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High School Preview English Language Learner Adapted Interactive Reader Teacher’s Guide

THIS PREVIEW INCLUDES: Sample Selections t(SBEF t(SBEF t(SBEF t(SBEF

Academic Vocabulary Workshop High Frequency Word List

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English Language Learner Adapted Interactive Reader Teacher’s Guide Preview Grades 9–12 TABLE OF CONTENTS English Language Learner Program Components . . . . . . . . . . . . . II English Language Learner Adapted Interactive Reader Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VI Academic Vocabulary Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . XV Grade 9 Sample Selection: The Gift of the Magi . . . . . . . . . . . . . . 1 Grade 10 Sample Selection: To Build a Fire . . . . . . . . . . . . . . . . . 15 Grade 11 Sample Selection: from Sinners in the Hands of an Angry God . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Grade 12 Sample Selection: A Modest Proposal . . . . . . . . . . . . . 43 High-Frequency Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

English Language Learner Program Components Holt McDougal Literature combines on–page instruction with unique technology tools and resources to provide the most comprehensive English Language Learner support available for students.

Point of Use Instruction with Every Selection tLanguage Coach supports English Language Learners with

additional instruction in vocabulary, word parts, and idioms. tGrammar in Context teaches grammar and mechanics skills in

context with the literature. tAcademic Vocabulary is defined and practiced in writing or

speaking about the literature.

Media Tools to Enhance Instruction tWordSharp: An Interactive Vocabulary Tutor DVD is an

independent, interactive vocabulary tutorial. tGrammarNotes DVD includes PowerPoint® presentations to

teach grammar and mechanics. tPowerNotes®: Lessons and Motivational Videos DVD include

PowerPoint presentations to provide background knowledge for selections with vocabulary instruction.

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Teacher’s Guide Preview

Guide to English for Newcomers offers curriculum and instruction for a four-week introductory course in survival vocabulary and language structures for students new to the country. An introduction to academic vocabulary necessary for the school environment is included. English Language Learner Adapted Interactive Reader provides linguistically accommodated and adapted text for selections from the Essential Course of Study with specifically designed instruction to build English language skills, including visual and academic vocabulary, grammar in context, and graphic organizers to support concept building. The Audio Tutor CD provides an audio version of the text for each selection in the reader. In addition, in another voice, the annotations and questions in each selection are read in English or Spanish. The English Language Learner Adapted Interactive Reader Teacher’s Guide includes comprehensive instruction designed to support comprehension, develop vocabulary, and enhance language skills.


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English Language Learner Adapted Interactive Reader Instructional Features in the Student Reader tAdapted Text selections have been linguistically accommodated by

altering sentence structure, vocabulary, and complexity to support transition into English. tTargeted Fluency Passages are on-page identifications of passages

to use for fluency practice. tVisual Vocabulary scaffolds words used in each selection with a

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tLanguage Coach instructional annotations support vocabulary and

word building. tGraphic Organizers visually depict skills and concepts. tAcademic Vocabulary words are used in academic speaking and

writing tasks to maximize understanding. Students learn the words personally—then in the context of writing and speaking about the selection. )NFLUENCEß).ßFLOOßUNS ßISßAßNOUNßTHATßMEANSßTHEßPOWERßOFßAßPERSONßORß THINGßTOßAFFECTßOTHERS

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Action expands students’ use of these critically important words.

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English Language Learner Adapted Interactive Reader Table of Contents The selections included in this preview are highlighted.

Grade 9 Literary and Reading Skill Conflict, Visualize

VI

Selection

Author

Short Story, The Most Dangerous Game

Richard Connell

Irony, Predict

Short Story, The Gift of the Magi

O. Henry

Synthesize, Draw Conclusions

Paired Selections Short Story, from Four Good Legs Between Us Timeline, Seabiscuit Radio Transcript, Races on the Radio: Santa Anita Handicap

Narrative Poetry, Strategies for Reading Poetry

Paired Selections Poem, The Raven Poem, Incident in a Rose Garden

Edgar Allan Poe

Laura Hillenbrand

Donald Justice

Character Motivation, Make Inferences

Short Story, The Necklace

Guy de Maupassant

Characterization in Autobiography, Analyze Perspectives

Autobiography, from I Know Why the Caged Bird Sings

Maya Angelou

Characterization Across Genres, Set a Purpose for Reading

Paired Selections Biography, from Rosa Parks Poem, Rosa

Douglass Brinkley Rita Dove

Details of Setting, Analyze Imagery

Short Story, A Christmas Memory

Truman Capote

Setting as Symbol, Analyze Details

Short Story, Through a Tunnel

Doris Lessing

Mood, Paraphrase

Short Story, The Cask of Amontillado

Edgar Allan Poe

Reading Primary Sources, Cite Evidence

Paired Selections Travel Narrative, from A Walk in the Woods Letter, Wilderness Letter

Bill Bryson

Symbol, Make Inferences, Characters

Short Story, The Scarlet Ibis

James Hurst

Universal Theme, Reading Poetry for Theme

Paired Selections Poem, Poem on Returning to Dwell in the Country Poem, My Heart Leaps Up Poem, The Sun

Wallace Stegner

T’ao Ch’ien William Wordsworth Mary Oliver

Theme Across Genres, Set a Purpose for Reading

Paired Selections Short Story, Two Kinds Poem, Rice and Rose Bowl Blues

Amy Tan

Text Features, Take Notes

Paired Selections Magazine Article, Who Killed the Iceman? Process Description, Skeletal Sculptures

National Geographic

Author’s Purpose, Interpret Graphic Aids

Magazine Article, The Lost Boys

Sara Corbett

Consumer Documents, Adjust Reading Rates

Consumer Documents, Consumer Documents: From the Manufacturer to You

Diane Mei Lin Mark

Donna M. Jackson


Grade 9, Continued

Literary and Reading Skill

Selection

Author

Argument, Understand Rhetorical Devices

Speech, I Have a Dream

Dr. Martin Luther King, Jr.

Persuasive Techniques, Summarize

Testimony, Testimony Before the Senate

Michael J. Fox

Fact and Opinion, Recognize Bias

Paired Selections Magazine Article, How Private Is Your Private Life? Newspaper Editorial, The Privacy Debate: One Size Doesn’t Fit All

Andrea Rock Arthur M. Ahalt

Elegy, Diction, Paraphrase

Paired Selections Poem, Spring is like a perhaps hand Poem, Elegy for the Giant Tortoises Poem, Today

Realism, Analyze Sequence

Paired Selections Short Story, Where Have You Gone, Charming Billy? Interview, Tim O’Brien: The Naked Soldier

Tone, Paraphrase

Essay, A Few Words

Mary Oliver

Farce, Visualize

Drama, “The Sneeze” from The Good Doctor

Neil Simon, Based on a Story by Anton Chekhov

Memoir, Use Allusions to Make Inferences

Memoir, from Angela’s Ashes

Frank McCourt

Influence of Author’s Background, Connect

Short Story, American History

Judith Ortiz Cofer

Identify Controlling Ideas

Magazine Article, Special Report

Kenneth T. Walsh

Shakespearean Drama, Reading Shakespearean Drama

Drama, from The Tragedy of Romeo and Juliet

William Shakespeare

Shakespearean Drama

Critical Review, Great Movies: Romeo and Juliet

Roger Ebert

Characteristics of an Epic

Epic, from The Odyssey

Homer, Translated by Robert Fitzgerald


e.e. cummings Margaret Atwood Billy Collins

Tim O’Brien

VII


Grade 10 Literary and Reading Skill

VIII

Selection

Author

Plot and Conflict, Draw Conclusions

Short Story, Harrison Bergeron

Kurt Vonnegut Jr.

Conflict and Character, Make Inferences

Short Story, Everyday Use

Alice Walker

Setting and Conflict, Predict

Short Story, To Build a Fire

Jack London

Character Motivation, Make Inferences

Short Story, The Possibility of Evil

Shirley Jackson

Characterization in Nonfiction, Author’s Purpose

Essay, The Teacher Who Changed My Life

Nicholas Gage

Characters in a Farce, Strategies for Reading a Play

Drama, A Marriage Proposal

Anton Chekhov

First-Person Point of View, Make Inferences

Short Story, By the Waters of Babylon

Stephen Vincent Benet

Chronological Order, Draw Conclusions

Short Story, There Will Come Soft Rains

Ray Bradbury

Theme and Setting, Monitor

Short Story, The Interlopers

Saki

Theme and Character, Draw Conclusions

Short Story, When Mr. Pirzada Came to Dine

Jhumpa Lahiri

Universal Theme, Understanding Verbal Irony

Paired Selections Poem, Do not weep, maiden, for war is kind Poem, the sonnet-ballad

Stephen Crane Gwendolyn Brooks

Tone and Diction, Recognize Classification

Humorous Essay, Why Leaves Turn Colors in the Fall

Interpret Graphic Aids

Textbook Diagram, How a Leaf Works

Author’s Perspective, Monitor

Short Story, And of Clay Are We Created

Isabel Allende

Argument, Distinguish Fact from Opinion

Personal Essay, Doing Nothing Is Something

Anna Quindlen

Persuasive Techniques, Summarize

Essay, I Acknowledge Mine

Jane Goodall

Counterarguments, Summarize and Critique

Position Paper, Use of Animals in Biomedical Research

American Medical Association

Sound Devices, Reading Poetry

Paired Selections Poem, There Will Come Soft Rains Poem, Meeting at Night Poem, The Sound of Night

Sara Teasdale Robert Browning Maxine Kumin

Diane Ackerman


Grade 10, Continued

Literary and Reading Skill Sonnet, Strategies for Reading Sonnets

Selection Paired Selections Poem, Sonnet 18 Poem, “Sonnet XXX” from Fatal Interview

Author William Shakespeare Edna St. Vincent Millay

Ballads, Understand Dialect

Paired Selections Poem, Lord Randall Poem, Ballad/Balada Poem, Midwinter Blues

Anonymous Gabriela Mistral Langston Hughes

Poe’s Style, Paraphrase

Short Story, The Pit and the Pendulum

Edgar Allan Poe

Frost’s Style, Make Inferences

Paired Selections Poem, Birches Poem, Mending Wall

Robert Frost

Cisneros’s Style and Voice, Identify Author’s Purpose

Paired Selections Personal Essay, Only Daughter Fiction, from Carmelo

Sandra Cisneros

Cultural Characteristics, Monitor

Memoir, from Farewell to Manzanar

Jeanne Wakatsuki Houston and James D. Houston

Analyze Rhetorical Devices

Speech, A Eulogy for Dr. Martin Luther King, Jr.

Robert F. Kennedy

Moral Dilemma, Predict

Short Story, Marriage Is a Private Affair

Chinua Achebe

Parody Across Genres, Set a Purpose for Reading

Paired Selections Novel, from Don Quixote Musical Play, from Man of La Mancha

Miguel de Cervantes

Shakespearean Drama, Reading Shakespearean Drama

Drama, from The Tragedy of Julius Caesar

William Shakespeare


Dale Wasserman

IX



X

Selection

Author

Creation Myths, Reading Folk Literature

Iroquois Myth, The World on the Turtle’s Back

Historical Context, Reading a Primary Source

Report, from La Relación

Figurative Language, Clarify Older Poetry

Paired Selections Poem, To My Dear and Loving Husband Upon the Burning of Our House Poem, Huswifery

Persuasion, Analyze Emotional Appeals

Sermon, from Sinners in the Hands of an Angry God

Jonathan Edwards

Conventions of Drama, Draw Conclusions About Characters

Drama, from The Crucible

Arthur Miller

Understand Historical Context, Synthesize

Paired Selections Online Article, McCarthyism Newspaper Article, The Demons of Salem, With Us Still Memoir, from Timebends

Álvar Núñez Cabeza de Vaca Anne Bradstreet Edward Taylor

Victor Navasky

Arthur Miller

Rhetorical Devices, Reading Persuasive Speech

Speech, Speech in the Virginia Convention

Patrick Henry

Argument, Analyze Text Structure

Public Document, The Declaration of Independence

Thomas Jefferson

Satire, Analyze Imagery

Short Story, The Devil and Tom Walker

Washington Irving

Stanza and Rhyme Scheme, Reading Traditional Poetry

Paired Selections Poem, A Psalm of Life Poem, The Tide Rises, The Tide Falls

Transcendentalism, Identify Theme

Paired Selections Essay, from Self-Reliance Essay, from Nature

Essay, Evaluate Ideas

Essay, from Walden

Henry David Thoreau

Henry Wadsworth Longfellow

Ralph Waldo Emerson

Sound Devices, Make Inferences

Poem, The Raven

Edgar Allan Poe

Symbol, Identify Cultural Characteristics

Short Story, The Minister’s Black Veil

Nathaniel Hawthorne

Free Verse, Analyze Tone

Paired Selections Poem, “I Hear America Singing” from Song of Myself Poem, A Noiseless Patient Spider Poem, Beat! Beat! Drums!

