your, yours you, your, yours
words the pronoun
Third Person Feminine: she, her, hers replaces. A personal
Masculine: he, him, his they, them, their, theirs pronoun must agree with
Neutral: it, its its antecedent in person,
number, and gender.

In these examples, notice that each underlined pronoun agrees with its
highlighted antecedent in person, number, and gender:
• I reminded Grandma Sofia to bring the car keys with her.
• My parents were concerned. I heard them talking.

NOTEBOOK

WRITE IT Write a scene from your narrative. Use correct pronoun-

antecedent agreement.
AGREEMENT IN NUMBER
When a pronoun has a
compound antecedent (two
or more words joined by
Copyright © Savvas Learning Company LLC. All Rights Reserved.

“and,” “or,” or “nor”),

agreement can be tricky.
• two singular antecedents
joined by “and” = plural
pronoun
EXAMPLE:
Ann and Emma finished
their work.
• two singular antecedents
joined by “or” or “nor”
= singular pronoun
EXAMPLE:
Neither Ann nor Emma
finished her work.

Performance Task: Write a Personal Narrative 55

PERFORMANCE TASK

Revising ANNOTATE

Now that you have a first draft, revise it to be sure it describes events and
conveys meaning as vividly as possible. When you revise, you "re-see" PEER REVIEW
your writing, checking for the following elements:
Work with a peer to give
Clarity and Purpose: sharpness, focus, and precision of your ideas and receive feedback on
one another’s drafts. You
Development of Ideas: strong message and full portrayals supported may upload your work to
by descriptive details an online collaboration
Organization: clear progression of events tool or print out a copy
to exchange. Take turns
Language and Style: effective use of word choice, tone, and sentence reading each other’s drafts
structures that allow your unique voice to emerge and marking suggested
revisions.

Read Like a Writer

Review the revisions made to the Mentor Text. Then, answer the
questions in the white boxes.

MENTOR TEXT
from Grounded
My parents, however, were concerned that she was getting too
old to drive around by herself. One night, I overheard them: The addition of dialogue
saying they'd have to do something soon. makes the scene more
“She’s okay for now, but how long before she can’t manage?” vivid and meaningful.
“I’ll speak to her tomorrow.”

I felt sick at the thought of Grandma giving up her car. I knew what driving Why do you think the
meant to her. I knew that without her wheels she’d feel ordinary—just writer changed this word
another grandma, very overprotective hovering and wise. choice?

Sometimes it felt like Grandma and I were on the sidelines and my parents
were in the middle, dragging us toward the center, where we did not want
to be. I was often grounded for the smallest things. I didn’t really mind,
Copyright © Savvas Learning Company LLC. All Rights Reserved.
under normal circumstances.

One time—the time I’m writing about—circumstances were not normal. Then,
Why do you think the
there was that time my My parents had grounded me for the weekend of writer made changes to
Luisa’s party, easily the social event of the season. No way was I going to the beginning of this
paragraph?
miss it. But my parents weren’t even going to be home! They were going to
my Aunt Leticia’s. It would just be me and Grandma. Me and Grandma
and a 1966 car red Chevy Impala convertible . . .

The addition of a precise

detail clarifies the writer's
excitement.

B.E.S.T.
7.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers; 7.C.5.2: Use digital tools to produce and
share writing.

56 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Take a Closer Look at Your Draft

Now, revise your draft. Use the Revision Guide for Personal Narrative to
evaluate and improve your narrative.

REVISION GUIDE FOR PERSONAL NARRATIVE

EVALUATE TAKE ACTION

Clarity and Purpose

Is the message of my If the point of your narrative isn’t clear, add a conclusion that
narrative clear? explains what the experience showed or taught you.

Have I maintained a If you wrote in the first-person, details should reflect your direct
consistent point of view? observations. Either delete details that you could not have
known or observed directly, or explain how you got the
information.

Development of Ideas
Is my narrative complete? Add another scene or clarify reactions so that your readers fully
understand the story and your message.

Have I used a variety of If your narrative seems dull or repetitive, introduce variety.
techniques to show what Include descriptive details, replace explanations with dialogue,
happened? and add important observations or thoughts.

Organization
Does the order of events Picture each event in your mind to make sure you have
make sense? described the sequence accurately. If you haven't, number the
events in your draft, reorder details, and then remove the
numbering.

Does my narrative ramble Remove unnecessary scenes or ideas that distract from your
or lose focus? message.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Language and Style

Have I used precise words, Replace weak words with precise choices and explanations
sharp dialogue, and vivid with dialogue. Add sensory details or figurative language to
descriptive details? bring scenes to life.

Is my tone appropriate for a Replace overly formal language with words and phrases that
personal narrative? reflect your natural speech.

Are sentence types and If your sentences are too similar (all short or all long) create
lengths varied? variety: 1. Break a long, confusing sentence into two shorter
sentences. 2. Combine two short sentences into one longer
sentence. 3. Rewrite some sentences as questions or
exclamations.

Performance Task: Write a Personal Narrative 57

PERFORMANCE TASK

Editing ANNOTATE

Cohesive writing is free of grammatical errors and INTERACTIVITY

follows standard English conventions. Reread your draft,
and edit to create a cohesive personal narrative.

Read Like a Writer

Look at how the writer of the Mentor Text might have edited an early
draft. Then, follow the directions in the white boxes.

MENTOR TEXT
from Grounded
The writer added a
At that moment, I wouldn’t have minded getting out and
transition to help clarify
going back Home. I felt bad about grandma. I felt bad about the sequence of events.
disobeying my Parents. But how could I say any of this?

We took off. She drove slowly, maybe too slowly. But we Fix three capitalization
didn't get very far. Suddenly they pulled over and stopped the car. errors.

We must have been sitting in that car for five minutes, which is a long
time if you’re sitting in a car not talking. I couldn’t ask her if she stopped Fix the incorrect pronoun-
antecedent agreement.
because she was nervous about driving. And I couldn’t ask if she stopped
because she knew I was grounded.

Focus on Sentences
Active and Passive Voice Verbs have two voices, active and passive. In
the active voice, the verb’s subject performs the action. In the passive
voice, the verb’s subject receives the action.
EXAMPLE
Active Voice: The director handed me the script for the play.
Passive Voice: The script for the play was handed to me.
Copyright © Savvas Learning Company LLC. All Rights Reserved.
In general, use of the active voice creates a more exciting narrative
because the narrator or subject of a sentence is performing actions.
The use of the passive voice emphasizes the action, rather than the
person who performed the action. Note that if the performer of an
action is not important or for some reason is being withheld from
readers, the use of the passive voice can be effective.
EDITING TIP
PRACTICE Rewrite the sentences in the active voice as passive, and Identify the
rewrite the sentences in the passive voice as active. subject and verb
1. Wendell crashed into the garage door. in each sentence.
Ask yourself: Who
2. The kindergarten students were given medals by the fire department.
is doing what to
3. The trees in our neighborhood were splintered by the hurricane. whom?
4. The parrot’s screech terrified our unsuspecting neighbors.

58 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Focus on Capitalization and Punctuation

Capitalization: Proper Nouns A common noun names a person, place,
thing, or idea, and does not have to be capitalized. A proper noun names
a specific person, place, thing, or idea, and must be capitalized.

EXAMPLES:

I knew that Grandmother was not just another grandmother. Her car
was a Chevy Impala.
Drive east of the Rocky Mountains. Then, hike the rocky path.
Punctuation: Dialogue Follow these rules to punctuate dialogue
correctly:
EDITING TIPS
• Place every word spoken aloud inside quotation marks. • Read your narrative
EXAMPLE: “Mac,” I said, “you’re not making sense.” aloud to catch errors
and check that
• Set a new paragraph for each new speaker. dialogue sounds
EXAMPLE: “I know I’m right,” she replied. natural.
• Use resources, such as
“No, you’re not,” Mike insisted. “This is crazy.”
a grammar handbook,
• If the dialogue requires punctuation, place it inside the quotation mark. to clarify grammar
EXAMPLE: “This is exciting!” Elle exclaimed. rules or to confirm that
your corrections are
• Use a comma to separate dialogue from narration. accurate.
EXAMPLE: I asked the group, “What do we do now?”

PRACTICE Correct capitalization and punctuation errors in the

sentences. Then, review your own draft for correctness.

1. Dad, grandma’s chevy is important to her I said.

2. Will you teach me to drive I asked. You’re too young sofia exclaimed.

3. We drove to austin, Texas, to see her old Recording Studio.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Publishing and Presenting

B.E.S.T.
Enhance your personal narrative by adding multimedia elements. Then, 7.C.3.1: Follow the rules of
use digital tools to share it with a community of readers. standard English grammar,
punctuation, capitalization, and
INTEGRATE MEDIA Add images, photographs, or drawings to your spelling appropriate to grade level.
personal narrative to emphasize and extend its message. As a challenge, 7.C.1.5: Improve writing by
planning, revising, and editing,
you may want to transform your narrative entirely into a graphic or video considering feedback from adults
format. and peers.
SHARE DIGITALLY Put your narrative into a digital format and apply 7.C.5.1: Integrate diverse digital
media to build cohesion in oral or
styles to the title and body text. Then, post your personal narrative to a written tasks.
folder shared digitally with classmates. Invite readers’ comments and 7.C.5.2: Use digital tools to
respond to any questions or suggestions. produce and share writing.

Performance Task: Write a Personal Narrative 59

 PEER-GROUP LEARNING

Essential Question
What can one generation learn
from another?
What people value can change from one generation to the next, but there are
always some common threads despite these differences. You can gain new
insight and knowledge when you understand the values and challenges facing
other generations. You will work in a group to continue your exploration of the
relationship between generations.

VIDEO

Peer-Group Learning Strategies INTERACTIVITY

Throughout your life, in school, in your community, and in your career,

you will continue to learn and work with others.

Look at these strategies and the actions you can take to practice them
as you work in small groups. Add ideas of your own for each category.
Use these strategies during Peer-Group Learning.

STRATEGY MY PEER-GROUP ACTION PLAN

Prepare
• Complete your assignments so that
you are prepared for group work.
• Take notes on your reading so that
you can share ideas with others in
your group.

Participate fully
• Make eye contact to signal that you

Copyright © Savvas Learning Company LLC. All Rights Reserved.

are paying attention.
• Use text evidence when making
a point.

Support others
• Build off ideas from others in your
group.
• Ask others who have not yet spoken
to do so.

Clarify
• Paraphrase the ideas of others to be
sure your understanding is correct.
• Ask follow-up questions.

60 UNIT 1 • CROSSING GENERATIONS

 CONTENTS
HUMAN INTEREST STORY

Tutors Teach Seniors New High-Tech Tricks

Jennifer Ludden

It’s never too late to learn something new.

 MEDIA CONNECTION: Cyber-Seniors

COMPARE ACROSS GENRES

MEMOIR

from Mom & Me & Mom

Maya Angelou

Can forgiveness and love overcome disappointment

and sadness?

MEDIA: TELEVISION INTERVIEW

Learning to Love My Mother

Maya Angelou with Michael Maher

Maya Angelou talks about her complicated relationship

with her mother.

MEDIA: IMAGE GALLERY

Mother-Daughter Drawings
Mica and Myla Hendricks

What happens when an artist collaborates with her

four-year-old child?

POETRY COLLECTION 1
Abuelita Magic
Pat Mora
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Mother to Son
Langston Hughes

To James
Frank Horne

The bonds between generations are stronger than the

difficulties of life.

PERFORMANCE TASK
Present a Personal Narrative
The Peer-Group readings explore the insights that people of different generations
share with each other. After reading, your group will present autobiographical
anecdotes about learning from people of different generations.

Peer-Group Learning 61
PEER-GROUP LEARNING

Working as a Group NOTEBOOK

1. Discuss the Topic

With your group, discuss the following question:

What kinds of ideas and experiences can young people

and adults share?
As you take turns speaking, work to create an open and meaningful exchange
of ideas. Listen to one another carefully, and support creative thinking. Share
thoughtful examples that illustrate your ideas. After all group members have
shared, discuss the similarities and differences among your responses.

2. List Your Rules

As a group, decide on the rules that you will follow as you work together.
Two samples are provided. Add two more of your own. You may add or
revise rules as you work through the readings and activities together.

• Everyone should participate in group discussions.

• People should not interrupt.

3. Apply the Rules

Practice working as a group. Share what you've discovered about how
people of different generations can learn from each other. Make sure each
person in the group contributes. Take notes and be prepared to share with
the class one thing that you heard from another group member.

4. Name Your Group

Choose a name that reflects the unit topic.

Our group’s name: ________________________________________________ Copyright © Savvas Learning Company LLC. All Rights Reserved.

5. Create a Communication Plan

Decide how you want to communicate with one another. For example, you
might use online collaboration tools, email, or instant messaging.

Our group’s plan:

B.E.S.T.
K12.EE.1.1: Cite evidence to explain and justify reasoning; K12.EE.4.1: Use appropriate collaborative techniques
and active listening skills when engaging in discussions in a variety of situations; 7.C.2: Communicating Orally

62 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

INTERACTIVITY

Making a Schedule
Identify the due dates for the peer-group activities. Then, preview the
texts and activities as a group and make a schedule for completion.

SELECTION ACTIVITIES DUE DATE

Tutors Teach Seniors New High-Tech

Tricks

from Mom & Me & Mom

Learning to Love My Mother

Mother-Daughter Drawings

Abuelita Magic

Mother to Son

To James

NOTEBOOK

Citing Text Evidence

When you respond to a text, you use evidence to explain your ideas and justify your
reasoning. Apply these tips to choose the right text evidence for any purpose.

Understand the Question: Different kinds of questions call for different kinds of
evidence. For example, if you are analyzing, you are looking for specific details. If you are
Copyright © Savvas Learning Company LLC. All Rights Reserved.

interpreting, you are looking for specific details that connect to build a larger meaning.

Notice Key Details: Notice details that stand out and make you feel strongly about a
character or an idea. These details are probably important and may become evidence
for your position or interpretation.

Evaluate Your Choices: The evidence you use should clearly relate to the point you
are making or the question you are answering. For example, if a question asks about a
character’s motivations, choose evidence that shows why he or she felt, thought, and
acted a certain way. These details support your ideas and justify your thinking.

Use strong and effective text evidence to support your responses as you read, discuss, and
write about the selections.

Peer-Group Learning 63
LEARN ABOUT GENRE: NONFICTION

Reading Human Interest Stories

A human interest story is a form of journalism that focuses on the
more personal side of current events.
TUTORS TEACH SENIORS NEW
HIGH-TECH TRICKS

The selection you are

about to read is a human
UMAN IN TERE S T
interest story. H
STORIES
Author’s Purpose
 to inform readers while entertaining
them and engaging their emotions

Characteristics
 a central idea, or thesis
 a variety of evidence, such as facts,
descriptions, and quotations
 a tone that reflects the writer’s purpose
 details that engage readers’ emotions

Structure
 a lead, or opening section, that pulls
readers in
 information that answers basic questions:
who, what, where, when, why, and how

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Take a Minute! NOTEBOOK

FIND IT Work with a partner to find a human interest story in

a daily newspaper or magazine, in print or online. Jot down
the title.

Why do you think this is a human interest story?

B.E.S.T.
7.R.2.3: Explain how an author
establishes and achieves
purpose(s) through diction and
syntax.

64 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements

Purpose and Tone Human interest stories are a type of journalism in
which writers report on everyday happenings in the world. The writer’s
diction, or word choice, helps to create a tone, or attitude toward the
topic. Analyzing diction and tone, as well as the emotions they stir, can
help you to infer a writer’s purpose, or reason for writing.

EXAMPLE: Notice how the two example passages report the same event but
highlight different details and convey different tones and purposes.
PASSAGE 1 PASSAGE 2

Oak Town’s Adopt-a-Dog Day was a major The joy of Adopt-a-Dog Day did not reach
success. Smiling broadly, Director Mae dozens of pets still doomed to live in cages.
Woods moved among the crowd, shaking After the event, Director Mae Woods visited
hands, giving out hugs, and patting heads, the animals no one took home. “I do my
both human and canine. best,” she reported, “but it’s tough.” She
feels that too many people treat pets like
objects they can discard.

NOTEBOOK

PRACTICE Work on your own to read the passage. Mark details that contribute
to the tone, and answer the questions that follow.

Dan and Su Linn’s story begins with a wallet—just an ordinary wallet left
behind in a taxi by an absent-minded dentist. “I was running late. I do it all the
time,” the dentist reported. Dan was the next passenger in the taxi, and he’s
not the type of person to leave a lost wallet lying around. When he tried to
call the absent-minded dentist, he dialed Su Linn by mistake. Dan is a singer
with a wonderful voice. That voice stopped Su Linn in her tracks. “I didn’t
Copyright © Savvas Learning Company LLC. All Rights Reserved.

want to hang up,” she said. “I fell in love with a voice.” One year later, Dan
sang for her at their wedding. And the dentist? He got his wallet back, along
with a thank-you note, and—later—a wedding invitation.

