Novel Companion Course 2 TG

Teacher Guide
Novel Companion
The Adventures of Tom Sawyer
Mark Twain
Dragonwings
Laurence Yep
Catherine, Called Birdy

Karen Cushman
I Am Mordred: A Tale from Camelot

Nancy Springer
Dandelion Wine
Ray Bradbury
The Time Machine The War of the Worlds

H. G. Wells
Photo Credits 10 CORBIS; 20 Bettmann/CORBIS; 30 Ted Streshinsky/CORBIS; 40 CORBIS; 50 IT Stock/ PunchStock; 60 Bettmann/CORBIS. Acknowledgments Grateful acknowledgment is given to authors, publishers, photographers, museums, and agents for permission to reprint the following copyrighted material. Every effort has been made to determine copyright owners. In case of any omissions, the Publisher will be pleased to make suitable acknowledgments in future editions.
Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher.
Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 13: 978-0-07-889159-5 ISBN 10: 0-07-889159-0 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 047 14 13 12 11 10 09 08
TABLE OF CONTENTS
About the Novel Companion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Connection to the Glencoe Literature Program . . . . . . . . . . . . . . . . . . . . . . . . . 1 Connection to Glencoes Literature Library . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Overview of the Structure of the Novel Companion . . . . . . . . . . . . . . . . . . . . . 2 Interacting with Excerpts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Using Excerpts to Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Interactive Reading Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Note-Taking Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Note-Taking Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Outline of the Novel Companion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 1
The Adventures of Tom Sawyer by Mark Twain . . . . . . . . . . . . . .
10 About the Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Options for Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Options for Using Related Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 2
Catherine, Called Birdy by Karen Cushman
. . . . . . . . . . . . . . . . . 20 About the Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Options for Motivating Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Options for Using Related Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
A bout the Nov el Compani on
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TA BLE OF CONTENTS
Unit 3
Dandelion Wine by Ray Bradbury . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 4
Dragonwings by Laurence Yep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit 5
I Am Mordred: A Tale from Camelot by Nancy Springer . . . .
Unit 6
The Time Machine and The War of the Worlds by H. G. Wells. . .
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ABOUT THE NOVEL COMPANION
The Novel Companion is the advanced level of Glencoes interactive reading workbooks, Interactive Read and Write, which accompany the literature program, Glencoe Literature. Students will study six novels, autobiographies, and plays as they complete the Novel Companion workbook. Each title they study is paired with one unit of Glencoe Literature. The titles, chosen from those offered in Glencoes Literature Library, represent well-known and muchloved literature both from the literary canon and from award-winning modern works. They challenge advanced students by offering readabilities that are either at grade level or one grade above level. The Novel Companion workbook does not include the full text of the novels (and the other longer works). Each student should have easy access to their own copies of the novels. The Novel Companion does include numerous excerpts from the novels. These excerpts allow students to do close readings of the text as they study key aspects of the novel that reflect important concepts already covered in Glencoe Literature.
students study literary elements, apply reading skills and strategies, learn new vocabulary, write about literature, and engage in other activities related to the literature. The Novel Companion, however, additionally teaches students note-taking techniques to help them make connections between the Novel Companions longer works and Glencoe Literatures shorter works. Although the Novel Companion is designed to be used in conjunction with Glencoe Literature, it can easily be used independently. For example, students may wish to delay beginning their novels until after theyve finished their unit work in Glencoe Literature. (Note that the literary elements paired with a novel draw from literary elements taught in units up to and including the unit to which the novel has been assigned, whereas the Big Questions and reading skills and strategies draw only from the unit to which the novel has been assigned.)
Connection to the Glencoe Literature Program

The major themes and concepts represented by the literary works featured in the Novel Companion have been carefully matched to Glencoe Literatures Big Questions, the major themes and concepts that appear in each unit of the Glencoe Literature program. The Novel Companions approach to teaching literature and reading is also modeled after that of Glencoe Literature:
Connection to Glencoes Literature Library

Students may use any published version of the novel in their work with the Novel Companion. Library editions of the titles are offered by Glencoe in its Literature Library series. These editions include related readings, for which the Novel Companion offers activities that give students the opportunity to relate themes and concepts from the novel to other types of literature.
A bout the Novel Compani on
ABOUT TH E NOVEL COMPANION
Overview of the Structure of the Novel Companion

The Novel Companion has students practice applying advanced-level skills, first taught in Glencoe Literature, to excerpts from novels and other longer works. The workbook begins by introducing each novel and its author. It then breaks down the literary work into sets consisting of several chapters each. The teaching apparatus for the chapter sets mirrors that for the literature selections in Glencoe Literature: each has an assigned literary element, a reading strategy or skill, accompanying vocabulary words, and writing and extension activities. Students study the literary element, reading strategy and skill, and the Big Question as reflected in the excerpts. The Novel Companion includes two general types of lessons: Interactive Reading Lessons are lessons based on the sequential chapter groupings (chapter sets) in each novel. In this part of the workbook, students practice identifying important ideas and themes, analyzing literary elements, applying reading strategies, completing graphic organizers, and mastering vocabularyall skills that expert readers use to help them comprehend novels and other lengthy works of literature. (See pages 45.) Note-Taking Lessons present two methods of note-taking to help students connect the major themes in Glencoe Literature to the novels and other works they will be reading. Learning these valuable methods will help students take effective notes whenever they study. (See pages 67.) 2
For an annotated outline of the Novel Companion structure, see pages 89.
Interacting with Excerpts

For each novel, students interact with 915 excerpts, each one or two pages long. The excerpts allow students to use targeted skills to work with targeted text. These targeted skills include 1) analyzing and evaluating literary elements inherent in the text, 2) applying advanced-level reading skills and strategies, and 3) utilizing specialized methods of note-taking. Interacting with Excerpts: Literary Elements Great works of literature are ideal for studying the application of literary techniques, such as satire, and literary devices, such as hyperbole, as well as for identifying literary elements, such as diction. In both Glencoe Literature and the Novel Companion, literary techniques, devices, and elements are all referred to as literary elements because they are present in the literature and help to define the literature and create effects. In the Novel Companion, students study the particular literary elements of an excerpt by answering two literary element questions that address specific highlighted sections of that excerpt. (See page 4.) Interacting with Excerpts: Reading Skills and Strategies Literary works are sometimes difficult to read and understand, even for advanced-level students. To help students read such works more easily and effectively, the Novel Companion re-teaches certain reading skills and strategies already taught in Glencoe Literature. The specific skills and strategies are determined by the complexity of the literature as well as by whether the literary elements require a review of certain
reading skills and strategies. For example, to help students understand an authors style, it may be necessary to first teach how to recognize and analyze an authors style as you read. Just as with the literary elements lessons, students study and apply particular reading skills and strategies to an excerpt by answering two questions that address specific highlighted sections of that excerpt. (See page 4.) Interacting with Excerpts: Note-Taking To help students retain what they have read, the Novel Companion introduces two notetaking systems and demonstrates the value of these systems by applying them to targeted areas of literary study: the study of themes and concepts. These themes and
concepts appear in the form of Big Questions that occur in each unit of Glencoe Literature. By applying both notetaking approaches to a specific excerpt, students get the most out of what theyve read. (See pages 69).
Using Excerpts to Compare and Contrast

In addition to including excerpts from novels and other longer works, the Novel Companion also includes excerpts from selections that appear in Glencoe Literature. Students compare and contrast three or four of the longer works literary elements with those of the Glencoe Literature excerpt.
Interactive Reading Lessons

The questions that appear in the interactive reading lessons help direct students through the process of reading and extracting meaning from the excerpts. The diagrams on the following pages also appear on pages 23 of the Novel Companions student edition and serve to introduce students to these types of lessons. You may wish to review that section of the student edition with your students before having them work on the Novel Companion.
Get Set to Read

After reading about the novel and the author, you will begin to read the novel. You will study it in groupings of chapters, or chapter sets, in the Novel Companion. Each chapter set begins with an activity to connect your personal experience to the literature. You will also read background material to provide context for the chapter set content. Youre invited to interact with the information in Build Background by summarizing content or writing a caption for an image related to the content. You are then introduced to the targeted skills for the chapter set: the Big Question, the literary element, and the reading skill or strategy. You will also get vocabulary for the chapter set.
Write a Journal Entry
: Septem berD ecemb BEFOR E YOU READ
er
ture Conne ct to the Litera
felt pressured to do (or someone you know) Recall a time when you was your reaction? to. How did you feel? What something you didnt want people think or or traditions suggest that Sometimes social customs feelings or wishes. In conflict with their personal behave in ways that may that may be contrary of your thoughts or beliefs your journal, explore some thinks. society of most to what
NOVEL NOTEBOOK to record Keep a special notebook that you entries about the novels read this year. SUMMARIZE the Summarize in one sentence Build most important idea(s) in Background.
Build Backg round

Class and Privilege in the
in simple huts, but the majority of people lived During the Middle Ages, were usually a a manor house. Manor houses Catherines family lives in quarters as well as included the familys living collection of buildings. They a gatehouse; a privy, or horses; the for stables as other buildings such spends much of her . In this novel, Catherine cowshed a and ; outhouse quarters. It is a room in the familys living time in the solar, a large as a private retreat and bedroom that serves combination of living room of her time in the solar Catherine spends some for the family members. was handmade at into fiber or thread. All cloth spinning, or twisting yarn to work to make it. had class s of Catherine this time, and even someone not seem all that at the manor house may by the Although the conditions actually quite comfortable were they reader, modern appealing to a which reflected only thing better was a castle, standards of the time. The society. an even higher status in use of paper. Paper s privileged status is her Another sign of Catherine printing press was the Middle Ages, and the was not widely used during most nth century. Consequently, written not developed until the mid-fiftee Ages were painstakingly Middle the during nt, which documents produced e called vellum or parchme substanc a onto hand by or copied This thick, precious of cattle, sheep or goats. of the was made from the skins case the the powerful, andas in paper was used by the rich, e religious elite. monks Catherine visitsth
Middle Ages
BEF ORE YOU REA D: Sep tem ber

BIG Quest
ion Why Do You Read? How big a role does reading play in your life? Think read many times about it. You proba throughout the day. As you read bly how reading helps this novel, think you understand about different peopl e, times, and place s. Literary Elem ent Conflict Conflict is the central struggle between oppos external confli ing forces in a ct is the strugg story. An le of a character such as nature against an outsid , society, fate, e force, or another chara takes place within cter. An intern a characters mind. al conflict to make a difficu For example, he lt choice. or she might have The events in most stories revolve around conflict. learn a lot about As a reader, you life by seeing how can people and chara resolve conflicts. cters confront and As you read, ask yourself, what internal and extern Catherine face? al conflicts does Use the graphic organizer on the you record the following page information. to help
Set Pur pos es for Rea din g
Dece mbe r
Vocabulary
betrothal [bi tro thl] n. a promise or a contract for a future marriage The king annou nced the betrot hal of his daughter to the prince. docile [dos l] adj. easily led or managed Because Tim was docile, he did what he was told. dowry [dour e ] n. money or property that a woman brings to her husband in marriage The dowry includ ed a sheep pasture, house hold goods, and money. impudence [im py dns] n. disregard for others ; willful disobedience Making insults and other impudence cause d people to dislike T ina.
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Reading Strat egy Evalu ate Characteriz Characterization ation refers to the metho the personality ds that an autho of characters. r uses to devel When authors op character is like, tell you exactly it is called direct what a characterization a characters perso . When authors nality through show his or her words through what other and actions and characters think indirect chara and say about cterization. When him or her, it is called you evaluate chara critically about the details the cterization, you author used to think reveal character. Evaluating chara ember 55 berDec cteriz Birdy: Septem ation will help Catherin e, Called of characters and you to deepen your appreciatio of the authors n both technique. To evaluate chara 9:03:54 PM cterization 1/22/08 in this novel, ask conflict with socie yourself how Cathe ty helps reveal rines who she is. You use a graphic organ may find it helpfu izer like the one l to at the right.
swagger [swa r] v. to act superior or overw helmingly selfconfident Full of confidence, Elena would swagger as she walked down the hall.
What Catherine Wants.
What Others Want.
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AC TI VE READ I NG : Sep tem b er Decem b er
Read, Respond, Interpret

Every lesson includes an active reading graphic organizer to fill in as you read. This graphic organizer is related to either the literary element or the reading skill or strategy for the chapter set. Interactive reading pages include text excerpts from the novels that emphasize a literary element or a reading skill or strategy. Questions in the margin help you interact with highlighted portions of the text.
Catherines conflict with society is revealed through the customs and issues that she does not understand or with which she does not agree. Through her experiences and analyses of her culture, she develops independent opinions as she
matures and learns about herself. Some of her ideas seem valid; others seem nave. Use the organizer below to chart the ways in which Catherines opinions differ from those generally held by her parents and society.
Social Issue
behavior of young ladies
Societys View
Catherines View
Lady-tasks are pointless. If ladies can pick maggots from the salt meat, why cant they climb trees or throw stones in the river?
Crusades
t ING: Literar y Elemen INTER ACTIV E READ
Literary Element Conflict Name the external writes conflicts that Catherine about.
MBER SEPTE of Jewish people EXCER PT: NOVE L treatment

12th day of September I am an account of my days: I am commanded to write is to say. by family. That is all there bit by fleas and plagued 13th day of September day, for he suffer from ale head this My father must privacy I hope his dinner instead of once. cracked me twice before angry liver bursts. 14th day of September torture. Corpus bones, what a Tangled my spinning again. ber marriage Marriage 15th day of Septem hay, is a business the villagers sowed arrangement. A daughter Today the sun shone and I, must marry according to pulled fish from the stream. gathered apples, and a cloth for two hours embroideringher fathers wishes. trapped inside, spent stitches after my out picking the church and three hours . villager a were I my mother saw it. I wish 16th day of September Spinning. Tangled. ber day of Septem 17th 55-98_NC_889151.indd 57 Untangled. 18th day of September account of thinks that writing this If my brother Edward more learned, grow less childish and my days will help me And I will I will do this no longer. he will have to write it. indeed. eat. Less childish not spin. And I will not . 19th day of September and I have made a bargain I am delivered! My mother account for as long as I write this I may forgo spinning but has it in not much for writing Edward. My mother is he is gone to be now lly especia , her heart to please Edward the foolish do worse things to escape a monk, and I would So I will write. boredom of spinning.
C a t he r ine , C a lle d B ir dy :
INT ERA CTI

Reading Stra tegy Evaluate Char acterization What methods of indirect characterizati on are used here? How well do they show Cath erines conflict with socie evaluation with ty? Support your evidence.
VE REA DIN G:
Rea din g Stra teg y
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Unit 2 NOVEL COMPAN ION:
DEC EM BER 9th day of December, Feast of Sain in Norfolk t Wolfeius, first hermit Gods knees! A person can kirtle at a time only wear one , so why are gown and one my mother making such and her ladi a fuss about es my coverin their spare g the bird cage ones! I cann ot believe they s with poor birds to freeze to would wan t my death. I will have plenty of time imprisoned to think on in the solar, this, for I am brushing feat bird dung off hers and seed of what seem and s enough clot French arm y. I see no deli hing for the verance. Perk grandmother in is busy with . Aelis is in London with his Thomas are the king. Geo from home much these rge and drinking and days, riding amusing othe and r people and knees, I mig ht as well be not me. God an orphan. s ... 14th e m ber S e pte m be r D e cday of 57 December, Feast of Sain own Lincolns t Hybald, abbo hire. I wonder t of our if he is a relat I am in disg ive race y. Grown quit embroidery,1/22/08 9:03:54toda PM e weary with with my pric my ked fingers sore back, I and tired eyes kicked it dow and n the stairs dogs fought to the hall, and slobbere where d over it, so mess and thre I took the sogg the w it to the pigs y . Morwenna grabbed me by the ear and My mother gave me a pinched my gentle but ster face. behaving like n lecture abo a lady. Lad ut ies, it seem feelings and s, seldom hav , if they do, e strong never never thumbs! I alw let them sho ays have stro w. Gods ng feelings painful unti and they are l I let them out, like a cow quite milk and bell who needs ows with the to give pain in her disgrace in teats. So I am my chamber. in I pray Mor that being ench wenna nev ambered is er discovers no punishm would find ent for me. some new tort She ure, like send the ladies in ing me to liste the solar. n to 15th day of December, Feast of Sain Saxons, who t Offa, king left his wife, of the East his lands, his to become a family, and monk in Rom his country e and die
NO VEL EXC ERP T:
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Show What You Know

After you read the chapters in the chapter set, you will answer questions about the content, including how the background information helped you as you read. You will then demonstrate what you learned from your interactive reading of the excerpts. You will also practice using the vocabulary words you were introduced to and learn a new vocabulary word that can be used in your academic writing. In addition, you will complete a short writing assignment and other activities related to what you read in the chapter set content. These activities will draw on what you studied in your interactive work on the excerpts from the chapters. After you read the entire novel, you will work with related readings, connect the novel to an excerpt from Glencoe Literature, and finally, write an essay or story that draws upon what you learned by reading.
: Septem berD ecemb AFTER YOU READ
er
Critic ally Respo nd and Think
as a young lady in s must Catherine master these skills? 1. What sort of lady-task she protest against learning medieval society? How does [Paraphrase]
APPLY BACKGROUND Novel Reread Introduction to the that on pages 5253. How did nd information help you understa read in or appreciate what you novel? the
? Why does ideas about the Crusades 2. What are Catherines [Analyze] laugh at Catherines ideas?
George
or distinguishing s major character traits, reveal these 3. What are some of Catherine or circumstances does Catherine qualities? In what ways traits? [Interpret]
AFT ER YO U REA D: Sep tem ber De

Literary Elem ent Conflict 1. Catherine is in conflict with her fathe brother Robe r and with rt. Why? Do you think her Robert think father the conflict is as great as Cath and thinks it is? [Eval erine uate]
cem ber
tice Respond to these questions. 1. Whom woul d you expect a betro merchants or two young peop thal to involvetwo le?
2. Which woul d you expect to be more doci a sheep? lea bull or
Vocabulary
Prac
placed on her by her responses to the demands 4. Describe Catherines and justified? Why her reactions reasonable family and by society. Are help you relate to do your own experiences or why not? In what ways Catherine? [Evaluate]
2. What quali ties does Cath erine have that her to be in cause conflict with her world? Expla each quality in why causes conf lict. [Synthesi ze]
3. What woul d you expect to do with a and trade it, dowryspend or eat and drink it? 4. How woul d you expect to respond to a smile or a impudencewi frown? th 5. Whom woul d you expect to swaggera politician or proud a humble serva nt?
about the place main ideas have you learned ize] 5. Why Do You Read? What English manor in 1290? [Synthes where Catherine livesan
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Unit 2 NOVEL COMPAN ION:
Reading Stra tegy Eval uate Characte Is most of the rization characterizati on in this nove indirect? Expla l direct or in, using evide nce 9:03:54the [Conclude] PM 1/22/08 from novel.
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Sep tem ber U REA D: AFT ER YO
De cem ber
Academic Vocabulary One of Catherine s principal occu spinning yarn pations is the or thread. In chore of the preceding means main sentence, princ or major. Think ipal about a princ make of your ipal use you time. Explain why it takes time. up so much of your
as Con ten t Are Con nec t to Wr itin g