Walt Whitman


Grade 11, Continued


Selection

Author

Dickinson’s Style

Paired Selections Poem, Because I could not stop for Death Poem, Success is counted sweetest Poem, Much madness is divinest sense Poem, My life closed twice before its close Poem, The soul selects her own society Poem, I heard a fly buzz—when I died Poem, My life had stood—a Loaded Gun

Emily Dickinson

Style, Analyze Author’s Purpose

Slave Narrative, from Narrative of the Life of Frederick Douglass, an American Slave

Frederick Douglass

Short Story, An Occurrence at Owl Creek Bridge

Stephen Crane

Irony and Overstatement, Predict

Autobiography, from The Autobiography of Mark Twain

Mark Twain

Theme, Analyze Author’s Perspective

Short Story, The Law of Life

Jack London

Theme, Analyze Patterns of Organization

Short Story, The Story of an Hour

Kate Chopin

Speaker, Analyze Rhythm and Repetition

Paired Selections] Poem, Harlem Poem, The Negro Speaks of Rivers Poem, I, Too Poem, The Weary Blues

Langston Hughes

Rhetorical Techniques, Identify Main Ideas

Essay, How It Feels to Be Colored Me

Zora Neale Hurston

Frost’s Style, Recognize Ambiguity

Paired Selections Poem, Acquainted with the Night Poem, Nothing Gold Can Stay Poem, “Out, Out—”

Robert Frost

Stream of Consciousness, Summarize Stanzas

Poem, The Love Song of J. Alfred Prufrock

T. S. Eliot

Point of View, Analyze Sequence

Short Story, A Rose for Emily

William Faulkner

Subjectivity in Reporting, Analyze Descriptive Details

Short Story, A New Kind of War

Ernest Hemingway

Characterization and Tone, Analyze Historical Context

Short Story, Adam

Kurt Vonnegut, Jr.

Allusion, Elements of an Argument

Letter, from Letter from Birmingham Jail

Dr. Martin Luther King, Jr.

Analyze Text and Graphics

Government Document, All Across the U.S.A.: Population Distribution and Composition, 2000

Voice, Analyze Structure

Essay, Straw into Gold: The Metamorphosis of the Everyday

Crane’s Style, Make Inferences


Sandra Cisneros

XI



Author

Epic, Reading Old English Poetry

Epic Poem, from Beowulf

The Beowulf Poet, Translated by Burton Raffel

Historical Writing, Analyze Author’s Purpose

Historical Writing, from A History of the English Church and People

The Venerable Bede

Characterization, Paraphrase

Poem, “Prologue” from Canterbury Tales

Geoffrey Chaucer, Translated by Nevill Coghill

Synthesize, Draw Conclusions

XII

Selection

[Paired Selectons] Excerpt, from A Distant Mirror Magazine Article, In the Footsteps of the Faithful Map and Illustrations, Pilgrimage Sites

Barbara Tuchman Taras Grescoe

Medieval Romance, Make Inferences

Romance, from Sir Gawain and the Green Knight

The Gawain Poet, Translated by John Gardner

Shakespearean Sonnet, Analyze Imagery

Paired Selections Poem, Sonnet 18 Poem, Sonnet 29 Poem, Sonnet 116 Poem, Sonnet 130

William Shakespeare

Shakespearean Tragedy, Reading Shakespearean Drama

Drama, from The Tragedy of Macbeth

William Shakespeare

Rhetorical Devices, Draw Conclusions

Paired Selections Fiction, from Utopia Speech, Speech Before the Spanish Armada Invasion

Allusion, Reading Difficult Texts

Epic Poem, from Paradise Lost

John Milton

Metaphysical Conceit, Interpret Ideas

Paired Selections Poem, A Valediction: Forbidding Mourning Poem, Holy Sonnet 10 Nonfiction, from Meditation 17

John Donne

Theme, Interpret Figurative Language

Paired Selections Poem, To His Coy Mistress Poem, To the Virgins, to Make Much of Time Poem, To Althea, from Prison

Andrew Marvell Robert Herrick Richard Lovelace

Sir Thomas More Queen Elizabeth I

Diary, Connect to History

Diary, from The Diary of Samuel Pepys

Samuel Pepys

Satire, Identify Proposition and Support

Essay, A Modest Proposal

Jonathan Swift

Voice, Analyze Author’s Purpose

Dictionary, “A Dictionary of the English Language” from The Preface Selected Entries

Samuel Johnson

Counterargument, Use Historical Context

Essay, from A Vindication of the Rights of Woman

Mary Wollstonecraft


Grade 12, Continued


Selection

Author

Symbol, Compare and Contrast Poems

Paired Selections Poem, “The Lamb” from Songs of Innocence Poem, “The Chimney Sweeper” from Songs of Innocence Poem, “The Little Boy Lost” from Songs of Innocence Poem, “The Little Boy Found” from Songs of Innocence Poem, “The Tyger” from Songs of Experience Poem, “The Chimney Sweeper” from Songs of Experience Poem, “The Sick Rose” from Songs of Experience

Romantic Poetry, Analyze Stylistic Elements

Paired Selections Poem, Lines Composed a Few Miles Above Tintern Abbey Poem, Composed upon Westminster Bridge, September 3, 1802 Poem, The World Is Too Much with Us Poem, I Wandered Lonely As a Cloud

Literary Ballad, Reading Narrative Poetry

Poem, The Rime of the Ancient Mariner

Samuel Taylor Coleridge

Rhythmic Patterns, Understand Historical Context

Paired Selections Poem, Ozymandias Poem, Ode to the West Wind Poem, To a Skylark Poem, Sonnet: England in 1819

Percy Bysshe Shelley

Compare and Contrast

Paired Selections Preface, from Preface to Lyrical Ballads Essay, from A Defense of Poetry

William Wordsworth

William Blake

William Wordsworth

Percy Bysshe Shelley

Ode, Imagery, Paraphrase

Paired Selections Poem, When I Have Fears That I May Cease to Be Poem, To Autumn Poem, Ode to a Grecian Urn Poem, Ode to a Nightingale

Mood, Analyze Speaker

Paired Selections Poem, The Lady of Shalott Poem, Ulysses Poem, from In Memoriam Crossing the Bar

Alfred, Lord Tennyson

Dramatic Monologue, Make Inferences About Speakers

Paired Selections Poem, My Last Duchess Poem, Porphyria’s Lover

Robert Browning

Persuasion, Recognize Ideas


Paired Selections Critical Commentary, Evidence of Progress Critical Commentary, The Condition of England

John Keats

Thomas Babington Macaulay Thomas Carlyle

XIII

English Language Learner Adapted Interactive Reader Table of Contents Grade 12, Continued


XIV

Selection

Author

Theme, Analyze Speaker

Paired Selections Poem, Dover Beach Poem, To Marguerite—Continued

Matthew Arnold

Style, Reading Modern Verse

Paired Selections Poem, Preludes Poem, The Hollow Men Poem, The Naming of Cats

T. S. Eliot

Theme, Draw Conclusions

Short Story, The Rocking-Horse Winner

D. H. Lawrence

Symbol, Clarify Meaning in Poetry

Paired Selections Poem, Sailing to Byzantium Poem, The Second Coming Poem, When You Are Old

William Butler Yeats

First-Person Point of View, Analyze Descriptive Details

Short Story, Araby

James Joyce

Reflective Essay, Analyze Cause-and-Effect Relationships

Essay, Shooting an Elephant

George Orwell

Speech, Identify Main Ideas

Speech, from The Speeches, May 19, 1940

Winston Churchill

Free Verse, Imagery, Analyze Word Choice

Paired Selections Poem, Digging Poem, The Horses

Seamus Heaney Ted Hughes

Cultural Conflict, Predict

Short Story, Six Feet of Country

Nadine Gordimer


Academic Vocabulary Workshop


XV

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XVI


CONTINUED

5SEßTHEßFOLLOWINGßCHARTßTOßBECOMEßFAMILIARßWITHßSOMEßOFßTHEß!CADEMICß 6OCABULARYßWORDSßINßTHISßBOOKß!SßYOUßREAD ßLOOKßFORßFEATURESßCALLEDß ±!CADEMICß6OCABULARYßINß!CTION ²ßWHICHßWILLßEXPANDßYOURßKNOWLEDGEß ABOUTßTHESEßWORDSß!LSOßLOOKßFORßACTIVITIESßCALLEDß±!CADEMICß6OCABULARYßINß 7RITING²ßANDß±!CADEMICß6OCABULARYßINß3PEAKING²ß4HESEßACTIVITIESßPROVIDEß OPPORTUNITIESßTOßUSEßACADEMICßVOCABULARYßWHENßYOUßSPEAKßANDßWRITE

7ITHßTHEßPRINTINGßPRESS ßMANYß MOREßBOOKSßWEREßPRINTEDßANDß ORDINARYßPEOPLEßHADßMOREß CHANCESßTOßREADßANDßLEARNß FROMßTHEM

7ORDßANDß$EFINITION

%XAMPLE

!NALYZEß!.ßUHßLYZ ßISßAßVERBßTHATßMEANSßTOßEXAMINEß SOMETHINGßBYßLOOKINGßCRITICALLYßORßCLOSELYßATßITßß

4ALKINGßANDßWRITINGßABOUTßWHATßYOUßREADßINß%NGLISHß CLASSßHELPSßYOUßANALYZEßDIFFERENTßKINDSßOFßLITERATUREß

!SPECTß!3ßPEKT ßISßAßNOUNßTHATßMEANSßAßPARTßORßAß SIDEßOFßSOMETHING

)NßYOURßSOCIALßSTUDIESßCLASS ßYOUßLEARNßABOUTßASPECTSß OFßDIFFERENTßCULTURESßß

#OHERENTßKOHß()2ßUHNT ßISßANßADJECTIVEßTHATßMEANSß CONNECTEDßORßLOGICAL ßMAKINGßSENSE

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7HATßDIDßYOUßCONCLUDEßABOUTßTHEßMAINßCAUSESßOFß 7ORLDß7ARß))

$IFFERENTIATEßDIFßUHß2%.ßSHEEßAYT ßISßAßVERBßTHATß MEANSßTOßBEßAWAREßOFßORßPOINTßOUTßAßDIFFERENCEß BETWEENßTWOßORßMOREßTHINGS

7HENßYOUßLEARNßAßNEWßLANGUAGE ßYOUßNEEDßTOß DIFFERENTIATEßTHEßSOUNDSßMADEßBYßCERTAINßLETTERS

%MPHASISß%-ßFUHßSIS ßISßAßNOUNßTHATßMEANSßSPECIALß ATTENTIONßGIVENßTOßSOMETHINGßTOßSHOWßITSßIMPORTANCE

7HICHßSYLLABLEßINßTHEßWORDßPREDOMINATEßHASßTHEß MOSTßEMPHASIS

%VALUATEßIHß6!,ßYOOßAYT ßISßAßVERBßTHATßMEANSßTOß JUDGEßTHEßVALUEßORßIMPORTANCEßOFßSOMETHING

4OßBEßSUCCESSFULßINßSCIENCE ßYOUßWILLßNEEDßTOß EVALUATEßTHEßRESULTSßOFßYOURßEXPERIMENTS

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-ONITORß-/.ßIHßTUR ßISßAßVERBßTHATßMEANSßTOßCHECKß ONßORßTOßWATCH

!SßYOUßREAD ßSTOPßEVERYßFEWßMINUTESßTOßMONITORß HOWßWELLßYOUßUNDERSTANDßTHEßSTORY

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2ELEVANTß2%,ßUHßVUHNT ßISßANßADJECTIVEßTHATßMEANSß HAVINGßTOßDOßWITHßTHEßSUBJECTßBEINGßDISCUSSED

9OURßESSAYßSHOULDßINCLUDEßRELEVANTßDETAILSßTOß SUPPORTßYOURßMAINßIDEA

4RADITIONßTRUHß$)3(ßUHN ßISßAßNOUNßTHATßMEANSßAß CUSTOM ßBELIEF ßORßPRACTICEßPASSEDßDOWNßFROMßONEß GENERATIONßTOßTHEßNEXT

)DENTIFYßATßLEASTßONEßTRADITIONßTHATßYOURßFAMILYß OBSERVESßWHENßCELEBRATINGßHOLIDAYSßANDßSPECIALß OCCASIONS

ß

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7ORDSßANDß$EFINITIONS 2EADßALOUDßEACHßWORDßINßTHEß TABLEßONßTHISßPAGE ßDISTINCTLYß EMPHASIZINGßTHEßSTRONGß SYLLABLEß4HENßASKßSTUDENTSßTOß REPEATßEACHßWORDßAFTERßYOUß 2EVIEWßTHEßFOLLOWINGß DIF½ßCULTßORßCONFUSINGßVOWELSß ANDßCONSONANTßBLENDSß!FTERß EXPLAININGßEACHßEXAMPLE ß ASKßVOLUNTEERSßTOßSAYßTHEß VOCABULARYßWORDSßALOUDßAGAIN ß4HEßYßINßANALYZEßHASßAßLONGßIß SOUND

8)))

%,ß, $IFFERENTIATION %NGLISHß,ANGUAGEß,EARNINGß3TRATEGIESß "%')..).'ßß).4%2-%$)!4%ß #OOPERATIVEß7RITINGß!CTIVITYß $IVIDEßSTUDENTSßINTOß GROUPSßOFßTHREEßORßFOURß!SSIGNßTWOß!CADEMICß6OCABULARYßWORDSßFROMßTHEßTABLEßONß THISßPAGEßTOßEACHßGROUPß!SKßEACHßGROUPßTOßREVIEWßTHEßDEFINITIONSßANDßEXAMPLESßGIVENß FORßTHEIRßWORDSß%NCOURAGEßSTUDENTSßTOßASKßEACHßOTHERßABOUTßANYßWORDSßTHEYßDON´Tß UNDERSTANDßORßCOMEßTOßYOUßWITHßTHEIRßQUESTIONSß&INALLY ßEACHßGROUPßSHOULDßWRITEßAß NEWßSAMPLEßSENTENCEßCORRECTLYßUSINGßEACHßOFßTHEIRßASSIGNEDßWORDSß(AVEßGROUPSßSHAREß THEIRßSENTENCESßWITHßTHEßCLASSßADDRESSßANYßREMAININGßQUESTIONSßABOUTßTHEßWORDS´ß MEANINGSß 30%!+).'2%!$).'72)4).'

