Ee Drea RT OaCover and Title Pages: Nathan Love www.mheonline.com/readingwonders Education Copyright © 2014 The McGraw-Hill Companies, Inc. Allrights reserved. 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 the prior written consent of The McGraw-Hill Companies, Inc, including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: McGraw-Hill Education Two Penn Plaza New York, New York 10121 ISBN: 978-0-02-118711-9 MHID: 0-02-118711-8 Printed in the United States of America. 123456789 QVR17 1615 141312A Reading/Language Arts Program Program Authors Diane August Jan Hasbrouck Donald R. Bear Margaret Kilgo Janice A. Dole Jay McTighe Jana Echevarria Scott G. Paris Douglas Fisher Timothy Shanahan David Francis Josefina V. Tinajero Vicki Gibson {jg Education Bothell, WA+Chic ago, IL+C olumbus, OH+New York, NYi i The Big Idea What can we gain from reading about past civilizations? Week 1 - Contributions Vocabulary EXEL Empire of the Sea . Comprehension Strategy: Ask and Answer Questions. . 98 Comprehension Skill: Problem and Solution Genre: Expository Vocabulary Strategy: Latin Roots. Writing: Ideas mae Week 2 - Democrac; Vocabulary (ESL The Democracy Debate Comprehension Strategy: Ask and Answer Questions Comprehension Skill: Compare and Contrast Genre: Expository . Vocabulary Strategy: Greek and Latin Prefixes . Writing: Ideas ...CT ae ia Waa) Vocabulary .. Comprehension Strategy: Make, Confirm, Revise Predi Comprehension Skill: Point of View. Genre: Historical Fiction Vocabulary Strategy: Connotations and Denotations Writing: Organization. .127 .129 mec) Vocabulary , ESET Cusi’s Secret .. Comprehension Strategy: Make, Confirm, Ri Predictions .. Comprehension Skill: Point of View. Genre: Historical Fiction Vocabulary Strategy: Greek and Latin Suffixes Writing: Sentence Fluency. Week 5 - Past and Present Vocabulary ... (CID “Ozymandias”. Genre: Poetry . Comprehension Skill: Theme. Literary Elements: Rhyme Scheme and Meter. Vocabulary Strategy: Personification Writing: Word ChoiceUnit 2 Excursions® wPast BUS Reece mice beasts laee ‘The teeming gulf! the sleepers and the shadows! BW remeber ceo ke meet See Ce eee ome Te eae out of the past? —Walt Whitman, from “Passage to India” : of - > - ce ae) ig j rr] ,What contributions were made by early civilizations? 90ToT aaarie Ute ulg teat Ae Ral eRe Ue ee Te Teney = Og ater a Cur) an Rta 3-)7 5 aee ‘j {at left) would be enough to convince you. a d » Archaeologists believe the massive e FEU Ca old CREME Ce) CME Rela eee EMME te ced ETO aC RL Ce V CNA » Modern engineers are still puzzling over. how beams weighing 140,000 pounds were lifted onto the tops of the 69-foot columns. © “ thittsh «| Write words you have learned ‘ Ela Ue Cee ere abe load te Cll Tahara clL@o Zit} We eure ener rac eC g Petey Ee eR Lace Tae MO) Lell Lg er people who made them. Cee eo een ery c=) |{rob Waren Morgan CORB Bob OnsraschPhetf In: hooray iam Meng CORAS 92 Use the picture and the sentences to talk with a partner about each word. inscription We examined the ancient artifact to figure out how it was made. Describe the oldest artifact you have seen. At the picnic, we all ate together at a communal table. What is a synonym for communal? Lemonade is derived from lemons. What types of foods and drinks can be derived from apples? The inscription that goes with her statue quotes one of her famous speeches. What else might a statue's inscription include?millennium stationery Pee Pick three words. Write three questions for your partner to answer. After ten centuries, a new millennium began in the year 2000. How many decades are there in one millennium? Kyle wrote formal thank-you notes on special stationery. How are the words stationery and paper related? You should utilize all tools safely. Describe some tools that are dangerous if you utilize them incorrectly. Farmers use special plant food to increase crop yields. Why would farmers want to produce large yields of crops? Att ADORE 7 & 3 3 3 93Pei hiCrt i» Genre « Expository Text Essential Question What contributions were made by early civilizations? Read about the contributions made by the ancient Phoenicians.Between the Mountains and the Sea Around 1500 B.C., a remarkable civilization began to develop. Squeezed between tree-covered mountains to the east and the Mediterranean Sea to the west, tiny Phoenicia would flourish for more than 1,000 years. During that millennium, the Phoenicians would explore far beyond their homeland and establish a trading empire. It was their clever solutions to key problems that enabled them to thrive. Resource Rich Imagine what it was like to live in Phoenicia. Although your country is not big in size, it is rich in resources. Cedar trees cover the hills. Farmers grow many crops, including large yields of grapes, olives, and wheat. There are more than enough resources for your own people. How will you profit from what you don't use? To benefit from their resources, the Phoenicians began producing various goods. For example, they cut cedar trees to use as timber for building. They used the shells from a type of snail called the murex to make a highly prized purple dye. ‘And as more than one ancient artifact shows, they also made beautiful objects of glass. The Phoenicians believed they could find buyers for all of these goods. From Cedar Trees to Cargo Ships Because of Phoenicia’s location, your neighbors include Greeks, Egyptians, Hebrews, and other groups. These people are all possible trading partners. The most practical way of reaching them is to cross the Mediterranean. But your merchants have access only to small boats, which cannot hold much cargo. How will you transport your goods to the people who want them? 95<4 Modern shipbuilders reproduc: the designs of Phoenician ships. Archaeologists have been able iC to utilize written records from | other civilizations to learn about the Phoenicians. From those records, they have derived evidence that the Phoenicians constructed enormous cargo ships from cedar wood. They used a method called “keeling the hull.” The keel was a large wooden beam forming the central spine of the ship. The ship’s curved hull, or frame, was built around the keel. This technique kept the ship strong and stable in the water. As a result, Phoenician ships could safely carry large, heavy loads. ) ‘The Phoenicians also became skilled navigators. In earlier times, traders had sailed only during the daytime. They stayed close to the coast for fear of losing their way. But the Phoenicians learned how to find their way using the stars. They could chart a course and steer their ships by locating the North Star, which soon became known as the “Phoenician star.” Trade Routes and Trading Posts Your work as a Phoenician merchant includes exporting timber, dyed fabrics, glassware, and some foods. You also want to import copper, tin, silk, spices, horses, and papyrus for making stationery to write on. How will you create a system of trade routes for buying and selling these goods? At first, there were few set trade routes for the Phoenicians to follow. So they developed their own. They traveled west and south around Africa and north to Europe. Phoenician routes helped other people trade, too. As Phoenician merchants sailed from place to place, they exchanged goods, ideas, and customs among people in many cultures. Their routine ports even developed into cities. Carthage in northern Africa provided a safe harbor for Phoenician merchants over many years.TIMELINE ©@F PHOENICIAN HISt@RY 1300 B.C. 6@O B.C. Phoenicians establish Phoenicians sail as far as treaties with Egypt. present-day Great Britain. 