1. How would you describe the author’s tone? Which details create that tone?

2. What do the writer’s word choice and tone suggest about his or her purpose for
writing?

Learn About Genre 65

PREPARE TO READ

About the Author

Tutors Teach Seniors
New High-Tech Tricks
Concept Vocabulary ANNOTATE

As you read “Tutors Teach Seniors New High-Tech Tricks,” you will
Jennifer Ludden encounter these words.
(b. 1967) is a correspondent
for National Public Radio struggling impairments frustrated
(NPR). Ludden has won
and shared in several
awards for her work as a Context Clues Use context to determine the denotative meanings and
foreign reporter covering
connotative meanings of words. The context of a word is the other
the Middle East, Europe,
words and phrases that appear close to it in the text. One type of context
and West and Central
Africa. She graduated from
clue is the cause-and-effect clue, which suggests how one thing leads
Syracuse University in 1988. to, or causes, another. By understanding cause-and-effect clues, you can
figure out word meanings.

EXAMPLE My computer stopped working after it was infected with a

nasty worm.
Analysis The word nasty means “unpleasant,” and it describes a worm
that has infected a computer and caused it to stop working. A worm
must mean “a computer bug” or “problem.”

PRACTICE As you read this article, study the context to determine the
meanings of unfamiliar words.

Comprehension Strategy ANNOTATE

Make Connections Copyright © Savvas Learning Company LLC. All Rights Reserved.
When you make connections while reading, you look for relationships
between elements of a text and your prior knowledge and experience. As
you read, be aware of your reactions. Notice similarities and differences
between your life experiences and the ones described in a text. Ask
yourself the following types of questions:
• How does this description make me feel, and why?
B.E.S.T. • Does this example remind me of anything?
K12.EE.2.1: Read and comprehend • Have I met anyone like the person described in this article, or
grade-level complex texts proficiently.
experienced a similar situation?
7.V.1.3: Apply knowledge of context
clues, figurative language, word
• Does this text change how I view aspects of my own life?
relationships, reference materials,
and/or background knowledge to PRACTICE As you read, write the connections you make to your
determine the connotative and personal experiences in the open space next to the text.
denotative meaning of words and
phrases, appropriate to grade level.

66 UNIT 1 • CROSSING GENERATIONS

 HUMAN INTEREST STORY

Tutors Teach Seniors

New High-Tech Tricks
Jennifer Ludden

BACKGROUND
Modern technology allows us to easily connect with one another.
AUDIO
People can instantaneously share photographs and have face-to-face
conversations with friends and family both down the street and on the
ANNOTATE
other side of the world. However, technology changes so quickly that
senior citizens are often left behind.

A week after Christmas, many Americans are no doubt trying

to figure out how to use the high-tech gadgets they got as
gifts. This can be especially challenging for seniors. But a number
of programs across the country are finding just the right experts to
help usher older adults into the digital age.
2 For Pamela Norr, of Bend, Ore., the light bulb went off as she,
Copyright © Savvas Learning Company LLC. All Rights Reserved.

yet again, was trying to help her own elder parents with a tech
problem. To whom did she turn?
3 “My teenage kids,” she says.
4 Norr happens to head the Central Oregon Council on Aging,
and thus was born TECH—Teenager Elder Computer Help.
5 “I thought if my parents need it, probably other seniors need it,
too,” she says.
6 High school students studying computer tech or involved with
the National Honor Society sign up to teach local senior citizens
about Facebook, Skype, smartphones, even something as
seemingly simple as a camera. Norr discovered that many seniors
had been given digital cameras by their children.
7 “They were going around town taking all these great pictures
that they wanted to send to their family members,” she says. But

Tutors Teach Seniors New High-Tech Tricks 67

 they “couldn’t figure out how to connect to the USB port1 or take
out the SIM card.2”
Mark context clues or indicate 8 Many elders have moved to central Oregon to retire. Sigrid
another strategy you used that
helped you determine meaning.
Scully, 84, signed up for a TECH class because she was struggling
struggling (STRUHG lihng) v.
to stay connected with far-flung family.
MEANING:
9 “My kids were not returning calls,” she says. “They don’t write
letters. They are so knowledgeable about texting and email, and so
I needed to get to know how to do that.”
impairments (ihm PAIR 10 Scully worried she’d never catch on. She’d read a computer
muhnts) n. manual once, but didn’t understand words like “icon” or
MEANING: “cookies.” She says her teen tutor was personable and used plain
language.
11 “So many teenagers think that seniors are just old people that
frustrated (FRUHS trayt eihd)
adj. don’t know anything,” she says. “And actually, the camaraderie
MEANING: and knowledge that we can transmit to one another is so
wonderful and so helpful. I had that feeling with this class.”

Sensitivity Training
12 “It has made me think about what life was like without
Facebook and the Internet,” says 15-year-old Tucker Rampton,
who’s helped train about a dozen Oregon seniors. He’s been
surprised to have to explain email, something he thought
everyone had mastered. Then again, a lot of seniors ask him
about Twitter, which Rampton admits he knows nothing
about. He says teaching tech to seniors has changed his
perspective.
13 “I think it’s a very good idea to work on your patience,” he
says, “and be more understanding when it comes to what’s going
on in their minds.”
14 At Pace University in New York, college students who tutor
seniors in local retirement homes are prepped with sensitivity
MEDIA CONNECTION training.
15 “They get to feel what it’s like to be 70, 80, 90 years old,” says Copyright © Savvas Learning Company LLC. All Rights Reserved.

associate professor Jean Coppola, who directs the program. “They

wear specially prepared glasses that give them different visual
impairments.”
16 Coppola also has students do things like tape two fingers
together—to simulate the effects of arthritis or a stroke—then try
Cyber-Seniors to navigate a mouse. By the time they’re at the computer with an
elder, she says, they’re not frustrated at all.
DISCUSS IT What benefits
do young people get when
17 “They’ll say something a hundred times because they’ve worn
they teach seniors about cotton balls or earplugs in their ear,” she says. “They understand
technology and the Internet? that they have to speak up, articulate their words.”
Write your response before
sharing your ideas.
1. USB port n. computer hardware for connecting other devices to computers.
VIDEO 2. SIM card n. smart card used in cell phones to store identification information.

68 UNIT 1 • CROSSING GENERATIONS

 18 Coppola says the whole thing is a bonding experience for both
generations. Applause often breaks out the first time a senior
receives an email. Some have been able to see new grandchildren
for the first time through emailed photos.
19 Pamela Norr, in Oregon, says young trainers also gain new
confidence. They see that the seniors are “not criticizing me for the
way I dress,” she says, “or clucking their tongue. They’re actually
respecting me for the knowledge base that I have.”
20 Perhaps most unexpected, some teen trainers and seniors have
even become friends. They keep in touch long after class ends—
through Facebook, of course. ❧

BUILD INSIGHT
NOTEBOOK

Response Work on your own to

1. Personal Connections Do you think having young people teach seniors answer the questions in
your notebook. Use text
about technology is a good idea? Why or why not?
evidence to explain and
justify your reasoning.
Comprehension
2. Strategy: Make Connections (a) Cite one connection you made to your
own experiences while reading this human interest story. (b) Was this
strategy useful? Explain.
WORKING
AS A GROUP
Analysis and Discussion Discuss your responses
with your group.
3. Analyze Cause and Effect Reread paragraphs 12–13. How do Tucker • Encourage others to
Rampton's experiences teaching seniors change his perspective? Explain. speak up.
• Build on the ideas of
4. (a) In the Pace University program, what sensitivity training do college
your peers.
students receive? (b) Generalize What do these details suggest about
Copyright © Savvas Learning Company LLC. All Rights Reserved.

If necessary, revise your

ways in which people in general might better understand or sympathize
original answers to
with one another? Explain.
reflect what you learn
5. Get Ready for Close Reading Choose a passage from the text that you from your discussion.
find especially interesting or important. You’ll discuss the passage with
your group during Close-Read activities.

B.E.S.T.
EQ What can one generation learn
from another?
K12.EE.1.1: Cite evidence to explain
and justify reasoning.
Notes
K12.EE.2.1: Read and comprehend
What have you learned about how people of different generations can grade-level complex texts proficiently.
learn from each other by reading this human interest story? Go to your K12.EE.4.1: Use appropriate
Essential Question Notes, and record your observations and thoughts collaborative techniques and active
about “Tutors Teach Seniors New High-Tech Tricks.” listening skills when engaging in
discussions in a variety of situations.

Tutors Teach Seniors New High-Tech Tricks 69

ANALYZE AND INTERPRET

Close Read
PRACTICE Complete the following activities. Use text evidence
to support your responses.

TUTORS TEACH SENIORS NEW 1. Present and Discuss With your group, share the passages from the
HIGH-TECH TRICKS human interest story that you found especially interesting. Discuss what
you notice, the questions you have, and the conclusions you reach.
For example, you might focus on the following passages:
TIP: An idiom is
a figure of speech • Paragraphs 1–3: Discuss how the lead, or opening section,
that has a meaning introduces the subject. Does it grab your interest?
different from the
meanings of the • Paragraphs 8–11: Examine and discuss the author’s word choice—in
words themselves. For particular, her use of idiomatic language, such as “far-flung” and
example, if you tell “catch on.” What tone does her word choice help create?
someone to break a 2. Reflect on Your Learning What new ideas or insights did you
leg, you are wishing
uncover during your second reading of the text?
them good luck, not
bodily injury. NOTEBOOK

LANGUAGE STUDY
WORD NETWORK
Concept Vocabulary
Add words that are
related to the idea Why These Words? The vocabulary words are related.
of generations from
the text to your Word
Network. struggling impairments frustrated

1. With your group, determine what the words have in common. Write
your ideas.

2. Add another word that fits the category: ______________________

Copyright © Savvas Learning Company LLC. All Rights Reserved.
3. Use each vocabulary word in a sentence. Include context clues that
hint at each word’s meaning.

Word Study
B.E.S.T. Suffix: -ment The suffix -ment means “the result of an action.” When
7.R.2.3: Explain how an author added to a verb (the action), the suffix creates a noun. Use a dictionary
establishes and achieves purpose(s) to find the meaning of the following words that contain the suffix -ment:
through diction and syntax.
advertisement, amusement, settlement. Explain how the suffix -ment
7.R.3.1: Analyze how figurative
language contributes to tone and
contributes to the meaning of each word.
meaning and explain examples of
allusions in text(s).
7.V.1: Finding Meaning

70 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements

TIP: The author’s
Purpose and Tone In this human interest story, the author achieves her use of quotations, or
purpose for writing through the use of diction and tone. The author's other people’s exact
choices of details and her diction, or word choice, help to create her words, contributes to
tone, or attitude toward the subject. Tone can be described using the the overall tone of an
same adjectives we use to describe emotions and behavior; for example, article.
cold, warm, funny, friendly, angry, or frustrated.

PRACTICE NOTEBOOK
Work with your group to complete the activity and answer
the questions.
INTERACTIVITY
1. Distinguish Reread the article, and use the chart to note examples of
two types of diction: (a) words and phrases that relate to the problems
seniors face; (b) words and phrases that relate to the solution—the
tutoring program and its effects.

DICTION RELATED TO THE PROBLEM DICTION RELATED TO THE SOLUTION

2. Review your word lists. (a) Evaluate Which list has more words?
(b) Interpret What does the author’s diction suggest about the
aspects of the story she has chosen to emphasize? Explain.

3. Describe Cite two adjectives you think accurately describe the

Copyright © Savvas Learning Company LLC. All Rights Reserved.

author's tone. Explain your choices, citing text evidence.

4. (a) Analyze What mood, or feeling, do you think most people would
experience after reading this article? Explain your reasons, and cite
specific details from the text that support them. (b) Connect What
connections do you see between the author’s tone and the author’s
purpose or purposes for writing?

5. Speculate Why do you think serious newscasts often feature human

interest stories at the end? In your explanation, include a discussion of
the importance of tone.

Tutors Teach Seniors New High-Tech Tricks 71

 STUDY LANGUAGE AND CRAFT

Author’s Craft
Central Idea and Supporting Evidence A central idea, or main idea,
supports the overall message an author wants readers to understand. The
author develops one or more central ideas with supporting evidence,
TUTORS TEACH SENIORS NEW or relevant information. In this article, the author develops her central
HIGH-TECH TRICKS
idea by including direct quotations gathered from her interviews with the
people profiled.

TIP: Direct quotations

appear in quotation Direct Quotations: the exact words of another person
marks: “My kids were support ideas, introduce new ideas, answer questions
Purposes
not returning calls,”
of Direct
she said. When a provide specific examples of general ideas
Quotations
person’s actual words
are paraphrased, or emphasize the personalities of real people
reworded, no quotation
show the perspectives of multiple people
marks are used: She
said that her kids were
not returning her calls.
NOTEBOOK

PRACTICE Work on your own to complete

INTERACTIVITY
the activity and answer the questions. Then,
discuss your responses with your group.
1. Analyze Reread the text, and find a quotation from each person
noted in the chart. Explain specific ways in which each quotation
supports the central idea.

Central Idea: A program in which young people teach seniors to use

technology benefits everyone.
PERSON QUOTATION EXPLANATION
Pamela Norr (program director)
Sigrid Scully (senior participant)
Tucker Rampton (teen participant) Copyright © Savvas Learning Company LLC. All Rights Reserved.

Jean Coppola (associate professor)

2. Speculate Imagine that the author had included quotations from

only one person. Would this have strengthened or weakened the
development of her central idea? Explain.

B.E.S.T.
7.R.2: Reading Informational
Text | Central Idea 3. (a) Paraphrase Choose one direct quotation from your chart,
7.R.3.2: Paraphrase content from and rewrite it as a paraphrase. (b) Evaluate What is lost by this
grade-level texts.
change? What, if anything, is gained? Explain.
7.C.2.1: Present information
orally, in a logical sequence,
emphasizing key points that
support the central idea.

72 UNIT 1 • CROSSING GENERATIONS

 SHARE IDEAS Essential Question: What can one generation learn from another?

Speaking and Listening

Oral instructions are step-by-step directions that are presented aloud to
listeners.

AS SI GN M EN T
Work individually to prepare oral instructions
that would help seniors complete one of the following tasks:
operate a high-tech device, such as a phone or camera

use a technology application, such as a social media app

Then, take turns delivering your instructions to your group
members, who will follow them to complete the task.

INTERACTIVITY

Choose a Specific Task Select a device or application on which to focus.

First, complete the task yourself, noting the sequence of steps.
Prepare Your Instructions Review your notes and be sure you have
expressed a central idea (how to operate or use a piece of technology)
and emphasized key points. For example, the first step in most TIP: Include visuals,
such as diagrams
instructions is to turn a device on—don’t assume that people following
or screenshots, to
your instructions will have done so already. Then, create an outline that
help you explain
will ensure your delivery follows a logical sequence: complicated steps.
• Create a numbered list in which you describe the steps in the exact
order they must be done.
• Use time-order words, such as first, next, then, and finally, to clarify
the order of the steps.
Present and Evaluate As you present your instructions, speak clearly
and do not rush. When it is your turn to follow instructions, listen closely.
Use a guide like the one shown to evaluate your own instructions as well
as those of your classmates.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

PRESENTATION EVALUATION GUIDE EQ Before moving

Notes on to a new
Rate each statement on a scale of 1 (not demonstrated) selection, go to your
to 4 (well demonstrated). Essential Question
Notes and record any
The speaker expressed a clear central 1 2 3 4
additional thoughts or
idea and emphasized key points. observations you may
have about “Tutors
The steps of the instructions were clarified 1 2 3 4 Teach Seniors New
by time-order words and were presented in High-Tech Tricks.”
the exact order that should be followed.

I could follow the instructions to complete 1 2 3 4

the task.

Tutors Teach Seniors New High-Tech Tricks 73

COMPARE ACROSS GENRES

Nonfiction and Media

A memoir is a type of narrative nonfiction in
which an author shares memories of his or her life.
from MOM & ME & MOM A television interview is a structured LEARNING TO LOVE MY
conversation between two or more people that is MOTHER

aired on a television show.

MEMOIR
Author ’s Pu rpo se
s and
 to relate true experience
express insights about them

Characte ristics
d true eve nts
 based on memories an
h as
 uses literary devices, suc
dialogue and description
 uses first-person point
of view
ho are real
TELEVISION INTERVIEW
 presents characters—w
people Pu rpo se
setting, or  to share a noteworthy person’s
 takes place in a certain experiences, knowledge, and insigh
time and place ts

 focuses on a specific tim

e in or Characte ristics
aspect of the writer's life  one-on-one conversation, or
dialogue, between an interviewe
r
Structu re and interviewee, or subject
 often, relates events in  sense of immediacy and authority
Copyright © Savvas Learning Company LLC. All Rights Reserved.
chronological order
because the interviewee has un
pters ique
 may be organized in cha information or knowledge
or sections
 may include nonverbal media, suc
h
as images

Structu re
 question-and-answer format
 often includes an introduction or
background segment

74 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements

Literary Devices: Dialogue and Description Even though memoirs are
a type of nonfiction, they often include literary devices, or elements, such
as dialogue and description, that make them seem like fiction. Dialogue
is usually set off from the rest of a text by quotation marks. Adjectives or
verbs in nearby text may describe the person’s emotions or behavior as he
or she speaks.