ß)NßDIFFERENTIATEßANDßTRADITION ß THEßSYLLABLEßTIßOUNDSßLIKEßSHß 3PANISH SPEAKINGßSTUDENTSß MAYßBEßTEMPTEDßTOßPRONOUNCEß THISßASßTZ ß4HEßEßATßTHEßENDßOFßANALYZE ß CONCLUDE ßDIFFERENTIATEßANDß INCORPORATEßISßSILENT ßINDICATINGß AßLONGßVOWELßSOUNDßINßTHEß FINALßSYLLABLE ß4HEßPHßINßEMPHASISßISß PRONOUNCEDßASßANßF

!$6!.#%$ßß!$6!.#%$ß()'(ß 0AIRED)NDIVIDUALß7RITINGß!CTIVITYß 3TUDENTSßWITHß GREATERßPROFICIENCYßCANßPERFORMßTHEßPRECEDINGßACTIVITYßINßPAIRSßORßONßTHEIRßOWNß $EPENDINGßONßTHEIRßSKILLßLEVEL ßYOUßMAYßWISHßTOßASSIGNßTHEMßMOREßTHANßTWOßWORDSß EACHß 30%!+).'2%!$).'72)4).'


XVII

!CADEMICß6OCABULARYß INß!CTIONß

!CADEMICß6OCABULARYßINß!CTION 4HEßWORDSßBELOWßAREßTAKENßFROMßACADEMICßVOCABULARYßFOUNDßINßYOURßSTATEß STANDARDSß)TßISßIMPORTANTßTOßKNOWßTHEßMEANINGSßOFßTHESEßWORDSßTOßCOMPLETEßTHEß ACTIVITIESßANDßLESSONSßINßTHISßBOOKßASßWELLßASßTOßANSWERßTESTßITEMSß

2EVIEWßTHEßDEFINITIONßOFß TRADITIONßWITHßSTUDENTSß4HEN ß HAVEßSTUDENTSßCOMPLETEßTHEß CHARTßONßTHEIRßOWNßORßINßPAIRSß 3EEßTHEßCHARTßBELOWßFORßPOSSIBLEß RESPONSES Subject Area

Explanation

French

Bastille Day is celebrated on July 14 to commemorate the day the Bastille was stormed by French citizens in 1789.

Music

TRADITIONßNOUN ß $EFININGßTHEß7ORD 4HEßWORDßTRADITIONßMEANSß±AßCUSTOM ßBELIEF ßORßPRACTICEßPASSEDßDOWNßFROMßONEß GENERATIONßTOßTHEßNEXT²ßß9OUßMAYßLEARNßABOUTßCULTURALßTRADITIONSßINßYOURßSOCIALß STUDIESßCLASSß7HENßREADINGßLITERATURE ßYOUßMAYßLEARNßABOUTßLITERARYßTRADITIONSß THATßWEREßPASSEDßALONGßINßSOMEßCULTURES

Definition Sentence an idea or Migration thought is a concept we studied in Biology. the end or last line

conference a formal meeting

Working with another student helped me improve the conclusion to my research paper. Our school holds parentteacher conferences each semester.

Explanation

ß7RITEßAßBRIEFßEXPLANATIONßOFßEACHßTRADITION

CONCLUDEßVERB ß $EFININGßTHEß7ORD 4HEßWORDßCONCLUDEßMEANSß±TOßDECIDEßBYßREASONING²ß4HEß,ATINßPREFIXßCON ß MEANSß±WITH²ßORß±TOGETHER²

5SINGßTHEß7ORD /NCEßYOUßKNOWßTHEßMEANINGßOFßAßPREFIX ß YOUßCANßUSEßTHATßMEANINGßTOßFIGUREßOUTßTHEß MEANINGßOFßOTHERßWORDSßTHATßHAVEßTHEßSAMEß PREFIX

ß)NßAßCHARTßLIKEßTHISßONE ßMAKEßAßLISTßOFß OTHERßWORDSßYOUßKNOWßTHATßBEGINßWITHß THEßPREFIXßCON

Word Definition conspiracy a secret plan to act together

Sentence Brutus was involved in a conspiracy to kill Caesar.

ß,OOKßUPßEACHßWORDßINßTHEßDICTIONARYßANDß WRITEßDOWNßITSßMEANING

ß7RITEßAßSENTENCEßUSINGßEACHßWORD 8)6

conclusion

Language arts: Long poems that praised epic tradition deeds of heroes were part of the epic tradition.

TRADITIONSßYOUßHAVEßLEARNEDßABOUTßINß DIFFERENTßSUBJECTßAREAS

(AVEßSTUDENTSßREADßTHEß DEFINITIONßOFßCONCLUDEß4HENßASKß THEMßTOßFILLßOUTßTHEßCHART ßUSINGß AßDICTIONARYßFORßHELPß0OSSIBLEß RESPONSESßAREßPROVIDEDßINßTHEß CHARTßBELOW

concept

Subject Area

.OWßTHATßYOUßKNOWßTHEßDEFINITIONßOFß TRADITION ßPRACTICEßUSINGßTHEßWORDß

ß5SEßAßCHARTßLIKEßTHEßONEßSHOWNßTOßIDENTIFYß

People in the United States traditionally sing the national anthem at ball games and other important public events.

Word

5SINGßTHEß7ORD

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%,, $IFFERENTIATION !CADEMICß6OCABULARYß "%')..).'ß #ONCEPTß7EBß /NßTHEßBOARD ßDRAWßTHEßBEGINNINGßOFßAßCONCEPTßWEBßFORß THEßWORDßTRADITIONß family

old TRADITION

annual family reunion holiday celebration

ethnic !SKßVOLUNTEERSßTOßADDßRELATEDßWORDSßTOßANYßOFßTHEßEXISTINGßCONCEPTSßRELATEDßTOß TRADITIONßORßTOßADDßANYßNEWßCONCEPTSßTHEYßCANßTHINKßOFß4HENßBREAKßSTUDENTSßINTOßPAIRSß ANDßASKßTHEMßTOßDRAWßAßNEWßCONCEPTßWEBßFORßCONCLUDEß30%!+).'2%!$).'72)4).' ß

XVIII

Best Practices Toolkit Teacher’s Guide MiddlePreview School

2ECORDßNEWßVOCABULARYßWORDSßINß YOURß2EADER7RITERß.OTEBOOK

3TRATEGIESß4HATß7ORKß6OCABULARY

ß5SEß#ONTEXTß#LUES 4HEßMOSTßIMPORTANTßPARTßOFßBUILDINGßYOURß VOCABULARYßISßRECOGNIZINGßUNFAMILIARßWORDSßASßYOUß READß7HENßYOUßCOMEßACROSSßAßWORDßYOUßDOßNOTß KNOW LOOKßATßTHEßCONTEXT ßTHEßWORDS ßPHRASES ßORß SENTENCESßTHATßAREßAROUNDßTHATßWORDß/FTEN ßTHEß CONTEXTßCANßGIVEßYOUßIMPORTANTßCLUESßTOßTHEßWORD´Sß MEANING ßASßINßTHEßFOLLOWINGßEXAMPLEß

Analyze the causes of the war. Identify at least three causes and explain how they contributed to the war.

%VENßIFßYOUßDOßNOTßKNOWßWHATßANALYZEßMEANS ßYOUß CANßFIGUREßOUTßFROMßTHEßCONTEXTßTHATßITßMEANSß±TOß SEPARATEßORßBREAKßINTOßPARTSßANDßEXAMINE²

ß#LARIFYß7ORDß$EFINITIONS 5SEßAßDICTIONARYßIFßAßWORDSßCONTEXTß DOESßNOTßGIVEßYOUßCLUESßTOßITSß MEANINGß!ßDICTIONARYßENTRYßWILLß PROVIDEßAßWORD´SßPRONUNCIATION ß PARTSßOFßSPEECH ßORIGIN ßANDß DEFINITIONSß7HENßYOUßAREßREADINGß AßTEXTBOOKßORßMANUAL ßYOUßMAYßFINDß DEFINITIONSßFORßUNFAMILIARßWORDSßINß AßGLOSSARYßATßTHEßBACKßOFßTHEßBOOKß

totalitariantoh TAL uh TAIR ee uhn n.: a characteristic of government in which the person or party in charge has absolute control

ß+EEPßAß7ORDß,ISTßß ,ISTßNEWßACADEMICßVOCABULARYßWORDSßINßYOURß2EADER 7RITERß.OTEBOOKß!DDßTOßYOURßLISTßEACHßTIMEßYOUßTAKEß ONßAßNEWßREADINGßASSIGNMENTß)NßADDITIONßTOßLISTINGß THEßWORDßANDßITSßDEFINITION ßYOUßMIGHTßDRAWßAßSYMBOLß ORßPICTUREßTOßSHOWßYOUßWHATßTHEßWORDßREPRESENTSßORß PROVIDEßEXAMPLESßTOßREMINDßYOUßOFßWHATßTHEßWORDß MEANSß#HALLENGEßYOURSELFßTOßUSEßWORDSßFROMßTHEßLISTß WHENßYOUßSPEAKßANDßWRITEß4HEßMOREßFREQUENTLYßYOUß USEßTHEßWORDS ßTHEßEASIERßTHEYßWILLßBEßTOßREMEMBER

>ciZgVXi^kZ KdXVWjaVgn 'OßTOßTHINKCENTRALCOM +%97/2$ß(-,

Word traditio

Example s n LANGU AGE AR a custom TS , belief, ß epic or pract ice ß literary passed d own from one SOCIAL generation STUDIE to S the next ß religion ß cultur e ß older so cieties conclude to decide by reasoning

&ORßAßCOMPLETEßLISTßOFßTERMSßINßTHISßBOOK ßSEEßTHEß 'LOSSARYßOFß!CADEMICß6OCABULARYßINß%NGLISHßANDß 3PANISHßONßPAGESß2¯2

ß

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86

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3TRATEGIESß4HATß7ORKß 6OCABULARYß 3HAREßWITHßSTUDENTSßTHATß 3TRATEGIESß4HATß7ORKß 6OCABULARYßCANßBEßAPPLIEDßNOTß ONLYßTOß!CADEMICß6OCABULARYß TERMSßBUTßALSOßTOßUNFAMILIARß WORDSßORßPHRASESßTHEYßFINDß INßTHEIRßREADINGß%NCOURAGEß STUDENTSßTOßUSEßTHESEßSTRATEGIESß INßTHEIRßREADINGßBOTHßINßANDßOUTß OFßTHEßCLASSROOM ß 5SEß#ONTEXTß#LUESß !SKßSTUDENTSßTOßIDENTIFYß THEßCONTEXTßCLUESßINßTHEß EXAMPLEßGIVENß%XPLAINß THATßTHEßCONTEXTßOFßANß UNFAMILIARßWORDßMAYßPROVIDEß CLUESßBYßWAYßOFßDEFINITION ß RESTATEMENT ßORßEXAMPLE ß#LARIFYß7ORDß$EFINITIONS (AVEßSTUDENTSßFLIPßTOßTHEß 'LOSSARYßOFß6OCABULARYßINß %NGLISHßANDß3PANISHßATßTHEß BACKßOFßTHISßBOOKß%XPLAINß THATßTHISßGLOSSARYßPROVIDESß PRONUNCIATIONS ßPARTSßOFß SPEECH ßANDßDEFINITIONSßFORß THEßVOCABULARYßWORDSßINßTHEß SELECTIONSßINßTHISßBOOKß)Tß ALSOßINCLUDESßTHEßDEFINITIONSß OFßTHESEßVOCABULARYßWORDSß INß3PANISHß4ELLßSTUDENTSß THATßAßGLOSSARYßPROVIDESßLESSß INFORMATIONßTHANßAßDICTIONARYß BUTßMAYßBEßEASIERßTOßUSEß 4HEYßCANßALSOßFINDßAß'LOSSARYß OFß2EADINGßANDß)NFORMATIONALß 4ERMSßANDßAß'LOSSARYßOFß ,ITERARYß4ERMSßINßTHEßBACKßOFß (OLTß-C$OUGALß,ITERATURE ß+EEPßAß7ORDß,IST %NCOURAGEßSTUDENTSßTOßRECORDß NEWßACADEMICßVOCABULARYß INßTHEIRß2EADER7RITERß .OTEBOOK %XPLAINßTHATßAßSTRONGßVOCABULARYß WILLßHELPßTHEMßREADßANDß COMMUNICATEßMOREßEFFECTIVELYß )FßYOUßHAVEßAßCLASSROOMß COMPUTER ßHAVEßSTUDENTSßLOOKß ATß)NTERACTIVEß6OCABULARYßONß THINKCENTRALCOM

XIX

XX


GRADE 9 Sample Selection

The Gift of the Magi by O. Henry


1

"EFOREß2EADING

&OCUSßANDß -OTIVATE

4HEß'IFTßOFßTHEß-AGI "ASEDßONßTHEßSHORTßSTORYßBYß/ß(ENRY

What are you willing to SACRIFICE?