Write a Song
kind of songs. What s making up t herself and Catherine enjoy t write abou want, think she migh song do you for her. If you Write the song her situation? lar tune. set it to a popu Jot down some ideas here first.
Science
s and different plant Catherine uses us ailments Assignment to treat vario substances other natural her any of these . Find out whet her any and complaints tive, and whet actually effec was dies reme today. are still in use steps: to treat Follow these Investigate Catherine uses of substances Make a list t complaints. mation abou illnesses or sources of infor of ble relia te Try a variety Loca eval medicine. ch sear or herbal and medi catalog s in a library be able to also search term may ence librarian n on engine. A refer with informatio Cath erin s work e, Call ed reference Bird y: Sep recommend dies. tem ber Dece r natural reme mbe r 65 herbal and othe tances on your list to learn the subs in treating Research effectiveness their and about them nts. 1/22/08 9:03:54 ailme PM t, or poster char list, e an illustrated Create Mak remedies. Note explaining the what they are showing and and use in are still which ones y. used for toda r and chart, or poste lay your list, in any Report Disp sure to expla it shows. Be explain what s you use. scientific term technical or
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CON NEC T
LA TED WI TH RE WO RK RE AD IN GS
LITE RAT URE TO OTH ER
CON NEC T
TO OTH ER LITE RAT URE

RE SP ON
you
Cather
have just read ly. right, which is to the literature excerpted from his father cold selection at the Charles by Shirle Literature. Then Laurie regarded said. y Jackson in Glenc answer the quest nothing, he oe ions below. Use text or explain Laurie started I didnt learn the exact words events and ideas The day my son Didnt learn of the in the text to suppo unced corduroy ything, I said. reno An he rt your answer. rten coes kinderga began wearing . dings in Glen and hing Rea gh, bibs anyt ted thou Com with a boy, par e & Con go overalls ers on a r to the Rela tras t I watched him teacher spanked stions refe e your answ belt; a que The Writ and l. d with wing nove 1. Conflict r girl blue jeans The follo essing his brea s on the lines ion of this ing with the olde n some note Library edit d, with Cathe How are Lauries conflicts the same Laurie said, addr texts. Literature but jot dow off the first morn rines conflicts? or different from an era of my g fresh, he adde ils from the t of paper, Are they intern g clearly that butter. For bein ers with deta est Heart separate shee al or external? next door, seein nurseryof the Hon port your answ sweet-voiced The Knight o provided. Sup his mouth full. was ended, my I asked. Wh sered, life and y s Crispin stina Hamlet at did he do? by a long-trou Called Bird ivate Chri e, ced Wh mot erin t repla tot stop res ol e to Cath scho nections Wha who forgot to do their desi Authors Not it? acter Make Con he How ? was char les, g vely decepti swaggerin It was Char hman -bye to me. or problems Celia to act e? Karen Cus Laurie thought. t qualities and wave good er spanked e of Catherin the front at the corner nections Wha teenagers of today? fresh. The teach parallel thos Make Con e the same way, said. He was a corner. He e share with He came hom on the e him stand in does Catherin open, his cap him and mad me door slamming lly fresh. e suddenly beco awfu voic was the again, but d and ? floor, ody here do? I aske What did he ting, Isnt anyb a cookie, his raucous shou his chair, took e insolently to saying, Laurie slid off At lunch he spok father was still 2. Text Structure How is the rs milk, and left, while his text structure of his baby siste and ed different from the spill r, Charles the same fathe we were g man. text structure of and his teacher said Boys Catherine, Called See here, youn ie remarked at in vain. and-Brakes remarked that Birdy? e of the Lord next day Laur the Wheelsnam The ll, the We n, take Becky and d, not to sat dow lar as soon as he ol today? I aske y tion simiw h, scho Berr lunc situa Bird He es was ed kys y. Jam Cag Ho n toda is Bec ribed in les was bad agai nections How al. elou ay desc s Con Char casu Ang e Tod y a bird ratel Mak said, the May elabo pare mously and es? said. nections Com erine like both grinned enor to Catherin Make Con All right, he How is Cath father teacher. Catherine. anything? his Charles hit the the poem to ed bird? Did you learn and the cag the free bird asked.
LITE RAT URE
rles EXC ERP T: Cha
Compare the novel
Birdy ine, Called
3. Diction In Catherine, Called Birdy, word choic understand Cathe e helps the reade rines conflicts. r Is the same true Charles? Expla in this excerpt in your answer. from
sa y WRITE ABOUT Argue a Position IT Arranged Write a comparison for centuri marriages -cont es. have bee paragraph that politica rast Do you think they UNDERSTAN n a par makes atl,least cultura are ever D THE TAS l, econom one a good idea t of some cultures main point about should To argue K ic, or othe exis ? Are ther how is to use t? Decide e any reason or Catherine are alike Charles and on your pos r reasons why arra logic to try nged mar ition. to different. riages Preand/o writer Ma readers idea influence a ke a list of s or actions three bes reasons for . t reasons. A positio your opin Use your statement: ion or pos n is an opin reasons to ition. Sele ion. It is usually stat write you ct your ed r thesis or position stat in a thesis, opinion Arranged ement, or marriages opinion statement. (should/sho _________ uld not) exis ____ t because (reason 1) , _____________ , and ______ (reason 2) _______. Grammar (reason 3) Tip Draft Sta te your thes Interjection is or opin paper. Pre s ion stateme sent each Use interjec nt near the of your rea explain eac tions to sho beginning sons in sep emotion, h reason w of or feeling. arate bod you give. what peo y paragraph your As part of Interjection ple with the may com you s. s e opp Full befo r counterarg explanation y re or afte complete uments. End osite opinion might , think abo ra sentence. thin ut with a stro When they express stro ng conclud k or say. Address Revise Exc those ing ng feel stat ing and ement. hange pap on their own ers with a this one for , begin them stand classmate. each othe capital lette with a Complete rs work: r and follo a revision w them with an exc chart like Your thesis lamation point: is ______ _________ Corpus bon _________ Why thesis es! Gods _________ needs/doe thumbs! _________ ________. s not nee d rev _________ When an interjection _________ ision: _________ does not ___ _________ Your reason express stro _________ _______ ng feeling s are quieter tone or has a ________. 1. ______ , follow it _________ with a comma: ______ 2. ___
_________ _________ _________ _________ 3. ______ _________ _________ _________ ___ _________ _________ _________ _________ Why reason ___ _________ s need/do _________ not need rev ision ___ Why explan _________ ation nee ___ _____. _________ ds/ _________ does not need rev isio _________ _________ n _______________ _________ ________. Edit and Pro ofread
Dear god , I can do no more for either of them.
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Edit your effectively writing so and is wel that it exp l organized. punctuation resses you Carefully , and spe r thoughts proofread lling errors. for gramm ar,
Unit 2 Bird y 91PANI ON: Call ed NOVE L COM Cat her ine,92
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A bout The Novel Compani on
Note-Taking Systems
Pages 45 of the Novel Companions student edition introduce students to the two note-taking systems (described below) taught in the workbook. You may wish to review those pages of the student edition with your students before having them having them complete lessons in the workbook. On-Page Note-Taking To help students connect to the Big Question, the On-Page Note-Taking lessons have students use symbols to mark up an excerpt directly on the page. The Cornell Note-Taking System The Novel Companion also trains students on the Cornell Note-Taking System, developed at Cornell University to help students take more effective notes. In this system, the page is divided into two columns, one wide and one narrow. This format allows students to effectively organize their thinking by having them record, reduce, and then recap their notes. Students take notes on excerpts from the novels and relate the excerpts to the Big Question The following summarizes the steps of the system: First, students will record notes in the wide column as they read. Their notes may include summaries, bulleted lists, and graphic organizers. Next, students will reduce, or condense, their notes into key words, phrases, questions, and comments in the narrow column. This step will help them clarify meaning, find information within their notes, and trigger their memories when they study. Finally, students use the bottom portion of the page to recap, or summarize, what they have learned from their notes. This step helps strengthen their grasp of what they just read before they move on to the next section of text.
Recap Reduce Record
Note-Taking Lessons
The Novel Companions note-taking lessons teach students how to record important information in their own words, reduce the information to key words they will remember, and recap their notes in a summary. Questions and activities in pages that follow allow students to apply the information from their notes. The information below also appears on page 6 of the Novel Companions student edition and serves to introduce students to these types of lesson pages. You may wish to review that page of the student edition with your students before having them complete lessons in the workbook.
O N-PA G E NO TE-TA K ING: BI G Q u est ion
Read, Question, and Mark-Up

Not only will you be interacting with excerpts from the novels as you work with the literary elements and reading skills or strategies assigned to a chapter set, but you will also be working with excerpts that relate to the Big Question assigned to each chapter set. You will take notes on the excerptright on the page. With practice, you will devise a short-hand system that works for you. In the meantime, you can use the suggested on-page mark-up system.
MARK IT UP Are you allowed to write in your novel? If so, then mark up the pages as you read, or reread, to help with your note-taking. Develop a shorthand system, including symbols, that works for you. Here are some ideas: Underline = important idea Bracket = text to quote Asterisk = just what you were looking for Checkmark = might be useful Circle = unfamiliar word or phrase to look up
NOVEL EXCERPT: OCTOBER

1st day of October My fathers clerk suffers today from an inflammation of his eyes, caused, no doubt, by his spying on our serving maids as they wash under their arms at the millpond. I did not have the mothers milk necessary for an ointment for the eyes, so I used garlic and goose fat left from doctoring Morwennas boils yesterweek. No matter how he bellowed, it will do him no harm. I can stand no more of lady-tasks, endless mindless sewing, hemming, brewing, doctoring, and counting linen! Why is a lady too gentle to climb a tree or throw stones into the river when it is ladys work to pick maggots from the salt meat? Why must I learn to walk with a ladys tiny steps one day and sweat over great steaming kettles of dung and nettle for remedies the next? Why must the lady of the manor do all the least lovable tasks? Id rather be the pig boy. 3rd day of October There are Jews in our hall tonight! On their way to London, they sought shelter from the rain. My father being away, my mother let them in. She is not afraid of Jews, but the cook and the kitchen boys have all fled to the barn, so no one will have supper tonight. I plan to hide in the shadows of the hall in order to see their horns and tails. Wait until Perkin hears of this. The hour of vespers, later this day: Bones! The Jews have no horns and no tails, just wet clothes and ragged children. They are leaving England by order of the king, who says Jews are Hell-born, wicked, and dangerous. He must know some others than the scared and scrawny ones who are here this night. I hid in the hall to watch them, hoping to see them talk to the Devil or perform evil deeds. But the men just drank and sang and argued and waved their arms about while the women chattered among themselves. Much like Christians. The children mostly snuffled and whined until one woman with a face like a withered apple gathered them about her. . . .
BIG Question
Why Do You Read? How does the information on this page help you understand the world in which Catherine lives? Mark up the excerpt, looking for evidence of how it expresses or answers the Big Question.
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NOVEL COM PANION: Unit 2
Record, Reduce, and Recap

You will also learn the Cornell Note-Taking System, described on the previous page. Here you will take notes on the excerpt you marked-up on the On-Page Note-Taking page.
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CORNELL NOT E-TAKING: B IG Que s t i o n
Use the Cornell Note-Taking system to take notes on the excerpt at the left. Record your notes, Reduce them, and then Recap (summarize) them.
Record
Reduce
Try the following approach as you reduce your notes.
TO THE POINT Write a few key ideas.
Recap
C at h er in e, C alled B ir dy: S eptem ber Decem ber
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Outline of the Novel Companion

The following is an annotated outline of the lesson structure of the Novel Companion:
Novel Title Page I. Introduction to the Novel Students read about the novel and its place in literary history, including details about its themes and how and when it was written and published. II. Meet the Author Students read about the authors background and the historical, cultural, and literary context of his or her work. III. Chapter Set
A. Before You Read 1. Connect to the Literature Students identify with the selection in a brief activity that links the novel with the students own experience.
2. Build Background
Students are provided with any context they will need to fully understand and appreciate the chapter set content. An accompanying activity asks students either to summarize the ideas in the background text or write a caption for a related image.
3. Big Question
This links the chapter set content to the Big Question that appears in the unit the novel accompanies.
4. Literary Element
Students are introduced to the targeted literary element for the chapter set.
5. Reading Skill or Strategy
This introduces students to the targeted reading skill or strategy for the chapter set and also includes a model of a graphic organizer that students might re-create for themselves as they read.
6. Vocabulary
Students are introduced to the targeted vocabulary for the chapter. A sample sentence shows use of each word.
7. Active Reading Graphic Organizer
A graphic organizer shows students how to record literary element or reading skill or strategy information as they read.
B. Interactive Reading 1. Literary Element excerpt Students interact with an excerpt that relates to the targeted literary element.
2. Reading Skill or Strategy excerpt
Students interact with an excerpt that relates to the targeted reading skill or strategy.
C. Note-Taking Systems 3. Big Question excerpt Students interact with an excerpt that relates to the targeted Big Question. D. After You Read 1. Respond and Think Critically Students answer questions about the chapter set content; at least one item addresses the Big Question.
2. Literary Element
Students answer questions that review the targeted literary element for the chapter set.
3. Reading Skill or Strategy
Students answer questions that review the targeted reading skill or strategy for the chapter set.
4. Vocabulary
Students review the targeted vocabulary for the chapter, using exercises that test their comprehension of the words.
5. Academic Vocabulary
Students learn a new academic vocabulary word and apply it, using an activity related to the chapter set content.
6. Writing: Personal Response, Write with Style, Write a
Students write in a variety of modes and produce a range of writing products as they address the content of the chapter set. In some exercises, they try out literary techniques demonstrated by the author in the chapter set.
7. Connect to Content Areas, Research and Report, Speaking and Listening
Students respond to the chapter set content through speeches, oral interpretation, research presentations, and other activities that often extend their knowledge beyond the novel itself.
IV. Work with Related Readings Students answer questions that connect the novel with the related readings that appear in Glencoes Literature Library edition of the novel. V. Connect to Other Literature Students answer questions that connect the novel with an excerpt from another Glencoe Literature title. VI. Respond Through Writing Students write a longer pieceeither narrative, persuasive, or expositoryin response to the novel. The assignment guides students through the writing process, and at least one assignment in the Novel Companion will have students directly compare and contrast the novel to a selection in Glencoe Literature.
Tom Sawyer
Mark Twain
The Adventures of
10
ABOUT THE WORK
The Adventures of Tom Sawyer by Mark Twain

Begun in early 1873, The Adventures of Tom Sawyer was written over the next two years and the first authorized version was published in December 1876. Although scholars have found echoes of other literary works in Tom Sawyerincluding Charles Dickenss A Tale of Two Cities and Miguel de Cervantess Don Quixotethe true inspiration of the novel is Twains childhood. Second in popularity only to Adventures of Huckleberry Finn among Twains novels, the book is one of Americas favorite portrayals of childhood. As students read the novel, they will encounter issues of sensitivity such as dialect. One especially sensitive issue is the use of the word nigger. Today the word is considered a racial slur. However, it was commonly used by people of Tom and Hucks background and time. After discovering that they are presumed drowned, Tom returns home to leave Aunt Polly a note explaining that the boys are safe. He changes his mind after hearing plans of a memorial service for the three boys. On the day of the service, the boys return home and casually stroll down the aisle of the church. Upon their return, Tom continues to court Becky Thatcher, the new girl in town who has stolen his heart. After much soul searching, Tom testifies at the trial of Muff Porter and reveals what really happened to Dr. Robinson. Injun Joe escapes through a window and goes into hiding. Later, Tom and Huck discover Injun Joes secret hiding spot in an abandoned house and find some treasure that he has hidden there. The two narrowly escape detection by Injun Joe after hearing him tell somebody of a second hiding spot. The two boys discover that Injun Joes second hiding spot is a room at one of the local taverns. Before they begin to search, however, Becky returns from her summer vacation. Tom forgets about Injun Joe and the treasure once he is in Beckys company. The two attend a picnic where they explore a cave. They become lost in the cave and, at one point, Tom sees Injun Joe in one of the caves passages. After being lost for three days, Tom finds an opening and he and Becky return to town. A search party finds Injun Joes lifeless body inside the cave. Tom and Huck search the cave and discover $12,000 worth of hidden treasure.
Synopsis
The novel opens in the Mississippi River town of St. Petersburg in the mid-1840s. Tom Sawyer, whose mother is dead, lives with his Aunt Polly, cousin Mary, and halfbrother Sidney. Tom is an imaginative boy who dislikes the confines of school. One of his friends is Huckleberry Finn, the son of the town drunkard. In the towns graveyard late one night, Tom and Huck witness the murder of Dr. Robinson by the evil Injun Joe. The two boys take an oath never to reveal what they have seen in the graveyard. After Dr. Robinsons body is discovered, Injun Joe pins the killing on another town drunk, Muff Porter. Tom, Huck, and Joe Harper decide to run away from home and become pirates.
The A dventur es of Tom Saw yer
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OP TIONS FOR MOTIVATIN G STU DENTS
Say What You Mean

Mark Twain is one of the most frequently quoted American authors. Students may already be familiar with some of his remarks. Write these quotations on the board, and ask students to explain what point Twain is making with his humor. Classic. A book which people praise and dont read. If you pick up a starving dog and make him prosperous, he will not bite you. This is the principal difference between a dog and a man. One of the most striking differences between a cat and a lie is that a cat has only nine lives. Nothing so needs reforming as other peoples habits. The difference between the almost-right word and the right word is really a large matterits the difference between the lightning bug and the lightning. Put all your eggs in the one basket andWATCH THAT BASKET. Training is everything. The peach was once a bitter almond; cauliflower is nothing but cabbage with a college education.
Remember When
Prepare students for the nature of this novel and its unique place in American culture. Write the word nostalgia on the board. Define it as a sentimental longing for a past time or situation. Have students think of a situation or a place in their own past about which they feel nostalgic, such as a particularly enjoyable summer vacation spot, a holiday spent with 12
favorite relatives, or a former hometown. As a class, discuss how nostalgia colors our views of past experiences and how too much nostalgia can be harmful. End the discussion by explaining that the book they are about to read is marked by the authors nostalgia for his boyhood and his hometown. Remind students to be on the lookout for this aspect of Tom Sawyer. Help students understand that nostalgia is evident in some popular entertainment today. Ask students to think of television programs and movies that present a period in the past as a more desirable or more interesting time to live in than the present. Have them discuss whether or not these programs and movies present a realistic picture of life in the time and place depicted. Explain that one episode in this novel has become part of our cultural heritage. In that episode, Tom manipulates his friends into painting a fence for him by making them pay for the privilege of painting. Provide students with the following quotation from Tom Sawyer: Work consists of whatever a body is obliged to do, and . . . play consists of whatever a body is not obliged to do. Invite students to think of situations in their own lives where they willingly spend more time and physical energy than they would choose to expend on physical work or studying. Remind them that sports and hobby interests should be considered. Ask if they can think of examples in school or in our society in which making something hard to attain makes it more desirable.
OP TIONS FOR USING REL ATED READINGS
RELATED READINGS Boys Manuscript by Mark Twain (Glencoes Literature Library, BLM page 25)
MAKING CONNECTIONS TO The Adventures of Tom Sawyer