LITERARY DEVICE EXAMPLE PURPOSES

Dialogue: words people or “What do you want from me, • shows what characters are
characters in a narrative speak Marty?” I asked. like and how they interact
aloud; their conversations • moves the plot forward
“Nothin’,” Marty muttered. “But I
always treated you like a son.” • makes a text more vivid

Description: words and The forest pool is a near-perfect • shows how the narrator or
phrases related to the senses circle of still green water troubled other people in a narrative
(sight, hearing, taste, touch, now and then by the splash of perceive their environment
smell) that show what people, a fish. • creates a specific mood, or
places, and objects are like emotional quality
• gives necessary information

PRACTICE Work on your own to read the passage. Identify instances of ANNOTATE

dialogue and description.

NOTEBOOK

Metal wheels screamed against iron rails as the train rounded the
curve. I gasped and grabbed Alan’s hand. “Too fast, too fast!” I cried, heart
pounding.
Alan glanced at me. “Hey,” he said, squeezing my hand. “Stop being
Copyright © Savvas Learning Company LLC. All Rights Reserved.

nuts. We’re fine.”

None of the other passengers seemed nervous. I heard the gentle hum
of voices and the occasional peal of laughter. No sobs of terror, no cries of
anguish. “I just hate trains,” I sighed.

1. What do descriptions in paragraphs 1 and 3 tell you about the situation?

Explain.

2. What aspects of the characters’ personalities do you learn from dialogue?

Explain.
B.E.S.T.
7.R.1: Reading Prose
and Poetry | Literary
Elements

Compare Across Genres 75

PREPARE TO READ

Compare Nonfiction and Media

In this lesson, you will read an excerpt from Maya
Angelou’s memoir Mom & Me & Mom and watch
from MOM & ME & MOM an interview with the author. You will then LEARNING TO LOVE MY
compare the memoir and the interview. MOTHER

About the Author from Mom & Me & Mom

Concept Vocabulary ANNOTATE

As you read the memoir, you will encounter these words.

supervision charitable philanthropist

Born Marguerite Johnson,
Maya Angelou (1928–
2014) struggled with Base Words Base, or “inside” words, along with context clues can help
racism, poverty, and ill you figure out what some words mean.
treatment early in her life.
Across her long career she
was a dancer, an actress, EXAMPLE
a singer, a teacher, and a Unfamiliar Word in Context: An artisan made the lovely bowl.
writer. Angelou became
one of the best-known Base Word: art, or “something made with skill and imagination”
African American authors Conclusion: Artisan must mean some sort of artist.
in the world, and she was
an activist for women and
for the African American PRACTICE As you read, notice base words that help you define
community.
unfamiliar words. Mark your observations in the open space next to the text.

Comprehension Strategy ANNOTATE

Evaluate Details to Determine Central Ideas Copyright © Savvas Learning Company LLC. All Rights Reserved.

Most memoir writers describe scenes and situations rather than simply
stating their central ideas. As you read, mark details that seem important.
Compare and evaluate the details you have identified. Then, determine
how the details connect to larger, central ideas.

B.E.S.T. EXAMPLE
7.R.2.2: Compare two or more
central ideas and their development Marked Details: I had become too frightened to accept the idea that
throughout a text. I was going to meet my mother at last.
7.V.1.3: Apply knowledge of context
clues, figurative language, word Notes: The author never met her mom before, and she’s scared. Maybe
relationships, reference materials, one central idea is about facing difficult feelings.
and/or background knowledge to
determine the connotative and
denotative meaning of words and PRACTICE As you read, mark details and take notes in the open space
phrases, appropriate to grade level.
next to the text. Then, compare the details to determine central ideas.

76 UNIT 1 • CROSSING GENERATIONS

 MEMOIR

from  om & Me
M
& Mom Maya Angelou

BACKGROUND
When Maya Angelou was 3 years old and her brother Bailey was 5, her
AUDIO
parents divorced and sent the children off to live with their grandmother
in Stamps, Arkansas. When Maya was 13, she and Bailey were sent
ANNOTATE
back to San Francisco to live with their mother, Vivian Baxter.

Chapter 3
1

M y grandmother made arrangements with two Pullman car1

Copyright © Savvas Learning Company LLC. All Rights Reserved.

porters and a dining car waiter for tickets for herself, my

Mark base words or indicate
brother, and me. She said she and I would go to California first another strategy you used that
and Bailey would follow a month later. She said she didn’t want to helped you determine meaning.
leave me without adult supervision, because I was a thirteen- supervision (soo pehr VIH
year-old girl. Bailey would be safe with Uncle Willie. Bailey zhun) n.

thought he was looking after Uncle Willie, but the truth was, MEANING:

Uncle Willie was looking after him.

2 By the time the train reached California, I had become too
frightened to accept the idea that I was going to meet my mother
at last.
3 My grandmother took my hands. “Sister, there is nothing to be
scared for. She is your mother, that’s all. We are not surprising her.

1. Pullman car n. type of railroad sleeping car built by the Pullman Company.

from Mom & Me & Mom 77

 When she received my letter explaining how Junior was growing
up, she invited us to come to California.”
4 Grandmother rocked me in her arms and hummed. I calmed
down. When we descended the train steps, I looked for someone
who could be my mother. When I heard my grandmother’s voice
call out, I followed the voice and I knew she had made a mistake,
but the pretty little woman with red lips and high heels came
running to my grandmother.
5 “Mother Annie! Mother Annie!”
6 Grandmother opened her arms and embraced the woman. When
Momma’s arms fell, the woman asked, “Where is my baby?”
7 She looked around and saw me. I wanted to sink into the
ground. I wasn’t pretty or even cute. That woman who looked like
a movie star deserved a better-looking daughter than me. I knew
it and was sure she would know it as soon as she saw me.
8 “Maya, Marguerite, my baby.” Suddenly I was wrapped in her
arms and in her perfume. She pushed away and looked at me.
“Oh baby, you’re beautiful and so tall. You look like your daddy
and me. I’m so glad to see you.”
9 She kissed me. I had not received one kiss in all the years in
Arkansas. Often my grandmother would call me and show me off
to her visitors. “This is my grandbaby.” She would stroke me and
smile. That was the closest I had come to being kissed. Now
Vivian Baxter was kissing my cheeks and my lips and my hands.
Since I didn’t know what to do, I did nothing.
10 Her home, which was a boardinghouse,2 was filled with heavy
and very uncomfortable furniture. She showed me a room and
said it was mine. I told her I wanted to sleep with Momma. Vivian
said, “I suppose you slept with your grandmother in Stamps, but
she will be going home soon and you need to get used to sleeping
in your own room.”
11 My grandmother stayed in California, watching me and

Copyright © Savvas Learning Company LLC. All Rights Reserved.

everything that happened around me. And when she decided that
everything was all right, she was happy. I was not. She began to
talk about going home, and wondering aloud how her crippled
son was getting along. I was afraid to let her leave me, but she
said, “You are with your mother now and your brother will be
coming soon. Trust me, but more than that trust the Lord. He will
look after you.”
12 Grandmother smiled when my mother played jazz and blues
very loudly on her record player. Sometimes she would dance just
because she felt like it, alone, by herself, in the middle of the floor.
While Grandmother accepted behavior so different, I just couldn’t
get used to it.

2. boardinghouse n. house where people rent one or more rooms for either short or long
periods of time.

78 UNIT 1 • CROSSING GENERATIONS

 13 My mother watched me without saying much for about two weeks.
Then we had what was to become familiar as “a sit-down talk-to.”
14 She said, “Maya, you disapprove of me because I am not like
your grandmother. That’s true. I am not. But I am your mother
and I am working some part of my anatomy3 off to pay for this
roof over your head. When you go to school, the teacher will smile
at you and you will smile back. Students you don’t even know
will smile and you will smile. But on the other hand, I am your
mother. If you can force one smile on your face for strangers, do it
Mark base words or indicate
for me. I promise you I will appreciate it.” another strategy you used that
15 She put her hand on my cheek and smiled. “Come on, baby, helped you determine meaning.
smile for Mother. Come on. Be charitable.” charitable (CHAIR ih tuh
16 She made a funny face and against my will, I smiled. She buhl) adj.

kissed me on my lips and started to cry. “That’s the first time I MEANING:

have seen you smile. It is a beautiful smile. Mother’s beautiful

daughter can smile.”
17 I was not used to being called beautiful.
18 That day, I learned that I could be a giver simply by bringing a
smile to another person. The ensuing4 years have taught me that a
kind word or a vote of support can be a charitable gift. I can move
over and make another place for another to sit. I can turn my
music up if it pleases, or down if it is annoying.
19 I may never be known as a philanthropist, but I certainly want philanthropist (fih LAN thruh
to be known as charitable. pihst) n.
MEANING:

* * *

20 I was beginning to appreciate her. I liked to hear her laugh

because I noticed that she never laughed at anyone. After a few
weeks it became clear that I was not using any title when I spoke
to her. In fact, I rarely started conversations. Most often, I simply
responded when I was spoken to.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

2! She asked me into her room. She sat on her bed and didn’t
invite me to join her.
22 “Maya, I am your mother. Despite the fact that I left you for
years, I am your mother. You know that, don’t you?”
23 I said, “Yes, ma’am.” I had been answering her briefly with a
few words since my arrival in California.
24 “You don’t have to say ‘ma’am’ to me. You’re not in Arkansas.”
25 “No, ma’am. I mean no.”
26 “You don’t want to call me ‘Mother,’ do you?”
27 I remained silent.
28 “You have to call me something. We can’t go through life
without you addressing me. What would you like to call me?”

3. anatomy (uh NAT uh mee) n. the structure of the body.

4. ensuing adj. following.

from Mom & Me & Mom 79

 29 I had been thinking of that since I first saw her. I said, “Lady.”
30 “What?”
31 “Lady.”
32 “Why?”
33 “Because you are beautiful, and you don’t look like a mother.”
34 “Is Lady a person you like?”
35 I didn’t answer.
36 “Is Lady a person you might learn to like?”
37 She waited as I thought about it.
38 I said, “Yes.”
39 “Well, that’s it. I am Lady, and still your mother.”
40 “Yes, ma’am. I mean yes.”
41 “At the right time I will introduce my new name.”
42 She left me, turned up the player, and sang loudly with the music.
The next day I realized she must have spoken to my grandmother.
43 Grandmother came into my bedroom. “Sister, she is your
mother and she does care for you.”
44 I said, “I’ll wait until Bailey gets here. He will know what to do,
and whether we should call her Lady.”

Chapter 4
45

M other, Grandmother, and I waited at the railway station.

Bailey descended from the train and saw me first. The smile
that took over his face made me forget all the discomfort I had felt
since coming to California.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

80 UNIT 1 • CROSSING GENERATIONS

 46 His eyes found Grandmother and his smile changed to a grin,
and he waved to her. Then he saw Mother and his response broke
my heart. Suddenly he was a lost little boy who had been found at
last. He saw his mother, his home, and then all his lonely birthdays
were gone. His nights when scary things made noise under the bed
were forgotten. He went to her as if hypnotized. She opened her
arms and she clasped him into her embrace. I felt as if I had stopped
breathing. My brother was gone, and he would never come back.
47 He had forgotten everything, but I remembered how we felt on
the few occasions when she sent us toys. I poked the eyes out of
each doll, and Bailey took huge rocks and smashed to bits the
trucks or trains that came wrapped up in fancy paper.
48 Grandmother put her arm around me and we walked ahead of
the others back to the car. She opened the door and sat in the
backseat. She looked at me and patted the seat beside her. We left
the front seat for the new lovers.
49 The plan was that Grandmother would return to Arkansas two
days after Bailey arrived. Before Lady and Bailey Jr. reached the car I
said to Grandmother, “I want to go back home with you, Momma.”
50 She asked, “Why?”
51 I said, “I don’t want to think of you on that train all alone. You
will need me.”
52 “When did you make that decision?” I didn’t want to answer.
53 She said, “When you saw the reunion of your brother and his
mother?” That she should have such understanding, being an old
woman and country, too: I thought it was amazing. It was just as
well that I had no answer, because Bailey and his mother had
already reached the car.
54 Vivian said to Grandmother, “Mother Annie, I didn’t look for
you two. I knew you would go to the car.” Bailey didn’t turn to
look at me. His eyes were glued to his mother’s face. “One thing
about you that cannot be denied, you are a true sensible woman.”
Copyright © Savvas Learning Company LLC. All Rights Reserved.

55 Grandmother said, “Thank you, Vivian. Junior?”

56 She had to call twice to get his attention, “Junior, how was the
train? Did somebody make food for your trip? How did you leave
Willie?”
57 Suddenly he remembered there was someone else in the world.
He grinned for Grandmother. “Yes, ma’am, but none of them can
cook like you.”
58 He turned to me and asked, “What’s happening, My? Has
California got your tongue? You haven’t said a word since I got in
the car.”
59 I made my voice as cold as possible. I said, “You haven’t given
me a chance.”
60 In a second he said, “What’s the matter, My?”
61 I had hurt him and I was glad. I said, “I may go back to Stamps
with Momma.” I wanted to break his heart.

from Mom & Me & Mom 81

 62 “No, ma’am, you will not.” My grandmother’s voice was
unusually hard.
63 My mother asked, “Why would you leave now? You said all
you were waiting on was your brother. Well, here he is.” She
started the car and pulled out into traffic.
64 Bailey turned back to her. He added, “Yep, I’m in California.”
65 Grandmother held my hand and patted it. I bit the inside of my
mouth to keep from crying.
66 No one spoke until we reached our house. Bailey dropped his
hand over the back of the front seat. When he wiggled his fingers,
I grabbed them. He squeezed my fingers and let them go and
drew his hand back to the front seat. The exchange did not escape
Grandmother’s notice, but she said nothing. ❧

* * *

BUILD INSIGHT
NOTEBOOK

Work on your own to Response

answer the questions in
1. Personal Connections Do you sympathize with the author’s feelings
your notebook. Use text
when Bailey arrives? Explain.
evidence to explain and
justify your reasoning.

Comprehension
2. Strategy: Evaluate Details to Determine Central Ideas (a) Cite
one example of a detail you evaluated that helped you determine
a central idea. (b) Would you recommend this strategy to other
WORKING readers? Why, or why not?
AS A GROUP
Discuss your responses
to the Analysis and Analysis and Discussion
Discussion questions
Copyright © Savvas Learning Company LLC. All Rights Reserved.
with your group. 3. Analyze What does Angelou learn when she smiles for her mother?

4. Compare and Contrast Why do you think Angelou’s reaction to

EQ seeing her mother again differs so much from her brother’s reaction?
What can one Notes Cite details that support your answer.
generation learn
from another? 5. Interpret In paragraph 46, the author says, “My brother was gone,
What has this memoir and he would never come back.” What do you think she means by
taught you about people this statement?
of different generations?
Go to your Essential 6. Get Ready for Close Reading Choose a passage from the text that
Question Notes and
you find especially interesting or important. You’ll discuss the passage
record your observations
with your group during Close-Read activities.
and thoughts about
Mom & Me & Mom.

82 UNIT 1 • CROSSING GENERATIONS

 ANALYZE AND INTERPRET

Close Read
PRACTICE Complete the following activities. Use text evidence
to support your responses.
from MOM & ME & MOM
1. Present and Discuss With your group, share passages from the
memoir that you found especially interesting. Discuss what you
notice, the questions you have, and the conclusions you reach.
For example, you might focus on the following passages:

• Paragraphs 20–44: Discuss this scene and the reasons for the
author's confusion about what to call her mother.
• Paragraph 66: Discuss what Bailey does and the responses of both
Angelou and her grandmother.
2. Reflect on Your Learning What new ideas or insights did you
uncover during your second reading of the text?

NOTEBOOK

LANGUAGE STUDY

WORD NETWORK
Concept Vocabulary
Add words that are
Why These Words? The vocabulary words are related. related to the idea
of generations from
the text to your Word
supervision charitable philanthropist
Network.

1. With your group, determine what the words have in common. Write
your ideas.

2. Add another word that fits the category: ________________________

Copyright © Savvas Learning Company LLC. All Rights Reserved.