4ECHNOLOGYß4OOLS &ORßDISCUSSIONßANDß SKILLSßSUPPORT ßSEEßTHEß 0OWER.OTESßPRESENTATIONß ONßTHINKCENTRALCOM

What are you willing to SACRIFICE? "EFOREßSTUDENTSßCOMPLETEß THEßACTIVITY ßREADßALOUDßTHEß QUESTIONß-AKEßSUREßTHATß ALLßSTUDENTSßUNDERSTANDßTHEß MEANINGßOFßTHEßVERBßTOßSACRIFICE ±TOßGIVEßUPßSOMETHINGßOFß HIGHßVALUEßFORßSOMETHINGßTHATß ISßOFßHIGHERßVALUE²ß3PANISHß ß SACRIFICAR ß!SKßSTUDENTSßTOß THINKßABOUTßSACRIFICESßMADEßBYß PEOPLEßTHEYßKNOW ßSUCHßASßAß PARENT ßGUARDIANßORßOTHERßFAMILYß MEMBER ßFORßAßLOVEDßONE

(AVEßYOUßEVERßMADEßAßSACRIFICEßINßORDERßTOßHELPßOTHERSßORßMAKEßSOMEONEß HAPPYß)Nß±4HEß'IFTßOFßTHEß-AGI ²ßAßYOUNGßCOUPLEßSHOWSßTHEßSACRIFICESßTHEYß AREßWILLINGßTOßMAKEßOUTßOFßTHEIRßLOVEßFORßEACHßOTHER Sacrifices for Someone You Love 1. Spending a weekÕs allowance to buy a gift 2. !NSWERSßWILLßVARY

QROK>KAQ>IH 7ITHßAßPARTNER ßTALKßABOUTßTHINGSßTHATßPEOPLEßSACRIFICEßFORß THOSEßTHEYßLOVEß4HINKßABOUTßEXAMPLESßINßREALßLIFEßASßWELLßASßTHOSEßINßBOOKS ß MOVIES ßANDßTELEVISIONßSHOWSß7RITEßYOURßEXAMPLESßINßTHEßCHARTßTOßTHEßLEFTß 4HEN ßCIRCLEßTHEßSACRIFICEßTHATßYOUßTHINKßWOULDßBEßHARDESTßTOßMAKEßß

,ITERARYß!NALYSISß)RONYß )RONYß%9%ßRUHßNEE ßISßTHEßDIFFERENCEßBETWEENßWHATßWEßEXPECTßTOßHAPPENß ANDßWHATßACTUALLYßDOESßHAPPENß9OUßWILLßSEEßTHREEßKINDSßOFßIRONYßINß LITERATUREß4HEßCHARTßBELOWßDESCRIBESßTHESEßTYPESßOFßIRONY

3. )RONY

$EFINITION

4.

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WHENßSOMETHINGßHAPPENSß 9OUßSTAYßUPßALLßNIGHTßSTUDYINGß THATßISßTHEßOPPOSITEßOFß FORßAßTESTß(OWEVER ßTHEßNEXTß WHATßYOUßEXPECTED DAYßYOURßTEACHERßTELLSßYOUß THEREßWON´TßBEßAßTEST

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WHENßWHATßISßSAIDßISß THEßOPPOSITEßOFßWHATßISß MEANT

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$RAMATICß )RONY

WHENßWHATßAßCHARACTERß KNOWSßISßDIFFERENTßFROMß WHATßTHEßAUDIENCEßKNOWS

4HEßAUDIENCEßISßAMAZEDßWHENß AßCHAMPIONßBOXERßLOSESßAßBIGß FIGHTß4HEßREADER ßHOWEVER ß KNOWSßTHEßBOXERßHASßBEENß PAIDßTOßLOSE

4EACH -ODELßTHEß3KILLß)RONY 2EADßALOUDßTHEßCHARTßWITHßTHEß DEFINITIONSßANDßEXAMPLESßOFßTHEß THREEßTYPESßOFßIRONYß4HENßGIVEß STUDENTSßTHESEßEXAMPLES ßSITUATIONALßIRONYß9OUßWASHß YOURßCARßANDßLATERßTHATßDAYßITß RAINS ßVERBALßIRONYß9OUßARRIVEßLATEßATß SCHOOLßANDßTHEßPRINCIPALßTELLSß YOUßSARCASTICALLYßTHATßSHEßISß GLADßYOUßAREßONßTIME

2

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,ESSONßATßAß'LANCE ß ß,ITERARYß!NALYSISß)RONY (AVEßSTUDENTSßREVIEWß,ITERARYß!NALYSISß7ORKSHOPß)RONYßONßPAGESß¯ßINß(OLTß-C$OUGALß ,ITERATURE

ßDRAMATICßIRONYß!ßDOGßGREETSßAß FRIENDßBYßBARKINGßANDßGROWLING ß BUTßWAGSßHISßTAILßWHENßAß BURGLARßENTERSßTHEßHOUSE

ß 2EADINGß3TRATEGYß0REDICT

%XPLAINßWHYßEACHßEXAMPLEß REPRESENTSßTHATßPARTICULARßTYPEß OFßIRONY

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Della had saved one dollar and eighty-seven cents. That was all. And sixty cents of it was in pennies. She had saved the pennies one and two at a time by bargaining with the grocer, the vegetable seller, and the butcher to lower their prices. At times, her cheeks had burned with shame, for she was certain these sellers thought she was stingy. She counted her money three times. One dollar and eighty-seven cents. And the next day was Christmas.

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6


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Della decided there was nothing she could do except flop down on the shabby little couch and cry. So she did. Della and her husband lived in a furnished apartment costing $8 per week. It didn’t exactly look like the home of a beggar, but it had no extras, either. Just inside the building’s front door, in the vestibule below, there was a mailbox that a letter couldn’t fit in and a doorbell that didn’t ring. Near their doorbell was a card with the name “Mr. James Dillingham Young” on it. For a short time, Mr. James Dillingham Young had done well for himself, making $30 per week. Now, his pay had shrunk to $20. With his pay cut, he’d lost his sense of place in the outside world. But whenever he came home, he was joyously greeted and hugged by his wife, Della. Which was all very good. Aß Della finished her crying and dried her cheeks. She stood by the window and looked out dully at a gray cat walking along the top of a gray fence in a gray back yard. Tomorrow would be Christmas Day, and after all her saving, she had only $1.87 to buy Jim a present. There were always more expenses than she thought. She had spent many happy hours planning a gift for him, something fine and rare and perfect, something worthy of her special Jim. ).ß/4(%2ß7/2$3ß 4HEßMAINßCHARACTERßISßAßWOMANßNAMEDß$ELLAß$ELLAß ANDßHERßHUSBANDßDON´TßHAVEßMUCHßMONEYß3HEßHASßTRIEDßTOßSAVEßMONEYß TOßBUYßAßSPECIALß#HRISTMASßGIFTßFORßHERßHUSBAND ß*IM ßBUTßSHEßHASßSAVEDß VERYßLITTLE

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Suddenly Della turned from the window and looked at herself in the tall, old mirror. Her eyes were shining brightly, but her face had become pale. Quickly she pulled down her hair and let it fall loosely around her. Jim and Della were proud of two things, Jim’s gold watch, which had been his father’s and his grandfather’s, and Della’s hair. Della’s beautiful, shiny hair now was so long that it hung below her knees. A few of her tears splashed on the worn carpet. Bß

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7

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But she put on her coat and hat and, with a brilliant sparkle still in her eyes, hurried out. She stopped at a shop with a sign that read “Madame Sofronie. Hair Goods of All Kinds.” Della ran up the flight of stairs. After she calmed down, she said to Madame Sofronie, “Will you buy my hair?” “Let’s have a look at it,” said Madame. Della let down her beautiful hair. Madame lifted the mass of hair. “Twenty dollars,” she said. “Give it to me quickly,” said Della. For the next two hours, Della ransacked the stores for Jim’s present. At last she found a platinum watch fob, worthy of The Watch. It was like Jim quiet and valuable. She paid twenty-one dollars. With that chain, instead of the old leather strap he used now, Jim could proudly check the time in public. Cß ).ß/4(%2ß7/2$3ß $ELLAßDECIDESßTOßSELLßHERßLONG ßBEAUTIFULßHAIRßINßORDERß TOßBUYßHERßHUSBANDßAß#HRISTMASßGIFTß$ELLA´SßHAIRßISßONEßOFßTWOßTHINGSß THATßAREßPRECIOUSßTOßTHEßCOUPLE

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At home, Della worked with her curling iron. After forty minutes, her head was covered with tiny curls. She studied herself in the mirror. “If Jim doesn’t kill me right away,” she said to herself, “he’ll say I look cheap and flashy, like a chorus girl in a show. But what could I do with a dollar and eighty-seven cents!” When she heard him on the stairs, her face turned white for a minute. She whispered, “Please, God, make him think I am still pretty.” The door opened and Jim entered. His eyes fixed on Della. He did not show anger, surprise, disapproval, or horror. He had a strange look on his face. Della went to hug him. “Jim, darling,” she cried. “Don’t look at me that way. I sold my hair because I couldn’t have lived without giving you a Christmas present. It’ll grow. You won’t mind, will you?

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8



“You’ve cut your hair?” asked Jim. “Don’t you like me just as well, anyhow? I’m me without my hair.” “You say your hair is gone?” he said. He seemed stunned. “It’s sold. It’s Christmas Eve. Be good to me, because I sold it for you. I love you dearly.” Dß Jim came out of his confusion. “Don’t mind me, Dell,” he said. “You could cut or shave your hair any way you like and I wouldn’t love you less. But if you unwrap that package, you may see why I was so surprised.” Della tore at the paper on the package. She screamed for joy and then began crying. Jim rose to comfort her. E For he had given her The Combs—the set of combs, side and back, that Della had coveted for a long, long time. They would have been perfect in her hair. She had wanted them without ever believing she’d own them. And now, they were hers, but the beautiful hair to wear them in was gone. ).ß/4(%2ß7/2$3ß $ELLA´SßHUSBANDßISßSHOCKEDßWHENßHEßCOMESßHOMEß ANDßSEESßTHATß$ELLAßHASßCUTßHERßHAIRß(EßTHENßGIVESß$ELLAßHERß#HRISTMASß GIFT ßAßSETßOFßCOMBSßFORßHERßHAIRß3HEßHADßWANTEDßTHEßCOMBSßVERYßMUCHß FORßAßLONGßTIME ßBUTßNOWßSHEßHASßNOßNEEDßFORßTHEM

She smiled at Jim. “My hair grows fast!” And then Della cried, “Oh, oh!” Jim hadn’t seen his beautiful present yet. She held it out to him eagerly. “Isn’t it a dandy, Jim? You’ll have to look at the time one hundred times a day now. Give me your watch. I want to see how the fob looks on it.”

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9


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Jim didn’t hand over the watch. “Dell,” he said, “let’s put away our Christmas presents. They’re too nice to use right now. I sold the watch to get the money to buy your combs.” 2EREADßLINESß¯ß7ITHßA PARTNER ßDISCUSSßWHATßISßIRONIC ABOUTßTHEßENDßOFßTHEßSTORY 0OSSIBLEßANSWERß ß*IMßBOUGHTßCOMBSßFORß$ELLA´Sß HAIR ßONLYßTOßDISCOVERßTHATßSHEßNOß LONGERßHASßHERßLONGßHAIR

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10


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What Della sells:

What Jim sells:

her hair

his watch

???????????????????????????????????????????

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What Della buys:

What Jim buys:

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COMBSßFORß$ELLA´SßHAIR ???????????????????????????????????????????

???????????????????????????????????????????

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What Della receives:

What Jim receives:

COMBSßFORßHERßHAIR ???????????????????????????????????????????

AßWATCHßFOB ???????????????????????????????????????????

???????????????????????????????????????????

???????????????????????????????????????????

Why the gift is useless:

Why the gift is useless:

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4HEßGIFTßISßUSELESSßBECAUSEß*IMßSOLDßHISßWATCHßTOßBUYß ???????????????????????????????????????????

???????????????????????????????????????????

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11

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12


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13

14



To Build a Fire by Jack London


15

"EFOREß2EADING


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16



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17


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Day had broken gray and very cold when the man turned off the Yukon trail onto a little-traveled trail. He climbed the high earth bank, and at the top he stopped to catch his breath and look at his watch. It was nine in the morning on a clear day. Yet there seemed an intangible gloom that made the day dark; he could not see the sun. He had not seen the sun in several days. The man looked back the way he had come. The Yukon River lay a mile wide and hidden under three feet of ice. On top of this ice were as many feet of snow. North and south, as far as his eye could see, was unbroken white, except for a dark line that was the trail. The absence of the sun, the terrible cold, the strangeness of it all had no effect on the man. He was a newcomer to this land, and this was his first winter. The trouble with him was that he lacked imagination. He noticed things but did not understand why they were important. He knew that 50 degrees below zero

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20



was very cold, but that fact did not lead him to think about man’s frailty1 or his place in the universe. In such weather a man must dress warmly, but that there should be more to it than that did not enter his head. Aß As he turned to go on, he spat and was startled to hear a sharp, explosive crackle. He spat again, and the spittle crackled in the air. Clearly, it was colder than 50 below, but that did not matter. He was headed to a camp where he knew his friends were waiting. He would be there by six, a bit after dark, but they would have a fire going and supper would be ready. Under his shirt he had biscuits and bacon for his lunch. The trail he followed was faint because a foot of snow had fallen since the last sled had passed over the trail. A dog, a big native husky, trotted at the man’s side. Although it knew nothing about temperatures, its instinct 2 told the dog how cold it really was—not 50, or even 60 below zero, but 75. The dog felt sadness and a sense of apprehension. It wanted the man to stop and make camp or build a fire.