81 B.C. 332 B.C. The port city of The Greek army conquers the Carthage is founded. key Phoenician city of Tyre. From Aleph to Zayin fy With trade going well, you need ® keep accurate records of sales. But writing systems were complicated. Egyptian writing involved making an inscription, or carving, of symbols called hieroglyphs. Mesopotamian writing, called cuneiform, grouped wedge-like shapes to represent ideas and numbers. What simpler, communal system of writing could you use to help everyone understand your records? ‘The Phoenicians found a solution: an alphabet. This new system of writing used combinations of the same letters to represent different sounds, Beginning with the letter aleph, their alphabet included 22 consonants. Because of its simplicity, it was soon widely adopted in many places. It also became the basis for alphabets used in many modern languages, including ours. By 300 B.C., the Phoenician trading civilization had fallen into decline. But the Phoenicians’ alphabet, navigational methods, and shipbuilding designs lived on. Thousands of years later, the contributions of ancient Phoenicia continue to enrich our world. 4) Make Connections “i Talk about the important contributions oO A The of the Phoenicians. ESSENTIAL QUESTION Phoenician alphabet Describe how one Phoenician innovation used letters ff day lif Rofrenrecent affects your everyday life. TEXT TO SELF sounds.Pe Cue lc} Ask and Answer Questions Asking and answering questions about an expository text can help you understand it. You can ask yourself questions before, during, and after reading each section of “Empire of the Sea” {© Find Text Evidence When a text includes headings, use them to ask yourself a question before reading each section. If you can answer your question easily, continue on. If not, reread the section. Before reading “Resource Rich” Resource Rich a Imagine what it was like to live in Phoenicia. Although !asked, “What does resource your country is not big in size, it is rich in resources. rich mean?” Lread that. Cedar trees cover the hills. Farmers grow many crops, Phoenicians had more trees. including large yields of grapes, olives, and wheat. There ‘are more than enough resources for your own people. How will you profit from what you don't use? and could sell some. Now! ‘To benefit from their resources, the Phoenicians know resource rich means ‘began producing various goods. For example, they having more than you need. cut cedar trees to use as timber for building. They used the shells from a type of snail called the murex Your Turn DD te! Ask yourself a question before reading “From Cedar Trees to Cargo Ships.” If you cannot answer the question after reading the section, reread it. Remember to use the strategy Ask and Answer Questions as you read. 98Comprehension Skill Problem and Solution The structure of an informational text may highlight several problems and the solutions to them. A text about a historical topic may discuss the ways people solved problems in the past. Find Text Evidence When I reread “Empire of the Sea,” | note that the author describes different problems the Phoenicians faced. | can identify each problem and then look for the solution they found. Each problem has its own solution. The Phoenicians | They produced needed ways to goods that they profit from their | believed they many resources, | could sell The Phoenicians needed a way to transport their Reread “Empire of the Sea.” products. For each section, identify the problem that the Phoenicians faced and list it in the graphic organizer. Then identify the solution the Phoenicians found for each problem. PT eer eae 99Informational Text Expository The selection “Empire of the Sea” is an expository text. An Expository text: + May provide information about people and places in history + May include timelines and maps )) Find Text Evidence E “Empire of the Sea” gives me information about the history and technology of Phoenicia. A timeline provides context by showing dates of important events in Phoenician history. A map shows where this ancient civilization was located. Text Features Timelines Timelines show important dates and events in sequence. Maps Maps may show the location of historical places in relation to present-day national boundaries. Identify two text features in “Empire of the Sea. Tell your partner what information you learned from each of the features. 100TST eee cl: hf Latin Roots ‘4 As you read “Empire of the Sea,” you may come across words you don't recognize. Knowing the meanings of common Latin roots can help you define an unfamiliar word. Q Find Text Evidence [read the word civilization in the first sentence on page 95 of “Empire of the Sea.” If | know the Latin root civ- means “citizen,” | can figure out that civilization means “a collection of citizens.” Around 1500 B.C., a remarkable(civilization began to develop. Below are Latin roots for other words in “Empire of the Sea.” Your Turn Use the Latin roots from the chart to help you find the meanings of the following words in “Empire of the Sea.” transport, page 95 constructed, page 96 navigators, page 96 101Writers include important details to help readers understand the topic or central idea of an expository text. The details may be facts, quotations, examples, or other key information. Writers are also careful to omit details that tell about a different topic. Reread the excerpt from “Empire of the Sea” below. Supporting Details Identify the topic and supporting details. How do the details support the topic? 102 Pee At first, there were few set trade routes for the Phoenicians to follow. So they developed their own. They traveled west and south around Africa and north to Europe. Phoenician routes helped other people trade, too. As Phoenician merchants sailed from place to place, they exchanged goods, ideas, and customs among people in many cultures. Their routine ports even developed into cities. Carthage in northern Africa provided a safe harbor for Phoenician merchants over many years.A Insert 4 Insert comma. _™ Take out. @® Check spelling. == Make a capital letter. ) Leon wrote an expository text about the $i) telephone. Read Leon’s revision of this section. Grammar) Handbook} Nouns See page 454. (((( The Changing Telephone »)))) tage es aa features than phones did 100 years ago. Todayphones can forward calls, take a callers messages, and let several folks speak to each other at the same time. eee Your Turn Cordless uni®S can be carried from Cell phone users can even surt (7 Identify Leon’s topic and supporting details. \¥ Tell why Leon replaced some nouns. room to room. the Internet and send email just imagine the excitement tomorrow's phones will bring! | Tell how revisions improved his writing. LE Prey ree J 103Pemocratic Concepts This curious arrangement of stacked seats is all that remains of the Bouleuterion, a building built around 175 B.C. for a very special purpose. People in the ancient lonian city of Priene governed themselves. The Demos was an annual assembly of all citizens, but the Boule was a smaller elected council of 640 people. The Bouleuterion was a place for the council to meet and decide important issues, much as the U.S. Senate chamber is today. Write words you have learned about the structure of Priene’s government. Then talk with a partner about why you think it was organized this way. Priene’s GovernmentPCRS Cry Vocabulary Use the picture and the sentences to talk with a partner about each word. aspiring At the tryouts, we heard many singers who were aspiring to perform in our school talent show. What is a synonym for aspiring? Learning to dribble the ball is a good foundation for playing basketball. What is a foundation for playing baseball? The grand marshal's float preceded the rest of the parade. If you preceded a friend to class, who would arrive first? The principal ingredients of an omelet are eggs. What is the