3. Use each vocabulary word in a sentence. Include context clues that

hint at each word’s meaning.
B.E.S.T.
K12.EE.1.1: Cite evidence to explain
and justify reasoning.
K12.EE.2.1: Read and comprehend
Word Study grade-level complex texts proficiently.
Greek Root: -phil- The word philanthropist is built on the Greek 7.V.1.2: Apply knowledge of Greek
roots -phil-, which means “love for,” and -anthrop-, which means and Latin roots and affixes to
determine meanings of words and
“human.” Use a dictionary to find the meanings of the following phrases in grade-level content.
words: audiophile, philosophy, and bibliophile. Explain how 7.V.1.3: Apply knowledge of context
-phil- contributes to the meanings of all three words. Then, write clues, figurative language, word
sentences for each word, demonstrating its usage. relationships, reference materials,
and/or background knowledge to
determine the connotative and
denotative meaning of words and
phrases, appropriate to grade level.

from Mom & Me & Mom 83

ANALYZE AND INTERPRET

Genre / Text Elements

Literary Devices: Dialogue and Description The use of dialogue
and description helps a memoir writer portray his or her experiences so
that they come alive for readers. Writers also employ exposition, or
from MOM & ME & MOM explanations. Maya Angelou uses all three devices to build a vivid picture
and convey insights. Consider the examples.
EXAMPLES: Literary Devices in Mom & Me & Mom
DEVICE PASSAGE PURPOSE
Dialogue: “Sister, there is • shows what characters are
characters’ nothing to be scared like and how they interact
spoken words; for. She is your • moves the plot forward
conversations mother, that’s all. . . .”
• makes a text more vivid

Description: . . . the pretty little • shows how characters see

sensory language woman with red people and places
that creates lips and high heels • adds to a specific mood
word pictures in came running to my
readers’ minds grandmother.

Exposition: My grandmother made • gives basic information

explanations arrangements with two about situations
Pullman car porters • provides background
and a dining car waiter
for tickets. . . .

INTERACTIVITY

PRACTICE Work with your group to complete NOTEBOOK

the activity and answer the questions.
1. Analyze Use the chart to cite details in the memoir that relate to the
author’s mother. Identify the device or devices used in each passage
and explain what they show about the author’s feelings.
Copyright © Savvas Learning Company LLC. All Rights Reserved.
PASSAGE DETAIL(S) DEVICE(S) EXPLANATION

Paragraph 8

Paragraph 12

Paragraphs 21–22

2. (a) Summarize In paragraph 11, summarize the information given in

exposition. (b) Connect Why is this information important?
B.E.S.T.
7.R.1: Reading Prose and Poetry | 3. (a) Distinguish Cite details in paragraph 46 that show what happens
Literary Elements
when Bailey sees his family. (b) Interpret How does this description
7.C.3.1: Follow the rules of standard
English grammar, punctuation, support the author’s feeling that her brother “was gone”?
capitalization, and spelling
appropriate to grade level.

84 UNIT 1 • CROSSING GENERATIONS

 STUDY LANGUAGE AND CRAFT

Conventions
Subordinating Conjunctions and Complex Sentences A conjunction
is a word that joins words or groups of words. It also creates a relationship
between the elements that are joined. A subordinating conjunction
joins a subordinate, or dependent, clause to an independent clause to
create a complex sentence. It creates a relationship of time, cause and
effect, manner, or comparison.

SUBORDINATING TYPE OF
EXAMPLE FROM THE TEXT
CONJUNCTIONS RELATIONSHIP

after, before, once, since, Time When we descended the train steps, I looked for
until, when, while someone who could be my mother.

because, so that, that Cause and Effect She said she didn’t want to leave me without adult
supervision, because I was a thirteen-year-old girl.

as, as if, as though, like Manner I felt as if I had stopped breathing.

although, while, more Comparison While Grandmother accepted behavior so different, I

than, less than, than just couldn’t get used to it.

NOTEBOOK

READ IT Work on your own to complete the activities.

1. Identify the subordinating conjunction in each sentence. Then, tell what kind of
relationship the conjunction creates.

a. No one spoke until we reached our house.

b. He went to her as if he were hypnotized.

2. Reread paragraph 20 of Mom & Me & Mom. Mark and then label two examples of
Copyright © Savvas Learning Company LLC. All Rights Reserved.

a subordinate clause. Some sentences have more than one.

WRITE IT Edit the following pairs of sentences. Use the subordinating conjunction
indicated to change one independent clause into a dependent clause. Then, connect
it to the remaining clause to create a single complex sentence. Finally, write a complex
sentence of your own.
1. Martina is a great person. She is not very punctual. (although)

2. I slammed the door. The glass fell off the table. (after)

from Mom & Me & Mom 85

 PREPARE TO VIEW

Compare Nonfiction and Media

The interview features Maya Angelou describing
some of the experiences she wrote about in her
memoir. Pay attention to similarities and differences
from MOM & ME & MOM LEARNING TO LOVE MY
in the ways the memoir and the interview tell the MOTHER
author’s story.

About the Interviewer

Learning to Love My Mother
Michael Maher has
produced and filmed Media Vocabulary
numerous videos, including
many for BBC News These academic terms describe characteristics of TV interviews, a type of
Magazine. In most of his multimedia text. Use them as you analyze, discuss, and write about the video.
work—even when he is the
interviewer—he is not very interview subject: the • The subject is someone with special
visible, and the focus of the person being interviewed knowledge, experience, or status.
video doesn’t stray from
set: where the interview • The set may be a television studio or a more
the subject.
takes place personal place, such as the subject’s home.
tone: the emotional • The overall tone of an interview will reflect the
quality of the conversation topic and interviewer’s purpose.
between the interviewer • Word choice, vocal qualities, and facial
and the subject expressions set the tone of an interview.

Comprehension Strategy NOTEBOOK

Evaluate Details to Determine Central Ideas

As you watch and listen to any media, take notes about details that seem
striking or important. Then, compare and evaluate the details by deciding
which ones help most to develop larger, central ideas. Be sure to note
the time code of each detail, as this will make it easier for you to revisit
Copyright © Savvas Learning Company LLC. All Rights Reserved.
those sections.

EXAMPLE
Details from “Learning to Love My Mother”
• Grandmother was patient, spoke slowly. (time code 00:25)
• Vivian Baxter spoke fast, danced. (time code 00:28)
Compare Details: These details highlight differences between the
mother and the grandmother. They contribute to a central idea
B.E.S.T. about the mother-daughter relationship.
7.R.2.2: Compare two or more
central ideas and their development
throughout a text. PRACTICE As you watch the interview, take notes about important
7.V.1.1: Integrate academic vocabulary details. Then, compare and evaluate the details to determine central ideas.
appropriate to grade level in speaking
and writing.

86 UNIT 1 • CROSSING GENERATIONS

 MEDIA: TELEVISION INTERVIEW

Learning to Love My Mother

Maya Angelou with Michael Maher

BACKGROUND
When Maya Angelou was three years old, she and her brother were sent to live
with their grandmother. Their mother, Vivian Baxter, was not ready to be tied
down with a family. Ten years later, the two children returned to live with their
mother. More than 70 years later, Angelou wrote about this transition in her
memoir Mom & Me & Mom. In this interview, she tells Michael Maher some of
the lessons she learned from her experiences.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

TAKE NOTES As you watch and listen, take notes to record important details.

Learning to Love My Mother 87

BUILD INSIGHT

NOTEBOOK

Response
Work on your own to
1. Personal Connections Angelou mentions several lessons she learned
answer the questions
in your notebook. Use from her relationship with her mother. Which one do you find most
evidence from the video powerful? Explain.
to explain and justify
your reasoning.

Comprehension
2. Viewing Check (a) Why did Vivian Baxter, Angelou’s mother, abandon
her children? (b) How does Baxter later react to Angelou calling her
“Lady”?

3. Strategy: Evaluate Details to Determine Central Ideas (a) What

details enabled you to identify central ideas in this piece? (b) Would you
recommend this strategy to others? Why, or why not?

WORKING
AS A GROUP
Discuss your responses
to the Analysis and Analysis and Discussion
Discussion questions
with your group. 4. (a) Distinguish What qualities did Angelou see in her mother after
• Build on the ideas of she had lived with her for a while? (b) Analyze How did Angelou’s
your peers. recognition of these qualities affect her feelings for her mother? Explain.
• Take turns speaking.
• Be an active listener.
If necessary, revise your 5. (a) According to Angelou, what would Baxter have thought about the
original answers to election of an African American president? (b) Make Inferences What
reflect what you learn
does this detail suggest about Baxter’s personality and the effect she
from your discussion.
had on her daughter?

Copyright © Savvas Learning Company LLC. All Rights Reserved.

6. (a) What one message, or central idea, does Angelou pray someone
will hear in her book? (b) Make Inferences Why do you think this one
message is so important to her?

B.E.S.T.
K12.EE.1.1: Cite evidence to explain
and justify reasoning.
K12.EE.3.1: Make inferences to
support comprehension. EQ
K12.EE.4.1: Use appropriate
Notes What can one generation learn from another?
collaborative techniques and active
listening skills when engaging in What have you learned about different generations from watching
discussions in a variety of situations. this interview? Go to your Essential Question Notes and record your
7.R.2.2: Compare two or more observations and thoughts about “Learning to Love My Mother.”
central ideas and their development
throughout a text.

88 UNIT 1 • CROSSING GENERATIONS

 ANALYZE AND INTERPRET

Close Review NOTEBOOK

Watch the interview again. As you watch, take notes about important
details and jot down your observations. Note time codes so you can
find important elements again later. Then, write a question and your
LEARNING TO LOVE MY MOTHER
conclusion. Share your work with your group, and discuss.

MY QUESTION:

MY CONCLUSION:

Inquiry and Research NOTEBOOK

Research and Extend Briefly research Maya Angelou's life and her
many accomplishments. Explain how this new knowledge adds to
your appreciation of the interview.

Media Vocabulary NOTEBOOK

These words describe characteristics of multimedia texts. Practice using

them as you write and discuss your responses.

interview subject set tone

Copyright © Savvas Learning Company LLC. All Rights Reserved.

1. If you were conducting this interview, what location would you

choose? Explain.

2. Identify one question you wished the interviewer had asked Angelou.
Explain your thinking. B.E.S.T.
7.C.4.1: Conduct research to answer
a question, drawing on multiple
reliable and valid sources, and
generating additional questions for
3. How would you describe the emotional quality of this interview? further research.
Explain, citing details from the video. 7.V.1.1: Integrate academic
vocabulary appropriate to grade level
in speaking and writing.

Learning to Love My Mother 89

TEST PRACTICE

Compare Nonfiction and Media

Multiple Choice INTERACTIVITY

from MOM & ME & MOM
These questions are based on the excerpt from the memoir Mom & Me &
Mom and the interview “Learning to Love My Mother.” Choose the best
answer to each question.
1. When the author travels by train to California in the memoir, how does
she feel?
A She feels happy to be leaving Stamps, Arkansas.
LEARNING TO LOVE MY B She feels sad to leave her brother behind.
MOTHER
C She feels excited to be meeting her mother at last.
D She feels frightened to be meeting her mother at last.

2. Read paragraph 20 from the memoir and the transcript of a similar

section in the interview. What do you learn from the interview that
Angelou does not share in her memoir?

Memoir Television Interview

I was beginning to appreciate her. 00:45: INTERVIEWER: . . . What
I liked to hear her laugh because I allowed you to somewhat establish a
noticed she never laughed at anyone. relationship?
After a few weeks it became clear
00:56: ANGELOU: She loved me. And
that I was not using any title when I
she told me. She said, “I really wasn’t
spoke to her. In fact, I rarely started
ready to be a parent.” And I realized
conversations. Most often, I simply
there are some people who are great
responded when I was spoken to.
parents to small people. My mother
was just the opposite.

A Her mother was eager for children.

B Her mother had been unprepared for children. Copyright © Savvas Learning Company LLC. All Rights Reserved.

C Her mother did not laugh at anyone.

D Her mother did not appreciate people.

B.E.S.T. 3. In both the memoir and the interview, what important idea does
K12.EE.1.1: Cite evidence to explain Angelou share?
and justify reasoning.
A She learned to be kinder from the experience.
7.R.3.3: Compare and contrast how
authors with differing perspectives B She wished that her childhood had been easier.
address the same or related topics or
themes. C She hopes to forgive her mother someday.
7.C.1.4: Write expository texts to D She knew that her grandmother loved her mother.
explain and analyze information from
multiple sources, using relevant
supporting details and a logical
organizational pattern.

90 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

NOTEBOOK

Short Response
1. (a) Describe In the memoir, what overall impression does the author Answer the questions
in your notebook.
give of her mother’s appearance and behavior? (b) Synthesize Cite at
Use evidence from
least one detail in the interview that adds to that portrayal. Explain.
the selection and
the interview to
2. (a) Synthesize What information do the photos and video included explain and justify
in the interview add to the viewers’ understanding of Angelou’s life? your reasoning.
(b) Speculate The young Angelou had difficulty understanding her
mother. Do you think she would have understood her own adult self?
Explain, using details from the selections.

3. Connect In the TV interview, Angelou says that her mother loved

her. Which details in the memoir suggest that love? Cite at least one
statement and one action and explain your choices.

Timed Writing
A comparison-and-contrast essay is expository writing in which you
analyze the similarities and differences between two or more topics.

AS SI GN M EN T

Maya Angelou gave the interview “Learning to Love My

Mother” to discuss her memoir Mom & Me & Mom. Write a
comparison-and-contrast essay in which you explain which piece,
the memoir or the interview, offers a fuller perspective on Angelou’s
childhood experience. EQ Before moving
Notes on to a new
•W hich source allows you to better understand Angelou’s selection, go to your
perspective on visiting her mother?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Essential Question
• Which source offers more detail, and why? Notes and record any
additional thoughts
and observations
5-MINUTE PLANNER you may have about
Mom & Me & Mom
1. Read the assignment carefully and completely. and “Learning to Love
My Mother.”
2. Decide what you want to say—your central idea or thesis.
Make sure to state it in your introduction, develop it in your
body paragraphs, and restate it in your conclusion.
3. Decide which examples you’ll use from the two sources.
4. Organize your ideas logically, making sure to cite details
you learn from the memoir that you don’t learn from the
interview, and vice versa.

Test Practice 91
PREPARE TO VIEW

About the Author

Mother-Daughter Drawings
Media Vocabulary
These academic terms describe characteristics of drawings. Here, the
drawings are presented with captions to create a type of multimedia text.
Use these words as you analyze, discuss, and write about the selection.
Mica Angela Hendricks
was born into a military composition: arrangement • Artists consider color, line, shape, space,
family and traveled to of elements in a work of form, and texture when composing an
many countries. As a visual art image.
child, she would carry a
• Composition may emphasize one part
sketchbook everywhere
of an image over others.
she went. People who
didn’t know her well would light and shadow: • An artist's use of light and shadow can
simply call her “that girl elements that define and make a two-dimensional shape look
who draws.” Hendricks is enhance parts of an image three-dimensional—a circle becomes a
now an illustrator and has sphere.
collaborated with her four- • Varying degrees of light and shadow
year-old daughter, Myla, may create different moods.
on the sketchbook “Share
With Me.“ proportion: sizes of • Realistic proportions make objects seem
objects in relation to each true to life.
other or the background • Exaggerated proportions make objects
seem odd, imaginary, or dreamlike.

Comprehension Strategy NOTEBOOK

Synthesize Information
When you synthesize information, you pull together ideas from
different sources in order to develop your own perspective. You allow
your thinking about a topic to grow and change. To synthesize as you
Copyright © Savvas Learning Company LLC. All Rights Reserved.
read, follow these steps:
• Identify important points in a text.
• Consider connections, similarities, and differences among those
points.
• Use these sentence starters to organize your thinking and express
your new understanding:
At first I thought ________________________________________.
Then, I learned _________________________________________.
Now I think ____________________________________________.

B.E.S.T.
PRACTICE As you study this gallery of visual art, synthesize your
K12.EE.2.1: Read and comprehend
grade-level complex texts proficiently. observations of the drawings and the caption text to create a new
7.V.1.1: Integrate academic vocabulary understanding. Jot your ideas in the Take Notes sections.
appropriate to grade level in speaking
and writing.

92 UNIT 1 • CROSSING GENERATIONS

 MEDIA: IMAGE GALLERY

Mother-Daughter
Drawings
Mica and Myla Hendricks

BACKGROUND
Artist Mica Angela Hendricks had always tried to teach her four-year-
old daughter Myla the importance of sharing. But it’s easier to talk
about sharing than to do it. Mica found that out when Myla noticed her
mother drawing in a sketchbook and asked if she could draw in it too.
Mica was afraid Myla would ruin her drawings, but decided she had to
set a good example by practicing what she preached, especially after
Myla quoted her words back to her: “If you can’t share, we might have
NOTEBOOK
to take it away.”
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Mother-Daughter Drawings 93
 IMAGE 1: Mica had just drawn a woman’s face from an old photograph.
She let Myla draw the woman’s body and then used acrylic paint to add
color, highlights, and texture to the entire piece. Copyright © Savvas Learning Company LLC. All Rights Reserved.

TAKE NOTES

94 UNIT 1 • CROSSING GENERATIONS

 IMAGE 2: Mica was impressed that her
collaboration with her daughter turned out
so well and wanted to try it again.

TAKE NOTES
Copyright © Savvas Learning Company LLC. All Rights Reserved.

IMAGE 3: Mica began filling her sketchbook

TAKE NOTES
with drawings of heads and letting Myla draw
the bodies.

Mother-Daughter Drawings 95
 IMAGE 4: At first, Mica tried telling Myla
what kind of bodies to draw. She soon
realized the drawings turned out better
when Myla did what she wanted. “In most
instances, kids’ imaginations way outweigh
a grown-up’s,” Mica says.