Mark Twain based The Adventures of Tom Sawyer on his own childhood, which he wrote about in Boys Manuscript. Before students read, explain to them that Mark Twain used the name Billy Rogers when writing about himself in this reading. Lead a discussion on what is known about Mark Twains life. After students read, ask them to compare what they do for fun with what Billy and his friends did. Josh Dennis, like Tom and Becky in the main novel, is trapped for days in an underground mine. Ask students if they have ever gotten lost. Ask volunteers to share their stories with the class. Lead students in a discussion about what they would do if they were in Josh Denniss position. Have students write on the chalkboard a list of things that they would bring with them if they were to go camping for three or four days. This reading examines The Adventures of Tom Sawyer from an insect lovers point of view. Before students read, ask them if they can remember the mention of any animals or insects in the main novel. Define entomologist for the students, and then ask students to discuss how an entomologists work helps people.
A Rescue from an Underground Mine! by Deborah Morris (Glencoes Literature Library, BLM page 26)
Getting the Bugs Out of Tom Sawyer: An Entomologists View of a Classic by John D. Evans (Glencoes Literature Library, BLM page 27) Sometimes I Feel This Way by John Ciardi (Glencoes Literature Library, BLM page 28)
Even Aunt Polly knows that the temptations for Tom to misbehave are often overwhelming. This poem puts the reader inside a childs head when deciding whether to behave or misbehave. On the chalkboard, make two columns, one with the heading Good and one with the heading Bad. Have students list under each category the Good/Bad things that Tom Sawyer does in the main novel. Have students rank the good/bad behaviors. A strong sense of ethics brings out the best in people. This reading offers reasons why Tom Sawyer is ethically bound to reveal the name of the doctors real killer. Help students see the thematic connection between the reading and the main novel. Ask students to define ethics in their own words. Discuss with students the different times in Tom Sawyer where a character lets ethics guide him or her to the good life.
from Ethics by Susan Neiburg Terkel (Glencoes Literature Library, BLM page 29)
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ANSWER KEY
All answers are sample answers except those for Vocabulary Practice.
CHAPTERS 110 BEFORE YOU READ Summarize

Mark Twain put his own opinions into his novel, but he also created distinctive characters whose speech and actions were like those of people from his childhood.
ON-PAGE NOTE-TAKING BIG Question: Whom Can You Count On? Tom feels he should care about and depend on no one but himself. This is clear as he considers leaving home to take on the dangerous lifestyle of a soldier or a pirate. He is feeling this way because things went badly with Becky Thatcher earlier. AFTER YOU READ Respond and Think Critically 1. Tom makes them think its so much fun that they pay him to be allowed to whitewash the fence. To make someone want something, it is only necessary to make it hard to get. 2. Huck is the son of the town vagrant. He has complete freedom because he has no parents to control him. 3. Students may say the narrator doesnt want to show Tom being punished because it might not interest readers who are more attracted by Toms capers. 4. Positive: Having an active imagination can be fun and exciting, can lead to interesting consequences, and can result in a persons never being bored. Negative: An active imagination can cause problems for other people and can keep a person from fully participating in real life. 5. Tom depends on Aunt Polly for food and a place to live; he depends on Huckleberry and his other playmates for adventure and a good time; he at first depends on Becky Thatcher as his new love interest, but soon he finds himself disappointed and persuades himself not to count on her after all.
ACTIVE READING Sid: Toms half-brother; Ben Rogers: Toms friend; Joe Harper: Toms friend; Mary: Toms cousin (connect also to Polly and Sid); Becky: Toms new love; Judge Thatcher: Beckys father; Huckleberry Finn: Toms friend; Muff Potter: town drunk; Injun Joe: town undesirable; Dr. Robinson: town doctor INTERACTIVE READING Literary Element: Narrator and Point of View Tom hates to wash. When he is made to do it, he finishes as quickly as possible. The narrator describes this with much humor, referring to Toms neck as an expanse of unirrigated soil. He also makes fun of the finished effect by referring to Toms dainty curls.
Literary Element: Narrator and Point of View

Students will likely say that the narrator and author intersect here. The phrase my readers could be Twains own voice and not the personas voice.
Reading Strategy: Make Inferences About Characters

Tom is jealous of the new boys fancy clothes. He feels badly dressed and poor by comparison. Anger over the thought that he is in some way inferior to this stranger makes him pick a fight.
Apply Background
Students may say that they were less offended by Tom and Hucks racist language when the students learned that author Mark Twain supported equal rights for African Americans.

The two boys would probably much rather exchange insults and try to intimidate each other than actually hit each other.

1. It is clear from his narrators language and the description of the events that he is dealing with a very serious subject. Students may point out that in
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ANSWER KEY
addition to using descriptive language, he refrains from his usual humorous commentary about the characters and their actions.
CHAPTERS 1124 BEFORE YOU READ Write the Caption Mark Twain blended fact and fiction with his experiences in Hannibal, Missouri, to create his unforgettable characters. ACTIVE READING Nature shaking off sleep and going to work/compared to a person; little green worm crawling over a dewy leaf/close-up of nature shows fine observation; ants appeared/more close observation of nature, described in human terms; ladybug/linking of nature with superstition; catbird and jay/appeals to eye and ear; squirrels inspect and chatter at boys/innocence of animals described; long lances of sunlight/leads to description of pirates to come. INTERACTIVE READING Literary Element: Description Answers may include the faint moan sighing through the branches; a fleeting breath upon their cheeks; a flash turned night into day; the boys white startled faces; thunder tumbling down from the heavens; sullen rumblings; a sweep of chilly air; snowing the flaky ashes; big raindrops fell pattering.

1. The stray dog howling is most likely an omen of death. 2. Details include the boys fear of the howling, their questions about which one of them the dog means, their relief when they think it is a dog they know as opposed to a stray, and their renewed terror when they find that it is a stray after all.
Vocabulary Practice
1. g, 2. d, 3. f, 4. b, 5. e
Academic Vocabulary: acquire

definition: To gain possession as ones own synonyms: obtain, get hold of antonyms: lose sentence: My uncle was able to acquire great wealth, but he gave it away to charity.
Writing
Personal Response Students may say that Tom is a mischievous boy who believes having a good time is the most important thing in life. Words and phrases that describe Tom might include overly dramatic, clever, emotional, fun-loving, and adventurous.
Literary Element: Description

Twain compares the diminishing storm to the end of a great battle, in which the enemies give up the struggle and peace comes once again. Details include the threatening and grumbling of the receding thunder; the ruined sycamore tree in the boys drenched campsite; the tedious rebuilding of their campfire; and the boys exaggerated retelling of the evenings exploits.
Speaking and Listening

Literature Groups Members of each literature group should reference their ideas and opinions using their notes and charts. In addition, they should interpret the authors opinion of Tom merge information from three or more areas of the text present their ideas clearly to the class write an effective self-evaluation
Reading Skill: Analyze Setting

The town has gone silent as all the townspeople are in mourning. Some feel guilty over the way they treated the boys before their disappearance. The whole town is focused on its connections with the three missing children.
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ANSWER KEY
Reading Skill: Analyze Setting

By using the church as a setting, Twain points up the hypocrisy of some of those who thought very little of Tom, Huck, and Joe while they were alive but remember them lovingly now that they assume the boys are dead.
sailing out an open window knocking over flowerpots as it went. 2. Twain clearly intended to make readers laugh.
Reading Strategy: Analyze Setting

1. The solitary life on the island helps them realize that they are homesick and crave the comforts of the more structured life they lead at home. 2. The townspeople are at church; they are caught up in their grief at the funeral and are astonished by the appearance of the three drowned boys. Their astonishment and relief keep them from getting angry.
ON-PAGE NOTE-TAKING BIG Question: Whom Can You Count On? Tom remembers only his adoration of Becky and not the conflicts they have been experiencing. He takes the blame because he feels sorry for her and he has been in the same situation himself many times. AFTER YOU READ Respond and Think Critically 1. They take small comforts to him. Tom and Huck feel guilty about not telling what they know and clearing him. 2. He decides to tell Potters lawyer what he and Huck saw. Potter is freed, Injun Joe escapes, and Tom and Huck live in fear of Joe. 3. Students may say he is a cartoonish villain, all evil with no redeeming traits, unlike a real person. 4. Most students will say he thoughtlessly hurts people he cares about. Students may have different responses but most will mention being embarrassed or annoyed. 5. Students may note that the whole town knows Tom and there are many people (teachers, friends, relatives) he counts on every day. On the other hand, the townspeople have already made many judgments about Tom, and it would be hard for him to change their perceptions.
Vocabulary Practice
1. conspicuous 2. vindictive 3. chronic 4. frivolous 5. ominous
Academic Vocabulary
The word means carry out or manage. The first use of the word is as a noun. The second is as a verb.
Write with Style

Apply Description Students paragraphs should focus on a single incident or moment be organized in a logical progression use imagery to help readers fully imagine the experience
Connect to Content Areas

Art Students courtroom sketches should depict a single incident or moment from Chapter 24 feature one of more characters from the novel include physical details of character traits described in the novel
Apply Background
Students may wonder whether Twains friends and neighbors in Hannibal recognized themselves as models for some of the characters.

1. Students may mention the cats jumping in the air, letting out a war whoop, banging against furniture, prancing and tearing around, doing summersets, and
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ANSWER KEY
CHAPTERS 2536 BEFORE YOU READ Write the Caption Mark Twain followed up The Adventures of Tom Sawyer with his 1885 masterpiece, Adventures of Huckleberry Finn. ACTIVE READING Boys see Injun Joe find treasure; Tom decides to watch room 2 in tavern; boys decide to follow Joe; Becky returns to town and plans picnic; children explore the cave; Huck follows Injun Joe to the Widow Douglass; Joe explains his revenge on the widow; Huck warns the Welshman; villagers search for Tom and Becky; Huck gets sick; Tom and Becky found; cave is sealed and Joe dies; Tom and Huck find the treasure and attend Widow Douglass party. INTERACTIVE READING Literary Element: Theme Huck is dragged kicking and screaming into society in the same way many people feel they are forced to leave childhood behind when they become adults.
ON-PAGE NOTE-TAKING BIG Question: Whom Can You Count On? The whole town finds out at about the same time and most of the people go out searching for the missing children. This reveals that the people of St. Petersburg come together and are able to count on each other during the hard times. AFTER YOU READ Respond and Think Critically 1. Uncle Jake is an enslaved man. Huck does not act as if he is better than Uncle Jake. The well-to-do think they are better than others. 2. He warns the Welshman about the threat to his life. He fears Injun Joe and wants to be inconspicuous. 3. Money drives many of the characters in different ways: the villains are willing to commit evil to get it, Tom and Huck are anxious to find treasure, other men unsuccessfully copy the boys actions after they find the treasure. 4. Examples include: Injun Joe explains that Douglass husband had him horsewhipped as if he were a slave. The Welshman exclaims that white men, in contrast to Indians, do not perform acts of extreme physical cruelty on other people. Joe says that ruining a womans appearance is the best way to gain revenge on her because women are vain. 5. He is calm, brave, comforting, resourceful under pressure, and takes the responsibility for their dangerous situation.
Literary Element: Theme

He misses fishing, playing and exploring in the woods, and sleeping outside. All these things represent freedom and/or happiness to him.
Reading Skill: Analyze Plot

It is part of the rising action. The exposition set up the boys relationship to Injun Joe. While this excerpt is not the highest point of the action, the suspense is definitely building.
Apply Background
Students may be reminded of Twains dislike of good boy novels when, at the end of the novel, bad boys Tom and Huck are rewarded with wealth and admiration.
Reading Skill: Analyze Plot

Students may predict that Injun Joe and his companion will hear Huck and Tom and come after them or that Huck and Tom will take the buried treasure with them when the two men leave.
Literary Element: Theme

1. Toms career goal to become a robber is based more on youth than on a criminal mind. Most students will feel that Tom is likely to outgrow this desire.
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ANSWER KEY
2. The statement embodies the idea of Boys will be boys. Huck is talking about becoming a famous robber so the Widow Douglas will be proud of him. This statement also suggests, from the narrators point of view, a sense of nostalgia for the innocence of youth.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Boys Manuscript
Students may cite Billys infatuation with Amy as being similar to Toms love of Becky.
Reading Strategy: Analyze Plot

1. Tom developed strong feelings for another (Becky), came to understand his friends and community in new ways (Huck Finn, Muff Potter, Aunt Polly), and even developed empathy for someone he feared and disliked (Injun Joe). Students may feel that as they came to know and understand Tom, they liked him more. 2. Students should identify the falling action as the events that follows Tom and Beckys escape from the cave.
A Rescue from an Underground Mine!

Tom and Becky have light and a little bit of food. Additionally, they have each others company. Josh is by himself with no light and only a small piece of licorice. Tom and Becky wander around until they are found. Josh puts his faith in the angels that he thinks are near him. He stays where he is in order to be found.
Getting the Bugs Out of Tom Sawyer

The entomologist identifies the death-watch beetle by the ticking sound it makes as it bores into the wood.
Vocabulary Practice
1. same 2. opposite 3. opposite 4. same 5. same
Sometimes I Feel This Way

Tom mainly chooses to be bad, though the things he does arent necessarily bad, only mischievous, as Aunt Polly says. Students should offer their own opinions of Toms behavior.
Ethics
Answers will vary, but most students will probably say that Toms decision was the morally just and fair thing to do in order to save the innocent man.
Academic Vocabulary
Students examples will vary but should reflect their understanding of the word potential.
Writing
Write an Argument Students arguments should be well supported with specific examples from the novel.

Performance Students should work cooperatively to present their work clearly to the class maintain good posture and vocal volume while performing operate music and sound effects with sensitivity evaluate themselves and fellow group members with sensitivity and honesty
CONNECT TO OTHER LITERATURE Narrator and Point of View: Both narrators are outside the story and therefore use the third-person point of view. The narrator of The Adventures of Tom Sawyer is omniscient, meaning he reveals the thoughts of several of the storys characters. The narrator in We Are All One reveals only the old peddlers inner thoughts, which means the storys point of view is limited third person.
Description: Parts of both works are set in the forest. In We Are All One, Laurence Yep uses description of the natural world to convey a sense of the connection between all living things. In The Adventures of Tom Sawyer, Mark Twain uses descriptive language to convey a place of great beauty, one that offers peace and freedom.
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ANSWER KEY
Theme: Like the forest creatures and the peddler in We Are All One, the townspeople of St. Petersburg in The Adventures of Tom Sawyer take care of each other and their community. This is especially clear when the whole town turns out to mourn, to celebrate, or to search for a member of their community who is missing.
Write About It
Students may choose either option but should defend their choice with reasons.
RESPOND THROUGH WRITING Students research reports should use multiple sources write a cogent topic sentence use a logical progression to support the topic sentence use graphic aids if relevant
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Catherine, Called Birdy

Karen Cushman
20
ABOUT TH E WORK
Catherine, Called Birdy by Karen Cushman

Catherine, Called Birdy by Karen Cushman tells of a year in the life of Catherine, a thirteenth-century young woman whose father plans to marry her to the highest bidder. A rebellious and strong-willed character, Catherine concocts various schemes to discourage potential suitors. The story, told through her diary entries, is set in England in 1290. The novel explores the complexities of coming of age and the struggle to find ones place in society. Catherine, Called Birdy was named a 1995 Newbery Honor Book. Note that the novel contains some language that may be considered crude. Before having your class read the novel, you may wish to explain that Karen Cushmans intention was to create characters who are as authentic as possible. Though some of the words may seem inappropriate today, Cushman explains that they were in general use in the thirteenth century and were not considered crude at the time. diary so that she might mature and become more learned. Her diary reveals her rebellious nature as she thwarts her fathers efforts at every turn and tries to escape the tedious lady-tasks that demand so much of her time. In many ways, Catherine is still a child. She participates in activities with the village children and with her friend Aelis, whose father negotiates a marriage for her as well. Although many of Catherines schemes to frighten away suitors succeed, Lord Murgaw of Lithgow, a man with crude manners whom Catherine calls Shaggy Beard, will not be dissuaded. Negotiations between Lord Rollo and Shaggy Beard proceed, and Catherine is promised to the repulsive lord. She vows never to marry him. As the dreaded day for the marriage approaches, Catherine travels to a fair where she finds a helpless bear that is destined for a bearbaiting, a cruel and abusive practice of setting dogs on a chained bear. Catherines sympathies overwhelm her, and she ultimately offers to buy the bear with silver given to her by Lord Murgaw, thus sealing her fate of becoming his bride. After Catherine has finally resigned herself to the prospect of marrying Shaggy Beard, she learns that he has been killed in a tavern brawl and that his son Stephen, who has inherited his fathers title and wealth, has agreed to honor the marriage contract. Catherine is optimistic about her future with Stephen and prepares to leave the following month. 21
Synopsis
A young woman of fourteen in the late Middle Ages, Catherine is of a marriageable age. Marriages during this time are more business transaction than romantic union, and Catherines father seeks suitors of wealth and consequence for his daughter. Meanwhile, Catherine must master the skills required of a lady of her time, such as spinning, sewing, doctoring, and behaving modestly. Catherines brother Edward, a monk-intraining, has encouraged her to write a
C ather ine, C al l ed Bi rdy
OPTIONS FOR MOTIVATING STUDENTS
A Different Time and Place

Help students identify with everyday life in the Middle Ages. Have students discuss what modern conveniences are available today that were not available 700 years ago. How have these conveniences changed the ways in which people conduct their everyday lives? Have they affected peoples values in any way? Ask students to think about what their lives would be like without these conveniences. Ask students to imagine that they are able to travel back in time to the thirteenth century. Tell them that they can take one item with them from the present. What would they take? Why? Before beginning the novel, invite students to list their perceptions about the Middle Ages, describing what they think life might have been like in the thirteenth century. Explain that they will return to their lists after they have finished the novel to determine whether their perceptions have changed.
many marriages in the Middle Ages (and even later) resulted from business arrangements designed to profit the families of both parties through the exchange of land, titles, or both. Explain to students that for centuries, women were expected to marry according to the wishes of their fathers. Discuss how womens roles in society and in the family have changed. Do family members in the United States today have any influence over their relatives life decisions, such as whom a person will marry?
The Process of Self-Discovery

Help students to observe the ways in which Catherine learns about herself. Explain that, in many ways, Catherine, Called Birdy is a coming-of-age novel. Discuss what is meant by the term coming of age. Encourage students to observe Catherines process of maturation as they read the novel. Before students read the novel, point out that one way in which Catherine learns about herself is through her general observations about people. At one point, for example, she explains, I think sometimes that people are like onions. On the outside smooth and whole and simple but inside ring upon ring, complex and deep. Ask students to discuss Catherines analogy. In what ways are people like onions? Invite students to think of their own analogies about people based on their observations.
The Marriage Contract