principal ingredient in your favorite meal? 106Many zoos today promote the idea of animal conservation. What idea do you think is important to | promote? Using a leash can help restrict a dog's movements. How else might you restrict a dog's movements? Cloudy skies lead to speculation over the chance of rain. What speculation happens in a detective story? The lighthouse withstood the hurricane’s force. How are the meanings of withstood and survived similar? ate Your Turn pz) Pick three words. Write three questions for your partner to answer. oP eon ron ath Potash: han vay mage Le selene Species ny 107Read about the ideas that philosophers in ancient Greece and Rome had about democracy.Born and Raised in Greece ave you ever heard the phrase “government by the people?” That is the meaning of the word democracy. The United States is a democratic republic, as are many countries around the world. But where did democracy come from? Some of the earliest ideas about democracy arose in the city of Athens in ancient Greece. But how should democracy be put into practice? The answer to that question has been strongly debated for centuries. Even when democracy was a new idea, people argued about how it should work. How should power be shared? Should all people be allowed to vote and make important decisions? Among the first people to think about these key issues were the ancient Greek philosophers. Great Minds The word philosopher means “lover of wisdom,” a person who seeks knowledge and is able to make good and fair decisions. One of the best-known Greek philosophers, Socrates, lived nearly 2,500 years ago. He valued wisdom highly, and he thought deeply about democracy. Socrates was one of the principal critics of government run by the people. He felt that only fair and wise individuals should be allowed to decide things. The ideas that Socrates had about democracy were considered dangerous to the existing democracy in Athens. The current Athenian. leaders did not want some other “fair and wise” people aspiring to run their city. Socrates was a famous teacher. And speculation among the city’s leaders included worries that he would encourage young students to pick up his radical ideas. So they chose to execute him Students of Philosophy The philosopher Plato had studied with Socrates. He also thought seriously about democracy. In 380 B.C,, Plato shared his ideas about government in his book The Republic. He agreed with Socrates that rule by the people would bring DEA DAC ORT mages rellcenymagen 8 bpodcety 109~ decisions and a weak he believed that three different groups of people could share the responsibility of governing. The “highest” group would be philosopher-kings guided only by what is best for the state. The second group would be soldiers who protected the state. The last group would be common people who provided goods and services. Around 388 BC, Plato formed a school called the Academy. A star pupil there was the philosopher Aristotle, who believed in balance and moderation. About 350 BC, Aristotle wrote in his book Politics that a government that tries to restrict power to a few educated men would not work. It would benefit only the rich. A democracy run by common people would not work either, because such people might not make wise decisions. Philosopher Kings Soldiers government. But, unlike his teacher, Aristotle’s solution was combining the two. This would give people from all parts of society a voice. Changes in Rome About 400 years after Aristotle, the influence of Greek thinking, was still felt by philosophers in Rome. Cicero is the best known Roman philosopher. Like Aristotle, he believed a balance of power brought peace and prosperity. That was because different types of people took part in government. Cicero believed that the Roman republic was the best model for government because it was mixed. It combined features of a monarchy, an aristocracy, and a democracy. Cicero saw that the Roman republic was breaking down, mostly because the aristocracy had gained too much power. In his book, On the Republic, he urged a return to a more balanced government.aa Philosopher Place Time Period Ideas About Democracy y Socrates Greece 469-399.8.C. Only wise and just people should govern. Plato Greece 427-347B.C, Rule should be shared by philosopher- kings, soldiers, and providers of goods. Aristotle Greece 384-322.B.C, Educated and common people should each have a role in government. Cicero Rome 106-43.8.C.__ The Roman republic—a monarch, an aristocracy, and the people—is best a est DEAPCT The Debate Continues The founders of the United States also thought about how a democracy should be organized. They studied governments that had. ours and believed i of any new government should revisit Greek and Roman ideas. For example, Thomas Paine wrote booklets to promote the idea that people should govern themselves. James Madison admired Aristotle’s and Cicero's beliefs in balancing power among different groups. In 1787, Madison helped Alexander Hamilton write a set of essays called The Federalist to encourage states to ratify the Constitution. They made the case for having a pair of law-making groups. The smaller Senate would be similar to Rome's 2? senate, while the House of Representatives would give more people a voice. They also endorsed having one president and a system of courts to interpret the laws. Today, people are still debating what the meaning of democracy is and how our government should be organized. The U: Constitution has been amended more than 25 times to reflect changing ideas. Yet it is important to remember that our government has roots in ideas from ancient times, Democracy has withstood the test of time. ay 6) Make Connections (a Talk about how the philosophers’ ideas influenced our democracy. ESSENTIAL QUESTION How does your understanding of democracy compare to the ideas the philosophers had? TEXT TO SELFPe Cue lc} Ask and Answer Questions Before reading an informational text such as “The Democracy Debate,” use the title and any headings to ask yourself questions that will set your purpose for reading. Answering those questions as you read can help you understand the text. Find Text Evidence Sometimes the author of an informational text introduces an idea right at the beginning that helps you ask a purpose-setting question. Reread the section “Born and Raised in Greece” on page 109 of “The Democracy Debate.” cea Born and Raised in Greece democracy ave you ever heard the was one of ‘ phrase “governmentby the pineipal cri LE copter” That isthe meaning of govern ofthe word democcy. The United the - es ; States is a em) as Ke al practice? / think this is a good question Ce eae creme en a to set my purpose for reading. ‘world. But where did democracy come from? Some ofthe earliest {ideas about democracy arose in the city of Athens in ancient Greece, Buthow should democracy be put into practice? The answer to that {question has been strongly debated for centuries. [Even when democracy was a new idea, people argued about how itshould work. How should power bbe shared? Should ull people be allowed to vote and make important decisions? Among the first people to think about these key issues were the ancient Greek philosophers. 