TAKE NOTES

IMAGE 5: Working with her daughter taught

Mica that giving up control is not just fun, but
necessary. “Those things you hold so dear
cannot change and grow and expand unless
you loosen your grip on them a little,” she says.

TAKE NOTES

Copyright © Savvas Learning Company LLC. All Rights Reserved.

96 UNIT 1 • CROSSING GENERATIONS

 BUILD INSIGHT Essential Question: What can one generation learn from another?

NOTEBOOK

Response
Work on your own to
1. Personal Connections Which drawing do you like the best? Why? answer the questions
in your notebook.
Use evidence from the
selection to explain
Comprehension and justify your
reasoning.
2. Reading Check (a) Why did Mica let Myla draw in the sketchbook?
(b) What did she think would happen? (c) What actually happened?

3. Strategy: Synthesize Information (a) Explain at least one way in

which your understanding of the art changed when you synthesized your
observations of the drawings with information from the captions. (b) How
might the strategy of synthesizing help you in other school tasks, such as
writing a research paper? Explain.

WORKING
AS A GROUP
Analysis and Discussion Discuss your responses
to the Analysis and
Discussion questions
4. (a) Contrast What are some of the most striking differences between
with your group.
the parts of the drawings Mica drew and the parts that Myla drew?
• Listen closely and use
(b) Modify How might the drawings be different if Mica had not
an appropriate tone
collaborated with her daughter? Explain.
as you discuss the
questions with peers.
• Support your
5. In the text accompanying Image 5, Mica says, “Those things you hold so responses by citing
dear cannot change and grow and expand unless you loosen your grip details from the text.
on them a little.” (a) Interpret What does she mean by that statement?
(b) Connect In what ways do you think this idea comes through in the
drawings? Explain.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

6. Take a Position In the creation of art, which matters more, imagination

or skill? Explain your thinking, using these drawings as evidence.

B.E.S.T.
K12.EE.1.1: Cite evidence to explain
and justify reasoning.
EQ What can one generation
K12.EE.2.1: Read and comprehend
Notes learn from another? grade-level complex texts proficiently.

What have you learned about the ways different generations teach one K12.EE.4.1: Use appropriate
collaborative techniques and active
another from reading and viewing this image gallery? Go to your Essential listening skills when engaging in
Question Notes and record your observations and thoughts about discussions in a variety of situations.
“Mother-Daughter Drawings.” K12.EE.6.1: Use appropriate voice
and tone when speaking or writing.

Mother-Daughter Drawings 97
ANALYZE AND INTERPRET

Close Review
Review the text and images in “Mother-Daughter Drawings.” As
you review, take notes about important details and jot down your
observations. Then, write a question and your conclusion. Share your
MOTHER-DAUGHTER DRAWINGS notes with your group.

MY QUESTION:

MY CONCLUSION:

Media Vocabulary NOTEBOOK

These academic terms describe characteristics of multimedia texts.

Practice using them as you analyze the drawings and discuss the
questions.

composition light and shadow proportion

1. Why do you think Image 1 is made up of four separate photographs?

What is the effect of this choice?

2. What mood is suggested by Image 2? Which details or elements of the Copyright © Savvas Learning Company LLC. All Rights Reserved.

drawing create that mood?

B.E.S.T.
7.C.2.1: Present information orally,
in a logical sequence, emphasizing
key points that support the central
idea.
3. (a) In Image 5, how does the size of the head relate to other parts of
7.C.5.1: Integrate diverse digital
media to build cohesion in oral or
the body? (b) What is the effect? Explain.
written tasks.
7.C.5.2: Use digital tools to
produce and share writing.
7.V.1.1: Integrate academic
vocabulary appropriate to grade
level in speaking and writing.

98 UNIT 1 • CROSSING GENERATIONS

 SHARE IDEAS Essential Question: What can one generation learn from another?

Speaking and Listening

A multimedia presentation is a way of providing information to an
audience using a combination of words, images, video, and audio.

AS SI GN M EN T
Mica Hendricks learned a valuable lesson when
she shared her sketchbook with her daughter. With your group,
write or retell a story that taught someone an unexpected but
positive lesson. Choose one of the following options:
Write a new narrative.

Choose a story to retell.

Then, deliver your story as a multimedia presentation. Make sure

everyone in the group has a speaking role.

Choose Images Consider how you can use images to enhance your
story. Do you want images that show specific events, people, or places or
EQ Before moving
Notes on to a new
ones that are less specific but create a certain mood? selection, go to your
Use Digital Tools and Other Media Use software that will allow you to Essential Question
add other media, such as music or sound effects, to enhance your story. Notes and record any
additional thoughts or
Organize Your Presentation Create a logical sequence for the text you’ll observations you may
speak. Then, identify images and other media that will build cohesion, or have about “Mother-
flow, among sections. Write the name of the person who will speak during Daughter Drawings.”
each segment. Use the graphic organizer to capture your notes.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Rehearse and Present Practice your presentation with your group.

Make sure you transition smoothly between speakers. Then, present your
multimedia to the class.
Reflect and Discuss Reflect on your experience working as a group:
• Was your process effective? Did everyone participate equally?
• Mica Hendricks was surprised by the experience of working with her
daughter. Did you learn anything from this process that surprised you?

Mother-Daughter Drawings 99
LEARN ABOUT GENRE: POETRY

Reading Lyric Poetry

A lyric poem is a type of poem that sounds musical and expresses the
thoughts and feelings of a single speaker.
POETRY COLLECTION 1

Each selection you are

about to read is an
example of lyric poetry.
LYRIC
POETRY
Author’s Purpose
 to use highly focused, imaginative
language and form to capture the
emotions or realization of a moment

Characteristics
 focuses on a moment in time
 expresses an insight, or new
understanding
 has a speaker, or voice that "tells" the poem
 uses words for both sound and meaning;
uses imagery and figurative language
 may break some of the rules of
standard English

Structure
 expresses ideas in lines, or horizontal sets
of words, that are often grouped
into stanzas
Copyright © Savvas Learning Company LLC. All Rights Reserved.
 may use graphical, or visual, elements to
reinforce or add meaning

Take a Minute! NOTEBOOK

B.E.S.T.
7.R.1.4: Analyze the impact of
various poetic forms on meaning FIND IT Work with a partner to find a lyric poem online or in
and style. this program. Read aloud the poem. What do you notice about
7.C.3.1: Follow the rules of the feeling or sound of the poem?
standard English grammar,
punctuation, capitalization, and
spelling appropriate to grade level.

100 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements

Graphical Elements in Poetry Lyric poems have no set number of lines
or stanzas. They are generally short, and they often contain graphical
elements that create visual effects and add to meaning. These elements
make a poem look a certain way, which affects how it is read and what
it means:
• line lengths, which may be long or short
• stanza lengths, which may be just one line or many lines
• spacing, including use of "white" (empty) space
• punctuation and capitalization, which may be unconventional
• italic, bold, and other text treatments
TIP:
EXAMPLE • L ines 2, 4, 6: White
The chair where you sat space emphasizes a
Is empty. sense of absence.
Your place at the table • L ine 7: Italics
Is bare. emphasize a
5 Your sweet clear rich voice heartbeat-like
rhythm.
Is silent.
• L ine 8: Ellipses show
But my heart my heart my heart my heart a struggle to find
sees … hears … remembers words.

ANNOTATE

NOTEBOOK
PRACTICE Work on your own to complete the activity.
Then, discuss your responses with your group.
1. Read the poem, and mark the following: (a) short lines; (b) unconventional
punctuation and capitalization; (c) use of white space.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Ana can
NOT “Sit still!”
Ana r-u-n-s & hops(!)
up
   
5 steps
r-u-n-s & hops(!)
   down
steps!
Ana, STOP! No never no ever for Ana
10 is 3 & free & whe-e!-e-e! e-e!

2. Explain how one element you marked adds to the poem’s meaning.

Learn About Genre 101

PREPARE TO READ

POETRY COLLECTION 1

Abuelita Magic • Mother to Son • To James

Concept Vocabulary ANNOTATE

As you read Poetry Collection 1, you will encounter these words.

flung catapulted lurched

Context Clues The context of a word is the other words and phrases that
appear close to it in the text. Clues in the context can help you figure out
word meanings. Contrast clues show differences, often antonyms, that can
help you define an unfamiliar word.

EXAMPLE The winner glides across the finish line, while the rest of the
runners stumble behind.
Analysis: Stumble is a verb that means “move in an awkward, uneven
way.” The sentence presents a contrast, so glide must mean “move in
a smooth, continuous way.”

PRACTICE As you read these poems, study the context to determine the
meanings of unfamiliar words. Mark your observations in the open space
next to the text.

Comprehension Strategy ANNOTATE

Create Mental Images

By creating mental images as you read lyric poetry, you can more easily
understand difficult passages and deepen your understanding of the poem.
• As you read, notice sensory language that refers to color, shape, space, Copyright © Savvas Learning Company LLC. All Rights Reserved.

and texture.
• Focus on a word or phrase, and consider the image that comes to mind.

EXAMPLE
Notice the words related to shape and texture in these lines from
B.E.S.T. “Mother to Son.” Use them to see this scene in your mind.
K12.EE.2.1: Read and comprehend It’s had tacks in it, / And splinters, / And boards torn up, / And places
grade-level complex texts proficiently.
with no carpet on the floor— / Bare.
7.V.1.3: Apply knowledge of context
clues, figurative language, word
relationships, reference materials,
and/or background knowledge to PRACTICE As you read this collection of lyric poetry, deepen your
determine the connotative and understanding by marking vivid details and pausing to create mental
denotative meaning of words and
phrases, appropriate to grade level. images.

102 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

About the Poets

Abuelita Magic
BACKGROUND Pat Mora (b. 1942) has been a
Pat Mora's grandparents moved to teacher, university administrator,
the United States during the Mexican museum director, and consultant.
Revolution in 1910. Growing up in Texas, She is now a writer of award-
Mora spoke Spanish at home, English at winning poetry, nonfiction, and
school, and appreciated family members bilingual books for children. In 1997, she
who could tell stories and “make words founded Children’s Day/Book Day, or El día de los
flow or fly” in both languages. Despite niños/El día de los libros, which has been celebrated
Mora's love for language, in this poem she on April 30 ever since. Born in El Paso, Texas, she
celebrates a grandmother—an abuelita— now lives in Santa Fe, New Mexico.
who communicates in a language without
words.

Mother to Son
BACKGROUND Langston Hughes (1902–1967)
Even after the abolition of slavery, life was was an African American
very hard for most African Americans. writer known for jazz-inspired
Poetry, music, and the other arts were poems that portrayed African
creative outlets that allowed them to American life in America. His
express the hardships of their lives and to work was controversial. Some
find inspiration. critics worried that it played into
racial stereotypes. Others praised Hughes for
reaching everyday people by using language and
themes “familiar to anyone who had the ability
simply to read.”

To James
Copyright © Savvas Learning Company LLC. All Rights Reserved.

BACKGROUND Frank Horne (1899–1974) was

From 1914 through 1937, Harlem, a an African American writer and
neighborhood in New York City, was activist. As a director at the U.S.
the setting for an awakening of African Housing Authority, he fought to
American culture that came to be known end segregated housing. As a poet,
as the Harlem Renaissance. During this he fought discrimination with poems
period, African American writers such that conveyed dignity and pride.
as Langston Hughes and Frank Horne
searched for the truest way to express
their experiences. Each developed a unique
style that ultimately helped shape not just
African American culture but also world
culture.

Poetry Collection 1 103

LYRIC POETRY

Abuelita
    Magic
Pat Mora

Copyright © Savvas Learning Company LLC. All Rights Reserved.

104 UNIT 1 • CROSSING GENERATIONS

 The new mother cries with her baby
AUDIO
in the still desert night,
sits on the dirt floor of the two-room house, ANNOTATE
rocks the angry bundle
5 tears sliding down her face.
The abuelita wakes, shakes her head,
finds a dried red chile,
slowly shakes the wrinkled pod
so the seeds rattle
10   ts . ss, ts . ss
The abuelita
  ts . ss, ts . ss
gray-haired shaman1
  ts . ss, ts . ss
15 cures her two children
  ts . ss
with sleep

1. shaman n. figure who uses traditional healing methods and spirituality, sometimes seen
as magical, to cure the sick.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Abuelita Magic 105

LYRIC POETRY

Mother
to Son
Langston Hughes

Well, son, I’ll tell you:

Life for me ain’t been no crystal stair.
AUDIO
It’s had tacks in it,
ANNOTATE And splinters,
5 And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
10 And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Copyright © Savvas Learning Company LLC. All Rights Reserved.
15 Don’t you set down on the steps
‘Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
20 And life for me ain’t been no crystal stair.

106 UNIT 1 • CROSSING GENERATIONS

 LYRIC POETRY

To James
Frank Horne

Do you remember
Mark context clues or indicate
How you won another strategy you used that
That last race . . . ? helped you determine meaning.
How you flung your body flung (FLUHNG) v.
5 At the start . . . MEANING:

How your spikes

Ripped the cinders1
In the stretch . . .
How you catapulted catapulted
10 Through the tape . . . (KA tuh puhl tihd) v.

Do you remember . . . ? MEANING:

Don’t you think

I lurched with you lurched (LURCHT) v.
Out of those starting holes . . . ? MEANING:
Copyright © Savvas Learning Company LLC. All Rights Reserved.

15 Don’t you think

My sinews2 tightened
At those first
Few strides . . .
And when you flew into the stretch
1. cinders n. stone dust, crushed stone, and/or burnt coal that some racing tracks were
made of.
2. sinews n. strong tissue that connects muscle to bone.

To James 107
 20 Was not all my thrill
Of a thousand races
In your blood . . . ?
At your final drive
Through the finish line
25 Did not my shout
Tell of the
Triumphant ecstasy
Of victory . . . ?
Live
30 As I have taught you
To run, Boy—
It’s a short dash
Dig your starting holes
Deep and firm
35 Lurch out of them
Into the straightaway
With all the power
That is in you
Look straight ahead
40 To the finish line
Think only of the goal
Run straight
Run high
Run hard
45 Save nothing
And finish
With an ecstatic burst
That carries you
Hurtling
50 Through the tape
To victory. . . .

Copyright © Savvas Learning Company LLC. All Rights Reserved.

108 UNIT 1 • CROSSING GENERATIONS

 BUILD INSIGHT

NOTEBOOK

Response
Work on your own to
1. Personal Connections Which of the three poems most vividly reminds answer the questions
you of something you have experienced? Describe your response. in your notebook.
Use text evidence to
explain and justify your
reasoning.

Comprehension
2. Reading Check (a) In “Abuelita Magic,” whom does the grandmother
help? (b) In “Mother to Son,” what lesson does the mother want her son
to learn? (c) In “To James,” what event does the speaker refer to at the
beginning of the poem?

3. Strategy: Create Mental Images (a) Which moment or detail in each

poem were you able to picture most clearly? Why? (b) In what ways did
this strategy add to your reading experience?

WORKING
Analysis and Discussion AS A GROUP
Discuss your responses
to the Analysis and
4. Make Inferences In “Abuelita Magic,” what can you infer about the
Discussion questions
grandmother when the speaker refers to her as a “shaman”?
with your group.
• Listen actively to
5. (a) Analyze In lines 8–13 and 18–20 of “Mother to Son,” what personal peers, and build on
qualities does the mother demonstrate? (b) Draw Conclusions Why do their ideas.
you think she uses herself as an example in her message to her son? • Summarize insights.
• Provide evidence
6. (a) Analyze Reread lines 12–28 in “To James.” How does the speaker to support your
react to James's physical efforts? (b) Connect What do these reactions responses.
show about the speaker's emotional connection to James? Explain. If necessary, revise your
Copyright © Savvas Learning Company LLC. All Rights Reserved.

original answers to
reflect what you learn
7. Get Ready for Close Reading Choose a passage from the text that you from your discussion.
find especially interesting or important. You’ll discuss the passage with your
group during Close-Read activities.

B.E.S.T.
EQ What can one generation K12.EE.1.1: Cite evidence to explain
Notes learn from another? and justify reasoning.

What have these poems taught you about people of different K12.EE.2.1: Read and comprehend
grade-level complex texts proficiently.
generations? Go to your Essential Question Notes and record your
K12.EE.4.1: Use appropriate
observations and thoughts about Poetry Collection 1.
collaborative techniques and active
listening skills when engaging in
discussions in a variety of situations.

Poetry Collection 1 109

ANALYZE AND INTERPRET

Close Read
PRACTICE Complete the following activities. Use text evidence
to support your responses.

POETRY COLLECTION I 1. Present and Discuss With your group, share the passages from the
poems that you found especially interesting. Discuss what you notice,
the questions you have, and the conclusions you reach. For example,
you might discuss the following passages:
TIP: Onomatopoeia
is the use of a word • “Abuelita Magic”: Analyze and discuss the impact of sound devices,
whose sound imitates such as onomatopoeia, on the poem’s meaning.
its meaning. This
sound device brings a • “Mother to Son”: Discuss ways in which the poet brings the poem’s
text to life by allowing speaker to life.
readers to “hear” the
• “To James,” lines 29–51: How does the use of the rhetorical device
sound as if they were
of repetition help to develop the poem’s theme?
actually in the scene.
2. Reflect on Your Learning What new ideas or insights did you
uncover during your second reading of the text?