Prepare students for the concept of marriage as a business arrangement. Ask students to discuss what issues a person might consider before entering into a marriage. Then, ask them to discuss how these issues might be affected if the two people entering into the marriage have never met or do not know each other well. Explain that
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MAKING CONNECTIONS TO Catherine, Called Birdy
This note to the original publication of the novel offers practical insight into the attitudes and lifestyles of typical thirteenth-century Europeans. Have students read this selection after they finish the novel. Discuss how the society depicted in the novel reflects the reality of medieval life. Invite students to compare medieval society with current American society. Why might it be difficult for modern people to relate to people of the thirteenth century? Ask students to imagine how someone living 700 years from now might view life in industrialized nations today. What are its distinguishing characteristics? This poem relates the cry for freedom to the song of a caged bird. In the novel, Catherine is compared to a caged bird. Have students read the poem after they read the first third of the novel (September December) and develop a sense of Catherines personality. Invite students to discuss the images in the poem. What do these suggest about freedom or the lack of it? How do they relate to Catherine? Remind students that the caged bird metaphor can apply to different situations. Discuss how Angelous poem applies to American society now or to the society just before the American Revolution. Ask students to draw conclusions about the challenges that people have faced throughout history. In this speech, Cushman describes her challenges in becoming a writer and her efforts to develop characters to whom her readers can relate. Have students read this speech after they finish reading the novel. Invite them to discuss why Cushmans writing is so important to her. In 1995, Catherine, Called Birdy was chosen as a Newbery Honor Book. The next year, Cushmans novel The Midwifes Apprentice won the Newbery Medal. Ask students to discuss why they think Catherine, Called Birdy was honored. What makes this book outstanding? Explain to students that some critics argue that Catherine is more of a twentieth-century character than a thirteenth-century character. Have students discuss whether they think this assertion is valid. This play gives a comic overview of medieval arranged marriage. Have students read the play before they begin the novel. Explain the medieval view of marriage as an arrangement for financial or social gain. Invite students to discuss the significance of the plays title. How is Sir Crispins heart honest? What does the play suggest about medieval society? Ask some of the students to act out the roles of the characters in the play. Discuss how they might have acted had they been in a similar situation. This story portrays a young girls desire for something she cannot have. You may wish to have students read this story at the point in the novel when Catherine becomes betrothed to Shaggy Beard. Have students discuss how personal desires sometimes conflict with the views of society. Ask students to identify passages in the novel that parallel elements of the short story. Suggest that students look for passages about Catherines feelings for her mother, her determination to achieve her goals, or her rejection of accepted views.
RELATED READINGS Authors Note to Catherine, Called Birdy by Karen Cushman (Glencoes Literature Library, BLM page 24)
Caged Bird
by Maya Angelou (Glencoes Literature Library, BLM page 25)
Newbery Medal Acceptance (for The Midwifes Apprentice) by Karen Cushman (Glencoes Literature Library, BLM page 26)
The Knight of the Honest Heart

by Christina Hamlett
(Glencoes Literature Library, BLM page 27)
Becky and the Wheelsand-Brake Boys

by James Berry
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ANSWER KEY
SEPTEMBERDECEMBER BEFORE YOU READ Summarize

A medieval manor house was a comfortable place to live for those from a high, though not the highest, level of medieval society.
ON-PAGE NOTE-TAKING BIG Question: Why Do You Read? Answers will vary. The page tells that people wash in ponds; use combinations of organic matter to cure illnesses and ailments; pick maggots out of meat, which is salted to preserve it; are bred, in some cases, to be ladies; and fear, misjudge, and persecute Jews. AFTER YOU READ Respond and Think Critically 1. Catherine must spin, embroider, hem sheets, give medical advice, and learn manners. She protests by throwing her sewing into the privy and finding ways to avoid her chores. 2. Catherine imagines the crusaders dressed in finery and riding back to London victorious. George laughs because the crusaders suffered deplorable conditions. 3. Catherine describes herself as some good and some bad. She is clever and witty; she is also childish, nave, and idealistic. Her schemes to discourage suitors and her fantasies reveal these traits. 4. Catherine rebels by avoiding lady-tasks and by discouraging suitors. Twenty-first-century readers might find her reactions justified, since individuality is highly valued. Catherines contemporaries probably would not have agreed because the values of that time emphasized ones place in society. Students answers will vary based on their own values. 5. Students may mention details of housing, dress, domestic life, social status and conventions, religion, family, health, and medicine.
ACTIVE READING Societys view: Young ladies should learn to embroider, behave moderately, and master domestic responsibilities; Crusades are brutal bloodbaths, and crusaders live in deplorable conditions; Jews are wicked and dangerous and should be driven out of the country; young ladies should not have a room to themselves, nor do they need time alone. Catherines view: Crusades are glorious, heavenly adventures; Jews are just like everyone else, with families and stories and a religion that is important to them; everyone needs privacy, and too many people crowd her chamber; young ladies should be able to choose their own mates or at least have a say in the matter. INTERACTIVE READING Literary Element: Conflict She is in conflict with fleas, her family, her father, her job of spinning, her task of writing her diary, Morwenna, and anyone who gives her jobs she does not want to do.
Literary Element: Conflict

She is in conflict with herself: she does not want to be a child or treated like a child. Yet, she is childish.
Apply Background
Students may say that knowing that marriage for upper-class girls like Catherine was more of a business transaction made them more sympathietic to her situation.
Reading Strategy: Evaluate Characterization

Catherine is characterized through her written words or thoughts (in her diary), which also tell her action of using other peoples clothes to cover her birdcages. Catherines thoughts and actions clearly and effectively show that she is stubborn, rebellious, and resentful. She cant see others point of view.

Students may say the conflict is, in fact, great: Catherines father has struck her, and Robert has said something tasteless about women. Students may also say that it is common for children to resent or misunderstand older family members, perhaps especially fathers and older brothers. They may mention not judging people of the past by the standards of our own times.

These entries show many sides of Catherine through her thoughts, her actions, and her words. Her actions show her childishness (when she throws away her embroidery), cleverness (when she gets rid of her suitor), and her sense of humor (her joke about her dowry). Her words (such as pfgh) show her bad manners.
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ANSWER KEY

Catherines qualities include independence (if she doesnt want to embroider, for example, she throws it away); compassion (she cares about what happens to the Jews and at the hanging); immaturity (she cant understand how she, too, has a role in society); and cleverness (she paints, writes, and plays jokes). Her independence causes conflict in a world where she is supposed to be dependentor at least obedient; her compassion is out of line with the thoughts and actions of most people around her; her immaturity keeps her from understanding how others might care for her and have her interests at heart; and some people then, as now, resent cleverness in others.
JANUARYAPRIL BEFORE YOU READ Write the Caption

In the Middle Ages masked performers, called mummers, entertained at Christmas festivities.

The characterization is indirect: the reader reads Catherines thoughts, and through those thoughts learns about her actions, as well as Catherines exact words. Furthermore, characterization is achieved through the words and actions of others in response to her. Both show very well how much older adults are upset by Catherine; they also show Catherines cleverness and sense of humor.
ACTIVE READING Positive or humorous events: Edgar is found after being stranded for four days; Catherine sets the privy on fire; Catherine enjoys her visit to Aelis; Odd William arrives to celebrate Easter with the family; Catherine meets her aunt Ethelfritha. Negative or tragic events: Roger Moreton sustains an injury during a fight and dies; villagers near the castle where Aelis now lives freeze to death; Robert must marry a 12-year-old girl who is with child; Catherine worries for her mother, who is expecting again; Catherines father negotiates an undesirable marriage for her. INTERACTIVE READING Literary Element: Text Structure Each entry is dated. The dates are in time order, often one day after the next as they are here.
Vocabulary Practice
1. 2. 3. 4. 5. two young people sheep spend it and trade it a frown a proud politician
Literary Element: Text Structure

Signal words and phrases include today, supper, later, last night, and tomorrow.
Reading Strategy: Make Predictions About Plot

Robert shows concern for and helps others here, so he may help Catherine in the future.
Academic Vocabulary
Answers will vary, but may include going to school or studying and learning as principal uses of time.

Catherine will not learn to like it: so far, she has been mean and discourteous to suitors. Also, she calls this suitor a pig, which is not positive.
Writing
Write a Song Students songs should express a theme that Catherine would express, such as not wanting to marry, not wanting to be limited by lady tasks and roles, and not wanting others to tell her what to do.

Science Students lists, charts, or posters should show plants and other natural substances used as cures in the Middle Ages explain their uses as remedies note which cures are in use today explain any scientific or technical terms
ON-PAGE NOTE-TAKING BIG Question: Why Do You Read? Answers will vary. Students may comment on how the Englishs Christian beliefs and ritual, such as the Passion, Good Friday, and the resurrection; or about their familiarity with Biblical figures such as Herod, Pontius Pilate, and Saint Peter.
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ANSWER KEY
AFTER YOU READ Respond and Think Critically 1. Catherine fantasizes that Madame Joanna is clever and will take Catherine back to the kings palace to have adventures. Madame Joanna responds that duties come before pleasure; only now and then is she able to enjoy her life. 2. Shaggy Beard is Catherines name for Lord Murgaw, a man who wishes to marry her. Catherine finds him repulsive. He is old enough to be her father and has crude manners. 3. Characters have more freedom to move about the country. Catherine, however, is increasingly confined. Apart from her visit to Aelis, she spends more time in her chamber and must deal with the prospect of a marriage to Shaggy Beard. 4. Catherine is clever, and her actions are often humorous. Her efforts to push the limits of her parents patience reveal her independence. Her flaws and her idealism add to her charm. 5. Students may say that peoples religious faith is of greatest importance to them; they may also say that people value their place in society and their material goods.

She will marry because everyone around her expects it. Or she will not marry because she scares off or tricks every suitor.

Answers will vary, but should cite evidence based on previous events.
Vocabulary Practice
1. g, 2. f, 3. e, 4. a, 5. c
Academic Vocabulary
definition: relating to just one person synonyms: single, sole, separate antonyms: multiple, shared sentence: The food was divided into individual servings.
Writing
Personal Response Students may say they like Catherines independence or find her funny and full of life. They may relate to having to answer to their parents or to society rather than making all their decisions on their own.
Apply Background
Students may say that they are not surprised Catherine has such sour feelings about feasts and entertainment because they seem quite frequent and she has to take care of the revelers.

Speech Students speeches should begin with a hook clearly state the opinion present reasons for the opinion in order of importance incorporate effective verbal and nonverbal techniques

Catherine writes almost every day. She is not just writing about the big events of life. Instead, she is giving a picture of how people live day to day.

Aelis had feelings for George, so instead of meeting Catherine, she never came. As a result, Catherine put a toad in Georges bed.
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ANSWER KEY
MAYSEPTEMBER BEFORE YOU READ Summarize Medieval medicine was very different from medicine today and included the use of superstitions and unusual herbal and other cures. ACTIVE READING Catherines acts of kindness and her feelings: persuades her father to give Meg and Alf Perkins grannys cottagefeels that Perkins granny would be pleased; paints a picture for Perkin to ease his griefhas a warm feeling; rescues the bear at the fairfeels relieved that the bear is safe; strews flowers on the bed for Morwenna on her saints dayis reminded of her love for Morwenna; cares for her mother during labor and deliveryfeels gratitude for the babys and her mothers safety and feels protective of her mother and the baby. INTERACTIVE READING Literary Element: Diction Possible answers for denotation include courtyard, orchard, walls, trees, kettles, dairy, and pigs: these are all exact places or things. Possible answers for connotation include bubbled, because it suggests a happy feeling of activity; puny, because it shows that Alf does not match Meg in Catherines regard; and desolate, because it shows great sadness and aloneness. Literary Element: Diction Choices that show the personal pain of arranged marriages, perhaps especially for young women, include smelly, broken-toothed old man who drinks too much; word such as bind, ropes, and force; the simile sold like a cheese for your profit; and the pig.
ON-PAGE NOTE-TAKING BIG Question: Why Do You Read? Answers will vary. Students key words may include fair, spending, pork and pastries, tumblers, magicians, puppets, giants, minstrel, dancing bear, bearbaiting, and wagering. AFTER YOU READ Respond and Think Critically 1. Catherine persuades her father to let Meg and Alf have Perkins grannys cottage. Catherine knows that her father expects her to repay him by considering marriage to Shaggy Beard and will be angry when she refuses. 2. Though Catherine consents to an arranged marriage with his son, she is happy because the son appeals to her more. She has also come to accept her place in the world. 3. Catherine becomes more accepting of her circumstances, finding peace within herself rather than fighting against everything around her. At first, she is belligerent and unyielding; now she is more compassionate. 4. Catherine is beginning to recognize others suffering and is starting to show compassion. She becomes less selfish and more willing to help others. 5. Students may say that growing up now involves many of the same things that growing up then involved: finding ones relationship to ones family and society while still maintaining ones self.
Apply Background
Students may say that knowing how strange some of the medieval medicine was makes them appreciate more the skill of Catherine in applying remedies.
Reading Strategy: Identify Cause-and-Effect Relationships

Catherine comes to realize that she cannot be someone other than the person she is, she cannot survive on her own, and her family is part of her and she is part of it. She accepts that she will marry Shaggy Bird, although she will still be who she is.
Literary Element: Diction

Doomed carries the strongest connotations and suggests a fate that is like death or eternal imprisonment. It carries associations with darkness, gloom, and the end of the world.
Literary Element: Diction

She can express herself well in other ways. She feels less anger and more acceptance.

Shaggy Beard has died.

Students may suggest that at the beginning, Catherine is more childish and lacks understanding; they may also say that no man appeals to her. At the end, Catherine is
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ANSWER KEY
more mature, has come to understand her place in the world, and is attracted to her husband-to-be, Stephen.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Authors Note to Catherine, Called Birdy
Like many teenagers today, Catherine faces conflicts with her parents over making personal decisions for her life. She struggles to establish a personal identity and value system that reflects her own opinions and feelings.
Vocabulary Practice
1. 2. 3. 4. 5. force desolate harrowing remains ignorant
Academic Vocabulary
Answers will vary but most accurately cite a technique.
Caged Bird
Like the free bird, Catherine has adventures and thinks of future possibilities. Like the caged bird, Catherine yearns for freedom from her oppressive father and society.
Write With Style

Apply Diction Students diary entries should describe a place in the students world include precise words chosen for their denotation include words chosen for their connotations use spatial order
Newbery Medal Acceptance (for The Midwifes Apprentice)

Catherine sometimes uses her diary to vent her emotions, creating songs that reflect her feelings, express hope, or protest what she does not like. In her murals, she depicts her subjects the way she would like them to be.

Interview Students interviews should present clear, accurate information about Catherines world vary the tone as questions and answers vary use body language appropriately include frequent eye contact be paced effectively be accompanied by a written summary and evaluation
The Knight of the Honest Heart

Celia is bored with her life and wants excitement. Crispin wants to meet a princess. Like Catherine, they imagine something better for themselves and go to great lengths to achieve it, but ultimately they accept themselves as they are.
Becky and the Wheels-and-Brake Boys

Like Catherine, Becky wants to break out of the traditional role of a young woman in her society. She pursues her dream, planning a strategy for achieving what she wants.
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ANSWER KEY
CONNECT TO OTHER LITERATURE Conflict: Like Catherine, Laurie is in conflict mainly with his outside world: he is in conflict with his teacher, with other students, and with his parents. Like Catherine, Laurie is also in conflict with himself, as shown most clearly through his two identities and two worlds.
Text Structure: Both works use mainly chronological order, but Catherine, Called Birdy takes the form of diary entries and Charles does not. Diction: Students may say it does, citing examples such as slamming, raucous, and insolently.
RESPOND THROUGH WRITING Persuasive Essay Students persuasive essays should state a clear thesis or opinion statement present each reason that supports the thesis in separate body paragraph fully explain and support each reason conclude with a strong statement
Write About It
Main comparisons might include both characters being at odds with society, both characters acting out inappropriately, and both characters using inappropriate language. Contrasts might include the different settings in which the characters act out their conflicts; Catherines having a more serious or valid reason for being in conflict; and the attitudes of both sets of parents.
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Dandelion Wine
Ray Bradbury
30
ABOUT THE WORK
Dandelion Wine by Ray Bradbury

First published in 1957, Dandelion Wine is the novel that clearly established Bradbury as a versatile novelist, as opposed to a writer only of science fiction. Bradburys work prior to this book had dealt with odd occurrences, weird creatures, and events of the future. One of the characters in an earlier book, for example, was a skeleton that took over a body. Dandelion Wine, however, is clearly set in a recognizable United States, one that Bradbury remembers from his own youth. In an introduction that he wrote in 1974, the author says that the book is a gathering of dandelions from his youth, a collection of images that he had stored away and later recalled, rearranged, and embellished. Most critics of the time loved the book and the nostalgic picture of summer that it depicted. Set in 1928, the book deals with a young boys dawning awareness that he is gloriously alive. As he recognizes this, however, he also becomes aware of death and loss. Although the episodes in the book range from the zany to the seemingly ordinary, they all are poignant. Perhaps this is because the narrator understands that he is capturing fleeting moments. Bradbury has won numerous awards for his works, but no major literary awards for this particular book. However, Dandelion Wine did gain a certain immortality when an astronaut honored it by naming a crater on the moon Dandelion Crater.
Synopsis
Dandelion Wine is a novel that uses the technique of a frame story. The frame of the novel is the summer of 1928. Within that frame are numerous episodes, all joined because they have some connection to the main character, Douglas. It is 1928 in Green Town, Illinois, when Douglas Spaulding climbs to the cupola of his grandparents house and awakens his family. The summer has begun, and a series of events unfolds: Douglas and his brother Tom pick grapes with their father and make dandelion wine with their grandfather; Douglas convinces a shopkeeper to give him new sneakers in exchange for work; Leo Auffmann, a happily married husband and father, almost loses his family when he tries to create a Happiness Machine; the boys meet Colonel Freeleigh, whom Charlie Woodman calls a Time Machine because Colonel Freeleigh remembers and recounts all the decades of his life in minute detail; the boys climb aboard the local trolley for its last run; Clara Goodwater and Elmira Brown get into a spat about spells; young Bill Forrester falls in love with ninety-five-yearold Helen Loomis; Lavinia Nebbs has a run-in with the murderous Lonely One; Great-grandma dies a natural death; Douglas rescues a mechanical witch; Douglas almost dies from the heated piling up of events and insights over the course of the summer; and Grandma almost forgets how to cook. Then summer ends, leaving behind the bottles of dandelion wine to remind the boy of each and every day.
D a ndel i on Wi ne
31
Imagine That!
Encourage students to speculate about life in 1928. Tell students that Dandelion Wine takes place during the summer of 1928. Share with the class books about the 1920s. Then have students discuss what they think life might have been like at that time. Encourage them to be specific about what people did for fun, how they traveled, and what their concerns might have been. As they read, encourage students to look for ways in which summers in the 1920s were similar to and different from summers now.
Ask students to make a list of the various character types that they might include in a story about their summers. Encourage students to be both playful and thoughtful.
Martians and Cityscapes

Invite students to compare this book to Bradburys The Martian Chronicles. Although the setting of The Martian Chronicles is Mars, in some ways the book is similar to Dandelion Wine. The books, for example, contain similar themes. In addition, both novels are frame stories, a technique Bradbury frequently employs in his writing. Encourage students to read The Martian Chronicles and to explain either orally or in writing how the books are similar. Ask students to consider the similarities of style and subject matter in art and in writing. (Interdisciplinary: Art) Artist Norman Rockwell created many images of town and city life in the United States. Like Bradbury, many of his scenes combine elements of realism with an idealized vision of everyday life. Have students do research to find pictures of Rockwells scenes of life in the United States. Have them compare and contrast his artistic style with Bradburys writing style. For example, students should note how realistic each Rockwell painting is and whether the overall mood is light or dark. Invite students to select one work by Rockwell that could serve as an illustration for Dandelion Wine.
Snapshots
Prepare students for the individual stories within a story. Point out that Dandelion Wine is like a photograph album in some ways. It shows a series of events from one particular period. Ask students to imagine that they are making a photo album about their own lives. What snapshots would they want to include in it? Encourage students to discuss the types of pictures they would want to include. For example, they might mention pictures of their rooms, favorite pets, or events that were significant for them.
Local Characters
Introduce students to a variety of character types that Bradbury includes. Tell students that Bradbury includes a variety of characters in this book. They range from young to old, from conventional to a little odd. 32
RELATED READINGS Just This Side of Byzantium by Ray Bradbury (Glencoes Literature Library, BLM page 24)
MAKING CONNECTIONS TO Dandelion Wine