12 dc 8 ideas About ‘dangerous to in Athens. leaders did n “fair and run their city. teacher. And the city’s le that he woul students top So they chest - How did you answer the purpose- setting questions you had before you read the section “Great Minds?” If you could not answer your questions, reread the section.Cee) a Compare and Contrast Authors of some informational texts organize their ideas by comparing and contrasting them. A text about history often presents differing views that people had about a topic. )) Find Text Evidence When I reread “The Democracy Debate,” | can look for the ways the author compares and contrasts the ideas that ancient philosophers had about government. Signal words and phrases, such as “unlike” and “agreed with” help me identify how the philosophers’ ideas were the same and how they were different. The center section shows what both have in common. BOTH believed that! common people should not govern by themselves PLATO believed philosopher kings should govern with soldiers and common people SOCRATES believed that only wise people should govern (Strom er) Reread “The Democracy Debate.” Compare and contrast ideas about government that Plato and Aristotle had. Use the graphic organizer to help you organize the information. PT eer eee ngsInformational Text ' e Expository “The Democracy Debate” is an expository text. An Expository text: + May be about a topic from history + May include headings, diagrams, and charts Find Text Evidence “The Democracy Debate" presents different views held by various thinkers in the past. The diagram on page 110 provides a visual representation of one idea. The chart on page 111 shows information from the text in a simple, organized way. © aaa Text Features Charts Charts often summarize information and compare related details from the text. Diagrams Diagrams often illustrate specific ideas from the text. Your Turn Find and list two text features in “The Democracy Debate.’ Tell your partner what information you learned from each of the features. Acad PotNany 14ATE eel hy Greek and Latin Prefixes Knowing the meanings of common prefixes can help you define unfamiliar words. Below are some prefixes and their meanings. Prefix Meaning Example en- “in, into” enforce > “putin force; make happen” pro- “in front” proclaim — “claim or say in front of” re- “back, again” recall > “call back; think again” 2 Find Text Evidence 1am not sure of the meaning of the word encourage on page 109 of “The Democracy Debate.” If | know that the prefix en- means “in” or “into,” I can figure out that encourage means “to put courage into.” | And speculation .. . included worries that he would courage young students to pick up his radical ideas. Use Greek and Latin prefixes from the list above to help you find the meanings of these words from “The Democracy Debate.” protected (-tect- means “cover”), page 110 reflect (-flect means “bend"), page 111 nSWriters of expository texts help readers understand a topic by including details that are interesting, important, and informative. They develop a topic with facts, examples, quotations, and other key information. Reread the excerpt from “The Democracy Debate” below. Develop a Topic Changes in Rome Identify the topic of About 400 years after Aristotle, the influence the excerpt. How does oF Greek thinking was still felt by philosophers the writer use details to develop the topic? in Rome. Cicero is the best known Roman philosopher. Like Aristotle, he believed a balance of power brought peace and prosperity. That was because different types of people took part in government. Cicero believed that the Roman republic was the best model for government because it was mixed. It combined features of a monarchy, an aristocracy, and a democracy. Cicero saw that the Roman republic was breaking down, mostly because the aristocracy had gained too much power. In his book, On the Republic, he urged a return to a more balanced government. né? © Insert period _S Take out == Make a capital letter. Writers a Kara wrote an expository text about a voting ne process. Read Kara’s revisions. Grammar) \Handbook} Nouns See pages 454- 455. SOT CC Every Vote Counts Each week on “Rising Stanssingers perform before a panel of superstar judges. The audience then used’their computers or phones to vote for their The singer with the fewest votes leaves the show. favorites,As the show's host says, “If you say oKay, your favorite will stay!” Lat eck gS Bi weel \ae — . ng " (A Identify the details Kara lowest number of votes. I thought she used to develop her topic. [ Tell why she deleted the might be eliminated, but this week she final “s” in uses. \¥ Tell how revisions improved her writing. successful as last season's winner was. Pee et ae 7 got the most votes! I hope she'll be as>) Essential Question What was life like for people in ancient cultures? 18When you look at this fresco, or wall painting, from a town in ancient Rome, you can’t help wondering what these people were like. _ Both the woman and girl are dressed up. Is this a special family occasion? Is the girl the woman’s daughter, or her younger sister? ~~ The woman is playing a kind of harp called a kithara. What does her expression show? How does she feel about performing? Do these two remind you of people you know? TalkJAbout\|ty(2@) ._ the everyday lives of people who lived in ancient times. Then talk with a partner about what this painting tells you about the ancientCSC Cry Vocabulary Use the picture and the sentences to talk with a partner about each word. alcove We moved our table into the alcove in our kitchen. Describe an indoor or outdoor alcove that you have seen. All commerce involves trading goods or services for money. What types of commerce are you familiar with? The sisters’ domestic chores include cleaning up after meals. What domestic responsibilities do you have? In my city, owning an exotic pet, such as a dangerous snake, is illegal. What is an antonym for exotic? 120fluent Having lived in Spain, she is fluent in English and Spanish. What people are often fluent in two languages? stifling Splashing in a wading pool is one way to cool off in this stifling heat. What is a synonym for stifling? An energetic new puppy can cause some upheaval in a home. How might a puppy cause upheaval? A good doctor treats patients with the utmost care. What is a synonym for utmost? eQVbABORA 7p ted Slim Liat} ot Pick three words. Write three questions for your partner to answer. Py ye 121 i é } i {rb Bend mage anEssential Question What was life like for people in ancient cultures? Read about the importance of trade along the Silk Road in the ancient Kushan Empire.Located in what is now Afghanistan, the ancient city of Bactra in the Kushan Empire was a key market for merchants traveling the Silk Road trade route. In AD 110, lively commerce attracted merchants from east and west to the famous market in Bactra. In the following, Yaskul, the 12-year-old son of a Bactrian merchant, is eager to make his first official trade. I Make Plans It is early, but I am awake. Though we are only in the month of Hyperberetaios, it is a cold autumn day. As I quickly dress, I think about how the Chinese caravan arrived last night. If winter comes early, we may not see another caravan for months, as snow will close the passes. My family must have success at the market tomorrow. Tomorrow I become a trader, | think. Father says I will be there only to watch and learn, but Grandfather says that Father is too cautious. He says Father makes timid trades and does not obtain the best prices, especially for lapis lazuli. ‘Lapis lazuli! How I love the brilliant blue stone that comes rom the mines up north. Grandfather says that even the gyptians prized this stone. He has awarded me some beads of my own and is instructing me on how to price them.”You listen, and you learn from me. Always watch the eyes of the "man you bargain with. The eyes say when he is willing to pay __ more and when he will walk away.” Thieves! "When Grandfather and I reach our storage room today, ther is already there. “Thieves!” he cries.“They took ing!” Grandfather surveys the room and says it is not rything. I too spot yarn and metal cups tossed on the floor. 