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Frozen moisture from their breathing settled on the man’s beard and on the fur around the dog’s mouth and nose. Once in a while the man thought about how very cold it was. He had never experienced such cold. Bß The man kept going through several miles of woods. He crossed a wide flat area and dropped down to a small stream, Henderson Creek. He saw by his watch that it was ten o’clock, and he knew that he was ten miles from the forks.3 He was making four miles an hour, and he figured that he would arrive at the forks at half-past noon.

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He kept rubbing his cheeks and his nose with his mittens, and as soon as he stopped rubbing, they were numb4 again. He knew frosted cheeks were a bit painful but never serious. The man was still very observant.5 He knew that in some places springs bubbled up from the ground and, under the snow, there would be icy water where a man could sink up to his waist. He came across several such traps, which had a sunken appearance. Once he had a very close call. Cß Suspecting danger, he ordered the dog to go in front, but the dog did not want to go. It hung back until the man shoved it forward, and then it went quickly across the unbroken, white surface. Suddenly it broke through, struggled to one side, and escaped to firmer footing on solid ice. It had wet its forefeet and legs, and almost immediately the water that clung to the dog turned to ice. Acting on instinct, the dog bit the ice away from between his toes. The man took off a mitten and helped the dog free his paws of the ice. In less than a minute, the man’s exposed fingers grew numb. Dß At half past twelve the man arrived at the forks in the creek. He took his lunch from under his shirt and sat on a log to eat. Instantly he felt the numbness creeping into his hands and feet. He had forgotten to build a fire. A bit frightened, he stood and stamped his feet until the feeling returned. It certainly was cold, he thought. To warm himself, he walked back and forth, stamping his feet and swinging his arms. Then he got out his matches and started to make a fire, finding twigs and firewood, and soon he had a roaring blaze. He ate his biscuits, and for the moment he had won the battle and outwitted the cold. The dog stretched out in front of the fire, close enough to enjoy the warmth but far enough away not to burn his fur. ).ß/4(%2ß7/2$3ß 4HEßMANßKEEPSßWALKING ßSURPRISEDßBYßHOWßCOLDßITßISß 7ATCHINGßFORßDANGERS ßHEßPUSHESßTHEßDOGßAHEADßOFßHIM ßANDßTHEßDOGß STEPSßTHROUGHßTHEßICEßOFßAßFROZENßSPRINGß4HEßMANßHELPSßTHEßDOGßANDß THENßSTOPSßFORßLUNCHßANDßBUILDSßAßFIRE

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22



After eating, the man started walking again up the trail. The dog wanted desperately to go back to the fire. It knew about cold in a way the man did not, and understood that it was not good to walk in such fearful cold. It was best to lie snug in a hole in the snow. But the man whistled, and the dog got behind him, right at his heels, and followed after. And then it happened. Suddenly the man crashed through a crust of snow into icy water halfway to his knees. Eß He cursed his bad luck, for he would have to stop again. It was imperative that he build a fire to dry his feet and his shoes and socks. He found dry twigs and sticks and some dry grass, and he worked slowly and carefully. Little by little the fire grew as he put larger pieces of wood onto it. He knew there must be no failure. When it is 75 below zero, a man must not fail in his first attempt to build a fire, especially when his feet are wet. The old-timer on Sulfur Creek, who had experienced many Yukon winters, had warned him. Now he appreciated the advice and was glad that he had listened. His hands were numb, and his face and his feet were numb also. Now that he was not walking, he felt cold all over. But he was safe, for the fire was a success. Remembering the oldtimer’s advice, never to travel alone on a day this cold, he smiled. Well, here he was; he had had the accident; he was alone; and he had saved himself. Any man who was a man could travel alone. As long as he kept his head and didn’t panic, he would be all right. The fire snapped and crackled, but before he could take off his shoes to dry them, it happened. He had built his roaring fire under a tree and now, from the branches above, an avalanche6 of heavy snow fell. The fire was no more. The man was shocked. He feared he had just heard his own death sentence. For a moment he stared at the spot where the fire had been, and then he grew very calm. He would make a new fire, but he realized that even if he succeeded, some of his toes would probably fall off as a result of being frozen. Fß ).ß/4(%2ß7/2$3ß 4HEßMANßSTEPSßTHROUGHßTHINßICEßINTOßCOLDßWATERß(Eß BUILDSßANOTHERßFIREßANDßISßPLEASEDßTHATßHEßHASßBEENßABLEßTOßSAVEßHIMSELFß 3NOWßFALLSßFROMßANßOVERHEADßBRANCHßANDßPUTSßOUTßTHEßFIREß4HEßMANß KNOWSßTHATßHEßMUSTßBUILDßANOTHERßFIREßASßQUICKLYßASßPOSSIBLE

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23


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He gathered more dry grass and twigs, but his fingers could not grip them, and he had to grab whole handfuls. He grabbed some rotten twigs and green moss along with the dry twigs. All the while the dog watched hopefully, yearning for a new fire. When the twigs and grass were ready, the man reached into his pocket, but now his fingers were completely numb. He fought back panic as he beat his hands on his body to try to get back some feeling. He got his matches from his pocket, but he dropped them all in the snow. He tried to pick them up, but he couldn’t. He scooped some matches, along with a large amount of snow, into his lap. He could not pick them up with his useless hands, but he managed to take one match between his teeth. After trying twenty times to strike it against his pant leg, he succeeded, but the match fell into the snow and went out. In a moment of despair, he knew that the old-timer was right; after fifty below a man should travel with a partner. Gß He took a whole bunch of matches between the heels of both hands and managed to light them all at once, seventy wooden matches all at once! He held the blaze to a piece of birch bark, but he could smell the flesh of his hands burning. In spite of the pain he did not drop the matches. He was shivering now as he awkwardly put pieces of twig onto the flames. A piece of green moss fell on the feeble7 fire, and when he clumsily tried to poke it away, the flames died. He looked over at the dog, sitting across the ruins of the fire from him, and a wild idea came into his head. He remembered the tale of the man, caught in a blizzard, who killed a steer and crawled inside the carcass8 to stay warm. He would kill the dog and bury his hands in the warm body. Then he could build another fire. He spoke to the dog, calling it towards him, but something in his voice frightened the animal and it stayed where it was. Struggling to stay calm, he got up onto his feet and looked down to be sure he was standing, for he could not feel his feet. He lunged9 for the dog and caught hold of it. He wanted to kill ß ß FEEBLEß&%%ßBUHL ßWEAK ß ß CARCASSß+!(2ßKUHS ßDEADßBODY ß ß LUNGEDßLUHNJD ßMOVEDßFORWARDßSUDDENLY

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24



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the animal, but his numb hands could not strangle it, nor could he pull out his knife. He let it go, and it ran off snarling with its tail between its legs, to watch him from forty feet away. The man beat his hands against his body but had no feeling in them. ).ß/4(%2ß7/2$3ß 4HEßMANßHASßTROUBLEßBUILDINGßANDßLIGHTINGßAßFIREß BECAUSEßHISßHANDSßAREßNUMBß7HENßHEßDOESßGETßAßFIREßGOING ßHEß ACCIDENTALLYßPUTSßITßOUTß(EßTRIESßTOßCATCHßANDßKILLßTHEßDOGßINßORDERßTOß WARMßHISßHANDS ßBUTßTHEßDOGßESCAPESß

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He quickly realized that this was no longer a matter of freezing his fingers and toes, but about life and death, with only a small chance that he would live. He panicked10 and began to run up the trail, but he soon grew weak and stumbled. He tried to get up, but he failed. He decided to sit and rest before he tried to walk some more. As he sat and got his breath back, he noticed that he had stopped shivering. He now felt warm and comfortable. Before long, however, he thought of freezing totally, and so he got up to run again, with the dog at his heels. It angered him that the dog seemed so warm and safe in this frozen world. He was losing this battle with the frost. It was creeping into his body from all sides. He ran another hundred feet and then fell face down in the snow. It was his last panic. He finally sat up and now thought only of meeting death calmly and with dignity. He felt drowsy and sleep seemed a good idea; he could die in his sleep. Freezing was not as bad as people thought. There were much worse ways to die. Hß He pictured his friends finding his body the next day. It certainly was cold, he thought. When he got back to the States, he could tell the folks what real cold was. He thought of the old man at Sulfur Creek and said, “You were right, old-timer.” Then the man drifted off into the most comfortable and satisfying sleep he had ever known. The dog sat facing him and

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waiting. The brief day drew to a close in a long, slow twilight. The dog whined, but the man remained silent. Later, the dog whined loudly. Still later, it crept close to the man and caught the smell of death. This made the animal bristle, with the hairs of its fur standing straight up, and then back away. It waited a little longer under a cold dark sky full of bright stars. Then it turned and trotted up the trail in the direction of the camp it knew, where it would find the other food providers11 and fire providers. Iß

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26

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ÒHe was ten miles from the forks.Ó (line 42) HIDDENßSPRINGS

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CAMP ßGATHERßMOREßFUELßANDßBUILDßAßFIRE ßORßSTAYß ?????????????????????????????????

?????????????????????????????????

AWAKE ßHEßWILLßDIEßFROMßEXPOSUREßTOßTHEßCOLD ?????????????????????????????????

?????????????????????????????????

?????????????????????????????????

7ITHßAßPARTNER ßREVIEWßYOURßCHARTSßANDßTHENßWRITEßAßBRIEFßEXPLANATIONßOFßHOWß THEßSETTINGßOFß±4Oß"UILDßAß&IRE²ßCREATESßCONFLICTßFORßTHEßMANßANDßBRINGSßABOUTß HISßDEATHß !NSWERSßSHOULDßBEßWELL SUPPORTEDßWITHßEVIDENCEßFROMßTHEßTEXTßANDßDEMONSTRATEßTHATßTHEß ?????????????????????????????????????????????????????????????????? STUDENTßUNDERSTANDSßHOWßTHEßSETTING´SßISOLATIONßANDßNEWßSNOWßMAKEßREACHINGßCAMPßORßGETTINGß ??????????????????????????????????????????????????????????????????

2EMINDßSTUDENTSßTHATßTHEß SETTINGßTHEßTIMEßANDßPLACEß INßWHICHßTHEßSTORYßOCCURS ß CANßCREATEßCONFLICTßFORßTHEß CHARACTERSß#ONFLICTßISßTHEß PROBLEMßORßCHALLENGEßFACEDßBYß THEßCHARACTERS !SKßSTUDENTSßWHATßTHEYß WOULDßHAVEßWORNßANDßPACKEDßIFß THEYßHADßTRAVELEDßINßTHEß9UKONß INßWINTERßALONGßWITHßTHEßMAINß CHARACTERß)FßTHEYßINCLUDEßCELLß PHONES ßGLOBALßPOSITIONINGß SYSTEMS ßINSULATEDßCLOTHING ßANDß THEßLIKEßINßTHEIRßANSWER ßREMINDß THEMßTHATßTHEßSTORYßTAKESßPLACEß AROUNDßß!SKß±7ITHOUTß THESEßMODERNßTHINGS ßWHATßDOß YOUßTHINKßITßWOULDßBEßLIKEßTOßBEß BYßYOURSELFßINßTHEßWILDERNESSß IFßYOUßHADßANßEMERGENCY²ß 0OSSIBLEßANSWERß4HEßLACKßOFß SOPHISTICATEDßTECHNOLOGICALß DEVICESßANDßINSULATEDßCLOTHINGß WOULDßMAKEßITßMUCHßHARDERßTOß SURVIVE

RESCUEDßUNLIKELY ßANDßHOWßITSßEXTREMEßCOLDßANDßHIDDENßSPRINGSßINJUREßTHEßMAN ßMAKINGßITß ?????????????????????????????????????????????????????????????????? IMPOSSIBLEßFORßHIMßTOßCOMBATßTHEßCOLDßWELLßENOUGHßTOßSTAYßALIVE ??????????????????????????????????????????????????????????????????

ß

4/ ß "5),$ ß ! ß &)2% ß

/RALß!SSESSMENT 4OßGAUGEßSTUDENTS´ßCOMPREHENSIONßASßWELLßASßTHEIRßSPEAKINGßSKILLS ßCONDUCTßANß INFORMALßASSESSMENTß#ALLßONßVOLUNTEERSßTOßANSWERßTHEßFOLLOWINGßQUESTIONSß4HENßASKß OTHERßSTUDENTSßTOßEVALUATEßTHEßANSWERSßANDßPROVIDEßTEXTßEVIDENCEß)NVOLVEßASßMANYß STUDENTSßASßPOSSIBLEßINßTHEßDISCUSSION ß 7HEREßDOESßTHEßSTORYßTAKEßPLACEßINßTHEß9UKON ß7HATßDOßTHEßDOG´SßINSTINCTSßTELLßHIMßABOUTßTHEßCOLDßTHATßITßISßACTUALLYßMUCHßCOLDERß THANßTHEßMANßTHINKSßITßIS ß7HATßDOESßTHEßMANßFEARßHEßWILLßFALLßINTOßUNDERGROUNDßSPRINGS ß7HATßDOESßTHEßMANßWANTßTOßDOßTOßTHEßDOGßKILLßHIMßANDßBURYßHISßHANDSßINßTHEßWARMß BODY ß7HATßHAPPENSßTOßTHEßMANßATßTHEßENDßOFßTHEßSTORYß(EßGOESßTOßSLEEPßANDßDIES 30%!+).'