This reading explains the method that Bradbury uses to write, and it explores the connection between his life and his work. You may wish to use this as a prereading activity. Have students predict details they may find in the novel. After students read Dandelion Wine, have them explore reasons a writer might rearrange facts (for example, details of John Huffs leaving). Ask students what elements of their own communities have affected their lives the most. Have them speculate as to whether these elements affect others in the same way. Like the novel, these poems recall sensory details of summertime. These poems would work well as either prereading or postreading activities. After students read the poems, have them discuss the reasons summertime so often is associated with specific childhood memories. How does summer differ from the rest of the year?
Mango Juice by Pat Mora and Knoxville, Tennessee by Nikki Giovanni (Glencoes Literature Library, BLM page 26)
Homesickness by Brent Ashabranner (Glencoes Literature Library, BLM page 26)
This article shows that people do not forget the places of their youth. This article would work well as a postreading activity. Before students read the article, ask how many have ever felt homesick. Allow students to give examples, if they wish. Discuss why people in new surroundings may be frightened by strange noises or unfamiliar clothes. This article looks at dandelions scientifically rather than metaphorically. Before students read the article, ask them what words and images they associate with dandelions. You may wish to create a word web of terms on the board. This reading could be the basis for a discussion that contrasts how scientists and artists differ in their approach to subjects. After reading this article, have students suggest how an artist might describe dandelions.
Dandelions: Survivors in a Challenging World from Hands-On Nature edited by Jenepher Lingelback (Glencoes Literature Library, BLM page 27) Searching for Summer by Joan Aiken (Glencoes Literature Library, BLM page 28)
Like the main character in Dandelion Wine, these characters also remember one special summer. Before students read the story, have them predict what life might be like in the future. After students read, have them discuss what makes the summer in this story so memorable and how this summer is different from Douglas Spauldings summer. Both the novel and story are set in places that have changing seasons. Have students speculate whether people who live in climates that are usually warm would feel the same way toward summer and sunshine.
D a ndel i on Wi ne
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ANSWER KEY
Reading Strategy: Interpret Imagery

The imagery appeals to readers senses of sight and smell. The place is a pit of . . . blackness, with shadows and the odor of decay. The path it cuts across town is twisted. The overall impression is that of a dark and dangerous place.
CHAPTERS 116 BEFORE YOU READ Write the Caption

The lowly dandelion has many usesfrom medicine to tea to wine.
ACTIVE READING Answers will vary. Sample answers: Wine: put away until January; word; Sneakers: soft, springy when new, dead when old; feel as if you could run faster and jump higher; Ravine: dark smelly, wide, jungle; meant death and danger, loneliness; Lawnmower: clatter of metal, spray of grass; fountain of youth, sign of summer; Machine: sights, sounds, smells, unchanging; makes wife unhappy, misses true happiness; Photo: shows seven-year-old girl in yellow dress; proof of Mrs. Bentleys youth; just a picture to kids. INTERACTIVE READING Literary Element: Figurative Language Bradbury is comparing dandelion wine to summertime. Students may say that he uses metaphor in order to highlight the importance Douglas and his family place on the making of the wine, which has many uses including as a cold and flu medicine.
ON-PAGE NOTE-TAKING BIG Question: What Makes Life Good? By having Mr. Sanderson try on the shoes, Douglas is able to take him back to the carefree comfort of what its like to be a child.
Apply Background
Students may say that the information showed them that the dandelion is a medicinal herb, which helped them understand the importance the Spauldings place on making dandelion wine.
Literary Element: Figurative Language

Continents are large and butterflies flutter. The simile creates a comparison between blossoms and a huge collection of fluttering butterflies. An appropriate paraphrase might be: blossoms like waving handkerchiefs by a crowd of people.

Bradbury uses images of light and darkness as a way to convey life (light) and death (dark). He mentions all forms of lightcar lights, faint squares of light in a few windowsand surrounds it with darkness. The image of this shadowy world helps readers experience the dangers of the ravine at night.
AFTER YOU READ Respond and Think Critically 1. Evil is in the world, and people must face it essentially alone. 2. She doesnt like it, because it makes her wistful for what she doesnt have and because it never changes. He realizes that he already has happiness in his family. 3. She is trying to capture and control time. She gives them away or burns them. After she gets rid of them, she feels freer. 4. Students should give reasons for their comparisons. For example, they may say that Grandpa reminds them of a grandparent, because he likes things the old way. 5. Answers will vary, but examples include waking up on the first day of summer, sitting on the porch at night, getting new sneakers, and beating the rugs.
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ANSWER KEY
Literary Element: Figurative Language

1. Some students may say they visualize a monster or an alien. 2. He compares it to New Years Day. Images include: horns and yelling, a symphony of lawn mowers, confetti, and people throwing grass at one another.
CHAPTERS 1729 BEFORE YOU READ Write the Caption

The coming of cars and airplanes in the 1920s signaled a gradual end for the trolley.

1. The simile refers to the tinny music that comes from an ice cream truck; the imagery appeals to the sense of hearing. 2. Sensory details include: hummings, low and high, steady and then changing; a giants kitchen, a face like a huge peach-colored moon; golden bees as big as teacups; shivering quietly like a huge dog dreaming in its sleep.
Vocabulary Practice
1. 2. 3. 4. 5. A B B A B
ACTIVE READING Answers will vary. Sample answers: Row 1: Word choice and imagery appeals to sense of hearing. Row 2: Author uses rhythm and punctuation to build a sense of excitement and impending disaster. Row 3: Word choices and imagery appeal to sense of hearing. Row 4: Word choices and imagery appeal to sense of sight. Row 5: Word choices and imagery appeal to sense of hearing, sight, and touch. INTERACTIVE READING Literary Element: Sound Devices The parallelism is the repetition of the name of a person and his or her machine. The repetition creates an expectation about the next kind of machine that will appear in the story.
Academic Vocabulary
Affect in this context means a visible manifestation of emotion.
Literary Element: Sound Devices Write with Style

Apply Figurative Language Students paragraphs should: be well written and logically organized. include at least one metaphor and two similes. provide details that describe an aspect of summer. The author is using repetition to make readers hear the danger of this moment. The verb that follows Mr. Quartermains exclamation is cried, not screamed. The change in vowel sounds gives the exchange a more definite ending.
Reading Skill: Analyze Style

William speaks only in short, declarative sentences, using fairly simple language. Helen speaks in complicated sentence patterns filled of metaphors. William is a listener and Helen is a talker. There is a great deal of love and respect between them.

Social Studies Group members should work together, using good collaboration and communication techniques to select which events to include in their time line. They should reference their ideas and opinions using their notes and charts.
Reading Skill: Analyze Style

The sentences vary between longer, more descriptive forms and short sentences that get right to the point. Students may say that Bradbury more often uses longer sentences throughout the novel.
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ANSWER KEY
ON-PAGE NOTE-TAKING BIG Question: What Makes Life Good? Colonel Freeleighs ability to remember the sights and sounds of a long ago time and place in his life is more important to him than being careful about his health. AFTER YOU READ Respond and Think Critically 1. He means that Mr. Quartermain is not dead. They will never drive the machine again. 2. He admires him. Douglas is angry and says he hates John. He is hurt that his friend left. 3. She is referring to the fact that she met Mr. Forrester when he was too young and she was too old. Some students will agree it is terrible, others will think the timing was nice, because it gave them both pleasure. 4. Students may focus on the sadness of the many deaths, or the heartwarming aspects of the good relationships. Some may find the multiple stories confusing. 5. Students may say that memories allow people to relive pleasant or dramatic times, learn from the mistakes of the past, and share with friends and loved ones. All of these are aspects of what makes life good.
Reading Strategy: Analyze Style

1. Douglas is angry and upset about the loss of his friend. As he comes to understand he is losing the battle to keep his friend in Green Town, and he hears the slamming of the screen doors as enemy fire. 2. blazing cottonsight, touch; tongue/dust mop taste; ears belling and ringinghearing
Vocabulary Practice
1. 2. 3. 4. 5. concoction infinitesimal dessication ricochet calamities
Academic Vocabulary
definition: to treat or represent as equal or comparable synonym: liken, associate antonyms: contrast sentence: You cannot equate laughter with happiness because there are many different kinds of laughter.
Write with Style

Apply Sound Devices Students paragraphs should include examples of repetition, alliteration, and onomatopoeia be organized in a logical progression use vivid description and interesting word choices
Apply Author Information

Students may mention that it helped them to know that Bradbury wrote science fiction for publications such as Weird Tales, as there are strong elements of science fiction in this novel.

Performance Students presentations should focus on a single scene or event from the novel begin with an effective stage picture include an attempt to create distinct characters, using voice and body language include physical staging elements
Literary Element: Sound Devices

1. The phrase soft sigh is an example of alliteration. The s sounds at the beginning of both words create a sound like a soft sigh. 2. Answers will vary. Sample answer: Tom was sitting on the cannon calling to his brother Douglas, Boom, boom, boom!
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ANSWER KEY
CHAPTERS 3040 BEFORE YOU READ Write the Caption Today, as in the early part of the twentieth century, people enjoy the amusements offered by arcades. ACTIVE READING Answers will vary. Sample answers: Row 1: I went into an abandoned building to play with friends. Row 2: My aunt died last year. I didnt know her well, but I couldnt stop crying. Row 3: Yes, I think everyone has questions about what its like to die and most people are at least a little afraid. Row 4: I got a great fortune cookie that I decided was true because it said what I wanted it to say. Row 5: I had viral pneumonia when I was eight, and I was very sick for three weeks. Row 6: It feels as if everything in life is good and nothing can go wrong again. Row 7: Family dinners at my house are huge and everyone cracks jokes and talks with their mouth full. INTERACTIVE READING Literary Element: Setting The community cares about and watches out for one another. Helen and Lavinia have known each other long enough and well enough that Helen knows Lavinia will leave to cross the ravine.
Literary Element: Setting

The ravine emphasizes the themes of life and death and time passing. Students may say that the theme of life and death is represented by the knowledge of what has happened in the ravine and by Lavinias terror as she makes her way through it. The theme of time is referenced by Lavinias counting the number of steps, yards, minutes, and seconds she must live through before she gets safely to her front door.
Reading Strategy: Connect to Personal Experience

Most students will agree that to some extent people keep their loved ones alive in memory.

Great-grandma sees her death as a normal part of life. She does not struggle or become upset. Answers should include examples of students experiences with people whose outlook on life and death is similar or very different.
ON-PAGE NOTE-TAKING BIG Question: What Makes Life Good? Douglass recent illness makes him appreciate tiny things in a way he did not before, such as words like relish and the whole world of experience the word brings with it.
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ANSWER KEY
AFTER YOU READ Respond and Think Critically 1. Mr. Jonas thinks that Douglas is overwhelmed by the summers events. The boys recovery shows that Mr. Jonas may have been correct. 2. Aunt Rose thinks Grandmas kitchen methods are oldfashioned. By changing the kitchen and Grandmas methods, she ruins Grandmas cooking. The narrator probably thinks that cooks work best by instinct. 3. There were ninety-odd bottles, one for every day of summer. Tom thinks it is a way of saving summer forever; Grandfather thinks you can relive the events only for a moment or so. 4. Some students may side with Tom and point out that the narrator claims to have remembered everything. Others may think that no one remembers everything, so the older man is correct. 5. They are sad because the excitement and mystique of the Lonely One will now be gone. Students may say that all the people of Green Town bonded over the idea of the Lonely One in one way or another; in that way they shared with each other as a community.

1. Students may mention kidnappings, mysterious disappearances, or any ongoing situation that throws a community into fear and panic. 2. Students may say that people behave in similar ways. Alternatively they may mention instances in which communities take action in such situations for example, neighborhood watch groups and community policing.
Vocabulary Practice
1. 2. 3. 4. 5. commotion overwrought apparition equilibrium exhalation
Academic Vocabulary
Students examples will vary but should provide an example of a family or community tradition that reflects their understanding of the word.
Writing
Personal Response Answers will vary. Students should support their opinions with examples from the novel.
Apply Background
Answers will vary but students may mention the similarities between the author and the central character of Douglas Spaulding including the fact that Bradbury claims to be curious, energetic, and always full of ideas.
Research and Report

Literary Criticism Students reports should use multiple sources show clear pattern of organization include a list of sources use proper spelling, grammar, and mechanics.
Literary Element: Setting

1. Answers will vary. Students may say that the episodic structure works well because the setting and characters are viewed from a number of different perspectives. 2. It is counted out in bottles of dandelion wine.
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ANSWER KEY
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Just This Side of Byzantium Students may mention that Bradbury makes stories out of details, changes facts to suit his purpose, and makes up details that seem suitable.
Searching for Summer

Both writers see sunshine as a gift, as a positive force. Both writers describe sunny moments as joyful, memorable ones.
Mango Juice/Knoxville, Tennessee

The poets captured only highlights, whereas Douglas Spaulding tries to recall everything.
Homesickness
He recalls specific details, such as the people, places, and sounds. Ya Thong cannot return, while Spaulding could.
Dandelions: Survivors in a Challenging World

The color of the flowers; their beauty; the fact that they grow in summer. The scientific details are not what gives the metaphor its power. Also, he may not have cared about the science.
CONNECT TO OTHER LITERATURE Figurative Language: Bradbury uses many metaphors and similes to describe the ravine as a vast expanse of ocean and a kind of monstera living, breathing, thing. By contrast, Dillard tells her story in a simpler, more straightforward style, relying on the situation and the excitement of the chase to draw readers in. Sound Devices: Annie Dillard uses far fewer sound devices than Bradbury. They both use distinctive language and strong storytelling. Setting: For both characters the setting is familiarit is their home. They know the landscape and the buildings. The stories play out during different seasons, but each reveals the central characters love of place.
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Dragonwings
Lawrence Yep
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ABOUT THE WORK
Dragonwings by Laurence Yep

Dragonwings is about the experiences of Moon Shadow, a Chinese boy in San Francisco in the early 1900s. In this 1975 novel, Laurence Yep describes the cultural collision that occurs after Moon Shadow leaves his homeland to join his father in the United States. Dragonwings is a Newbery Honor book and has won numerous other awards. Please note that in their reading, students will encounter issues of violence, prejudice, and drug abuse. Moon Shadow and his father deliver laundry for the Company. One day, Uncle Bright Stars son, Black Dog, disappears, and Lee rescues him from an opium den. Later, Black Dog beats and robs Moon Shadow. Lee finds Black Dog; in the ensuing fight, Black Dogs accomplice is killed. Moon Shadow and his father leave the Company and go to work for Miss Whitlaw, who, with her niece Robin, runs a boarding house. Although the father and son are wary of the customs of their new employers, soon they all become friends. In time, Moon Shadow reveals to Miss Whitlaw his fathers dream of learning to fly. She helps the boy write a letter to the Wright brothers asking for advice. In the San Francisco earthquake of 1906, the Whitlaws lose their house in a fire. After helping the Whitlaws relocate, Lee refuses an invitation to rejoin the Company. He and his son move into an old barn and support themselves with odd jobs. The joy of building an airplane is what gets them through the tough times. When Black Dog robs them again and they face eviction, Miss Whitlaw and the Company come to their aid. With help from family and friends, Moon Shadow and Lee finally take their plane for a test flight. The plane crashes, but Lee believes he has passed the Dragon Kings test. He rejoins the Company and brings Moon Shadows mother to the United States.
Synopsis
In 1903 eight-year-old Moon Shadow leaves his mother and his home in China to join his father, whom he has never before seen. The only thing that Moon Shadow knows about his father is that he was a kite maker before moving to the United States. Upon arriving in San Francisco, Moon Shadow meets his father and the Company, a group of Chinese men who are working to support their relatives in China. The Company, headed by Uncle Bright Star, own and operate a laundry and live and work together. Moon Shadow learns that his father, Mr. Lee, is often referred to as Windrider. Lee recounts a dream involving a dragon called the Dragon King, who tells Lee that in a former life Lee had been a dragon known as Windrider and that if Lee passes certain tests, he would be allowed to return to the world of dragons in his next life. This dream explains Lees passion for kites and fuels his desire to build a flying machine.
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Dragons as Symbols
Examine the different ways in which dragons are characterized in Eastern and Western cultures. Tell students that dragon figures emerged in many cultures throughout the world before there was any knowledge of prehistoric dinosaurs. Have students draw a picture of a dragon and then discuss their drawings with the class. Ask students to make a list of dragon characteristics. Write the list on the board. Explain that the word dragon comes from the Greek word drakon, for any large serpent. Jewish and Christian traditions, in which the snake is associated with evil, have created a negative perception of dragons in Western cultures. In Eastern cultures, the dragon has a far different significance. The majestic dragon lung, living in rivers, lakes, and air, was originally a rain god and thus a source of fertility and plenty. Scholars from ancient China defined four types of dragons: Tien Lung, which guarded the home of the gods; Fu Tsang Lung, which represented hidden treasure and thus good fortune; Ti Lung, the Earth Dragon, which ruled the waterways and earth; and Shen Lung, which controlled the wind and rain. Eventually, the latter two were thought of as dragon kings, gods who lived in the oceans and protected seafarers. Emperors used dragon images as symbols of generosity and power. Ask students to review their list of dragon characteristics. Have students collect a variety of dragon images as they read Dragonwings. 42
The Roots of Prejudice

Help students recognize prejudice in the novel. Explain the definition of the word prejudice through its etymology, noting that the prefix pre means before and that judice comes from the Latin word meaning judgment. Prejudice is prejudgmentmaking a decision before facts are known. Ask students to name different types of prejudice. Then conduct a class discussion to consider the following questions: Where does prejudice come from? How does prejudice affect its targets? How does prejudice affect those who display it? How can a person overcome prejudice? Ask students to consider these questions as they look for evidence of prejudice in Dragonwings.
Shaky Ground
The characters in Dragonwings are not prepared for the earthquake that occurs in 1906. Discuss with students what they might do to prepare for an earthquake today. Have students brainstorm and make a list of items that they would include in an earthquake survival kit. Remind students that medical aid, transportation, water, electricity, and communication may not be available for many days following an earthquake. Have students compare their lists with any found on the Internet.