123124 Father points to a small alcove, a shelf we have carved in the wall.”The thieves missed our wool rugs and sacks of salt. But all our lazuli stones are gone!”I comprehend how little is left for the market tomorrow. What remains are domestic items, and common home goods will not fetch many drachm coins. The merchants from China will likely dismiss our wares. Quickly, I remind Father that I still have my lazuli beads. Grandfather peers at me, thinking.” Yes,”he says, nodding. “Your stones are now of the utmost importance, our only hope for a successful trade. You must convince the Chinese that your stones are of the highest quality, or we will not get the best price.” I swallow hard. Grandfather smiles and puts his hand on my shoulder.“Don’t fret, Yaskul. You possess the skill to make this trade a mighty one.” I Make a Friend In the evening, I slip away to observe the Chinese traders before we meet them at market. I feel my eyes widen when the traders draw close to their fire’s light. Their exotic robes truly glow with color. They are so much finer than my clothes. Suddenly, one man of perhaps 19 years walks toward me. I jump back, but he smiles and waves at me.“Do not be frightened.” His voice is friendly.“Is Bactra your home?”I am amazed that he is so fluent in my language. This young man has traveled much already, I think.“Are you a trader?” he asks me. “J am Yaskul,’I say.”My family are traders.” He introduces himself as Zhang.“I have heard that name,”I answer.”Did not a great man named Zhang come to Bactra long ago?” Zhang nods.”Zhang Qian was sent to find allies for us. But he found instead your marvelous marketplace.He called your people ‘shrewd traders.” We smile. I tell him of the upheaval caused today by the theft of our goods. “Your luck was hard. Even so, you will trade well” Zhang says. I hope he is right. Market Day Thave strung my beads as a necklace, which shows the stones well. Father has guarded our remaining merchandise all night. With Grandfather, we transport it to the marketplace. Today’s bright sun will make the stalls grow hot and stifling. Iam amazed by all the goods for sale: tea, almonds, elegant ceramics, carved ivory and jade, and the finest Chinese silk. We reach our stall as the Chinese traders arrive. Zhang nods to me as Father begins bartering with the oldest Chinese merchant, but this elder does not seem impressed by our offerings. Then Zhang speaks.”Do you have any of the vivid blue stones your people are known for?” Grandfather gently pushes me forward. Nervously, I hold out my necklace. I notice the oldest merchant's eyes light up, and I hear myself tell him how particularly fine these beads are. The trading grows lively, and before I realize it, we agree ona high price. I hand him the necklace, and Father collects a 4 PW) Talk about the importance of = trade in the lives of people living in the ancient city of Bactra. ESSENTIAL QUESTION handful of drachms. Zhang winks at me, but says not a Describe a time when you word. After the Chinese traders depart, Overcame nervousness Grandfather embraces me, and even to succeed at something Father thumps me on the back. Now I important to you. TEXT TO SELF can truly call myself a trader!Pe Cue cl} Make Predictions Pausing occasionally to predict, or make logical guesses, about what will happen next can help you understand a story. As you read “Yaskul's Mighty Trade,’ identify clues in the text that help you confirm or revise your predictions. §D Find Text Evidence You may have wondered how Yaskul would be affected by the theft of the lazuli stones. Reread “Thieves!” on pages 123. Ean me Lread that Yaskul’s beads. Thieves! * When Grandfather and [reach our storage room today, are the only lozuli stones. Father is already there. "Thieves!" he cries, “They took the family has left. From everything!” Grandfather surveys the room and says it is not 7 everything, I too spot yarn and metal cups tossed on the floor. this | predicted that Yaskul Father points to a small alcove, a shelf we have carved in must help his family. When the wall. "The thieves missed our wool rugs and sacks of salt. Tread that Yaskul would But all our lazuli stones are gone!” I comprehend a litle . , is left for the market tomorrow. What remains are domestic trade the beads himself, it items, and common home goods will no fetch many drachm confirmed my prediction. coins. The merchants from China will likely dismiss our we Quickly, [remind Father that I still have my lazuli beads Your Turn Reread “I Make a Friend” on page 124. What clues did you use to predict the role Zhang would play during Yaskul’s trade the next day? As you read, remember to use the strategy Make Predictions. j 126Pere) dT Point of View In fiction, a narrator tells the story. When one of the characters is the narrator, the story has a first-person point of view. Find Text Evidence When | reread “| Make Plans” on page 123, | see that the narrator uses the first-person pronouns |, me, and my. This shows that the story is narrated by one character. | know | will learn about other characters and events only from the narrator's perspective. Details Yaskul is telling The story has the story, so he a first-person is the narrator. point of view. Yaskul uses the Reread “Yaskul’s Mighty Trade.” Decide what you can and cannot know about the characters and events, and list the information in the graphic organizer. Then tell how you know the story has a first- person point of view. eer eee 127 pronouns “I,” “me,” and “my.”Literature Historical Fiction The story “Yaskul’s Mighty Trade” is historical fiction. Historical Fi + Takes place in a real setting from history and may refer to real people from the past + May include foreign words that reflect the setting ion: Find Text Evidence Ican tell "Yaskul’s Mighty Trade” is historical fiction, because the story takes place in a real city in the past. The characters mention areal person in history. Words from other languages, such as drachms, show that the characters live in a foreign place. PoCne ys . Historical Setting The setting places the plot in the past. Foreign Language Words The characters use ancient words from another language. aoe er ) Your Turn Find two passages in “Yaskul’s Mighty Trade” that show it is historical fiction. Tell your partner how each adds to Ae ae the setting or the plot. or on bebo ron nts Z 128TST eel he Connotations and Denotations Ina story like “Yaskul’s Mighty Trade,’ the author may use certain words that have a positive or negative tone. The tone that a word has in context is called its connotation. A word's straightforward dictionary meaning is called its denotation. D Find Text Evidence On page 123 of “Yaskul’s Mighty Trade,” Yaskul uses the words cautious and timid to describe Grandfather's view of Father's trades. Both words have similar meanings, or denotations. But the tone, or connotation, of timid is negative, as in “always fearful.” Cautious has the positive connotation of “being careful.” Grandfather says that Father is too|cautious| He says Father makes|timid]trades. Decide whether the connotation of each word, as used in“Yaskul’s Mighty Trade,” is more positive or negative. + tossed , page 123 *¢ ommon, page 124 « shr ewd, page 125 3 129A strong conclusion brings a story to a logical, satisfying end. Writers of fiction often conclude with a key event in the plot. The writer may also clarify what has happened, reflect on the characters’ feelings and experiences, or even surprise the reader. Reread the conclusion to “Yaskul’s Mighty Trade” below. ee Strong Then Zhang speaks. “Do you have any ONnciusion: of the vivir lue stones your people are sions f the vivid bl your peopl What is the key event in known for?” Grandfather gently pushes me the story's conclusion? _forward. Nervously, [hold out my necklace. How do the characters I notice the oldest merchant's eyes light up, feel about it? How does _ and I hear myself tell him how particularly the last paragraph fine these beads are. The trading grows clarify what happened lively, and before I realize it, we agree on previously? a high price. I hand him the necklace, and Father collects a handful of drachms. Zhang, winks at me, but says not a word. After the Chinese traders depart, Grandfather embraces me, and even Father thumps me on the back. Now I can truly call myself a trader! 