27

!FTERß2EADING

2EADINGß3TRATEGYß0REDICT !SKßSTUDENTSßIFßTHEIRßPREDICTIONSß THROUGHOUTßTHEßSTORYßMATCHEDß THEßACTUALßOUTCOMESß)Fß STUDENTSßHAVEßTROUBLE ßREMINDß THEMßTHATßTOßMAKEßPREDICTIONS ß THEYßSHOULDßLOOKßFORßDETAILSß INßTHEßTEXTßTHATßPROVIDEßHINTSß ORßCLUESßABOUTßWHATßMIGHTß HAPPENß&ORßEXAMPLE ßDIRECTß STUDENTS´ßATTENTIONßTOßTHEß DESCRIPTIONßOFßTHEßUNDERGROUNDß SPRINGS ßWHICHßAREßDESCRIBEDßASß ±TRAPS²ßLINEß ß$ISCUSSßWHATß THISßDETAILßMIGHTßLEADßREADERSßTOß PREDICT


Should you trust yourINSTINCTS?

Should you trust your INSTINCTS?

,OOKßBACKßATßTHEßPREDICTIONSßYOUßMADEßASßYOUßREADßANDßJOTßTHEMßDOWNßINß THEßFIRSTßCOLUMNßOFßTHEßCHARTßBELOWß)NßTHEßCENTERßCOLUMN ßTELLßWHYßYOUßMADEß EACHßPREDICTIONß&INALLY ßWRITEßDOWNßTHEßOUTCOME°WHATßACTUALLYßHAPPENEDß INßEACHßCASE -Yß0REDICTION

"EFOREßSTUDENTSßCOMPLETEßTHEß ACTIVITY ßREVIEWßWITHßTHEMßTHEß DEFINITIONSßOFßTHEß6OCABULARYß WORDSßONßPAGEßß4HENßCLARIFYß ANYßUNFAMILIARßWORDSßINßTHEß ACTIVITY ßSUCHßASßOBJECTS

/UTCOME

!NSWERSßSHOULDßEXPANDß

ONßSTUDENTS´ßRESPONSESßINß ß THEßSELECTIONßMARGINS ß

ß

4HEßDOGßINßTHEßSTORYßHADßTHEßINSTINCTßTOßSURVIVEßINßTHEßCOLDßWEATHERß7HATß INSTINCTSßDOßHUMANSßHAVEß7ITHßAßPARTNER ßDISCUSSßANDßGIVEßANßEXAMPLEßOFßAß HUMANßINSTINCTßANDßAßSITUATIONßINßWHICHßAßHUMANßSHOULDßTRUSTßTHATßINSTINCT

2EADßALOUDßTHEßBIGßQUESTIONß ANDßASKßSTUDENTSßTOßANSWERß ITß4HENßASKß±(AVEßYOUßEVERß FOUNDßYOURSELFßUNPREPAREDßFORß AßSITUATIONß(OWßDIDßYOUßDEALß WITHßITß$IDßYOUßRELYßONßANYß INSTINCTSß%XPLAIN²ß0OSSIBLEß ANSWERß7HENß)ßWASßOUTßWALKINGß ATßNIGHT ß)ßFOUNDßMYSELFßONßAß DARKßANDßSCARYßSTREETß"EFOREß)ß COULDßTHINKßABOUTßIT ß)ßQUICKLYß RANßTOßTHEßNEXTßBLOCKß)TßWASßWELLß LIGHTED ßANDßMANYßOTHERßPEOPLEß WEREßOUTßWALKING

6OCABULARYß0RACTICE

%VIDENCEßFORßTHEß 0REDICTION

0OSSIBLEßANSWERß(UMANSßHAVEßANßINSTINCTIVEßFEARßOFßDARK ßISOLATEDßPLACES ßWHEREßDANGEROUSß ?????????????????????????????????????????????????????????????????? PEOPLEßANDßANIMALSßCANßLURKß0EOPLEßSHOULDßRESPECTßTHEIRßFEARßOFßDARK ßISOLATEDßPLACESßANDßNOTß ?????????????????????????????????????????????????????????????????? WALKßALONEßDOWNßDARKßORßDESERTEDßALLEYS ??????????????????????????????????????????????????????????????????

6OCABULARYß0RACTICE #IRCLEßTRUEßORßFALSEßFORßEACHßSENTENCEßBELOWß ß ß TRUEß FALSEß /BJECTSßSUCHßASßFIREWOODßANDßAßMATCHßAREßINTANGIBLEß ß ß TRUEß FALSEß ! ß ßSTUDENTßWITHßANßIMPORTANTßTESTßCOMINGßUPßMAYßFEELß APPREHENSIONß ß ß TRUEß FALSEß &INDINGßAßSAFEßPLACEßDURINGßAßLIGHTNINGßSTORMßISßIMPERATIVE

%,, ß !$!04%$ ß ).4%2!#4)6% ß 2%!$%2

,ISTENINGß!SSESSMENT 4OßGAUGEßHOWßWELLßSTUDENTSßLISTENßANDßCOMMUNICATE ßHAVEßTHEMßCOMPLETEßTHEß FOLLOWINGßEXERCISEß/RGANIZEßTHEßCLASSßINTOßPAIRSß(AVEßTHEßPARTNERSßTAKEßTURNSßREADINGß TOßEACHßOTHERßTHEßALTERNATINGßSENTENCESßINßTHISßSUMMARYß±3ETßINßTHEß9UKON ß³4Oß"UILDß Aß&IRE´ßTELLSßTHEßSTORYßOFßAßMANßANDßAßDOGßWHOßSETßOUTßFORßAßMININGßCAMPßINßVERYßCOLDß WEATHERß!FTERßTHEßMANßGETSßWET ßHEßBUILDSßAßFIREß"UTßTHEßFIREßGOESßOUTß4HEßMAN´Sß HANDSßBECOMEßSOßCOLDßTHATßHEßCANNOTßREBUILDßTHEßFIREß4HEßMANßFREEZESßTOßDEATHß4HEß DOGßLIVES²ß4HENßHAVEßSTUDENTßPAIRSßDISCUSSßBETWEENßTHEMSELVESßWHATßLEADSßTHEßMANß TOßDIEßANDßTHEßDOGßTOßSURVIVEß ,)34%.).'30%!+).'2%!$).' &ORßAßRUBRICßOFßPROFICIENCYßLEVELßDESCRIPTORS ßSEEßPAGEß4

28



!CADEMICß6OCABULARYßINß3PEAKING 4HEßWORDßAFFECTßUHß&%+4 ßMEANSßTOßACTßONßORßTOßCAUSEßAßCHANGE 4HEßSUDDENßRAINSTORMßDIDßNOTßAFFECTßTHEßRESULTSßOFßTHEßRACEßTHEßRUNNERßWHOß HADßBEENßINßTHEßLEADßBEFOREßTHEßSTORMßWENTßONßTOßFINISHßFIRSTß

4ELLßSTUDENTSßTHATßTHEß3PANISHß WORDßFORßAFFECTßISßAFECTAR

QROK>KAQ>IH 7HYßDIDßTHEßEXTREMEßCOLDßAFFECTßTHEßMANßANDßTHEßDOGßINß ±4Oß"UILDßAß&IRE²ßDIFFERENTLYß'IVEßSPECIFICßREASONSßASßYOUßDISCUSSßTHISßQUESTIONß WITHßAßPARTNER ßANDßBEßSUREßTOßUSEßTHEßWORDßAFFECTßINßYOURßCONVERSATION

452.ß!.$ß4!,+ß -ONITORß STUDENTS´ßCONVERSATIONßBYß WALKINGßAROUNDßTHEßCLASSROOMß -AKEßSUREßSTUDENTSßAREßNOTß CONFUSINGßTHEßVERBßAFFECTßWITHß THEßNOUNßEFFECTß3PANISHßEFECTO ß MEANINGß±RESULT²

%NCOURAGEßSTUDENTSßTOßUSEßTHEß!CADEMICß6OCABULARYßWORDßINßTHEIRßDISCUSSIONS

!SSESSMENTß0RACTICE $)2%#4)/.3ß 5SEß±4Oß"UILDßAß&IRE²ßTOßANSWERßQUESTIONSß¯ ß 7HYßISßTHEßMANßOUTßWALKINGßINßSUCHßCOLDßWEATHER ! ß (EßHASßBEENßSENTßTOßGETßMEDICINE " ß (EßISßLOOKINGßFORßPEOPLEßLOSTßINßTHEßSNOW # ß (EßHASßBEENßCAUGHTßINßAßSNOWSTORMß $ ß (EßISßTRAVELINGßTOßANOTHERßCAMP ß 7HYßDOESßTHEßMANßIGNOREßTHEßADVICEßOFßTHEß9UKONß OLD TIMER ! ß (EßRECEIVEDßBETTERßADVICEßFROMßSOMEONEß ELSE " ß (EßTHINKSßTHATßHEßKNOWSßBETTER # ß (EßDIDN´TßHEARßTHEßADVICE $ ß (EßTRUSTSßTHEßDOGßTOßHELPßIFßHEßHASßTROUBLE ß 7HATßCAUSESßTHEßMOSTßTROUBLEßFORßTHEßMANßASßHEß TRAVELSßINßTHEß9UKON ! ß .OTßHAVINGßENOUGHßWOODßTOßMAKEßAßFIRE " ß 4HEßDISTANCEßHEßHASßTOßTRAVEL # ß .OTßHAVINGßENOUGHßFOOD $ ß 4HEßEXTREMEßCOLDßTEMPERATURES

ß 7HICHßSTATEMENTßBESTßDESCRIBESßHOWßTHEßSTORY´Sß SETTINGßISßCONNECTEDßTOßITSßCONFLICT ! ß 4HEßSETTINGßOFßTHEßSTORYßDOESßNOTßAFFECTßITSß CONFLICT " ß 4HEßSETTINGßOFßTHEßSTORYßISßNOTßASßIMPORTANTß TOßTHEßCONFLICTßASßTHEßCHARACTERßOFßTHEßOLD TIMERß # ß 4HEßSETTINGßAFFECTSßTHEßCONFLICT ßBUTßTHEßMANß ISßABLEßTOßOVERCOMEßTHOSEßPROBLEMS $ ß 4HEßSETTINGßISßTHEßSOURCEßOFßTHEßCONFLICTßINß THEßSTORY ß !TßTHEßENDßOFßTHEßSTORY ßITßISßREASONABLEßTOßPREDICTß THATßTHEßDOGßWILLßSURVIVEßBECAUSE°

! ß HEßISßSUITEDßFORßSURVIVALßINßEXTREMEßCOLDß WEATHER " ß HEßKNOWSßHOWßTOßHUNTßFORßHISßFOOD # ß ANOTHERßMANßWILLßSOONßCOMEßALONGßTOßSAVEß HIM $ ß DOGSßCANNOTßFREEZEßTOßDEATH

ß 3TEPPINGßTHROUGHßTHEßICEßINTOßTHEßCOLDßWATERßISß DANGEROUSßFORßTHEßMANßBECAUSE° ! ß HEßDOESN´TßKNOWßHOWßTOßSWIM " ß HEßWILLßLOSEßHISßFOODßANDßMATCHESßWHENßHEß STEPSßINTOßTHEßWATER # ß HISßFEETßWILLßFREEZEßIFßHEßDOESN´TßWARMßTHEMß IMMEDIATELY $ ß HEßDOESN´TßHAVEßTIMEßTOßSTOPßANDßMAKEßAßFIRE

ß

4/ ß "5),$ ß ! ß &)2% ß

!SSESSMENTß0RACTICE -ODELßAßTHINKINGßPROCESSßFORß ANSWERINGßMULTIPLE CHOICEß QUESTIONSß ß $ßISßCORRECTß4HEßMANßISß HEADINGßTOßAßCAMPßTOßSEEßHISß FRIENDS ß"ßISßCORRECTß4HEßMANßTHINKSß THATßHEßCANßSAVEßHIMSELF ß$ßISßCORRECTß4HEßEXTREMEßCOLDß EVENTUALLYßLEADSßTOßTHEßMAN´Sß DEATH ß# ßISßCORRECTß4HEßCOLDßWATERß WOULDßFREEZEßHISßFEETßRIGHTß AWAY ß$ßISßCORRECTß4HEßEXTREMEßCOLDß ANDßTHEßISOLATIONßOFßTHEßSETTINGß CREATEßTHEßSTORY´SßCONFLICT ß!ßISßCORRECTß4HEßDOG´SßPHYSIQUEß ANDßHISßINSTINCTSßWILLßLIKELYßKEEPß HIMßALIVE

!SSESSßANDß2ETEACH 7RITTENß!SSESSMENT 4OßGAUGEßSTUDENTS´ßCOMPREHENSIONßANDßWRITINGßLEVELS ßASKßSTUDENTßPAIRSßTOßASSUMEß THATßTHEYßAREßREPORTERSßWHOßAREßWRITINGßAßNEWSßARTICLEßABOUTßTHISßSTORYß2EMINDßTHEMß TOßREFERßTOßTHEßDISCUSSIONßTHEYßJUSTßHADßWITHßTHEIRßPARTNERSßABOUTßWHATßHAPPENEDßTOß THEßMANßANDßTHEßDOGß(AVEßEACHßPAIRßWRITEßAßSHORTßARTICLEßANSWERINGßTHESEßQUESTIONSß ß 7HOßWASßINVOLVEDßORßAFFECTED ß 7HATßHAPPENED ß 7HENßDIDßITßHAPPEN ß 7HEREßDIDßITßHAPPEN ß 7HYßDIDßITßHAPPEN

!SSESS $IAGNOSTICßANDß3ELECTIONß4ESTS ß PPß¯ )NTERACTIVEß3ELECTIONß4ESTßONß THINKCENTRALCOM 2ETEACHß ,EVELß5Pß/NLINEß4UTORIALSßONß THINKCENTRALCOM 2ETEACHINGß7ORKSHEETSßONß THINKCENTRALCOM ß,ITERATUREß,ESSONßß#ONFLICT ß,ITERATUREß,ESSONßß3ETTINGß ANDß)TSß2OLES

72)4).'