RELATED READINGS Writing Dragonwings
by Laurence Yep
MAKING CONNECTIONS TO Dragonwings

Laurence Yep discusses his motivation and inspiration for Dragonwings. Ask students what questions they might have for Laurence Yep after reading Dragonwings. List their questions on the board. After students have read this selection, you may want to discuss any questions not addressed by the reading. This selection provides students with an overview of the history and construction of Chinese kites. Before students read, ask them to list what they already know, or think they know, about kites. After students read, have them add facts to their lists. This reading examines the devastation caused by the 1906 San Francisco earthquake. Have students imagine that a natural disaster has occurred in your community. Homes are without water, electricity, and natural gas. What would students do? How would they feel? Have students brainstorm ideas for bringing relief to those who suffered from the disaster. The Wright brothers were the first to fly an airplane successfully. Their achievement inspired others to try to build airplanes of their own. Ask students to list some of the difficulties that inventors have to face. If students have a hard time starting a list, help them by suggesting that a lack of funding can slow down an inventors work. Have students discuss the satisfaction that someone might feel when an invention is successful and the disappointment the inventor would feel when something does not work as planned. Discuss with students different ways of offering proof that an invention is successful. This story, by the author of Dragonwings, examines the life of a Chinese American family. Discuss with students how appearances can be deceiving. Have students offer examples of actors who are different from the characters they play on television or in movies. Ask students why it is wrong to judge someone based on the way he or she looks or acts. Have students share with the class personal experiences in which they, or someone they know, have been treated like outsiders. Have students discuss the meaning of the saying A stranger in a strange land.
(Glencoes Literature Library, BLM page 25) from Chinese Kites by Wang Hongxun (Glencoes Literature Library, BLM page 26) Some Personal Recollections
by Gerstle Mack
Success at Kill Devil Hills

by Becky Welch
from The Case of the Goblin Pearls

by Laurence Yep
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ANSWER KEY
Reading Strategy: Analyze Cultural Context

Poetry and religious or inspirational sayings decorate a laundry; people play Mah-Jongg; there is a reference to Buddhism and vegetarianism; the foods are prepared with soy sauce and include some unusual things such as sharks fin soup.
CHAPTERS 14 BEFORE YOU READ Summarize

Despite antiChinese laws, Chinatown in San Francisco has been home to Chinese immigrants since the time of the 1849 Gold Rush, and though destroyed during the 1906 San Francisco earthquake and fires, it has been rebuilt to become a popular tourist attraction.
ON-PAGE NOTE-TAKING BIG Question: What Influences You? Moon Shadow believes what his father tells him. His father, not Uncle Bright Star, influences him. AFTER YOU READ Respond and Think Critically 1. The U.S. government will not allow non-property holders to bring their families, and Moon Shadows father does not yet own enough property to qualify. 2. Black Dog steals money from the owners of an opium den. He is a drug addict. 3. The italics emphasize how strange English sounds to Moon Shadow. They also suggest a difference between internal thought and external behavior when the Chinese characters are dealing with people who are not Chinese. 4. White people had lynched Moon Shadows grandfather shortly after the grandfather arrived in the United States. Moon Shadow thinks all Americans are like the ones that killed his grandfather. Based upon his early impressions of white people, there is no reason to believe that Moon Shadow wont stop thinking of them as demons. 5. Perhaps the two greatest influences on Moon Shadow are his loving and intelligent father, from whom Moon Shadow learns about the world beyond Chinatown, and his Chinese family and heritage, which determine where he lives and with whom he lives.
ACTIVE READING Uncle Bright Star: a strong, special man; They dont make men like Uncle Bright Star anymore; narrators words, direct characterization White Deer: kind and helpful; cooks the meal, gives Moon Shadow clothes; characters actions, indirect characterization Lefty: misses home; a poem hangs over his ironing board that shows longing for home; characters actions, indirect characterization Black Dog: drug addict; Black Dog had taken to opium; narrators words; direct characterization INTERACTIVE READING Literary Element: Characterization He loves machines. He is aware of the latest technology. He says he doesnt know much about being a father but he acts with kindness. He believes in the Dragon King and a special destiny for himself. Indirect characterization is achieved through Windriders words and actions.
Literary Element: Characterization

Moon Shadow looks to his father for all answers. Still, as Moon Shadows words reveal, through indirect characterization, he asks questions and can show he disagrees.
Apply Background
Students may say that knowing that Yeps father was a kite maker and a model for Windrider made them appreciate the realism of the kite-making details.
Reading Strategy: Analyze Cultural Context

There is Chinese writing. The name of the company, even in English, sounds foreign and unusual. There are poems, written in Chinese, hanging on the walls on strips of bright red paper.
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ANSWER KEY
Literary Element: Characterization

1. Moon Shadow is a child who is curious about the world and trusts in his father. He sees most things from the point of view of his Chinese heritage. He is the narrator of the story and tells about himself. His words and actions also characterize him. 2. Other characters, including Moon Shadow, say things and think things that help reveal Windrider.
CHAPTERS 58 BEFORE YOU READ Summarize The highly addictive drug opium became a problem in China and caused wars between China and Great Britain. ACTIVE READING Students sketches should show a kitchen with a stove, icebox, and table, as well as three charactersMiss Whitlaw, Windrider, and Moon Shadow. Sketches might also show the doorway to the kitchen, as well as miscellaneous details such as the checkered tablecloth, the copper teakettle, and the plate of cookies. INTERACTIVE READING Literary Element: Allusion The Listener hears prayers. The Listener is also a good person who does not allow for her own salvation before the salvation of her brothers and sisters. Miss Whitlaw is not a huge monster with blue skin and warts but more like a kindly goddess.
Reading Skill: Analyze Cultural Context

1. Moon Shadow is a Chinese immigrant, a member of an unwelcome ethnic group. He is the object of discrimination. He has trouble with English. He has different values and beliefs. 2. Windrider believes he will became a dragon, a great and important power in Chinese culture. At the same time, Windrider has dreams of flying. He will become a kind of dragon with wingsthat is, a very special, very powerful creature who can fly.
Vocabulary Practice
1. 2. 3. 4. 5. 6. 7. none heirlooms insolent none amiably intuitive dynasty
Literary Element: Allusion

St. George killed dragons. In Chinese culture, a dragon is a great being, and someone who killed oneif it were even possiblewould be a terrible person and not a saint.
Academic Vocabulary
Here, invest means to put money into something in order to make more money from it.
Reading Strategy: Visualize

It is possible to see the alley; the trash and trash barrels; the boys clothes, hair, and freckles; the narrator hitting his head on the ground; the trash spilling out of the pails; the boy looking down at Moon Shadow; others looking down from the back landing; and the tomato, other garbage, and stones flying at and hitting Moon Shadow.
Writing
Write a Letter Students should use Moon Shadows voice and details from the novel to explain to a relative what the United States is actually like.

Oral Report Students oral reports should include a visual that shows the members of the pecking order and how decision making filters down be presented with effective verbal and nonverbal techniques be accompanied by a paragraph that assesses both the visual and the oral report

It is possible to visualize the glider leaping out of Moon Shadows hands and hovering; Robin running parallel to the surf with her pigtails flying; the winds catching the glider and lifting it high until it is soaring; Robin still on the beach, giving the glider more string; the glider dipping and rising; Fathers rolled-up pants as he highsteps through the surf; Father stumbling and falling in the surf.
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ANSWER KEY
ON-PAGE NOTE-TAKING BIG Question: What Influences You? Moon Shadows culture has taught him to revere rather than to fear dragons, so he naturally takes that perspective in this encounter with those who dont share that view. AFTER YOU READ Respond and Think Critically 1. Moon Shadows father seeks to punish Black Dog for beating and robbing the boy. When Mr. Lee finds Black Dog, Mr. Lee kills an accomplice of Black Dogs who is about to shoot Moon Shadow. The father and son leave because they fear that others in Black Dogs gang will seek revenge for their loss. 2. The growing closeness between Moon Shadow and Miss Whitlaw allows him to feel safe in sharing Windriders dream. The Whitlaws take an interest in gliders and help fly them, and Miss Whitlaw helps Moon Shadow write a letter to Wilbur and Orville Wright. 3. Yep humanizes the demons by instilling them with admirable qualities such as kindness (the cookies); courtesy and respect (manners and speech); openness (willingness to learn); helpfulness (Robins suggestion on how to handle bullies and Miss Whitlaws help with the letter). Moon Shadow sees few of these virtues in other white people in the book. 4. Students will probably agree that the friendship is true to life, because it occurs gradually, in stages, just as real-life friendships do. 5. Students may suggest that Moon Shadow follows his fathers role modeling: only shortly before, Windrider stood up to Black Dog. Students may also say more generally that Moon Shadow is being raised to do what a superior man would do, and a superior man would, perhaps, not let himself be bullied.
2. Allusions to Buddhism help show religious beliefs. Allusions to various Chinese Buddhist gods, such as the Stove God, help show beliefs, ways of life, and traditions, as well as why people of such different cultures might have trouble understanding each other.

1. It is possible to visualize the two characters talking; then Black Dog grabbing Moon Shadows arm (with, perhaps, a look of aggression or menace on his face and a look of fear on Moon Shadows, as well as accompanying body language that shows these emotions). Other details that can be visualized are Moon Shadows kicking, running, flying hat, and falling; and Black Dogs twisting Moon Shadows arm, grabbing his queue, tearing his money bag, and kicking him with his heavy boots. 2. It is possible to visualize the backyard, with the shadows of the house and stable, as well as features of the night sky that include the Milky Way (or the Silver River), as well as constellations such as Aquila, the Lyre, and the Twins (or the Cowherd and the Spinning Maid).
Vocabulary Practice
1. 2. 3. 4. 5. opposite opposite same same opposite
Academic Vocabulary
They are kind and welcoming. They see past differences in appearance and culture.
Writing
Personal Response Students responses should make reasonable predictions based on actual novel details.
Apply Background
Students may say that the information helps explain why Uncle Bright Star refers to the British when talking about addiction.

Speech Students speeches should address a specific audience provide specific bits of advice use ethical, emotional, or logical appeals use verbal and nonverbal techniques effectively be accompanied by an evaluative paragraph
Literary Element: Allusion

1. Moon Shadows father wants to be a superior man. The concept of a superior man is part of his culture and belief system. He has held onto the idea of a superior man from the teachings of his past in China.
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ANSWER KEY
CHAPTERS 912 BEFORE YOU READ Write the Caption Early gliders, like the ones the Wright Brothers flew, were lightweight flying machines. ACTIVE READING Resolution: Windrider flies and ends his obsession with flight; he then sails for the Middle Kingdom to get Moon Shadows mother. Conflicts: between Uncle Bright Star and Windrider over flying (resolved); between Black Dog and Windrider (not resolved); between following the dream of flight and following a course that would bring Moon Shadows mother over sooner (resolved); between Chinese immigrants and the dominant culture (unresolved); between Moon Shadow and his father over pursuing the dream of flying (resolved) INTERACTIVE READING Literary Element: Conflict and Resolution Moon Shadow does not understand his fathers dream.
Literary Element: Conflict and Resolution

Moon Shadow says he wants to fly, too; he takes his fathers side and ends their conflict. There is conflict, however, between Uncle Bright Star and Windrider over Windriders wanting to pursue his dream of flying.
AFTER YOU READ Respond and Think Critically 1. The Company and other Chinese people own property and control a considerable amount of money. The citys economy would suffer without their economic activity. 2. Black Dog returns to rob and beat Moon Shadow. Without money, Moon Shadow dare not dream of flight until the Company and the Whitlaws come to the rescue. 3. This question is intended to get students thinking about behavior under pressure. Most will probably hope that they would respond calmly and be able to help themselves and other people survive the disaster. 4. Some students may be disappointed that Mr. Lee would abandon his efforts after all this labor. This is Mr. Lees last flight. He tells Moon Shadow that his family means more to him than does flying. 5. Many answers are possible. Uncle Bright Star is influenced by his strong feelings of family and sticking together in America. He is also, perhaps, influenced by the hard life he has had and proving over and over again that he can meet every obstacle, solve every problem. APPLY BACKGROUND Students may say that it helped show how the flying episodes had a historical basis.
Reading Skill: Analyze Theme

One of the themes shown here and elsewhere is that discrimination such as that against early Chinese immigrants to America may be common, but is not universal.
Literary Element: Conflict and Resolution

1. One of the most important conflicts is Windriders conflict over being the man the Company wants him to be, a laundry worker, and the being the man he wants to be, a dragon man and a pilot. 2. When Windrider succeeds, his internal conflict is resolved. Conflict between him and the Company, especially Uncle, is also softened or lessened or forgotten.

Yep uses the events of the San Francisco earthquake and what followed to show discrimination, mistreatment, and a level of prejudice worse than that received by any other ethnic group.

1. There are several key themes, including the importance of living your dreams, the value of family, the value of open acceptance of those of different cultures (as shown by the Whitlaws), and the problems that can exist when one culture is ignorant of or suspicious of the ways of another culture.
ON-PAGE NOTE-TAKING BIG Question: What Influences You? Answers will vary. Students may express thoughts about the importance of family bonds and loyalty and how they make people who they are.
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ANSWER KEY
2. Students may name any other theme not mentioned in the previous question.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Writing Dragonwings Yep wrote the book for children. That helped him to look at things through the eyes of a child, with a sense of wonder and new experience.
Vocabulary Practice
1. throwing eggs at the old mans house [example] 2. after the hurricane hit [cause and effect; general context] 3. people were cold and hungry, ruler did not take action [general context] 4. the discussion while all the others are silent [contrast/opposites] 5. because of her wisdom and generosity [example]
Chinese Kites
Kites may have helped the characters to become interested in aviation, and a knowledge of kite construction would have helped the characters effectively design their own airplane.
Academic Vocabulary
Factor means a quantity by which another quantity is multiplied. Both meanings suggest something that contributes to a result, but one meaning is strictly mathematical while the other can apply to a broad range of variables that affect events.
Some Personal Recollections

Mack is able to leave San Francisco and go to Europe while things are repaired at home. Moon Shadow stays in a tent. The Chinese have to fight to regain their property and work to rebuild the company store.
Writing
Write Storyboard Text Answers will vary but should include key events such as the move to the barn, the building of the glider, the robbery, the arrival of the Company, and the flight.
Success at Kill Devil Hills

Students should conclude that achieving greatness takes hard work. Windrider and the Wright brothers faced enormous difficulties along the way.
The Case of the Goblin Pearls

Lily enjoys the company of her Auntie but does not have the same relationship with her as she does with her parents. Windrider and Moon Shadow are as much friends as father and son. Both of the children enjoy hearing their elders tell stories.

Math Students computer-slide presentations should be based on research in multiple sources include slides showing and explaining technical terms include one or more examples of earthquake graphs correctly credit all sources employ effective verbal and nonverbal techniques, including pacing
CONNECT TO OTHER LITERATURE Characterization: This narrator tells thoughts, words, and actions, just as the narrator of Dragonwings sometimes does. Allusion: There are allusions to famous African American leaders from the Civil Rights movement. They are like the allusions in Dragonwings because they are allusions to a specific culture.
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ANSWER KEY
Conflict and Resolution: The conflict in this story is over painting a wall; it arises because the narrator and the narrators cousin do not understand the painters intent. It is resolved when the wall is finished and the intent is clear. The conflict in Dragonwings is between cultures, as well as, at times, between family members. Only part of the conflict is resolved.
Write About It
Advice should be addressed to the children in War of the Walls, should explain why people should not jump to conclusions about others, and should support ideas with examples from Dragonwings.
RESPOND THROUGH WRITING Expository Essay Students essays should open by creating interest in Dragonwings present a clear thesis near the beginning present and support three reasons for reading Dragonwings use precise evidence or explanations
D ragonw i ngs
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I Am Mordred: A Tale from Camelot

Nancy Springer
50
ABOUT THE WORK
I Am Mordred: A Tale from Camelot by Nancy Springer

Novelist Nancy Springer recognized an untold story in the character of Mordred, who from his birth until his entry into Arthurs court is absent in most versions of the Arthurian tales. Springer first imagined his life in a short story called The Raven, later developing the story into a novel. I Am Mordred, published in 1998, was named an ALA Best Book for Young Adults, Voyas Outstanding Title of 1998, and winner of the 1999 Carolyn S. Field Award. Springer has recently written a companion volume, I Am Morgan le Fay: A Tale from Camelot. Teachers should be aware that the novel deals with sensitive issues such as incest, rape, infanticide, and adultery. It depicts accurately the violence to both people and animals that marked early medieval England. Teachers need to prepare themselves and their students to discuss these subjects. whom Mordred names Gull, to be his companion and to be a magical link through which Mordred and Nyneve communicate. At fifteen, Mordred journeys to Camelot to offer his services to Arthur. Mordred places all his hope in Arthurs publicly recognizing him as his son, but Gawain tells Mordred that if Arthur acknowledges his incestuous child, disasters will occur. Though he knows he is destined to kill Arthur, Mordred has no desire to do so. He leaves on a quest to save his soul and Arthurs life. Mordred returns to his first home to seek answers but learns that Fishermother has long since died. He finds Morgan le Fay and the Ladywater but still receives no answers. In despair, Mordred finally seeks Merlin, whom Nyneve has imprisoned. Hearing a caged hawk play enchanting music, he frees the hawk and then discovers that he has freed Merlin, who kills Nyneve. From Merlin, Mordred learns the details of his and Arthurs deaths and, devastated, gives up his quest. Mordred returns to Arthur and asks him to take his soul so that he can fulfill his destiny painlessly. Arthur is appalled but agrees, and they attempt the transfer with the help of a druidic harper. At the last second, the harpers raven snatches Mordreds soul away. Time passes until what is left of Mordred attempts his destruction of Arthur. Arthur does not die but is taken to Avalon, where he is reunited with the raven that holds Mordreds soul. Weeping, he acknowledges Mordred as his son. 51
Synopsis
After being seduced into an incestuous relationship, the young Arthur is advised by Merlin to kill forty baby boys so that his son of that union, fated to kill him, will not live to do so. That son, Mordred, survives and is fostered by a fishing couple. His happy childhood is cut short, however, when the sorceress Nyneve fosters him in Lothian. There Mordred learns what it means to be a prince in the household of Lothe and Morgause, and from his half-brothers, Gawain and Garet, he learns what it means to be the cursed son of Arthur. Mordred has only one friend in his loneliness: Nyneve conjures a dog,
I A m M or dr ed: A Tale f rom Camel ot
Life Within Castle Walls

Prepare students for the double standards of the medieval world. Have students discuss what a double standard is and brainstorm for double standards that apply today, whether they are applied between the sexes or among classes or ethnic groups. Let them consider how such double standards arise and perpetuate themselves. Explain to students that the medieval world was strict in its separation of classes and sexes and that to question the social arrangement was considered sinful. Ask them to predict what the double standards will be before they read. As they read, have students note examples of double standards, such as when Fisherfather assumes that the nobility may take what it pleases, or how turning a blind eye to Pellinores rapes contrasts with the dire punishment for Morgauses dalliances. More important, have students note how Mordreds acceptance of the double standards shapes the plot.
Have students write brief stories of recent events in their lives. Students should write the stories in third person, then rewrite them in first person. Have student volunteers read their stories aloud and poll classmates on which version is more compelling and why. Prepare students for the shift from third person to first person and back. As they read, have them discuss why Springer made this choice.
Magic in the Air

Help students imagine a world in which magical events are taken for granted. The world of I Am Mordred is a fairy-tale world in one senseit is full of magical beings both benign and evil. Explain that medieval people saw the world as being very much inhabited by spirits. Tell them that a man at that time might curse at a rock that he tripped over, thinking the rock was to blame. Help students think of times when they have behaved in similar ways toward inanimate objects, such as kicking a bicycle when the tire went flat. Prepare them to accept the idea of a magical world as true for the novel. As they read, have students compare and contrast the magical world Springer creates with other fantasy worlds they know from fairy tales, movies, or books. What do these worlds have in common? How do they differ? Encourage students to dream up their own fantastic realms.
Thats My Story, and Im Sticking to It