130A Insert 4 Insert comma. @® Check spelling. _® Take out. == Make a capital letter. a ) Martina wrote a story about a Chinese boy ¥| returning home after a long journey. Read Martina’s revisions to her conclusion. book} Plural Nouns See page 455. Student Model Gao could not believe that his first nearly @yjvrney on the great silk Road was,’ over{ The months he spent in the caravan and the miles he traveled had changed his life forever,/He could see geese and amiled with anticipation [gf Identify the key event a flock of wild,geose®’ flying overhead, that concludes Martina’s He Knew these birds would soon be story. \ Tell how she corrected a nesting again near the lake by his plural noun. \ Tell how revisions home.,When Gao left Xian, he had who had experienced many great things been a boy. Now he felt like a man. improved her writing. Pee Rea Cg 131Essential Question What influences the development of a culture?Cultural Legacies The rice fields curving along the slopes of Longji Mountain in China are often called “Dragon's Backbone” because of their appearance. The legacy of terrace farming by the Yao people began here some 700 years ago. Because rice fields must be flooded each spring, flat “steps” are needed to hold the water. This agricultural expertise ensures the food supply in a region not well suited to farming. > Write words you have learned about the influence of a landscape on its inhabitants. Then talk witha partner about how the culture of the Yao people is affected by living on Longji Mountain.TRC Cry Vocabulary Use the picture and the sentences to talk with a partner about each word. benefit one benefit of being tall is that you can see over high walls. What is a benefit of studying hard? The juggler deftly kept the apples in the air for several minutes. Describe something that you do deftly. When the team played badly, fans reacted with derision. How might people show derision for a sports team? The birds built a nest under the eaves of our roof. Why might birds build a nest under the eaves? 134The carpenter's expertise could be seen in the fine detailing. What expertise does a chef in a fine restaurant have? Laughing at someone shows a lot ofimpudence. How are the meanings of the words impudence and behavior related? My grandmother's scrapbooks preserve a legacy of family memories. How else might a legacy be preserved? The butterfly’s wings show beautiful What else in nature shows symmetry? Att BORA 7 ci? Pick three words. Write three questions for your partner to answer. eee 135o reread LT. | Genre ¢ Historical Fiction 44 Essential Question What influences the development of a culture? Read about how an Incan girl's skill with weaving helps her learn about her culture.Beautiful textiles had great value to the Inca, whose empire arose in what is now Peru. The year is 1430, and 11-year-old Cusi is an Incan girl with a special talent for weaving. Although few girls were allowed to receive an education in Inca society, Cusi dreams of going to school. AFamily Tradition As they did most mornings, Cusi and her mother were working at their handheld looms. A curious girl, Cusi asked, “Tell me again, Mama: How is it that our family became such fine weavers?” “When I was a girl, your grandmother taught me to shear wool from the alpaca in our herds and then to weave with it,” Cusi’s mother patiently responded. “Tt was her mother—your great grandmother—who had passed our family’s legacy on to her.” When the sun grew warm, Cusi took her loom to the shadows beneath the eaves of their house. Alone now, she gazed over at the girls’ schoolhouse gleaming on a nearby hill. “How I wish I could go there,” she said longingly. “I do not understand why there are schools for all the boys but so few girls have _ achance to learn. It is not fair!” A Special Invitation As Cusi was voicing her thoughts, she spied one of the school’s mamaconas, or teachers, walking along a nearby path. Cusi fell silent as the woman stopped to watch her weave. Pretending not to see the teacher, she did her very best to show off her skills. Cusi began working a vibrant pattern into the perimeter of the cloth. Her hands deftly glided over the woolen strands, darting as quickly as a hummingbird flies. The teacher watched in amazement, impressed by the loveliness and symmetry of Cusi’s design. Then Cusi’s concentration was broken by a knocking sound. She looked up to see her parents greeting Mamacona at the door. Humbly, the teacher said to them, “I watched your daughter working at her loom. She is young to have such expertise. Will you allow her to become one of my students?” - UUstRATONS: net son= Hearing this, Cusi wanted to rush forward and shout for joy, but she knew Incan girls should not display such impudence. So she remained still. After what seemed like hours, Cusi’s father spoke. “We will miss her, but yes, we would be honored to have Cusi attend school. An education will be of great BERGHE to her.” That night, Cusi’s parents made the arrangements for her to begin school. She would leave them in just one week. Cusi felt such optimism, but she was nervous, too. Much to Learn Cusi found living at the school so different from being at home She had to memorize the essentials of Incan history and beliefs, and she also learned to prepare foods, including chicha morada, a special drink made from purple corn. But the highlight of Cusi’s new life was weaving class. She relished learning to spin yarn from the precious wool of vicufias, Cusi had glimpsed the tiny camels roaming distant hills, and once on market day she had even secretly stroked a garment made from their silky wool. She knew only royal people could wear such robes. “It is a privilege just to touch fibers as fine as these,” she sighed contentedly. One afternoon, while the other girls were practicing techniques she had already mastered, Cusi began to daydream. Her thoughts drifted back to a day when she had seen a village elder using a quipu to count and record the number of alpacas in the herds. The counting tool, made by knotting strands of wool, had fascinated her. “Bxcuse me, sit,” she had said to the man. “Will you please show me how to use the counting threads?” With a sneer of derision, the man had shouted angrily at Cusi. “Foolish girl! Has no one told you only men may use the quipu? Never speak such nonsense again!” Cusi had run away as fast as her legs would take her, yet she never forgot about the quipu. Even now, as she recalled that long, ago scene, her fingers worked at tying knots in a wool cord. She was convinced the secrets of this forbidden tool were the key to great knowledge.Suddenly, a classmate’s shout startled Cusi from her thoughts. “Cusi has fallen asleep!” The girls broke into laughter and, blushing, Cusi hid the knots in her lap. “Enough!” the teacher said to quiet the class. “Cusi, please step outside.” A Secret to Treasure When they were alone, Mamacona gestured toward the knotted wool that Cusi held behind her back. “Show me what you have made,” she said sternly. When Cusi gave her the knots, the woman's eyes widened in alarm. “Is this a quipu? Women should not possess these things. You take great risk!” “But if I knew how to use the quipu,” Cusi pleaded, “I could keep school