NOTEBOOK

WORD NETWORK LANGUAGE STUDY

Add words that are
related to the idea Concept Vocabulary
of generations from Why These Words? The vocabulary words are related.
the text to your Word
Network.

flung catapulted lurched

1. With your group, determine what the words have in common.

Write your ideas.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

B.E.S.T. 2. Add another word that fits the category: ______________________
7.R.1.4: Analyze the impact of
various poetic forms on meaning
and style. 3. Use each vocabulary word in a sentence that describes a person or an
7.R.3.1: Analyze how figurative object in motion.
language contributes to tone and
meaning and explain examples of
allusions in text(s).
7.R.3.4: Explain the meaning and/
or significance of rhetorical devices
in a text.
Word Study
7.V.1.3: Apply knowledge of Synonyms and Antonyms Reread lines 12–14 from “To James.” With
context clues, figurative language, your group, use a thesaurus to choose a synonym and an antonym for
word relationships, reference lurched. Then, rewrite lines 12–14. In the first version, replace lurched with
materials, and/or background
knowledge to determine the the synonym. In the second version, replace lurched with the antonym.
connotative and denotative Discuss how replacing a word changes the poem.
meaning of words and phrases,
appropriate to grade level.

110 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Genre / Text Elements

Graphical Elements in Poetry Graphical elements affect how a poem
is structured, how it looks, and how readers follow the flow of words.
These visual elements also impact a poem’s meaning and style.

GRAPHICAL ELEMENTS IN POETRY

Line Length • Even line lengths make a poem look orderly.

• Varied line lengths make a poem look expressive. TIP: Punctuation marks
suggest meaning.
White Space Empty space suggests pauses or adds meaning. • An ellipsis (…)
shows a pause, an
Punctuation • Conventional punctuation may guide readers. ongoing thought, or
• Unconventional or no punctuation may leave the a struggle to speak.
reading of a poem more open. • A dash (—) shows an
urgent interruption.
Capitalization • Each line may start with a capital letter, which adds a
sense of order.
• Capitalization may stress certain words.

NOTEBOOK

PRACTICE Work on your own to answer the questions. Then, discuss

your responses with your group. In your responses, use new vocabulary
you have learned, such as graphical and line length.
1. Interpret In lines 10–17 of “Abuelita Magic,” how does the use of
white space and punctuation add to the poem’s effect?

2. (a) Distinguish In “Mother to Son,” how does line 7 differ from the
other lines? (b) Interpret What is the effect? Explain.

3. Analyze In “Mother to Son,” how does punctuation affect the way

Copyright © Savvas Learning Company LLC. All Rights Reserved.

you read line 17? Explain.

4. (a) Distinguish In "To James," how does line 29 differ from the other
lines? (b) Interpret What is the effect? Explain.

5. (a) Interpret In “To James,” what do the ellipses suggest about the
questions the speaker is asking? (b) Analyze Why do you think the
poem ends with an ellipsis? Explain. B.E.S.T.
7.R.1.4: Analyze the
impact of various poetic
6. (a) Compare and Contrast How is the use of capitalization in the forms on meaning and
style.
three poems similar and different? (b) Interpret What is the effect of
7.C.3.1: Follow the rules
the use of capitalization in each poem? of standard English
grammar, punctuation,
capitalization, and spelling
appropriate to grade level.

Poetry Collection 1 111

 STUDY LANGUAGE AND CRAFT

Author's Craft
Figurative Language: Metaphor Figurative language creates
imaginative comparisons that help to convey meaning in poetry in surprising
and powerful ways. The use of figurative language may also reveal a
POETRY COLLECTION I speaker’s tone, or attitude toward the poem’s subject. Metaphors are one
type of figurative language.

METAPHOR EXAMPLE

Basic Metaphor: shows similarities between Hope is a flame.

two seemingly unlike things; presents one
thing as though it is another

Extended Metaphor: builds a comparison Hope is a flame

over several lines, a section, or an entire poem A spark in the darkness
Pale at first but then
Brighter, growing
Becoming bonfires of belief

Two of the poems in this collection, “Mother to Son” and “To James,”
center around extended metaphors.

NOTEBOOK

PRACTICE Work on your own to analyze extended metaphors in

“Mother to Son” and “To James.” Then, discuss your responses with
your group.

1. Analyze In “Mother to Son,” to what object does the speaker

compare her life? What is the metaphor she uses?

B.E.S.T. 2. Analyze Trace how the poet develops the extended metaphor in
K12.EE.5.1: Use the accepted “Mother to Son”: (a) Lines 1–7: What do descriptive details tell you
rules governing a specific format about the type of life the mother has lived? Explain.
to create quality work.
(b) Lines 8–13: What do details about the mother’s actions tell you
Copyright © Savvas Learning Company LLC. All Rights Reserved.
7.R.3.1: Analyze how figurative
language contributes to tone and about the ways in which she responded to challenges?
meaning and explain examples of
allusions in text(s). (c) Lines 14–20: In line 14, how does the poem change? In what
7.R.3.4: Explain the meaning and/ ways does the poet continue and deepen the metaphor? Explain.
or significance of rhetorical devices
in a text. (d) Interpret What overall tone is created through the use of
7.C.1: Communicating Through extended metaphor? Explain.
Writing
7.C.5.2: Use digital tools to 3. (a) In “To James,” what events does the speaker describe in lines
produce and share writing. 1–28? (b) Analyze What metaphor begins in line 29? (c) Connect
7.V.1.3: Apply knowledge of How does the rest of the poem develop that metaphor?
context clues, figurative language,
word relationships, reference 4. (a) Generalize How does the speaker want James to live his life?
materials, and/or background
(b) Interpret In what ways does the use of metaphor reveal tone,
knowledge to determine the
connotative and denotative or the speaker’s attitude about life?
meaning of words and phrases,
appropriate to grade level.

112 UNIT 1 • CROSSING GENERATIONS

 SHARE IDEAS Essential Question: What can one generation learn from another?

Composition
A lyric poem uses language in highly focused, imaginative ways to express
the thoughts and feelings of a single speaker.

AS SI GN M EN T
TIP: Before you
Work on your own to write a lyric poem that captures a moment start to write, reread
the poems in this
in time. Focus your poem on a single event or observation. Choose
collection, noting
details that work together, or cohere, to create a powerful image. how each poet uses
Experiment with structures, such as line lengths and punctuation, to descriptive details
emphasize the meaning of your poem. and graphical
elements to create
vivid messages.

Plan Your Poem Come up with an engaging idea, an event or

observation that you found interesting or exciting. Gather vivid
descriptive details that bring that idea to life. Consider using metaphors
that present your idea in unexpected ways.
Develop Your Draft As you write your poem, explore your ideas from
different angles, showing the depth of your thinking. Pay attention to
these elements as you write:
• Focus: Unlike most prose, a poem is condensed. Convey meaning
with metaphors and descriptive details rather than a lot of
explanation.
• Structure: Line lengths, line breaks, capitalization, and punctuation
can reinforce meaning. Use these graphical elements to make your
most important ideas stand out.
• Coherence: Choose details that create a single strong impression.
Publish Your Work A chapbook is a small collection of poetry. Work
with your group, using digital tools, to publish a chapbook of the poems
Copyright © Savvas Learning Company LLC. All Rights Reserved.

you wrote independently. Follow these steps:

EQ Before moving
Notes
• Gather the poems everyone has written. If possible, use word on to a new
processing software to type them using the same fonts. Make sure selection, go to your
each poet’s name appears with the poem he or she wrote. Essential Question
Notes and record any
• Create a table of contents that includes each poem’s title, its author, additional thoughts
and the number of the page on which it appears. or observations you
may have about Poetry
• Give your collection a title and choose an image to use on the cover.
Collection 1.
• Once you are happy with the design, print multiple copies, and bind
the pages as books.
• Share your chapbooks with your class or another appropriate
audience. You may also find out about adding them to the
collections of your school or local libraries.

Poetry Collection 1 113

PERFORMANCE TASK
SOURCES

• Tutors Teach Seniors Present a Personal Narrative

New High-Tech Tricks

• from Mom & Me & AS SI GN M EN T

Mom
You have read selections about conflicts and connections between
• Learning to Love
My Mother generations. With your group, write and present an autobiographical
anecdote, a brief true story, about an event in your life. Use your
• Mother-Daughter
Drawings
anecdote to respond to the following question:

• Abuelita Magic What new knowledge or skills have you learned from
someone of a different generation?
• Mother to Son

• To James

Prepare and Plan INTERACTIVITY

Analyze the Texts Each of the texts in this section presents insights
into the lessons different generations can teach one another. With your
group, identify the lessons each text conveys. Use this chart to summarize
your ideas.

TITLE LESSON TAUGHT / SUPPORTING DETAILS

Tutors Teach Seniors New

High-Tech Tricks

from Mom & Me & Mom

Learning to Love My Mother

Mother-Daughter Drawings

Abuelita Magic

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Mother to Son

To James

Determine a Topic Use your summaries to inspire your own anecdote.

Jot down two or three ideas and discuss them with your group. Which
key points are the most interesting or powerful? Which most clearly
answers the assignment question?
Apply Narrative Techniques Work on your own to write your
anecdote. Start with a central idea you want to share. Then, use a logical
organization, such as time order, to relate the events of your narrative.
Use precise words and phrases to show what the situation was like, and
use dialogue to show what people said and how they interacted.

114 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Rehearse and Present

Organize and Revise Work as a group to revise your anecdotes and to
plan an effective sequence in which to present them.
• Have each group member read his or her anecdote aloud. TIP: Constructive
• P rovide and accept constructive feedback, working together to make feedback is
sure each anecdote has a strong and vivid central idea. When you are information someone
can actually use and
providing feedback, begin by saying what worked well. Then, offer
apply. Be specific and
specific suggestions for elements that could be strengthened. When
provide suggestions
you accept feedback, be receptive and listen closely to your peers'
rather than criticism.
suggestions.
•C
 onsider the mood, or emotional quality, of each anecdote. Then,
decide the effect you want your presentation to have. Choose an order
that creates the effect you want. For example, you might want to start
with a funny anecdote and end with an inspirational one.

Share Your Presentations Once you are satisfied with your

presentation, deliver it to the class. Then, invite discussion and questions
from your audience. Respond to the questions thoughtfully.

Listen and Ask Questions

Listen to the Presentations As your peers deliver their presentations,
listen actively to interpret the messages of their anecdotes. Use these tips:
• Take notes, but keep your attention on the speakers.
•D
 on't write whole sentences. Instead, jot down key words that will jog
your memory later.
• Notice details that affect you in a strong way.
• L isten for key points the speakers emphasize, comparisons they make,
and differences they point out. Notice how they end the anecdote.
With what impression does it leave you?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Discuss Interpretations As a class, engage in a meaningful

conversation about the anecdotes related in each presentation. Share
your interpretations, and ask clarifying questions of the presenters to
make sure you understand their central ideas. Consider their answers B.E.S.T.
7.C.1.2: Write personal or fictional
thoughtfully, and build on one another's ideas. Use these sentence narratives using narrative techniques,
frames as examples to guide your questions and comments during the a recognizable point of view, precise
discussion: words and phrases, and figurative
language.
7.C.1.5: Improve writing by
SENTENCE FRAMES
planning, revising, and editing,
I agree with that point and find it interesting. I also think ____________. considering feedback from adults
and peers.
My viewpoint is a little different. What would you say about 7.C.2.1: Present information orally,
___________________? in a logical sequence, emphasizing
key points that support the
Yes, that's true! But I wonder about ______________________. central idea.

Performance Task: Present a Personal Narrative 115

 INDEPENDENT LEARNING

Essential Question
Reading Digital Texts
What can one generation Digital texts like the ones you

learn from another?

will read in this section are
electronic versions of print
texts. They have a variety of
People of different generations may have unique ways of looking at the characteristics:
world. How can learning about different perspectives broaden your own • can be read on various
views? In this section, you will choose a text about different generations devices
to read independently. Get the most from this section by establishing • text can be re-sized
a purpose for reading. Ask yourself, “What do I hope to gain from my • may include highlighting or
other annotation tools
independent reading?” Here are just a few purposes you might consider:
• may have bookmarks, audio
Read to Learn Think about the selections you have already read. links, and other helpful
What questions do you still have about the unit topic? features
Read to Enjoy Evaluate the table of contents. Judging from the titles and
descriptions, which text seems most interesting and appealing to you?
Read to Form a Position Consider your thoughts and feelings
about the Essential Question. Are you still undecided about some
aspect of the topic?

VIDEO

Independent Learning Strategies

INTERACTIVITY
Throughout your life, in school, in your community, and in your career,
you will need to rely on yourself to learn and work on your own. Use
these strategies to keep your focus as you read independently for
sustained periods of time. Add ideas of your own for each category.
STRATEGY MY ACTION PLAN
Create a schedule
• Be aware of your deadlines.
• Make a plan for each day’s activities.

Read with purpose Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Use a variety of comprehension

strategies to deepen your
understanding.
• Think about the text and how it adds
to your knowledge.

Take notes
• Record key ideas and information.
• Review your notes before sharing
what you’ve learned.

B.E.S.T.
K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.

116 UNIT 1 • CROSSING GENERATIONS

 AUDIO ANNOTATE DOWNLOAD
CONTENTS
Choose one selection. Selections are available online only.
POETRY COLLECTION 2: LYRIC POETRY

Lineage
Margaret Walker

Family
Grace Paley

What do you inherit from your ancestors?

OPINION PIECE

“Gotcha Day” Isn’t a Cause for Celebration

Sophie Johnson

Can you yearn for a past that you barely remember?

MEDIA: DIGITAL STORYTELLING

Bridging the Generational Divide Between

a Football Father and a Soccer Son
John McCormick

How do a father and son find common ground in a

disagreement?

REALISTIC FICTION

Water Names
Lan Samantha Chang

An eerie tale that has been passed down for generations.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

REALISTIC FICTION

An Hour With Abuelo

Judith Ortiz Cofer

A grandfather still has the ability to surprise his grandson.

SHARE YOUR INDEPENDENT LEARNING

Reflect on and evaluate the information you gained from your Independent
Learning selection. Then, share what you learned with others.

Independent Learning 117

INDEPENDENT LEARNING

Close-Read Guide Tool Kit

Close-Read Guide and
Model Annotation
Establish your purpose for reading. Then, read the selection
through at least once. Use this page to record your close-read ideas.

Selection Title: Purpose for Reading:

Minutes Read:

INTERACTIVITY

Close Read the Text Analyze the Text

Zoom in on sections you found interesting. 1. Think about the author’s choices of literary
Annotate what you notice. Ask yourself elements, techniques, and structures. Select
questions about the text. What can you one and record your thoughts.
conclude?

2. What characteristics of digital texts did you

use as you read this selection, and in what
ways? How do the characteristics of a digital
text affect your reading experience? Explain.

QuickWrite
Choose a paragraph from the text that grabbed your interest. Explain the power of this passage.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

118 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Share Your Independent Learning

Essential Question
What can one generation learn from another?
When you read something independently, your understanding continues
to grow as you share what you have learned with others.

NOTEBOOK

Prepare to Share
CONNECT IT One of the most important ways to respond to a text
is to notice and describe your personal reactions. Think about the text
you explored independently and the ways in which it connects to your
own experiences.
• What similarities and differences do you see between the text and
your own life? Describe your observations.
• How do you think this text connects to the Essential Question?
Describe your ideas using details from the text.

Learn From Your Classmates

DISCUSS IT Share your ideas about the text you explored on your
own. Be sure to present your key ideas in a logical sequence. As you
talk with others in your class, take notes about new ideas that seem
important.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Reflect
EXPLAIN IT Review your notes, and mark the most important
insight you gained from these writing and discussion activities. Explain
how this idea adds to your understanding of generations.

B.E.S.T.
K12.EE.1.1: Cite evidence to explain and justify reasoning; K12.EE.2.1: Read and comprehend grade-level complex texts proficiently; 7.C.2.1: Present
information orally, in a logical sequence, emphasizing key points that support the central idea.

Independent Learning 119

 PERFORMANCE-BASED ASSESSMENT

Personal Narrative
AS SI GN M EN T

In this unit, you read different perspectives about the ways in which
people of different generations can learn from one another. You also
practiced writing personal narratives. Now, apply what you have
learned.
Write a personal narrative that reflects your new understanding of
the Essential Question.

Essential Question
What can one generation learn from another?

Review and Evaluate Your EQ Notes

INTERACTIVITY

Review your Essential Question Notes and your QuickWrite from the
beginning of the unit. Have your ideas changed?

Yes No

Identify at least three pieces of evidence that Identify at least three pieces of evidence that
changed your ideas about people of different reinforced your initial ideas.
generations.

1. 1.

2. 2.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

3. 3.

State your ideas now:

How might you express your thinking about the ways in which we learn from people across
generations in a personal narrative?

120 UNIT 1 • CROSSING GENERATIONS

 Essential Question: What can one generation learn from another?