Have students consider the structure of the novel and the points of view from which it is told. Prompt students to recall the definitions of first- and third-person narration. Ask them to discuss the two approaches and how they differ.
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RELATED READINGS Boudicca by Milton Meltzer (Glencoes Literature Library, BLM page 24) MAKING CONNECTIONS TO I Am Mordred, A Tale from Camelot
Help students understand the Britain that produced the Arthuriad. Before students read, explain that the historical queen Boudicca lived about four centuries before the mythical rule of Arthur. After they read, have students discuss Roman rule in Britain and how colonists in what is now the United States responded to rule by England. Guide students to discuss why Arthurs ideal kingdom was such a comforting and appealing story for the Britons after they had experienced harsh foreign rule by the Romans. They may then consider whether their comments apply to the continuing popularity of the Arthurian legend today. Encourage students to think about goals and their worth. Before they read, ask students to list some of their goals in life. On the board, categorize goals as probable, possible, and unlikely. Remind students that all dreams can inspire and uplift, even when they seem unattainable. After they read, prompt students to discuss the knights goals. They can hypothesize about why the knight seeks Eldorado (wealth, fame, beauty). Are his motivations good, bad, or both? Challenge students to write a definition of good goalsthose that help them grow and achieve rather than those that bring disillusionment. Ask students how they would value Mordreds goals. Encourage students to look for stories of knights from other cultures. Before students read, have them share what they know about other cultures traditions of knighthood, such as the samurai of Japan. They may mention specific stories from these traditions. After they read, have them discuss Tarik as a knight, comparing and contrasting him with Mordred and the other knights in the novel. Ask students to write in their journals what a true knight should be, in their opinion, in any culture and time. They may wish to share their responses. Use the article to increase students appreciation of the challenges of being a knight. Before they read, have students discuss the idea of a knight in shining armor. Discuss the ways people mythologize the past and forget its inconveniences. After they read, ask students to imagine the weight of the armor. Have them list the practical difficulties of wearing such heavy, complex gear. Have students describe the role that armor plays in the novel and in other stories of knights. Does it have a symbolic as well as a practical value? Use this selection to discuss the enduring idea of heroism. Before they read, ask students to list favorite movies and television shows involving heroes and superheroes. What draws them to these characters? Why are so many movies and shows made about them? Have students discuss the genre of comic books and graphic novels. What kinds of humor, characterization, and stories are suited to this genre? After they read, have students guess what might happen next, based on what they know of the Arthurian tales.
Eldorado by Edgar Allan Poe (Glencoes Literature Library, BLM page 25)
from The Legend of Tarik
by Walter Dean Myers (Glencoes Literature Library, BLM page 26)
A Call to Armor
by Robert K. Elder
from Camelot 3000

by Mike W. Barr and
Brian Bolland (Glencoes Literature Library, BLM page 28)
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ANSWER KEY
PROLOGUECHAPTER 4 BEFORE YOU READ Write a Caption

Medieval households were made up of a number of social classes, and each class had its own duties and functions.
ON-PAGE NOTE-TAKING BIG Question: How Can You Become Who You Want to Be? Mordred feels very conflicted. He hates good King Arthur, so he feels that he must be evil. If he is indeed the child of the king and his sister, Mordred feels even worse about himself. AFTER YOU READ Respond and Think Critically 1. He is impressed by Nyneves horse, clothing, regal bearing, and weaponry. He also does not understand what is happening. After a night in the forest, he longs to be back home. 2. Gull cringes and cowers in Morgans presence. Her reaction tells readers that Morgan is untrustworthy. 3. They are at times helpful and affectionate, but usually rough and disdainful of him. Beyond sibling rivalry, Mordred is Gawains rival for the throne. Mordred is never loved by his mother or Lothe, while Gawain and Garet are. 4. Mordred, furious because Garet kicked Gull, defends his dog by beating Garet. Garet then resorts to the cruelest attack he knows. Student responses to the second part of the prompt will vary, showing agreement or disagreement. 5. Mordred begins to dream about riding into Camelot where his father, King Arthur, will claim him as a son. His attitude changes from hatred to curiosity based on his mistrust of Morgan le Fay and his inability to see his fathers face while crying in the mirror.
ACTIVE READING ArthurMordred both loves and hates him; Fisherfatherrescues him, cares for him, welcomes him home: Mordred respects but cannot really understand him; Lothedespises him as a bastard child, beats him or simply ignores him: Mordred fears him and despises him; Morgauseis ashamed of him but treats him courteously if coldly: Mordred longs for her love but gives up; Fishermothertreats him as a gift of the god Lyr, loves him with all her heart, makes him happy: Mordred loves and misses her, tries to return to her; Nyneveteaches him a little magic, protects him and watches over him from afar, always welcomes him: Mordred loves her but refuses to trust her wholly. INTERACTIVE READING Literary Element: Narrator and Point of View He is both honest about his lack of skills and would in many way prefer the simpler life of a fisherman or a poet, but he believes that his bloodline gives him both the potential and the obligation to be a great warrior knight.

Although he never fights back against Garet, he cant stand for Garet to kick his dog. This reveals that Mordred is loyal and cares deeply about those he loves and who love him.
Apply Background
Students may say that author Nancy Springers assertion that, in her opinion, earlier presentations of Mordreds story had not been fair to his character helped them take a more sympathetic view of Mordred.
Reading Skill: Make Generalizations About Characters

Answers will vary, but students may say that Morgan le Fay is evil and has dark motives for everything she does.

1. It is in some ways a confessionas if being Mordred is in some way wrong. In other ways it is a proud proclamation, showing he is true to himself no matter what happens. 2. Students will likely say that a different narrator point of view would be colored by his or her own experiences and opinions. They should provide specific details related to the character they choose.

Scrying is less about magic than it is about Mordreds allowing himself to see and understand certain things.
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ANSWER KEY

1. Both women are kind to Mordred and take care of him and serve as substitute mothers to him. One generalization students might make about Mordred is that, like many people, he is drawn to those who are kind to him. 2. One group is made up of those who love Mordred and want whats best for him (Nyneve, Fishermother, and Gull). The other group is made up of those who either dont care about Mordred or wish him ill (Lothe, Morgause, Garet, Morgan le Fay).
CHAPTERS 510 BEFORE YOU READ Write the Caption People in medieval England believed that the Grail, a goblet or bowl, was used by Jesus Christ at the Last Supper. ACTIVE READING The sea; description; sometimes gentle, sometimes violent, home of beloved Fishermother and Fisherfather; symbolizes for Mordred: youth and innocence, later his heritage and curse. Lothian; description: cold and forbidding, a fortress; symbolizes for Mordred: unhappiness, loneliness, loss of innocence. Camelot: beautiful white castle that glows in the sun; symbolizes for Mordred: all that is noble, the key to his greatest hopes. Forest Perilous: dense forest with gnarled trees; symbolizes for Mordred: a place of dread and darkness. Caer Morgana: symbolizes for Mordred: a prison, a place of confusion and hopelessness. INTERACTIVE READING Literary Element: Symbol Mordred feels that he is inherently evil. The image of Camelot is presented as glowing brilliant white (a symbol of purity and good).
Vocabulary Practice
1. 2. 3. 4. 5. deceive fidelity ploy captivated mysterious
Academic Vocabulary
Answers will vary, but many students will say that time and experience of the world or education have changed the way they interpret many things.
Writing
Write a Letter Students letters should express two distinctive point of view reference plot and character details from the novel attempt to use vocabulary and sentence structures from the text use proper spelling and punctuation
Literary Element: Symbol

The raven symbolizes death or doom. Students may mention clues such as the accusation the raven makes about Mordred or the fact that Mordred imagines the birds beak as an executioners axe. Some students may say that prior knowledge of the use of the raven as a symbol in literature helped them recognize it.
Research and Report

Visual/Media Presentation Students presentations should: reflect details from the novel reflect their intentional use of design and layout to illustrate their points be neatly labeled and use proper terminology be presented using performance techniques such as modulated voice, good posture, and eye contact
Reading Skill: Analyze Historical Context

Fair combat means the sons have no right to seek vengeance. But Gawain is incensed over the indignity of Pellinores riding back with Lothes head tied to his saddle and later feeding it to the dogs. Gawains response proves that although knights lived for and by their honor code, they were still human.

Students may say that the queen was pampered and protected and that there were many people both inside and outside of the court that might wish her harm. Nyneve and Mordred are court favorites, which means they are trusted by the king and queen.
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ANSWER KEY
ON-PAGE NOTE-TAKING BIG Question: How Can You Become Who You Want to Be? Students will likely say that saying no to pressure shows how Mordred is determined to become who he wants to be, not who others want him to be. AFTER YOU READ Respond and Think Critically 1. He fears that other men will look down on him if he listens too much to womens advice. He is adopting the manners and beliefs of the knights and wants to be like them. 2. Obstacles include finding his way, overcoming challenges from other knights, braving the odd creatures, and escaping Morgan. The last sight in the Forest of mother, maiden, and crone spinning his life frightens him with his mortality. 3. Arthur tries to tell Mordred that he cannot acknowledge him as his son because of his position. Because he is insecure about being a knight, Mordred thinks Arthur is knighting him against his better judgment. 4. He seeks the peace and happiness that he knew as a child. It symbolizes his chance to escape fate. 5. He prefers being without a name because he doesnt feel any of the names truly fit him. He does not feel worthy to be a knight, he is no longer Tad, and he is uncomfortable with his true name, Mordred.
showed him that fate is inescapableit is like a single door leading to the inevitable.

1. Many students will feel that it would not be comfortable because of the cold, the stone walls that smelled of moss, the darkness, and so on. 2. Many students will say that he has become more like a knight because he has learned how to defend himself. Others may say that he is less like a knight because he steals a mans possessions and then kills him without conscience.
VOCABULARY PRACTICE 1. paragon 2. boon 3. expediency 4. sumptuous 5. cosset
Academic Vocabulary
The context (battle, foe) makes it clear that there is a struggle for power or control. Dominate means to control.
Write with Style

Apply Figurative Language Students paragraphs should be based on an incident from their own lives use symbols to reflect a challenge they faced and how they met or did not meet it use diction that adequately reflects the meaning of their chosen symbols
Apply Background
Students may mention that Springer described buying her own horse, an act that set her writing on a new path. They may mention the particularly vivid imagery of the war horses in this section of the novel: the slaying of the knights horse in the Forest Perilous, Lothes head hanging from Pellinores saddle.

Debate Students should work together to create logical and well-supported arguments. They should participate fully in the debate, maintain both their concentration and their calm, and be polite to members of the opposing team. Their evaluations of their own teams and the opposing teams performances should be supported with specific criticisms and praise.
Literary Element: Symbol

1. Mordred knows he should hate the sea and fear it, but instead he loves it. These feelings are similar to his feelings about his father, King Arthur. 2. As Mordred tried to escape from her castle, Morgan le Fay used sorcery to turn every door he opened into the door to his bedchamber. In this way she
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ANSWER KEY
CHAPTER 11EPILOGUE BEFORE YOU READ Write a Caption In Sir Thomas Malorys Le Morte dArthur, the knights of Camelot sat at a round table so no one would be at the head of the table. ACTIVE READING A life spent in love with Lynette: fails because Lynette learns who and what he is, Mordred despairs and seeks his enemy, Merlin; a simple life as a woodcutter or hunter: fails because Mordred is too proud to take Nyneves advice, he spurns his chance at freedom; simply doing good: fails because he unwittingly releases Merlin, he loses Gull and Nyneve and gives up his quest; giving his soul to Arthur for safekeeping: fails because the harpers raven snatches it away, he no longer cares because he is now without a soul, without a conscience INTERACTIVE READING Literary Element: Legend Women did not have social status equal to mens. Nyneve knows she is powerful and that Mordred needs her if he is to reach his goal. Yes, this is verisimilitude.
ON-PAGE NOTE-TAKING BIG Question: How Can You Become Who You Want to Be? Even as he takes Mordreds soul, King Arthur is acknowledging their connection. As a result, Mordred feels his father is someone he can trust with his fate. AFTER YOU READ Respond and Think Critically 1. He ignores them to get more quickly to Lynette. Nothing matters to him now but the possibility of her love, especially not the fleeting praise or scorn of men-at-arms. 2. He will no longer suffer the torment of his own hatred. Snuffing the candle symbolizes the cutting off of Mordreds affections. 3. As in most tales of magic, it both came true and did not come true, because in some way and in some place Arthur still lives. There appears to be some possibility that Mordred in fact could have escaped fate had he kept fighting it. 4. Everyone knows who he is: the bastard child who will destroy the kingdom. Only Gawain, Arthur, and Nyneve try to see beyond his evil reputation. He hides his name from Lynette so that she will not judge him based on rumors. 5. Most students will say that Mordred did manage to escape his fate in a way. He did not kill Arthur as the prophecy had forewarned. Instead, he went to his own death, but his soul, thereafter in the body of the raven, lived on.
Literary Element: Legend

She wants him to understand that war and fighting are not the only ways to achieve a goal. She admits that she was responsible for the loss of Mordreds armor and weapons in the river outside Morgan le Fays castle.
Apply Background
Students may say that the information helped them to see that the inconclusive ending of the Mallory version is in some ways similar to the ending of Springers tale. In both stories, Arthurs final fate is not clear. And his ability to call Mordred his son is bittersweet given the fact that Mordreds soul now exists inside a raven.
Reading Skill: Interpret Plot Events

Students may say that Mordred feels that, like the bird, if he is trapped by the fate that has befallen him, a fate he longs to escape.

Many students will make the association with the story of Merlin, who has been locked away forever, and the magical harper hawk Mordred encounters.
Literary Element: Legend

1. Mordred carries out larger-than-life deeds such as escaping by jumping out of a high window into a
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ANSWER KEY
raging river down which he is carried on the back of a small dog. There are elements of magic, as when Morgan le Fay turns every door into the door to Mordreds chamber, when the harper hawk plays beautiful music on the bars of its cage, and when Mordred has his soul removed so that he will no longer feel pain and darkness. 2. Answers will vary. Students should note that other legends in feature many of the same elements, such as larger-than-life deeds, magic, and the fight of good against evil. Some may mention that I Am Mordred takes readers more deeply inside the mind of the central character.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS Boudicca Both inspired loyalty and courage, experienced victory in battle, and defended their people. But Arthur seems to have been a temperate man, slow to do battle; and he protected civilians, whereas the fiery Boudicca allowed Roman civilians to be slaughtered.
Eldorado
Mordreds quest fails perhaps because of his personal weaknesshe gives in to hatred, he is tired of fightingor because of fate, depending on ones perspective. The knights quest fails because his object does not exist. Students may also theorize that greed keeps the knight on his fruitless journey.

1. The one thing that conquers all is love. Mordred has escaped his fate through love. 2. Many students will feel that the end of the novel makes a positive statement about humanity because Mordred both fulfills and escapes his fate through love and sacrifice for another person. Others will feel that the death of Mordred makes the ending depressing and not hopeful.
from The Legend of Tarik

For Mordred, black symbolizes his hatred for Arthur. Black also reflects Mordreds growing depression. At the end, it represents his soullessness. For Tarik, black is a color of nobility, honor, and accomplishment, much as black is sometimes used today in courts, at ceremonies, and for solemn occasions.
Vocabulary Practice
1. 2. 3. 4. 5. opposite same opposite same opposite
A Call to Armor
An armored knight requires help to mount because of the weight and rigidity of the armor. When Sir Dalbert will not help him, Mordred kills Sir Dalbert and then must discard most of the armor in order to mount.
Academic Vocabulary
Answers will vary, but students personal philosophies need not take on the subjects of love versus war.
from Camelot 3000

In I Am Mordred, Arthur is always kind to his knights, even to Mordred. He holds them to his own high standards but knows their limitations. In Camelot 3000, Arthur treats Tom as an equal and thanks him for his help. Merlin, more powerful than Arthur, is his companion and equal.
Writing
Personal Response Students paragraphs should express a clear point of view citing examples from their personal experience.

Literature Groups Students discussions should reflect both individual and group experiences from a contemporary standpoint as well as moments and ideas from the novel.
CONNECT TO OTHER LITERATURE Narrator and Point of View Both go through great changes at a very early age. Both are separated from others because of who they are and where they came from. Both find mentors that guide them (Nyneve and Miss Hurd). Both have personal heroes who become widely known and help create social change (King Arthur, Nicks mother).
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ANSWER KEY
Symbol Students may say that a pen would make a good symbol for Nick because that is the instrument he uses to write his mothers story. One symbol for Mordred is his lance, which both saves his life and brings about the end of it. The raven is also Mordreds symbol. Legend The early lives of both characters are influenced by violent or dangerous circumstances caused by forces outside their control. Some of the people around Nick and Mordred performed amazing feats to keep them alive and safe: Nicks mother gave up her life to help her children escape to freedom, and Nyneve saw to it that Mordred not only survived but thrived during his dangerous youth. Both stories resonate with peoplethe tales of King Arthur have been passed down through centuries while the story of Nicks mothers sacrifice served as a monument and inspiration in the movement against war.
Write About It
While both Mordred and Nick are aided by people who make great sacrifices for them, the stories are very different in terms of outcome. Nicholas Gage claims his happy and fulfilled life was forged in part by a teacher he had in grade school. Mordreds outcome was not nearly so positive. Although in the end Nyneve and others help him become a better person, he gives up his soul in the process and regains it only in death.
RESPOND THROUGH WRITING Expository Essay Students expository essays should reflect the use of their charts and notes. focus on their own opinions and points of view. be strongly supported by incidents and ideas in the text use a logical progression to support the topic sentence or guiding idea.
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The Time Machine and The War of the Worlds

H. G. Wells
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ABOUT THE WORKS
The Time Machine and The War of the Worlds

by H. G. Wells
The Time Machine was first published in book form in 1895, immediately bringing H. G. Wells widespread recognition. The story chronicles the Time Travellers visit to a grim future with two races of humans. He speculates about whether his own capitalistic society has evolved into the society he finds in the year 802,701. The War of the Worlds was published in 1898. The book became more popular than Wellss previous novels and was serialized in newspapers and published around the world. Like The Time Machine, The War of the Worlds examines humanity and what it might become if it is not reformed. These novels contain graphic scenes that depict injury, death, and social ills. You may wish to explain to your class that Wellss intention was to present realistic characters who respond to circumstances in believable, if not always socially acceptable, ways. The Time Traveller then travels farther into the future and witnesses the universe aging until Earth grows dark, cold, and desolate. Finally, he returns homeonly to embark on another mysterious journey.
The War of the Worlds Synopsis

Martians begin an invasion of Earth in England. As people gradually realize the danger, mass panic sets in. The narrator travels for a time with an artilleryman and later hides in an empty house with a curate. He sees the Martians set up an encampment, work busily, and drink human blood. The curate, who has gradually gone insane, is dragged from the house by a Martian. Later, the narrator meets the artilleryman again. He is at first heartened by the mans seemingly brilliant plans to undermine the invasion but soon decides that the artilleryman, too, has become delusional. In London, the narrator discovers that the Martians are dying from Earth-born bacteria. He is temporarily insane but recovers and returns home, reuniting with his wife.
The Time Machine Synopsis

A Time Traveller travels to the year 802,701, where he finds the sharply divided society of the Eloi and the Morlocks. During his eight-day stay, the Time Traveller discovers that the Morlocks provide the Eloi with food and clothing but also prey on them. He rescues a drowning Eloi, Weena, who becomes his companion. In the hopes of finding a safe haven from the Morlocks, the Time Traveller and Weena hike to the Palace of Green Porcelain. That night the Morlocks attack. Weena is killed, but the Time Traveller escapes.
The T im e M achine and The War of t he Worl ds
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The Science of Science Fiction

Familiarize students with the elements of science fiction. Ask students to share what they know about science fiction. Tell them to think about novels, comic books, TV shows, and films they are familiar with. Have students brainstorm for an idea web about science fiction. Have them contribute words and phrases that describe typical characters, plots, and themes. Have students compare and contrast science fiction with another fictional subcategory such as mystery, fantasy, or horror. Why do they suppose science fiction is so popular today?
Land of Opportunity
Explain the concept of capitalism to students. Have students brainstorm for examples of competition in the production and sale of goods and services. List their responses on the board. Ask them what purpose they think competition serves in society. Explain the general principles of a capitalistic society: the means of production and distribution of goods and services are generally privately owned and are operated for a profit. This results in competition. However, eventually a concentration of wealth can occur, along with the growth of huge corporations and increased governmental control. Ask students to consider what problems this might cause in a society. As students read The Time Machine, have them look for the narrators ideas of what unchecked capitalism might lead to.
Frame It!
Help students understand the structure of a frame story. Draw a stick figure on the blackboard. Draw a large speech bubble above it. Inside the bubble, draw another figure who also has a speech bubble. Tell students that The Time Machine contains a frame story, a secondary outer story that sets up and contains the telling of a more important inner story. Label the first stick figure Unnamed Narrator, and explain that he narrates the outer story. Label the figure inside the speech bubble Time Traveller, and explain that he tells a story that is then recounted to readers by the unnamed narrator. The Time Travellers story is framed by the narrators account of the story he heard from the Time Traveller.
The Way I See It