records, and the royal merchants could no longer cheat us when buying our vicufia robes.” Mamacona struggled with her thoughts. She knew well the ban against women using the quipu, but she herself had possessed this thirst for knowledge when she was a girl. She recalled how her brother had secretly taught her to keep accounts with the quipu. In the end, she was won over by Cusi’s hopeful plea. “Twill teach you to make a quipu properly,” she whispered. Cusi’s face lit up. “But...you must promise never to tell anyone!” Cusi hugged her teacher. “Thank you, Mamacona. I promise. I will not disappoint you. I will learn, and I will forever keep our secret!” Make Connections =» Talk about the importance of wool and weaving in the Inca culture. ESSENTIAL QUESTION Describe a time when you learned something you had wanted to know for a long time. TEXT TO SELFPe Cue ct by Make Predictions As you read a story, use what you learn about the characters, setting, and plot to confirm or revise predictions you make. After each section of “Cusi’s Secret,” pause to predict what will happen next. Confirm or revise your predictions as you read on. {O Find Text Evidence / You may have used what the introduction says about the lives of Incan girls to predict whether Cusi will be able to attend school. Reread “A Special Invitation” to help you confirm or revise your prediction. remained still. After what seemed like hours, Cusi’s father spoke. “We will miss her, but yes, we would be honored to have Cusi attend school. An education will be of great . Cusi’s fi agreed to let Cusi attend school. | had predicted that Cusi, like most Incan girls, would not get a formal benefit to her.” education. So | revised my predictions That night, Cusi’s parents made about the rest of the story. the arrangements for her to begin school. She would leave them in just one week. Cusi felt such optimism, et ABORy, an iY 4) What prediction did you make after reading “Much to Learn”? Did you confirm or revise your prediction? As you read, remember to use the strategy Make Predictions. 140When a narrator who is not one of the characters tells the story, the story has a third-person point of view. A third-person narrator lets readers know what each of the characters thinks. 52) Find Text Evidence = When | reread "A Family Tradition” on page 137 of “Cusi’s Secret,” | see that neither Cusi nor her mother is telling the story. The narrator is not participating in the action. | will learn about the events from the perspectives of more than one character. The narrator knows more than any one of the characters can know. The story is not “Cusi's Secret” told by one of is told from a the characters, third-person point of view. The narrator uses the third-person Reread “Cusi’s Secret.” Identify pronouns “she” more details that show how and "her’to tell the reader learns about the characters and the plot. Then tell how you know the story has a third-person point of view. Cusi's thoughts and actions, ee 1 141Literature Historical Fiction The author of “Cusi’s Secret” uses what historians know about the past to create a realistic setting and plot. Historical Fiction: + Usually includes dialogue + May include flashbacks to earlier times in the characters’ lives )) Find Text Evidence - “Cusi’s Secret” uses historical facts about life in the Inca Empire, but the characters and dialogue are imagined by the author. It includes flashbacks to tell us more about the characters’ pasts. ea ei ony pl ge ialogue Dialogue lets characters speak for themselves. Flashback Flashbacks are events that happened before the current plot events. pit ABORA 7p Date comscew —<—— Ped lecistinyetono Find two examples of information Larvae at that is based on historical fact in ee “Cusi’s Secret.” Then identify one example of a flashback. 142Are LTE Tet or lls) a | Greek and Latin Suffixes Common suffixes can help you define an unfamiliar word. Below are some Greek and Latin suffixes and their meanings: Suffix Meaning Example -ion, -tion,-sion “the state of” educating > education -ism “the state of” being real > realism -ize “to make” a summary > summarize -ous “full of” fame > famous Find Text Evidence [read the word concentration on page 137. If | know that the suffix -ion means “the state of,” I can figure out that concentration means “the state of concentrating.” Xe) Then Cusi’s concentration was broken by a knocking sound. | ey Use a suffix from the chart above to help you find the meaning of each of these words from “Cusi's Secret.” optimism (optim- means “best, favorable”), page 138 nervous, page 138 memorize, page 138 Tell how you used the suffix to help you understand the meaning of each word. 143Writers of fiction use transitions to guide readers from one plot event to the next. Transitions are words and phrases such as “suddenly” or “the next day.” Reread the excerpt from “Cusi’s Secret” below. eee Transitions Hearing this, Cusi wanted to rush forward Identify the and shout for joy, but she knew Incan girls should transitions. How do not display such impudence. So she remained they show when an still. After what seemed like hours, Cusi’s father event happens? spoke. “We will miss her, but yes, we would be honored to have Cusi attend school. An education Bivallibe of great benefit to her.” Sine riches parents madera arrangements for her to begin school. She would ee rent erase ec eteterenet optimism, but she was nervous, too.4 Add a comma _» Take out @) “eck speling === Make a lowercase letter. Kevin wrote a narrative about getting over stage fright. Read Kevin's revisions. jan) Handbook} Possessive Nouns See page 456. | For years, I wanted to try out for school musicals, but I was too afraid to sing in public. My Aunt May had ever since I coyld remember been a singer. “It isn't so scary,” she assured me. “We'll have you ready for the auditio#’s in no time!” Aunt May helped me practice Finally, [A Identify the transitions my song for a week, The day of the that Kevin used. | Tell how he corrected possessive nouns. [A Tell how revisions improved his writing. audition arrived. After I sang for the director, I was relieved. Thanks to my Pee ee ged Cs 145¥ Essential Question le What can the past teach us? a Go Digital! i Gea [i i E U4 i” :I'd seen photographs of ruins like this. But it wasn’t until we were standing right inside this Greek temple in Sicily that | started contemplating what people might have been thinking 2,400 years ago. Why did they choose this place? How did they decide on the number of columns? And what can something that has survived all these years tell us about ourselves? As we looked at the beautiful scene, it was as if we could hear the voices of people from long ago, commemorating their job well done. Write words you have learned about examining objects made long ago. Then talk with a pis ail partner about a time you learned something from the past. 2VC ERC ry Vocabulary Use the picture and the sentences to talk with a partner about each word. commemorate the Fourth of July. How do you commemorate Thanksgiving Day? The girls had to contemplate whether they should go out or stay home. What decision have you had to contemplate? Lisa felt forlorn when her best friend moved away. What is an antonym of forlorn? The grand, snow-topped mountain range looked majestic in the distance. What is a synonym for majestic? ty ages ACs © tna Sees 148Poetry Terms lyric poetry I like reading lyric poetry because it expresses the poet's strong personal feelings. What might the topic of a lyric poem be? rhyme scheme A poem's rhyme scheme is the pattern made by its end rhymes. Why must you read an entire poem to identify its rhyme scheme? sonnet Each of the 14 lines in a sonnet contains pairs of stressed and unstressed syllables. Tell why you think a sonnet would be easy or hard to write. meter You can hear stressed and unstressed syllables when a poem with strong meter is read. How could you determine the meter in a poem? Pick three words or poetry terms, and write a question about each for your partner to answer. 