Share Your Perspective

The Personal Narrative Checklist will help you stay on track.
PLAN Before you write, read the Checklist and make sure you
understand all the items.
DRAFT As you write, pause occasionally to make sure you’re meeting
the Checklist requirements.

Use New Words Refer to your Word Network to vary your

word choice. Also, consider using one or more of the Academic
Vocabulary terms you learned at the beginning of the unit: dialogue, EQ Make sure you
consequence, perspective, notable, contradict. Notes have pulled
in details from your
REVIEW AND EDIT After you have written a first draft, evaluate it Essential Question
against the Checklist. Make any changes needed to strengthen the Notes to support
structure, message, and language of your writing. Then, reread your your ideas.
narrative and fix any errors you find.

INTERACTIVITY

PERSONAL NARRATIVE CHECKLIST

My personal narrative clearly contains…

an introduction that establishes the characters, or real people,

setting, and situation.

events that show conflicts begin and develop.

a conclusion that shows how conflicts resolve, or come

to an end.

a recognizable and clear point of view, with you as the narrator.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

precise words and phrases or the use of figurative language to

bring characters and events to life for readers.

correct use of standard English conventions, including pronoun-

antecedent agreement.

no punctuation or spelling errors.

B.E.S.T.
7.C.1.2: Write personal or
fictional narratives using narrative
techniques, a recognizable point
of view, precise words and
phrases, and figurative language.
7.V.1.1: Integrate academic
vocabulary appropriate to grade
level in speaking and writing.

Performance-Based Assessment 121

 PERFORMANCE-BASED ASSESSMENT

Revising and Editing INTERACTIVITY

Read this draft and think about corrections the writer might make.
Then, answer the questions that follow.

[1] At the oaktown park, I met Ranger Jim, a bald man with a scratchy
voice. [2] He was clearly popular with visitors, but I didn’t get it. [3] He was
one of the older rangers—and probably forgetful—so why were they still
working? [4] It seemed old-fashioned to meet for a guided hike. [5] The park’s
app covered everything.
[6] Well, the app gave facts, but Jim had lived adventures, and as I listened,
I lived them, too. [7] I could picture Jim as a teenager like me. [8] I could feel
the heat of wildfires and hear thundering waterfalls.
[9] “I see you like apps,” Jim said, glancing at the phone in my hand. [10] I
reddened, as I’d forgotten it in my enjoyment of his stories.
[11] “I, uh, want to develop apps of my own someday,” I mumbled.
[12] “I’d be happy to share tips said Jim. [13] “After all, you were kind
enough to download the app I developed.”
[14] That day I learned something.

1. How should the capitalization in sentence 1 3. What is the BEST way to combine sentences
be corrected? 4 and 5?
A Replace oaktown park with Oaktown A Because it seemed old-fashioned to meet
park. for a guided hike if the park’s app covered
everything.
B Replace Ranger Jim with Ranger jim.
B It seemed old-fashioned to meet for
C Replace oaktown park with Oaktown
a guided hike because the park’s app
Park.
covered everything.
D Replace Ranger Jim with ranger jim.
C Given the park’s app, why meet for a
guided hike?
Copyright © Savvas Learning Company LLC. All Rights Reserved.
2. What change should be made to sentence 3 D A guided hike, due to the park’s app,
to correct the pronoun-antecedent error? seemed old-fashioned.
A Replace older with oldest.
B Replace He with Jim. 4. Which answer choice accurately corrects the
C Change were they to was they punctuation of dialogue in sentence 12?

D Change were they to was he. A “I’d be happy to share tips”, said Jim.
B “I’d be happy to share tips” said Jim.
C “I’d be happy to share tips,” said Jim.
D Make no change.

122 UNIT 1 • CROSSING GENERATIONS

 UNIT
1 REFLECTION

Reflect On the Unit NOTEBOOK

Reflect On the Unit Goals INTERACTIVITY

Review your Unit Goals chart from the beginning of the unit. Then,
complete the activity and answer the question.
1. In the Unit Goals chart, rate how well you meet each goal now.
2. In which goals were you most and least successful?

Reflect On the Texts

VOTE! Use this Selection Ballot to vote for the texts you liked the most
and the least. Then, discuss the reasons for your choices.

SELECTION BALLOT
Liked Most Liked Least
Title [choose one] [choose one]

Two Kinds from The Joy Luck Club

The Case of the Disappearing Words

Tutors Teach Seniors New High-Tech Tricks

from Mom & Me & Mom

Learning to Love My Mother

Mother-Daughter Drawings

Abuelita Magic / Mother to Son / To James

Your Independent Learning Selection:

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Reflect On the Essential Question

TIP: As you collect
Life-Lessons Guide Create an inspirational guide, using quotations
quotations, make sure
from characters, authors, and people you encountered as you explored your guide represents
the Essential Question: What can one generation learn from another? a wide range of
• Review the texts in the unit to locate quotations that made an generations and
impression on you. Include at least five quotations. perspectives.

• For each quotation, cite the name of the character or person quoted
as well as the selection title and author. Then, briefly explain how this
quotation affected your ideas about the Essential Question.

B.E.S.T.
K12.EE.1.1: Cite evidence to explain and justify reasoning; 7.C.1.5: Improve writing by planning, revising, and editing, considering
feedback from adults and peers; 7.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate
to grade level.

Unit Reflection 123

POETRY COLLECTION 2

Lineage
Margaret Walker

About the Poet

Poet and novelist Margaret Walker (1915–1998) was
born in Birmingham, Alabama, daughter of a minister
and a music teacher who nurtured her interest in
poetry and philosophy. At the age of 19, Walker
graduated from Northwestern University and began a
career as a writer. In addition to earning a master of
arts in 1940 and a PhD in 1965, Walker received
numerous honorary degrees and fellowships in recognition of her literary
contributions.

BACKGROUND
For Margaret Walker, her family history was her greatest source of
inspiration. Her grandmother took care of Walker and her siblings as
children and told them stories about their great-grandmother. Walker’s
500-page epic novel, Jubilee, was based on her great-grandmother’s life
during slavery and immediately following the Civil War.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

My grandmothers were strong.
They followed plows and bent to toil.1
They moved through fields sowing seed.
They touched earth and grain grew.
5 They were full of sturdiness and singing.
My grandmothers were strong.

My grandmothers are full of memories

Smelling of soap and onions and wet clay
With veins2 rolling roughly over quick hands
10 They have many clean words to say.
My grandmothers were strong.
Why am I not as they?
1. toil n. hard physical work.
2. veins n. vessels that carry blood to the heart.

IL1 UNIT 1 Independent Learning • Lineage • Family

 POETRY COLLECTION 2: LYRIC POETRY

Family
Grace Paley

About the Poet

Grace Paley (1922–2007) was raised in the Bronx, in
New York City. Her parents spoke both Russian and
Yiddish, and this dual culture as well as the city itself
inspired many of her writings. She described herself as
a “combative pacifist” and spoke out against
American militarization in anti-war protests. Paley
taught writing at Sarah Lawrence College for many
years, and her work has won many awards.

BACKGROUND
Paley’s family immigrated to America from Russia during the Russian
Revolution of 1905. During this period, many Russians had become
dissatisfied with the social and political system of their country.
Protesters were initially met with violent resistance by the government,
but continued unrest eventually convinced Tsar Nicholas II to institute
the Fundamental Laws, which functioned as a constitution.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

My father was brilliant embarrassed funny handsome

my mother was plain serious principled1 kind
my grandmother was intelligent lonesome for her
other life her dead children silent
5 my aunt was beautiful bitter angry loving

I fell among these adjectives in earliest childhood

and was nearly buried with opportunity
some of them stuck to me others
finding me American and smooth slipped away

1. principled adj. moral; knowing right from wrong.

UNIT 1 Independent Learning • Lineage • Family IL2

OPINION PIECE

“Gotcha Day”
Isn’t a Cause for
Celebration
Sophie Johnson

About the Author

Sophie Johnson was a junior at Malibu High School
in Malibu, California, when she wrote and published
this article. She has written several articles for the
Huffington Post.

BACKGROUND
Between 1999 and 2013, United States families adopted over 200,000
children from overseas, including 70,000 children from China. Most
children are less than two years old when adopted, but many are older,
and have some memories of life in their birth country. In this piece, an
author reflects on the mixed emotions she has about her own “Gotcha
Day,” the day she was adopted.

I was five and a half years old when my parents adopted me in

China and brought me to my new home to America. As my
mom always says, I eagerly ran into her arms and truly have
Copyright © Savvas Learning Company LLC. All Rights Reserved.

stayed there for the past 12 years. She is my mom, my best friend,
the woman I admire most in the world. But for the longest time,
my family marked that day we met in China as something known
in adoption circles as “Gotcha Day.”
2 Lots of families celebrate the day they met their adopted child
and became a family. But while I appreciate the love and everything
else my parents give me, Gotcha Day can be a mixed bag—one that
leaves kids like me sad and confused. What’s missing from Gotcha
Day is this: The acknowledgement that adoption is also about loss.
3 While adoptive parents may be celebrating a long-awaited child
finally entering their lives, that child in their arms has experienced

IL3 UNIT 1 Independent Learning • “Gotcha Day” Isn’t a Cause for Celebration
 abandonment or has been surrendered for reasons they may never
know or understand. It’s a lot to process. And sometimes while
adopted kids are processing it, their feelings of loss override their
feelings of happiness. Gotcha Day is one of those times when
we think about our past and how little some of us actually know
about it. We think about our biological parents and wish we knew
them and could ask them why they didn’t keep us. We think
about what our lives would be like, where would we be, what our
futures would look like, had there been no Gotcha Day.
4 It’s been said that adoption loss is the only trauma in the
world where everyone expects the victims to be grateful and
appreciative. I am grateful and appreciative, but I also want to
remind people that someone’s happiness over building their
family through adoption may also be someone else’s sorrow over
losing their child for circumstances they couldn’t control. Gotcha
Day feels like a day of fake smiles if we don’t acknowledge that
it’s also about loss, not just gain.
5 In my family, we now celebrate Family Day. My parents show
my brother and me the photos of when we first met. We talk about
how she fed me a big bag of candy that I promptly threw up on
her in the cab ride back to the hotel. I tell her every Family Day
how she shouldn’t have let our guide throw away the yellow
sweatsuit that I vomited on. It was the last thing my orphanage
caregivers dressed me in and was a tangible part of a past that
has many unknowns. (I forgive her; she was jet-lagged1 and the
guide took away the dirty clothes and just put them in the trash
knowing my mom had a suitcase full of new things for me to
wear from America.)
6 Every Family Day, we laugh about my little brother’s Elvis2
sneer and bewilderment at the events of the day we got him.
We laugh about how—I was 7 at the time and had been living
in America for two years—I took one look at him and began
Copyright © Savvas Learning Company LLC. All Rights Reserved.

asking my mom if we could get a puppy instead. We remember

how while my parents were busy filling out paperwork and he
and I sat coloring and my dad threw a ball at his head. My mom
screamed and my brother, without even looking up from his
coloring, raised his left hand and caught the pitch perfectly. “A
leftie! Yes!!” shouted out my dad, a life-long Cubs3 fan. I’m not
sure if the Chinese officials thought it was funny, but we sure
laugh about it every Family Day.
7 I love our Family Day. It celebrates our love for one another
plain and simple. And we always end it by lighting a candle for
our first families and going outside to talk to the moon. ❧

1. jet-lagged adj. exhausted from long-distance travel.

2. Elvis Elvis Presley, wildly popular singer and actor, also known for his smiling sneer.
3. Cubs Major League Baseball team of Chicago.

UNIT 1 Independent Learning • “Gotcha Day” Isn’t a Cause for Celebration IL4
DIGITAL STORYTELLING

Bridging the
Generational Divide
Between a Football
Father and a
Soccer Son
John McCormick

About the Author

John McCormick is a blogger, author, and regular contributor to the
Huffington Post’s Parents Section, where he provides insights and advice
to fellow parents. McCormick is also a speaker, frequently visiting schools,
fairs, and libraries to advocate for storytelling.

BACKGROUND
American football originates from the sports of soccer and rugby.
According to many metrics, it is the most popular sport in America.
But it is soccer (known as football in most countries besides the United
States) that reigns as the most popular sport across the globe. The
World Cup is among the most-watched sporting events in the world.
Today, soccer has gained popularity in the United States as well.

N owhere is the generation gap between my 16-year-old son

Will and me wider than when it comes to football. Football,
for me, is that most American of sports, pitting helmeted warriors
colliding with one another across the line of scrimmage1. Football Copyright © Savvas Learning Company LLC. All Rights Reserved.
for Will is of the global variety, the “beautiful sport” consisting of
touch passes and bending corner kicks, commonly referred to on
this side of the Atlantic as soccer.
2 Will plays on his high school’s JV soccer team. Last weekend,
he invited a few of his teammates for a sleepover at our home
after their Friday night game. The next morning, Will and his
teammates gathered around the television to watch an English
Premiere League soccer game. Comparing players on their
respective fantasy league soccer teams, they rattled off the names

1. line of scrimmage imaginary line used at the beginning of play to separate two
football teams.

IL5 UNIT 1 Independent Learning • Bridging the Generational Divide . . .

 of players I’d never heard of . . . Mesut Özil, Yaya Touré and
Mathieu Flamini, to name just a few.
3 While impressed with their knowledge of EPL players, I
wondered how many professional football players they could
identify, so I asked them to name as many players they could from
the National Football League.
4 The first five were easy for the boys—“RGIII, Peyton Manning,
Drew Brees, Joe Flacco, Richard Sherman.”
5 An awkward pause ensued before another boy finally piped up
with “Ray Rice.” I groaned.
6 When my son and his friends finally bogged down at eight,
I asked, “Why do you know so much about soccer but so little
about football?”
7 The gauntlet had been thrown down, and my son quickly took
up the challenge. “Soccer is way more fun to watch and play than
football,” he said. “There are so many commercial timeouts during
football games on TV that you can die of old age waiting for play
to resume.”
8 I had to give him that one. While I had lost one battle, I wasn’t
about to concede the war. I told him that football had more
offense, and that watching scoreless soccer games for ninety
minutes was as dry as watching C-Span2 with the volume off.
9 Back and forth the arguments flew like headers3 on a
soccer pitch.
10 Will: Soccer is followed by millions more fans than football and
is the most popular sport in the world.
11 Dad: The 2014 Super Bowl is still the most watched in U.S. TV
history.
12 Will: Soccer is a more fluid4 game, requiring skill, endurance
and grace.
13 Dad: Football has all that, too, but the players don’t act like
they’ve been mortally wounded every time an opposing player
Copyright © Savvas Learning Company LLC. All Rights Reserved.

brushes against them!

14 Will: Soccer enthusiasts are the most passionate fans in the
world, singing songs and standing on their feet for entire matches.
15 Dad: Ever been to a Seahawks game in Seattle or a Broncos
game in Denver?
16 My son got in the last word. “Soccer is a sport whose time has
come. It’s the sport of my generation.”
17 I suddenly remembered a conversation I had with my own
father when I was my son’s age. My father, the starting catcher on
his college baseball team, spoke passionately of why baseball is,

2. C-Span television network that broadcasts political proceedings and other public affairs
programming.
3. headers n. shots or passes in soccer made by hitting the ball with the head.
4. fluid adj. showing a smooth, easy style.

UNIT 1 Independent Learning • Bridging the Generational Divide . . . IL6

 and always will be, America’s national pastime. I argued just as
fervently that football was now America’s national game.
I even recall telling my dad that football was a sport whose time
had come.
18 Every generation has its own collective character, its likes and
dislikes, its passions and indifferences. While baseball was tops
in my dad’s day and football in mine, many youth today are
embracing soccer as the new “in” sport. Maybe it’s time for me to
take a new perspective on “the beautiful game.”
19 My son and I came up with a compromise. I watch an EPL game
with my son on Saturday mornings and he watches an NFL game
with me on Sunday afternoons. Not only do we have the chance to
spend more time together, but we teach each other the finer points
of futbol vs. football. Along the way we even discovered that
football is derived from soccer, with rugby providing the missing
link. Who knew that both sports were in the same family? Just like
in ours. ❧

Copyright © Savvas Learning Company LLC. All Rights Reserved.

IL7 UNIT 1 Independent Learning • Bridging the Generational Divide . . .

 REALISTIC FICTION

Water Names
Lan Samantha Chang

About the Author

Writer and novelist Lan Samantha Chang (b. 1965)
grew up in Appleton, Wisconsin, learning about China
from her Chinese immigrant parents. She has received
many awards, including a 2008 Guggenheim
Fellowship. Chang is currently the director of the
prestigious Iowa Writers’ Workshop.

BACKGROUND
The Yangtze River is one of the longest rivers in the world, flowing
3,915 miles across China, and emptying out into the East China Sea.
Throughout Chinese history, the Yangtze River has been a vital source of
life, providing food and enabling irrigation, transportation, and industry.
Yangtze is the river’s westernized name—in China it is called Chang
Jiang, meaning “Long River.”