29

30



from Sinners in the Hands of an Angry God by Jonathan Edwards


31

"EFOREß2EADING


FROMß3INNERSßINßTHEß(ANDSßOFßANß !NGRYß'OD "ASEDßONßTHEßSERMONßBYß*ONATHANß%DWARDS

4ECHNOLOGYß4OOLS

What keeps you IN LINE?

&ORßDISCUSSIONßANDß SKILLSßSUPPORT ßSEEßTHEß 0OWER.OTESßPRESENTATIONß ONßTHINKCENTRALCOM

9OURßSENSEßOFßRIGHTßANDßWRONGßPROBABLYßKEEPSßYOUßFROMßCHEATINGßONßTESTSß YOUßKNOWßTHATßCHEATINGßISßWRONGß"UTßTHEREßAREßOTHERßREASONSßTOßBEHAVEß 3OMEßPEOPLEßBEHAVEßBECAUSEßTHEYßWANTßTOßMAKEßOTHERßPEOPLEßHAPPYß /THERSßBEHAVEßBECAUSEßTHEY´REßAFRAIDßOFßWHATßMIGHTßHAPPENßIFßTHEYßBREAKß RULESß4HEßAUTHORßOFßTHISßSERMON ß*ONATHANß%DWARDS ßUSESßFEARßTOßPERSUADEß PEOPLEßTOßBEHAVEßASßHEßWISHES


What I might say to stop a child from stealing 1. YouÕll get punished. 2. YouÕll feel better about yourself if you stop. 3. !NSWERSßWILLßVARYß 4.

,ITERARYß!NALYSISß0ERSUASION *ONATHANß%DWARDSßUSESßPERSUASION ßTHEßARTßOFßCHANGINGßWHATßHISßLISTENERSß THINKßANDßFEELß!SßINßALLßPERSUASIVEßWRITING ß%DWARDS´SßPURPOSE ßAUDIENCE ß ANDßCONTEXT°HISßREASONßFORßPREACHING ßHISßLISTENERS ßANDßHISßTIMEßPERIOD° HELPßSHAPEßWHATßHEßSAYS 4OßUNDERSTANDßTHEßPERSUASIVEßPOWERßOFß%DWARDS´SßSERMON ßTRYßTOßIMAGINEß WHATßTHEßPEOPLEßINßHISßAUDIENCEßMIGHTßHAVEßTHOUGHTßORßFELTßASßTHEYßLISTENEDß !SßYOUßREAD ßYOUßWILLßUSEßANß/PENß-INDßDIAGRAMßTOßWRITEßDOWNßWHATßHISß AUDIENCEßMIGHTßHAVEßTHOUGHTßORßFELT

5.

%XAMPLESßFROMßTHEß3ERMON

!UDIENCE´Sß4HOUGHTSßANDß&EELINGS

±)T´SßASßEASYßFORß'ODßTOßTHROWßHISß ENEMIESßINTOßHELLßASßITßISßFORßYOUß TOßSTEPßONßAßWORMßANDßCRUSHßIT²

±'ODßISßANGRYßWITHßPEOPLEßWHOß HAVEßNOTßBEENßREBORNßINß#HRIST²

-ODELßTHEß3KILLß0ERSUASION 2EADßALOUDßTHEßTEXTßANDßDRAWß THEßDIAGRAMßONßTHEßBOARDß&ORß PERSUASIONßTOßWORK ßTHEßSPEAKERß ORßWRITERßMUSTßCONVINCEßTHEß AUDIENCEßTOßDOßSOMETHINGß 7RITEßTHISßSENTENCEßONßTHEß BOARDß±/URßSCHOOLßPRINCIPALß ANNOUNCEDßTHATßHEßWOULDß CANCELßTHEßDANCEßIFßWEßDIDß NOTßPICKßUPßTRASHßAFTERßLUNCHß TODAY²ß!SKßSTUDENTSßWHATßTHEYß MIGHTßTHINKßANDßFEELßIFßTHATß ANNOUNCEMENTßWEREßMADEßJUSTß BEFOREßAßBIGßDANCEßFORßWHICHß THEYßHADßPURCHASEDßTICKETSß 7OULDßITßCONVINCEßTHEMßTOßHELPß PICKßUPßTRASHß(AVEßSTUDENTSß IDENTIFYßTHEßPURPOSEßCLEANßUPß SCHOOL ßANDßAUDIENCEßSTUDENTS

I donÕt want to go to hell!

S

4EACH

S

±4HEßPITßANDßFIRESßOFßHELLßAREß BELOWßTHEM²

Is he saying that IÕm a worm or insect?

S

"EFOREßSTUDENTSßCOMPLETEß THEßACTIVITY ßREADßALOUDßTHEß QUESTIONß-AKEßSUREßALLß STUDENTSßUNDERSTANDßTHATßTHEß IDIOMßKEEPSßYOUßINßLINEßMEANSß ±SOMETHINGßTHATßMAKESßYOUß DOßTHEßRIGHTßTHINGßORßBEHAVEß CORRECTLY²ß!SKßSTUDENTSßTOß DISCUSSßINßSMALLßGROUPSßIFßTHEYß THINKßTHATßFEARßWORKSßWELLßTOß CONVINCEßPEOPLEßTOßDOßTHEßRIGHTß THINGß(AVEßVOLUNTEERSßSHAREß THEIRßANSWERS

QROK>KAQ>IH )MAGINEßTHATßYOUßKNOWßAßCHILDßWHOßHASßBEENßSTEALINGß 7ITHßAßPARTNER ßDISCUSSßWHATßYOUßMIGHTßSAYßTOßPERSUADEßTHATßCHILDßTOßSTOPß 3HOULDßYOUßREASONßWITHßTHEßCHILDß&RIGHTENßHIMßORßHERß7RITEßDOWNßAßLISTßOFß IDEASßLIKEßTHEßONESßONßTHEßNOTEPADßTOßTHEßLEFT

Could God be angry with me?

%,, ß !$!04%$ ß ).4%2!#4)6% ß 2%!$%2

,ESSONßATßAß'LANCE ß ,ITERARYß!NALYSISß0ERSUASION ß 2EADINGß3TRATEGYß!NALYZEß%MOTIONALß!PPEALS ß 6OCABULARYßINß#ONTEXTßDISCERN ßAPPEASE ßINDUCE ß 'RAMMARßINß#ONTEXTßSENTENCEßOPENERSß)TßISßANDß)TßWAS ß !CADEMICß6OCABULARYß&OCUSßILLUSTRATE ßINTERPRET ßREVEAL

32


-ODELßTHEß3KILLß!NALYZEß %MOTIONALß!PPEALS

2EADINGß3TRATEGYß!NALYZEß%MOTIONALß!PPEALS %MOTIONALßAPPEALSßHELPßPERSUADEßAUDIENCESßBYßCREATINGßSTRONGßFEELINGSß %MOTIONALßAPPEALSßOFTENßUSEßVIVIDßIMAGESßANDßEMOTIONALLYßCHARGEDßWORDSß TOßCREATEßFEAR ßPITY ßANDßGUILTßINßANßAUDIENCE !SßYOUßREAD ßUSEßAßCHARTßLIKEßTHEßONEßBELOWßTOßWRITEßDOWNßEXAMPLESßOFß LANGUAGEßTHATßAPPEALSßTOßANßAUDIENCE´SßEMOTIONSß %XAMPLESßFROMßTHEß3ERMON

%MOTIONALß!PPEALS

ÒThe pit and fires of hell are below them.Ó

appeals to fear by creating a sense that hell is close by

ÒYou are ten thousand times more horrible . . . than the most poisonous snake.Ó

appeals to guilt by saying that his listener is far worse than a dangerous snake

2EADßALOUDßTHEßTEXTßANDßTHEß CHARTß4ELLßSTUDENTSßTHATßTHEß 3PANISHßCOGNATEßFORßEMOTIONß ISßEMOCIvNß4HENßREADßTHESEß SENTENCESßTOßSTUDENTSßANDßHAVEß THEMßIDENTIFYßTHEßEMOTIONALß APPEALß9OUßMAYßWISHßTOßWRITEß THEßSENTENCESßONßTHEßBOARDßANDß HAVEßSTUDENTSßCOPYßTHEMßINTOß THEIRßCHARTS

ß

)FßWEßDOßNOTßADOPTßTHATßPUPPYß FROMßTHEßANIMALßSHELTER ßHEßWILLß NEVERßFINDßAßHOMEß!NSWERß APPEALSßTOßSENSEßOFßPITY


-ARKßWASßSERIOUSLYßINJUREDß BECAUSEßHEßWASßTEXTINGßWHILEß DRIVINGß4HEßSAMEßTHINGßWILLß HAPPENßTOßYOUß!NSWERß APPEALSßTOßSENSEßOFßFEARßORßGUILT

$ISCERNßDIß352. ßISßAßVERBßTHATßMEANSß TOßRECOGNIZEßORßTOßSEEßCLEARLY .OßMATTERßHOWßMUCHßWEßPLANßFORß THEßFUTURE ßITßISßHARDßTOßDISCERNßWHATß MIGHTßHAPPEN

6OCABULARYßINß#ONTEXT

!PPEASEßUHß0%%: ßISßAßVERBßTHATßMEANSß TOßSATISFYßORßTOßCALM .INAßDIDßHERßBESTßTOßAPPEASEßHERß ANGRYßFRIENDßSOßTHEYßCOULDßCALMLYßENDß THEIRßARGUMENT

)NDUCEßINß$//3 ßISßAßVERBßTHATßMEANSß TOßPERSUADEßORßTOßCAUSE )TßCANßBEßHARDßFORßTEENSßTOßINDUCEß THEIRßPARENTSßTOßGIVEßTHEMßMOREß FREEDOM

ß

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33



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34



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35


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It’s as easy for God to throw his enemies into hell as it is for you to step on a worm and crush it. . . . God is angry with people who have not been reborn in Christ. They deserve the punishments of hell. He is angrier with them—including people in this congregation—than he is with souls already in the flames of hell. God knows these people are wicked, yet he does not send them down to hell right away.

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The pit and fires of hell are below them. The arrows of death fly unseen, but no one can discern those arrows. God has many ways of killing wicked people and sending them to hell. Thus God holds unbelievers in his hand, those who do not believe. They hang over the fiery pit and are sentenced to it. They have done nothing to appease God’s anger. The devil waits for them. Hell opens up for them. Flames gather and flash

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36



about them and would swallow them up. And they have no interest in any Mediator—in Jesus Christ—who could ask God to be merciful to them, so they have no refuge, no safe place. . . . Justice aims God’s arrow at your heart. God—an angry God—is the only thing that keeps that arrow from being made drunk with your blood. All of you who have not had your hearts changed by the power of the Spirit of God, you who have not been reborn, are in the hands of an angry God. It doesn’t matter that you may have changed your life or may have felt religious or may have gone to church. It is God’s choice alone that keeps you from being swallowed up in everlasting destruction. . . . Aß

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God holds you over the fiery pit just as you would hold some disgusting insect over a fire. He hates you. He thinks you deserve only to be thrown into the fire. You are ten thousand times more horrible in his eyes than the most poisonous snake. Yet it is God’s hand that kept you from going to hell as you slept last night. It is God’s hand that kept you from being dropped into hell during the day. Only God’s hand keeps you out of the fiery pit as you sit in church this morning. Yes, only God’s hand keeps you from dropping down into hell right now. Bß O sinner! Think about the terrible danger you are in. The great furnace of hell is full of the fire of God’s anger, yet you have no interest in any Mediator, and nothing to save you. You have no way to save yourself. There is nothing you have ever done, nothing you can do, to induce God to spare you. . . .

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37


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38

God’s anger is everlasting anger. Feeling that anger for even a moment would be horrible, yet you will suffer from it forever. When you look ahead, you will see nothing but an endless time of suffering. You will see no end at all, have no rest from the torment and pain and pain. For millions of ages you will be fighting against God’s merciless anger. Your punishment will be infinite. Cß How awful it must be to live every day in danger of experiencing God’s great anger and feeling unending misery. But this is how life is for every soul that has not been born again, no matter how upright and religious they may be. . . .