149What can the past teach us? Read how two poets experience the past and what they learn from it.I met a traveler from an antique land Who said: “Two vast and trunkless legs of stone Stand in the desert ... Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them, and the heart that fed: And on the pedestal these words appear: ‘My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!’ Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away.” —Percy Bysshe Shelley 151Lifelong | Friends \ When I was but a lad of ten, f I joined the world of working men, Apprentice was the name I took, Ilearned the way to print a book. The print shop had an air of gloom, And sunlight seemed to shun the room, My master was a man I feared, j He raged at me and pulled his beard. The printing press was friend to me, Majestic as a mighty tree, And so I grew to love that place, 4 My heart would sing, my pulse would race.Each time I worked with type and ink, I always trembled just to think That all those many rows of words Would soon fly up and out like birds. Those books were tutors glad to share Their words with people everywhere, So many books for eager hands, For rich and poor in many lands. Though now my youth has passed away, And near the hearth I spend my day, When I'm forlorn, I contemplate The many books I helped create. As Icommemorate my past, One view of mine will always last: Each book a lifelong friend might be To someone, yes, but most to me. —Constance Andrea Keremes RN Talk about the way in which the past affects the speaker in each poem. ESSENTIAL QUESTION Explain how reflecting on the past could have an influence on you in the present. TEXT TO SELF— so Poetry Lyric Poetry and Sonnet Lyric poetry: + Expresses the speaker's thoughts or personal feelings + Has a musical quality but does not always rhyme Asonnet: + Has fourteen lines and a pattern to its end rhymes + Uses pairs of stressed and unstressed syllables §D Find Text Evidence The speaker in “Ozymandias” describes a reaction to a ruined statue. When | read the poem out loud, it sounds almost like a song, so | think it’s a lyric poem. It has fourteen lines, a pattern of rhyming words, and a pattern of stressed and unstressed syllables in each line. This structure tells me it’s also a sonnet. Vio eotacindatargestaoe | | Rhyming words may be at Pc deatee STs Nese een on he toca the ends of every other line. Half sunk, a shattered visage lies, whose frown, ‘And wrinkled lip, and sneer of cold command, “Tell that its sculptor well those passions read epMORA 7 Which yet survive, stamped on these lifeless things, Thehand ho moced he, adhe heared: YOU TOD ‘And on the pedestal these words appear: ‘My name is Ozymandias, king of kings: Reread “Lifelong Friends” on pages Look on my work, ye Mighty and expe? 152-153. Decide if it is an example pee beside remains. Rowud the Corry, of a lyric poem. Then determine if Of that colossal wreck, boundless and bare iti t d lai hi The lone and level sands stretch far away.” ITs a sonnet and explain why. Perey Bysshe Shelley ~ 154Peed dT Theme The theme of a poem is the overall idea, or message about life, that the poet wants to communicate. Usually, the poet does not state the theme directly. To determine a poem's theme, look for key details that provide clues about the message the poet wants to convey. Find Text Evidence In “Lifelong Friends,” the speaker describes the “gloom” of the print shop and how his master “raged.” Yet he loves working with the “majestic” printing press and the idea of making books for people to read. | can look for more details about this contradiction to infer the poet’s message and identify the theme of poem. Detail The print shop had an air of gloom Detail My master was a man I feared Detail When I'm forlorn, I contemplate, The many books I helped create. Theme Challenging work can be fulfilling. What message does the poet want to share? Reread “Ozymandias.” Identify key details and record them in the graphic organizer. Then use the details to determine the theme. 155156 eee asus Rhyme Scheme and Meter The stanzas, or groups of lines in a poem, often contain sound patterns. One pattern is a rhyme scheme, which places rhyming words at the ends of lines. Another pattern involves a combination of stressed and unstressed syllables called meter. Rhyme schemes and meter give poetry a lyrical, musical quality. Find Text Evidence Reread “Lifelong Friends” on pages 152-153. Listen for sound patterns within the poem. Pay attention to both rhyming patterns and patterns of stressed and unstressed syllables. Pees The last words in each pair of lines rhyme. If | use letters to represent this Lifelong pattern, each stanza has arhyme : Friends __ } scheme of aabb. Each line has four pairs eaten of syllables. The first syllable in each pair {pn th en tig me ns is unstressed and the second is stressed. edema toa tr Diem ln eae Reread “Ozymandias.’ Use letters to represent the rhyme scheme in lines 11-14. Then tell whether the pattern of stressed and unstressed syllables is the same in each line. Dip er sing oerTST eel he Personification Personification is a kind of figurative language that poets use to make descriptions and images more vivid. When poets use this device, which gives human abilities or feelings to nonhuman objects, animals, or ideas, we see ordinary things in a new way. Find Text Evidence In the sixth line of “Lifelong Friends,” And sunlight seemed to shun the room, the poet gives a human ability to the sunlight. This personification of sunlight gives me a mental image of sunlight purposely avoiding the room, the way a person might. The print shop had an air of gloom, And sunlight seemed to shun the room, My master was a man I feared, He raged at me and pulled his beard. Find two more examples of personification in the poem “Lifelong Friends.’Tell how each helps you understand an idea the poet is trying to convey with figurative language. 157e Readers to... | Writers use vivid words and phrases to appeal to readers’ q) senses. This precise language helps readers visualize the writer's observations and ideas. Reread the excerpt from “Lifelong Friends.” Precise Language _ from “Lifelong Identify the vivid e di @ words that describe Frien S the speaker's feelings The printing press was friend to me, about the printing Majestic as a mighty tree, press. How does the phrase my pulse would race help you to visualize how he feels while he works? And so I grew to love that place, My heart would sing, my pulse would race. Each time I worked with type and ink, Ialways trembled just to think, That all those many rows of words, Would soon fly up and out like birds.A Add 4 Add a comma A Add a period _® Take out == Make a capital letter Jun wrote a description of his mp3 player. Read : V) Jun’s revisions. Gr Handbook} Appositives Le . . See page 456. My Mint Music Machine I never go anywhere without my mp3 miniscule player. This machine is so gmaff that it fits right in my pocket. The tiny device, ? my favorite,is “music to my ears.” When > I need an escape on my way home, I Captivating tunes simply click. Songs’ fill my ears ina flash. (@ Why did Jun replace some of the common My mp3 playeraa necessary tool, words? ym veg most eo IW Explain why he added is a device I consider 7 My commas to the third = sentence. parents say they never had one at my (A Tell how revisions improved his writing. age, and I just don’t Know how they survived! 159Language aS se PT Race = =) an