S ummertime at dusk we’d gather on the back porch, tired and

Copyright © Savvas Learning Company LLC. All Rights Reserved.

sticky from another day of fierce encoded quarrels, nursing

our mosquito bites and frail dignities, sisters in name only. At
first we’d pinch and slap each other, fighting for the best—least
ragged—folding chair. Then we’d argue over who would sit next
to our grandmother. We were so close together on the tiny porch
that we often pulled our own hair by mistake. Forbidden to bite,
we planted silent toothmarks on each others’ wrists. We ignored
the bulk of house behind us, the yard, the fields, the darkening
sky. We even forgot about our grandmother. Then suddenly we’d
hear her old, dry voice, very close, almost on the backs of our
necks.
2 “Xiushila! Shame on you. Fighting like a bunch of chickens.”

UNIT 1 Independent Learning • Water Names IL8

 3 And Ingrid, the oldest, would freeze with her thumb and
forefinger right on the back of Lily’s arm. I would slide my hand
away from the end of Ingrid’s braid. Ashamed, we would shuffle
our feet while Waipuo calmly found her chair.
4 On some nights she sat with us in silence. But on some nights
she told us stories, “just to keep up your Chinese,” she said.
5 “In these prairie crickets I often hear the sound of rippling
water, of the Yangtze River,” she said. “Granddaughters, you are
descended on both sides from people of the water country, near
the mouth of the great Chang Jiang as it is called, where the river
is so grand and broad that even on clear days you can scarcely see
the other side.
6 “The Chang Jiang runs four thousand miles, originating in the
Himalaya mountains1 where it crashes, flecked with gold dust,
down steep cliffs so perilous and remote that few humans have
ever seen them. In central China, the river squeezes through
deep gorges, then widens in its last thousand miles to the sea.
Our ancestors have lived near the mouth of this river, the ever-
changing delta, near a city called Nanjing, for more than a
thousand years.”
7 “A thousand years,” murmured Lily, who was only ten. When
she was younger she had sometimes burst into nervous crying at
the thought of so many years. Her small insistent fingers grabbed
my fingers in the dark.
8 “Through your mother and I you are descended from a line of
great men and women. We have survived countless floods and
seasons of ill-fortune because we have the spirit of the river in
us. Unlike mountains, we cannot be powdered down or broken
apart. Instead, we run together like raindrops. Our strength and
spirit wear down mountains into sand. But even our people must
respect the water.”
9 She paused. “When I was young, my own grandmother once

Copyright © Savvas Learning Company LLC. All Rights Reserved.

told me the story of Wen Zhiqing’s daughter. Twelve hundred
years ago the civilized parts of China still lay to the north, and
the Yangtze valley lay unspoiled. In those days lived an ancestor
named Wen Zhiqing, a resourceful man, and proud. He had been
fishing for many years with trained cormorants, which you girls
of course have never seen. Cormorants are sleek, black birds
with long, bending necks which the fishermen fitted with metal
rings so the fish they caught could not be swallowed. The birds
would perch on the side of the old wooden boat and dive into the
river.” We had only known blue swimming pools, but we tried to
imagine the sudden shock of cold and the plunge, deep into water.
10 “Now, Wen Zhiqing had a favorite daughter who was very
beautiful and loved the river. She would beg to go out on the boat

1. Himalaya Mountains mountain range in South Asia.

IL9 UNIT 1 Independent Learning • Water Names

 with him. This daughter was a restless one, never contented with
their catch, and often she insisted they stay out until it was almost
dark. Even then, she was not satisfied. She had been spoiled by
her father, kept protected from the river, so she could not see its
danger. To this young woman, the river was as familiar as the sky.
It was a bright, broad road stretching out to curious lands. She did
not fully understand the river’s depths.
11 “One clear spring evening, as she watched the last bird dive
off into the blackening waters, she said, ‘If only this catch would
bring back something more than another fish!’
12 “She leaned over the side of the boat and looked at the water.
The stars and moon reflected back at her. And it is said that the
spirits living underneath the water looked up at her as well. And
the spirit of a young man who had drowned in the river many
years before saw her lovely face.”
13 We had heard about the ghosts of the drowned, who wait
forever in the water for a living person to pull down instead.
A faint breeze moved through the mosquito screens and we
shivered.
14 “The cormorant was gone for a very long time.” Waipuo said,
“so long that the fisherman grew puzzled. Then, suddenly, the
bird emerged from the waters, almost invisible in the night. Wen
Zhiqing grasped his catch, a very large fish, and guided the boat
back to shore. And when Wen reached home, he gutted the fish
and discovered, in its stomach, a valuable pearl ring.”
15 “From the man?” said Lily.
16 “Sshh, she’ll tell you.”
17 Waipuo ignored us. “His daughter was delighted that her wish
had been fulfilled. What most excited her was the idea of an entire
world like this, a world where such a beautiful ring would be only
a bauble!2 For part of her had always longed to see far away things
and places. The river had put a spell on her heart. In the evenings
Copyright © Savvas Learning Company LLC. All Rights Reserved.

she began to sit on the bank looking at her own reflection in

the water. Sometimes she said she saw a handsome young man
looking back at her. And her yearning for him filled her heart
with sorrow and fear, for she knew that she would soon leave her
beloved family.
18 “‘It’s just the moon, said Wen Zhiqing, but his daughter shook
her head. ‘There’s a kingdom under the water,’ she said. ‘The
prince is asking me to marry him. He sent the ring as an offering
to you.’ ‘Nonsense,’ said her father, and he forbade her to sit by
the water again.
19 “For a year things went as usual, but the next spring there came
a terrible flood that swept away almost everything. In the middle
of a torrential rain, the family noticed that the daughter was

2. bauble (BAW buhl) n. object of little value.

UNIT 1 Independent Learning • Water Names IL10

 missing. She had taken advantage of the confusion to hurry to the
river and visit her beloved. The family searched for days but they
never found her.”
20 Her smoky, rattling voice came to a stop.
21 “What happened to her?” Lily said.
22 “It’s okay, stupid,” I told her. “She was so beautiful that she
went to join the kingdom of her beloved. Right?”
23 “Who knows?” Waipuo said. “They say she was seduced by a
water ghost. Or perhaps she lost her mind to desiring.”
24 “What do you mean?” asked Ingrid.
25 “I’m going inside,” Waipuo said, and got out of her chair with a
creak. A moment later the light went on in her bedroom window.
We knew she stood before the mirror, combing out her long, wavy
silver-gray hair, and we imagined that in her youth she too had
been beautiful.
26 We sat together without talking. We had gotten used to
Waipuo’s abruptness, her habit of creating a question and leaving
without answering it, as if she were disappointed in the question
itself. We tried to imagine Wen Zhiqing’s daughter. What did she
look like? How old was she? Why hadn’t anyone remembered
her name?
27 While we weren’t watching, the stars had emerged. Their
brilliant pinpoints mapped the heavens. They glittered over us,
over Waipuo in her room, the house, and the small city we lived
in, the great waves of grass that ran for miles around us, the
ground beneath as dry and hard as bone. ❧

Copyright © Savvas Learning Company LLC. All Rights Reserved.

IL11 UNIT 1 Independent Learning • Water Names

 REALISTIC FICTION

An Hour
With Abuelo
Judith Ortiz Cofer

About the Author

Judith Ortiz Cofer (1952–2016) was born in Puerto Rico. She grew up in
both Puerto Rico and New Jersey, where her father was stationed in the
United States Navy. She was introduced to the storytelling tradition at her
grandmother’s house in Puerto Rico.

BACKGROUND
Nursing homes are places that provide care for people who are unable
to care for themselves because of chronic illness or disability. Usually,
nursing home residents are elderly. A staff of nurses and aides provides
medicine and food so that residents are free to spend their time doing
other things.

“J ust one hour, una hora, is all I’m asking of you, son.” My
grandfather is in a nursing home in Brooklyn, and my
mother wants me to spend some time with him, since the doctors
say that he doesn’t have too long to go now. I don’t have much
Copyright © Savvas Learning Company LLC. All Rights Reserved.

time left of my summer vacation, and there’s a stack of books

next to my bed I’ve got to read if I’m going to get into the AP
English class I want. I’m going stupid in some of my classes, and
Mr. Williams, the principal at Central, said that if I passed some
reading tests, he’d let me move up.
2 Besides, I hate the place, the old people’s home, especially
the way it smells like industrial-strength ammonia1 and other
stuff I won’t mention, since it turns my stomach. And really the
abuelo always has a lot of relatives visiting him, so I’ve gotten out
of going out there except at Christmas, when a whole vanload
of grandchildren are herded over there to give him gifts and a
hug. We all make it quick and spend the rest of the time in the

1. ammonia n. liquid used for cleaning that has a very strong smell.

UNIT 1 Independent Learning • An Hour With Abuelo IL12

 recreation area, where they play checkers and stuff with some of
the old people’s games, and I catch up on back issues of Modern
Maturity. I’m not picky, I’ll read almost anything.
3 Anyway, after my mother nags me for about a week, I let her
drive me to Golden Years. She drops me off in front. She wants
me to go in alone and have a “good time” talking to Abuelo. I tell
her to be back in one hour or I’ll take the bus back to Paterson. She
squeezes my hand and says, “Gracias, hijo,”2 in a choked-up voice
like I’m doing her a big favor.
4 I get depressed the minute I walk into the place. They line up
the old people in wheelchairs in the hallway as if they were about
to be raced to the finish line by orderlies3 who don’t even look at
them when they push them here and there. I walk fast to room 10,
Abuelo’s “suite.” He is sitting up in his bed writing with a pencil
in one of those old-fashioned black hardback notebooks. It has the
outline of the island of Puerto Rico on it. I slide into the hard vinyl
chair by his bed. He sort of smiles and the lines on his face get
deeper, but he doesn’t say anything. Since I’m supposed to talk to
him, I say, “What are you doing, Abuelo, writing the story of your
life?”
5 It’s supposed to be a joke, but he answers, “Sí, how did you
know, Arturo?”
6 His name is Arturo too. I was named after him. I don’t really
know my grandfather. His children, including my mother, came
to New York and New Jersey (where I was born) and he stayed on
the Island until my grandmother died. Then he got sick, and since
nobody could leave their jobs to go take care of him, they brought
him to this nursing home in Brooklyn. I see him a couple of times
a year, but he’s always surrounded by his sons and daughters. My
mother tells me that Don Arturo had once been a teacher back in
Puerto Rico, but had lost his job after the war. Then he became a
farmer. She’s always saying in a sad voice, “Ay, bendito!4 What a

Copyright © Savvas Learning Company LLC. All Rights Reserved.

waste of a fine mind.” Then she usually shrugs her shoulders and
says, “Así es la vida.” That’s the way life is. It sometimes makes
me mad that the adults I know just accept whatever is thrown at
them because “that’s the way things are.” Not for me. I go after
what I want.
7 Anyway, Abuelo is looking at me like he was trying to see into
my head, but he doesn’t say anything. Since I like stories, I decide
I may as well ask him if he’ll read me what he wrote.
8 I look at my watch; I’ve already used up twenty minutes of the
hour I promised my mother.

2. Gracias, hijo (GRAH see uhs EE hoh) Spanish for “Thank you, son.” Hijo also means
“child.”
3. orderlies n. hospital workers who do nonmedical tasks such as moving patients around
or cleaning.
4. bendito (vehn DEE toh) Spanish for “blessed.”

IL13 UNIT 1 Independent Learning • An Hour With Abuelo

 9 Abuelo starts talking in his slow way. He speaks what my
mother calls book English. He taught himself from a dictionary,
and his words sound stiff, like he’s sounding them out in his head
before he says them. With his children he speaks Spanish, and that
funny book English with us grandchildren. I’m surprised that he’s
still so sharp, because his body is shrinking like a crumpled-up
brown paper sack with some bones in it. But I can see from
looking into his eyes that the light is still on in there.
10 “It is a short story, Arturo. The story of my life. It will not take
very much time to read it.”
11 “I have time, Abuelo.” I’m a little embarrassed that he saw me
looking at my watch.
12 “Yes, hijo. You have spoken the truth. La verdad. You have much
time.”
13 Abuelo reads: “’I loved words from the beginning of my life.
In the campo5 where I was born one of seven sons, there were
few books. My mother read them to us over and over: the Bible,
the stories of Spanish conquistadors and of pirates that she had
read as a child and brought with her from the city of Mayagüez;
that was before she married my father, a coffee bean farmer; and
she taught us words from the newspaper that a boy on a horse
brought every week to her. She taught each of us how to write on
5. campo (KAHM poh) Spanish for “open country.”
Copyright © Savvas Learning Company LLC. All Rights Reserved.

UNIT 1 Independent Learning • An Hour With Abuelo IL14

 a slate with chalks that she ordered by mail every year. We used
those chalks until they were so small that you lost them between
your fingers.
14 “’I always wanted to be a writer and a teacher. With my heart
and my soul I knew that I wanted to be around books all of my
life. And so against the wishes of my father, who wanted all
his sons to help him on the land, she sent me to high school in
Mayagüez. For four years I boarded with a couple she knew. I
paid my rent in labor, and I ate vegetables I grew myself. I wore
my clothes until they were thin as parchment. But I graduated at
the top of my class! My whole family came to see me that day. My
mother brought me a beautiful guayabera, a white shirt made of the
finest cotton and embroidered by her own hands. I was a happy
young man.
15 “’In those days you could teach in a country school with a high
school diploma. So I went back to my mountain village and got a
job teaching all grades in a little classroom built by the parents of
my students.
16 “I had books sent to me by the government. I felt like a rich
man although the pay was very small. I had books. All the books
I wanted! I taught my students how to read poetry and plays, and
how to write them. We made up songs and put on shows for the
parents. It was a beautiful time for me.
17 “’Then the war came,6 and the American President said that all
Puerto Rican men would be drafted. I wrote to our governor and
explained that I was the only teacher in the mountain village. I
told him that the children would go back to the fields and grow
up ignorant if I could not teach them their letters. I said that I
thought I was a better teacher than a soldier. The governor did not
answer my letter. I went into the U.S. Army.
18 “I told my sergeant that I could be a teacher in the army. I could
teach all the farm boys their letters so that they could read the

Copyright © Savvas Learning Company LLC. All Rights Reserved.

instructions on the ammunition boxes and not blow themselves
up. The sergeant said I was too smart for my own good, and gave
me a job cleaning latrines.7 He said to me there is reading material
for you there, scholar. Read the writing on the walls. I spent the
war mopping floors and cleaning toilets.
19 “’When I came back to the Island, things had changed. You had
to have a college degree to teach school, even the lower grades.
My parents were sick, two of my brothers had been killed in the
war, the others had stayed in Nueva York. I was the only one
left to help the old people. I became a farmer. I married a good

6. “Then the war came, . . .” The United States entered World War II in 1941, after the
bombing of Pearl Harbor.
7. latrines (luh TREENZ) n. toilets.

IL15 UNIT 1 Independent Learning • An Hour With Abuelo

 woman who gave me many good children. I taught them all how
to read and write before they started school.’”
20 Abuelo then puts the notebook down on his lap and closes
his eyes.
21 “Así es la vida is the title of my book,” he says in a whisper,
almost to himself. Maybe he’s forgotten that I’m there.
22 For a long time he doesn’t say anything else. I think that he’s
sleeping, but then I see that he’s watching me through half-closed
lids, maybe waiting for my opinion of his writing. I’m trying to
think of something nice to say. I liked it and all, but not the title.
And I think that he could’ve been a teacher if he had wanted to
bad enough. Nobody is going to stop me from doing what I want
with my life. I’m not going to let la vida get in my way. I want
to discuss this with him, but the words are not coming into my
head in Spanish just yet. I’m about to ask him why he didn’t keep
fighting to make his dream come true, when an old lady in hot-
pink running shoes sort of appears at the door.
23 She is wearing a pink jogging outfit too. The world’s oldest
marathoner, I say to myself. She calls out to my grandfather in
a flirty voice, “Yoo-hoo, Arturo, remember what day this is? It’s
poetry-reading day in the rec room! You promised us you’d read
your new one today.”
24 I see my abuelo perking up almost immediately. He points to
his wheelchair, which is hanging like a huge metal bat in the open
closet. He makes it obvious that he wants me to get it. I put it
together, and with Mrs. Pink Running Shoes’s help, we get him in
it. Then he says in a strong deep voice I hardly recognize, “Arturo,
get that notebook from the table, please.”
25 I hand him another map-of-the-Island notebook—this one is
red. On it in big letters it says, POEMAS DE ARTURO.
26 I start to push him toward the rec room, but he shakes his finger
at me.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

27 “Arturo, look at your watch now. I believe your time is over.”

He gives me a wicked smile.
28 Then with her pushing the wheelchair—maybe a little too fast—
they roll down the hall. He is already reading from his notebook,
and she’s making bird noises. I look at my watch and the hour is
up, to the minute. I can’t help but think that my abuelo has been
timing me. It cracks me up. I walk slowly down the hall toward
the exit sign. I want my mother to have to wait a little. I don’t
want her to think that I’m in a hurry or anything. ❧

UNIT 1 Independent Learning • An Hour With Abuelo IL16