Discuss the advantages and limitations of first-person point of view. Ask students whether they would rather watch a basketball game in person or listen to one being announced on the radio. Ask them to explain why. Point out that a game described by a radio announcer would be told from the firstperson point of view. Have students discuss advantages and limitations of the first-person perspective. Explain that The War of the Worlds is told from a first-person perspective. As they read, have students consider how a third-person perspective would change the story.
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RELATED READINGS The Disintegration Machine by Sir Arthur Conan Doyle (Glencoes Literature Library, BLM page 24) Rip Van Winkle by Washington Irving (Glencoes Literature Library, (BLM page 25)
MAKING CONNECTIONS TO The Time Machine and The War of the Worlds
Like the Time Traveller, a scientist in this tale has invented a strange new machine. As a prereading selection, have students name modern machines that are dangerous to humans. Ask them how the world would be different had those machines been destroyed as soon as the dangers were discovered. As a postreading selection, point out that this story is narrated by a secondary character. Ask students how the stories would change if the main characters narrated them. Like the Time Traveller, Rip Van Winkle suddenly finds himself in the future. As a prereading selection, ask students to consider the differences between a story that involves a character who inadvertently finds himself in the future and one that involves a character who purposely sets out to discover the future. As a postreading selection, have students identify the outer story and the inner story of Rip Van Winkle. Why might Irving have included the outer story? This article provides a behind-the-scenes look at the radio broadcast of The War of the Worlds. As a pre- or postreading selection, ask students to discuss the effects of radio and TV on listeners perceptions of reality. Do listeners respond differently to news broadcasts than to entertainment programs? Do listeners believe everything they hear? As a pre- or postreading selection, ask students why people might be quick to believe that aliens who come to Earth intend to destroy humankind. The alien speaker in this poem provides a contrasting perspective on extraterrestrials to that of the Martians in The War of the Worlds. As a prereading selection, ask what effect the first-person perspective has and how a third-person perspective would affect readers attitudes toward UFOs or aliens. As a postreading selection, ask students to describe or to enact a conversation between Chasin and Wells about their views on aliens. Like The Time Machine and The War of the Worlds, this article explores the concept of planetary evolution. As a prereading selection, ask students to imagine that some form of intelligent life exists beneath Mars surface. Given the condition of the planet, how understandable would it be if those intelligent beings looked elsewhere for resources to sustain life? As a postreading selection, ask students to compare the future of Earth as the Time Traveller sees it in Chapter 11 with current-day Mars as described in this article. As a postreading selection, have students relate the conditions on Mars to Wellss description of and explanation for a Martian. If scientists succeed in terraforming Mars, do students see humans utilizing any resources Mars might have? Why or why not?
The Night Martians Came to New Jersey by Michelle Green, Andrea Fine, and Suzanne Adelson (Glencoes Literature Library, BLM page 26) In Communication with a UFO by Helen Chasin (Glencoes Literature Library, BLM page 27)
Bringing Life to Mars by Christopher P. McKay (Glencoes Literature Library, BLM page 28)
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ANSWER KEY
THE TIME MACHINE BEFORE YOU READ Write the Caption Although many utopian societies have existed, including the Shakers and the Harmonists, none has managed to survive over the long term. ACTIVE READING Eloi: gentle; delicate; soft-spoken; vegetarian; afraid of the dark; live above ground Morlocks: hairy; nocturnal; live below ground; carnivorous; mechanically inclined INTERACTIVE READING Literary Element: Flashback Answers will vary but students may say that the flashback structure allows a more objective, scientific view of the events. It also uses the idea of time as a part of the structure of the narrative.
Literary Element: Flashback

Students may say that there is slightly less tension because they already know that the narrator has survived his journey. On the other hand, the flashback structure allows the narrator to tell the story with some distance and not as much emotion.
AFTER YOU READ Respond and Think Critically 1. The Palace is an ancient museum that might provide protection. He finds matches and camphor and is able to fight the Morlocks with fire in order to return to his machine. 2. He sees the earths rotation slowing, the earth cooling, and life dying off. The author may want to show the long-term course of the planets evolution, thereby emphasizing the temporal nature of humanitys current existence. 3. He has the flowers from Weena, is dirty, and suffers from injuries he sustained in the future. Students may say that the men cannot separate themselves from their occupations long enough to be sympathetic; they see things objectively and cannot accept time travel or a warning of what is in store for capitalistic societies such as theirs. 4. Wells may be saying that a true utopia is not possible. Students may say that a utopia would fail because imperfect human beings cannot expect to create a perfect world. 5. Students may say that the Time Traveller may have felt lonely or misunderstood after having gone through such a difficult experience only to come home and have his story doubted.
Apply Background
Students may say that the information helped them to understand the ideas that fueled the development of science fiction.
Reading Strategy: Activate Prior Knowledge

Answers will vary but students responses may be based on environmental studies and/or science fiction films and novels.
Literary Element: Flashback

1. Students may say that all the action takes place within one week, or they may say that while the action takes place in one week of contemporary time, the Time Traveller is gone for many days on his journey to other time periods. 2. The surprise is that the narrator has kept the two small dried flowers that the Time Traveller brought back from the future. They remind him of the tenderness the Time Traveller described in Weena and reveal the narrators belief in the possibility that the Time Traveller was telling the truth.

Students might mention the end of the world, the final poisoning of the planet, and so on.
ON-PAGE NOTE-TAKING BIG Question: Why Share Stories? The Time Traveller most likely knew he could not resist taking another trip into the future or the past and he wanted his story to be known by otherseven if they did not believe him.
64
ANSWER KEY

1. Students may say that human beings are often skeptical when it comes to taking in information that is unfamiliar or strange. 2. Students may mention Star Wars, Star Trek, X-Men, Gullivers Travels, or any of a number of films, TV shows, and literary works that feature similar characters.
THE WAR OF THE WORLDS: BOOK ONE BEFORE YOU READ Write a Caption An Italian scientific report of canneli, or channels, on Mars led to fear that the planet was inhabited with people who could build canals. ACTIVE READING Spacecraft: cylindrical; metal; top screws off. Physical Appearance: huge brains; V-shaped mouth; tentacles; oily brown skin. Weapons: Heat-Ray, Black Smoke, fighting-machines; Actions: use machines for manual labor; attack and kill humans; travel in fightingmachines INTERACTIVE READING Literary Element: Description Sensory details: decapitated colossus, drunken giant, drove along a straight line, with the impact of a battering ram, a spout of water, mud and shattered metal shot far into the sky, water flashed into stead, a muddy tidal bore, seething and roar.
Vocabulary Practice
1. 2. 3. 4. 5. B B A A A
Academic Vocabulary
Students may or may not agree with Wellss assessment. They may cite examples of their own laziness during downtime or vacation; alternatively, they may mention an increase in productivity when they are free from the rigors of study or work.
Writing
Write a New Ending Students alternative endings should use information from the novel, combined with their own interpretation of the events and character of the Time Traveller.

Concrete details: (sample examples from first two paragraphs only) Half a dozen, The fallen Martian, downstream, lying across the river, intermittently and vaguely, limbs churning the water, mud and froth, fluid spurting.
Research and Report

Literary Criticism Students reports should: argue for or against the critical quote. support their point of view with details from the novella. be presented using performance techniques such as modulated voice, good posture, and eye contact.
Reading Strategy: Interpret Authors Meaning

Students may say that the author is saying humans have a strong ability to go into denial. Even though the narrator saw the events with his own eyes and has been running in terror, he suddenly has a change of heart and doesnt believe what hes seen.
Reading Strategy: Interpret Authors Meaning

He doesnt know it, but he has heard this from the scientists of his day. He is in denial about the danger of the Martians, and he is trying to calm his wife. He sees things in a more positive light now that he is away from the common.
65
ANSWER KEY
ON-PAGE NOTE-TAKING BIG Question: Why Share Stories? The author implies that the people in London were not as interested in events that did not immediately concern them, and they only became interested when the danger approached their own city. AFTER YOU READ Respond and Think Critically 1. He describes events from his younger brothers perspective. Students may say that this allows for two perspectives and settings in the description of the invasion or that the shift in focus creates suspense about the narrators fate. 2. At first, Londoners are curious about the news of the distant attacks; later, they become concerned but are sure that the military can effect a defense; finally, they flee in mass panic. The panic causes people to become barbarous. 3. They kill some of the population but concentrate on disabling transportation and communication systems and destroying powerful weapons, taking away any hope the humans have. 4. Students may say that the English had never faced such an enemy and had no concept of the Martians powers; others, that people tend to deny bad news. Students may say that Americans would be complacent because of their powerful military. Possible evidence: Americans are somewhat complacent about other crises, such as energy and the environment. 5. Bad things that happen in one place can happen in other places as well. Sharing stories is one way to keep history from repeating itself when the consequences are dire.
Reading Skill: Interpret Authors Meaning

1. Students may say that the author implies the humans are complacent and too willing to see themselves as the smartest and most powerful beings in the universe. They make assumptions about the Martians that are based on very little evidence, and they find it difficult to adjust to more realistic thinking when the Martians arrive. 2. The humans are unprepared but they are also too proud. Humans have also been warlike and pitiless with one another. There is an implied accusation in Wellss tale.
Vocabulary Practice
1. 2. 3. 4. 5. Gorgon indefatigable complacency common conflagration
Academic Vocabulary
The word research contains the word search. The context makes it clear that research has to do with gaining information. Research means investigate, study, or explore.
Write with Style

Apply Description Students paragraphs should be based on a single incident from Book One of The War of the Worlds and should use a series of concrete details.
Connect to Content Areas Art

Students renderings should include details from the novel. include details from their imagination. be clearly and neatly labeled.
Apply Background
Students may note that the authors background as a historian, scientist, and philosopher gave them insights into the writing of the novel, which increased their understanding or appreciation of it.

1. Students may note the mindless killing, the mechanized movements, the seemingly unstoppable force, and so on. They may also mention the size, the terror the machines bring out in the people, and so on. 2. Answers will vary. Examples should show description.
66
ANSWER KEY
THE WAR OF THE WORLDS: BOOK TWO BEFORE YOU READ Summarize Robots were virtually unknown during Wellss time, but today they can be built and programmed to perform a variety of tasks. ACTIVE READING Suspense: narrator is trapped in house; Martians are in pit outside house; curate begins to go insane; red weed proliferates; London is void of life; narrator hears eerie sound. INTERACTIVE READING Literary Element: Suspense The conflict foreshadows the curates death at the hands of the narrator. Students may say that the conflict builds suspense by creating anticipation about an escalation that might alert the Martians that the narrator and the curate are in the house.
and to keep a sense of hope for the planet, even though a nagging sense of fear and insecurity persists.
Literary Element: Suspense

The short sentences build suspense by mimicking the rhythm of quick breathing or a pounding heartbeat.
Reading Skill: Identify Problems and Solutions

The narrator is afraid he will die of dehydration. At last he risks discovery by the Martians and drinks from the rain barrel.
Reading Strategy: Identify Problems and Solutions

He feels elated because the day is bright and sunny, he sees no enemies but sees living things like crows and a cat, and he has escaped his prison, if only for a little while.
AFTER YOU READ Respond and Think Critically 1. London is desolate; many shops have been ransacked for food. The narrator hears the sound of a dying Martian and eventually realizes that the aliens are dying of disease for which their bodies have no immunity. 2. The narrator goes temporarily insane from the stress of what he has experienced. The paper is one he had been writing about the future of civilization; he did not anticipate the pending Martian invasion in it and now, as a result of the invasion, everything has changed. 3. Students may say that disasters unify people by giving them common goals. They may mention various natural and human-made events that have unified people. 4. Some students may see his actions as justified and believable given the situation. They may think they would react similarly. Others may believe he is too quick to protect himself at the expense of others. They may think they would want to do more for the common good. 5. The ending is happy in one sensethe narrator is reunited with his wife. And the author indicates that humankind learned some valuable lessons from the Martian invasion. But the planet has sacrificed the ease with which they once occupied the planet. They know they are never again going to feel completely safe. This is both the tragedy and the lesson learned.
Apply Background
Students may say that the information about how robots operate gave them added insight into the war machines the Martians used against the humans.
ON-PAGE NOTE-TAKING BIG Question: Why Share Stories? The narrator is trying to see both the good and the bad that came from the invasion. He is trying to warn others
67
ANSWER KEY
Literary Element: Suspense

1. They were involved in a nearly constant interpersonal struggle during which the narrator did not trust the curate to remain quiet, stay inside the house, and avoid attracting attention. The curates talking, drinking, and fighting increased the sense that something terrible was going to happen if the Martians discovered them. 2. The dead bodies remind the narrator of the Martians that may or may not still be lurking. They also remind him of those hes lost and of his wife whose fate at the time is still unknown to him. The stillness and bright sky are strange and foreign to him. All of these factors play a role in the building of suspense.
the narrators behaviorthat in some ways the murder was an act of self-preservation.
Research and Report

Visual/Media Presentation Students presentations should use their question-and-answer charts. take a stance on the possibility of life on Mars. use visual aids effectively. use effective public-speaking techniques.
NOVEL AFTER YOU READ WORK WITH RELATED READINGS The Disintegration Machine Travel to the past might change the future; travel to the future might cause people to change their present actions, which would also change the future. Students responses as to whether such changes would be dangerous may vary. Most students will probably agree that anything that has the capacity to change the natural order is unethical.
Reading Strategy: Identify Problems and Solutions

1. He believes that only the strongest and smartest men and women should be spared. They will live wild and make themselves stronger, smarter, and more versed in science. Meanwhile, he suggests they will give the Martians no trouble, which will allow the Martians to become complacent, much like the humans themselves were when the Martians arrived. Students responses to the potential of this plan will vary. 2. They worked together, talked, and played many games of cards. It took their minds off the horror of the invasion and the destruction around them.
Rip Van Winkle

Sample answer: The Time Traveller travels into the future intentionally. Once there, he studies the world he finds and forms theories about the evolution of humanity; then he wants to return to the present. At first Rip is confused at finding himself twenty years in the future and misses his old friends, but he soon adapts to and enjoys his new life.
Vocabulary Practice
1. 2. 3. 4. 5. same opposite same opposite opposite
The Night Martians Came to New Jersey

The local settings might have made the stories more realistic. A nondescript, quiet, small-town setting may have conveyed the idea that it could happen anywhere.
Academic Vocabulary
Students will likely mention computers, cell phones, digital and cable television, automobiles and so on as technologies that have an impact upon their daily lives.
In Communication with a UFO

The aliens in the poem are playful, graceful, and interested in human reactions. Wellss Martians are clumsy on Earth, focused on invasion, and interested in humans only as food.
Writing
Write an Incident Report Students may have very strong feelings about the moral implications of committing a murder and so may suggest that the narrator be prosecuted to the fullest extent of the law. Others may feel that the circumstances dictated
Bringing Life to Mars

Scientists must determine if life exists there and, if so, it must be protected, even if organisms from Earth are also sent there. The Martians wanted to dominate life on Earth; Earths scientists want to maintain and/or create it on Mars.
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ANSWER KEY
CONNECT TO OTHER LITERATURE Flashback In The Time Machine, the first dinner the Time Traveller has with his colleagues is a moment of stasis before the action shifts. By the second dinner, the Time Traveller has been to the future and his life, and the lives of some of his friends, will never be the same. In The Monsters Are Due on Maple Street, the Maple Street neighborhood is experiencing a typical early evening when there is a roar and a flash of light. The mystery of what caused this event throws the neighborhood into a panic that steadily increases until people begin to turn on each other with suspicion and violence. Description The people of Maple Street react at first with annoyance and disbelief over the breakdown of their telephone, lighting, and automobile technologies. The people in Woking first respond to the cylinder in the pit by trying to figure out what it isthey are more curious than afraid. Unlike the people of Maple Street, they do not fear whats inside the cylinder until the Martians emerge and begin to kill them. The Maple Street neighbors, by contrast, turn on each other, neighbor against neighbor, assuming that one of them is an extraterrestrial in disguise. Suspense Both works are very suspenseful in that there is a significant threateither real or imagined. In the Serling teleplay the people themselves become
monsters, turning on each other out of terror and suspicions about differences between them. In the Wells novel, the people are terrified because of the overwhelming and ever escalating force of the Martian invasion.
Write About It
Both sets of characters should tell the story about what has happened to them in an attempt to learn the lessons of the future. The people of Maple Street need to understand their own tendency to panic and the destruction and violence it brings on. The people in the invaded land of The War of the Worlds need to become aware of how their own complacency and prideful view of the rest of the universe led to the destruction of part of the planet and many lives.
RESPOND THROUGH WRITING Short Story Students short stories should use a real event as the basis for a short story use suspense by providing hints about what will happen. use proper spelling and mechanics. have a beginning, middle, and end.
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Novel Companion Course 2 TG

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Teacher Guide

Catherine, Called Birdy

I Am Mordred: A Tale from Camelot

The Time Machine The War of the Worlds

The Adventures of Tom Sawyer by Mark Twain . . . . . . . . . . . . . .

Catherine, Called Birdy by Karen Cushman

A bout the Nov el Compani on

Dandelion Wine by Ray Bradbury . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dragonwings by Laurence Yep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I Am Mordred: A Tale from Camelot by Nancy Springer . . . .

The Time Machine and The War of the Worlds by H. G. Wells. . .

ABOUT THE NOVEL COMPANION

Connection to the Glencoe Literature Program

Connection to Glencoes Literature Library

A bout the Novel Compani on

ABOUT TH E NOVEL COMPANION

Overview of the Structure of the Novel Companion

Interacting with Excerpts

ABOUT THE NOVEL COMPANION

Using Excerpts to Compare and Contrast

A bout the Novel Compani on

ABOUT TH E NOVEL COMPANION

Interactive Reading Lessons

Get Set to Read

: Septem berD ecemb BEFOR E YOU READ

ture Conne ct to the Litera

Build Backg round

BEF ORE YOU REA D: Sep tem ber

Set Pur pos es for Rea din g

What Catherine Wants.

What Others Want.

NOVE L COM PANI ON:

AC TI VE READ I NG : Sep tem b er Decem b er

Read, Respond, Interpret

t ING: Literar y Elemen INTER ACTIV E READ

MBER SEPTE of Jewish people EXCER PT: NOVE L treatment

INT ERA CTI

Rea din g Stra teg y

Unit 2 NOVEL COMPAN ION:

NO VEL EXC ERP T:

NOV EL COM PAN

ION 1/22/08 9:03:54 PM:

ABOUT THE NOVEL COMPANION

Show What You Know

: Septem berD ecemb AFTER YOU READ

Critic ally Respo nd and Think

AFT ER YO U REA D: Sep tem ber De

Unit 2 NOVEL COMPAN ION:

Sep tem ber U REA D: AFT ER YO

as Con ten t Are Con nec t to Wr itin g

PAN NOV EL COM

LITE RAT URE TO OTH ER

TO OTH ER LITE RAT URE

LITE RAT URE

rles EXC ERP T: Cha

Compare the novel

Birdy ine, Called

92 C_889151.indd 1/22/08 9:03:58 PM

A bout The Novel Compani on

ABOUT TH E NOVEL COMPANION

ABOUT THE NOVEL COMPANION

Read, Question, and Mark-Up