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39

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40



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41

42



A Modest Proposal by Jonathan Swift


43

"EFOREß2EADING


!ß-ODESTß0ROPOSAL "ASEDßONßTHEßESSAYßBYß*ONATHANß3WIFT ß

How can we fight INJUSTICE?


How can we fight INJUSTICE? "EFOREßSTUDENTSßCOMPLETEß THEßACTIVITY ßREADßALOUDßTHEß QUESTIONß-AKEßSUREßTHATß ALLßSTUDENTSßUNDERSTANDßTHEß MEANINGßOFßTHEßWORDßJUSTICE ANDßITSßOPPOSITE ßINJUSTICEß ±VIOLATIONßOFßANOTHER´SßRIGHTS²ß ORß±UNFAIRNESS²ß!SKßSTUDENTSßTOß EXPLAINßHOWßLAWSßHELPßPROTECTß ß CITIZENSßFROMßINJUSTICE

(AVEßYOUßEVERßKNOWNßSOMEONEßWHOßFOUGHTßAGAINSTßINJUSTICE ßORßUNFAIRNESSß 0EOPLEßOFTENßFIGHTßINJUSTICEßWITHßWORDS°FORßEXAMPLE ßONßTHEß)NTERNET ßINß SPEECHES ßORßINßNEWSPAPERßARTICLESß4HAT´SßWHATß*ONATHANß3WIFTßDIDßOVERß ßYEARSßAGOß3WIFT´SßESSAYS ßARTICLES ßANDßBOOKSßATTACKEDßATTITUDESßANDß BEHAVIORSßHEßBELIEVEDßWEREßUNFAIRßORßCRUEL How People Fight Injustice 1. Building a website to educate

IFPQFQ 4HINKßABOUTßWAYSßPEOPLEßFIGHTßINJUSTICEß7RITEßDOWNßAßLISTßOFßTHESEß WAYSßONßTHEßNOTEPADßTOßTHEßLEFTß4HEN ßWITHßAßPARTNER ßTHINKßOFßANßEXAMPLEß OFßINJUSTICEßTHATßYOUßKNOWßABOUTß)TßCOULDßBEßAßLOCAL ßNATIONAL ßORßWORLDWIDEß PROBLEMß$ISCUSSßAPPROACHESßTHATßCOULDßHELPßSOLVEßTHEßPROBLEM

people about the problem 2. Forming a community organization 3. !NSWERSßWILLßVARY

4.

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$EFINITION

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WHENßAßWRITERßSAYSßONEß THINGßBUTßMEANSßTHEß OPPOSITE ßOFTENßINCLUDINGß SARCASMß3!(2ßKAZßUHM THEßUSEßOFßAßMOCKING ß IRONICßTONE

!ßFOOTBALLßPLAYERßFUMBLESß THEßBALLßANDßLOSESßTHEß GAMEß7HENßHEßREACHESß THEßSIDELINE ßHISßCOACHß TELLSßHIMß±.ICEßPLAY²

/VERSTATEMENT

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5.

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ß 2EADINGß3TRATEGYß)DENTIFYß0ROPOSITIONßANDß3UPPORT ß 6OCABULARYßINß#ONTEXTßSUSTENANCE ßRUDIMENTS ßFAMINE ß 'RAMMARßINß#ONTEXTßGERUNDS ß !CADEMICß6OCABULARYß&OCUSßAFFECT ßCHALLENGE ßRESPOND

44


-ODELßTHEß3KILLß)DENTIFYß 0ROPOSITIONßANDß3UPPORT

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#LARIFYßFORßSTUDENTSßTHATß AßPROPOSITIONßSUGGESTSßORß PROPOSESßAßSOLUTIONßTOßAß PROBLEMß3UPPORTßISßTHEßREASONSß THEßSOLUTIONßMIGHTßWORK (AVEßVOLUNTEERSßNAMEßAß PROBLEMßINßYOURßSCHOOLßORß COMMUNITYß-ODELßFORßSTUDENTSß HOWßTOßWRITEßAßPROPOSITIONß STATEMENTßTOßSOLVEßTHATß PROBLEMßANDßAßSTATEMENTß THATßPROVIDESßSUPPORTßFORßYOURß PROPOSITION 0ROPOSITIONß±.OßTEENAGEß DRIVERßSHOULDßBEßALLOWEDßTOß CARRYßAßCELLßPHONE² 3UPPORTß)TßWOULDßCUTßDOWNß ONßTHEIRßCELLßPHONEßBILLSßANDß MIGHTßPREVENTßACCIDENTS

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Children should be sold to wealthy people.

3UPPORT

Parents will earn money in exchange for their children.


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45



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46



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#HALLENGEß#(!,ßUHNJ ßISßAßNOUNßTHATßMEANSßANYTHINGßTHATßISßDIFFICULTßORß DANGEROUS !BOUTß9OU


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9OUßRESPONDßQUICKLYßTOßMESSAGESßFROMß YOURßFRIENDS

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!CADEMICß6OCABULARYßINß!CTION 4HEßVERBßAFFECTßISßOFTENßCONFUSEDßWITHßTHEßNOUNßEFFECT ßWHICHßMEANSßAßRESULT ß OUTCOME ßORßCHANGEßINßSOMEBODYßORßSOMETHING 4HEßTRAFFICßACCIDENTSßAREßANßEFFECTßOFßTHEßSTORMß )NßTHEßSENTENCEßABOVE ßEFFECTßMEANSßRESULTßANDßHELPSßTOßEXPRESSßTHEßIDEAßTHATß THEßTRAFFICßACCIDENTSßAREßAßRESULTßOFßTHEßSTORMß)NßTHEßFOLLOWINGßSENTENCE ßTHEß VERBßAFFECTEDßMEANSßACTEDßONßORßCAUSEDßAßCHANGEßIN 4HEßSTORMßAFFECTEDßTHEßTRAFFIC 7HENßYOUßAREßTRYINGßTOßDECIDEßWHICHßWORDßISßTHEßRIGHTßONEßTOßUSEßINßSENTENCE ß TRYßSUBSTITUTINGßTHEßAPPROPRIATEßFORMßOFßTHEßVERBßCHANGEßFORßAFFECTEFFECTß 4HENßSAYßTHEßSENTENCEßAGAIN ßUSINGßTHEßNOUNßRESULTßINSTEADßOFßAFFECTEFFECTß )FßCHANGEßMAKESßMOREßSENSEßINßTHEßSENTENCE ßUSEßAFFECTß)FßRESULTßMAKESßMOREß SENSE ßUSEßEFFECT


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47


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J O N AT H A N ß S W I F T ?>@HDOLRKAß *ONATHANß3WIFT´SßAIMßINß WRITINGßWASßTOßMAKEßPEOPLEßKINDERßANDßMOREß UNDERSTANDINGß7HENßTHISßESSAYßWASßWRITTEN ß CONDITIONSßINß)RELANDßWEREßTERRIBLEß#ROPSßHADßBEENß SOßPOORßTHATßFARMERSßEARNEDßVERYßLITTLEßMONEYß -ANYßPEOPLEßCOULDßNOTßPAYßTHEßRENTßTHATßWASß DEMANDEDßBYßTHEIRß%NGLISHßLANDLORDS ßORßPROPERTYß OWNERSß"EGGARSßANDßSTARVINGßCHILDRENßWEREß EVERYWHEREß3WIFTßARGUEDßTHATß%NGLAND´SßLAWSß ANDßTRADITIONSßKEPTßTHEß)RISHßPOORß

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for preventing the children of poor people in ireland from being a burden1 to their parents or country, and for making them beneficial2 to the public

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Walking through the streets of Dublin or the Irish countryside, it is very sad to see many women begging for sustenance—for just enough food to keep their families alive. Each of these women has with her three, four, or even six children, all dressed in rags. In these difficult times, I think everyone agrees that taking care of all these children is a great burden. For the first year ß ß BURDENß"52ßDUHN ßAßHEAVYßLOAD ß ß BENEFICIALßBENßUHß&)3(ßUHL ßHELPFULßORßPROFITABLE

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48



of its life, of course, a baby may be fed cheaply on its mother’s milk. But then what? I have thought very deeply about this problem for a long time, and I have come up with a plan. Under my plan, these children will not suffer from the need of food and clothing for the rest of their lives. Instead, they will help feed and clothe thousands of others. I calculate that every year in Ireland a hundred and twenty thousand children are born to parents too poor to take care of them. How can these children be made useful? These days, there is no work for them on farms or in manufacturing.3 Only the cleverest can make a decent living as a thief before the age of six, although of course most children learn the rudiments of stealing much sooner. Aß As for selling them as slaves, I have been told by merchants that no one will pay for a boy or girl under twelve years old, and even when they reach this age, they sell for very little money, three pounds at most. As the cost of their rags and scraps of food will have added up to at least four times that amount, this earns no profit for their parents or the kingdom. Therefore, I now humbly suggest my own idea, which I hope will be very acceptable and not raise the slightest objection. I have learned that a one-year-old child, well fed on its mother’s milk, makes a most delicious, nourishing, and wholesome food. It may be stewed, roasted, baked, or boiled—even fricasseed. Here is my plan. Of the one hundred twenty thousand poor children born each year, twenty thousand should be kept for breeding,4 one male for every four females. (This is more than we allow for sheep, cows, or pigs.) The remaining hundred thousand, when they reach one year, shall be sold to wealthy people throughout the kingdom. Bß ).ß/4(%2ß7/2$3ß 4HEßWRITERßSAYSßITßISßHARDßFORßTHEßPOORßOFß)RELANDßTOß CAREßFORßTHEIRßCHILDRENß(ISßSOLUTIONßWILLßMAKEßCHILDRENßUSEFULßANDßWILLß REDUCEßPOVERTYß3WIFTßPROPOSESßTHATßMOSTßOFßTHEßBABIESßOFßTHEßPOORß SHOULDßBEßSOLDßTOßWEALTHYßPEOPLE ßWHOßMAYßCOOKßANDßEATßTHEM

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Their mothers must let them nurse as much as possible in the last month, to make them plump and fit for a gentleman’s table. One twenty-eight-pound child should be enough for two dishes at a dinner party. If the family dines alone, the child will last several meals and will still be very good on the fourth day, boiled and sprinkled with a little pepper and salt. This food will be somewhat expensive, but very proper for landlords. After all, they have already devoured the parents with the high rents they charge; why not the children, too? Cß And, if they are thrifty,5 they may save the skin to make excellent gloves for ladies and summer boots for fine gentlemen. A good friend of mine, and a true lover of his country, recently made another suggestion. He pointed out that many young people between the ages of twelve and fourteen are starving because they cannot find work. Why not use them in place of deer, or venison, for food? But I believe the males would be too tough and lean; and to slaughter the females would be a waste, since they would soon become useful as breeders. Besides, some overly tenderhearted people might consider such a practice almost cruel—and I could never support any project involving the smallest hint of cruelty. Dß What about the vast numbers of poor adults in Ireland who cannot take care of themselves because they are old, sick, or crippled? That problem does not concern me in the least. It is very well known that every day they are dying and rotting, from cold and famine and filth, as fast as can reasonably be expected. As for the younger people, their condition is almost as hopeful. They cannot find work, and so they cannot eat; then, even if they do get hired accidentally, they are too weak to work and therefore will die. In this way the country’s problem will soon be solved. ).ß/4(%2ß7/2$3ß 4HEßWRITERßEXPLAINSßWHYßBABIESßOFßTHEßPOORßWILLßBEß GOODßFOODßFORßWEALTHYßLANDLORDSß(EßARGUESßAGAINSTßTHEßIDEAßOFßKILLINGß OLDERßCHILDRENßFORßFOOD

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But back to my subject. I think the advantages of my fine plan are clear. First, it will greatly cut down on the number of Roman Catholics in Ireland. Second, children will now be valuable property for the poor tenants6. Landlords can take them as rent, since the tenants have no money and their grain and cattle have already been taken away. Third, it will help the economy, as the children will be raised and sold in Ireland, with no need for imports from other countries. Fourth, the breeders will earn money from their children and no longer have to support them after the first year. Fifth, this popular new dish will bring in wealthy customers to taverns where skillful cooks invent the finest recipes. Sixth, it would encourage mothers to take good care of their children. Men would value their pregnant wives as much as livestock, and would not beat or kick them for fear of causing the unborn child to die. Eß I can think of no objection that could possibly be raised to my plan. Therefore let no one talk to me of other solutions: Taxing the profits made by absent English landlords, buying clothes and furniture made only in Ireland, rejecting foreign luxuries and practicing thrift, learning to love our country and forgetting our political differences, teaching landlords to show mercy toward their tenants, and shopkeepers to become honest and hardworking, instead of cheating everyone. No, let no one talk to me of such solutions, until there is hope that they may be put into practice.

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As for me, I had despaired of ever solving Ireland’s problems, until I fortunately came up with my plan. If anyone has another plan that is equally innocent, cheap, easy, and effective, I would be glad to hear it. Fß But before anyone rejects my idea, let them answer two questions. First, as things now stand, how will Ireland find food and clothing for a hundred thousand useless mouths and backs? And second, I would like the absentee landlords to ask the poor of

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65

NOTES

66


NOTES


67

NOTES

68


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