In the first paragraph, the author uses the phrase “rented readers” (sentence 6) in order to

This work frames larp as a multimodal medium: based on live-action role-playing but also open for inclusions of other media and technologies. It is approached as a narrative medium, used for performative and participatory co-creation of dynamic storyworlds. The emergent story is experienced by the full sen-sorium of the players' bodies and simultaneously uses the bodies as a medium of representation. Players combine the roles of authors, actors, characters, and audience. In its prototypical model, larp strives for a high degree of perceptual unity between player and character and prefers iconic representation via live action and live acting, with lesser importance of indexical and symbolic signification. This study reaches for J.-N. Thon's (2014, 2016) typology of forms of representation of character's subjective perception in film, graphic novels, and video games, and applies it to live-action role-playing. The fundamental difference lies in the 'first-person audience' (Sandberg 2004; Stenros & Montola 2010) mode of participation in larp. Unlike the audiovisual media discussed by Thon, in which it is intersub-jective perception that comes unmarked, larp by default is experienced from a subjective spatial point of view. The first-person audience mode makes it hardly possible to switch to (quasi-)perceptual overlay, and to ever leave subjective spatial point of view, unless some of the prototypical principles of larp are broken. By contrast, representations of (quasi-)perceptual point of view and of imagined internal worlds are possible, although with some danger of unwanted metaleptic contact with another character's delusions. For this and other reasons, larp has limitations in the use of simultaneous content markers and representational markers of subject-ivity, whereas contextual content markers and all narratorial markers present no difficulty. The paper adds one category to Thon's framework: symbolic markers, which are based on a pre-established code of arbitrary signs and are used to regulate the active agency or perception of the audience, e.g. a player's gesture marking off-game status of the character, or movement from the main game area into a metaroom used for role-playing internal worlds. The overall discussion compares medium-specific affordances of live-action role-playing, which are fairly limited in

1 Level IV

2 Differentiated Instruction for English Language Learners, Level IV Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and publisher cannot accept responsibility for Web, , newsgroup, or chat room subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content. Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners. ISBN by EMC Publishing, LLC 875 Montreal Way St. Paul, MN Web site: All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, Level IV may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America

3 CONTENTS Introduction v Unit 1 Thank You M am, by Langston Hughes 1 Determine the Importance of Details The Interlopers, by Saki 11 Take Notes The Most Dangerous Game, by Richard Connell 22 Conflict The Cask of Amontillado, by Edgar Allen Poe 53 Context Clues The Gift of the Magi, by O. Henry 66 Evaluate Cause and Effect The Necklace, by Guy de Maupassant 78 Evaluate Cause and Effect Unit 2 Aha Moment, by Julia Alvarez 93 Contrast Clues I Have a Dream, by Martin Luther King, Jr. 101 Text Organization Furor Scribendi, by Octavia Butler 110 Sequence of Events It s Not Talent; It s Just Work, by Annie Dillard 118 Main Idea An Ethnic Trump, by Gish Jen 125 Anecdote Only Daughter, by Sandra Cisneros 133 Distinguish Fact from Opinion Unit 3 Local Sensibilities, by Wing Tek Lum 142 Context Clues Sympathy, by Paul Laurence Dunbar 149 Text Organization The Song of Wandering Aengus, by W. B. Yeats 156 Take Notes Fifteen, by William Stafford 164 Draw Conclusions Hanging Fire, by Audre Lorde 171 Determine the Appropriate Meaning for the Context EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV iii

4 Unit 4 The Tragedy of Romeo and Juliet, Act I, by William Shakespeare 178 Summarize Unit 5 Echo & Narcissus, by Walker Brents 217 Evaluate Cause and Effect The White Snake, by Jacob and Wilhelm Grimm 225 Classify Information from The Odyssey, Books 9 and 12, by Homer, translated by Robert Fitzgerald 235 Analyze Text Organization Answer Key Thank You M am 259 The Interlopers 260 The Most Dangerous Game 261 The Cask of Amontillado 263 The Gift of the Magi 264 The Necklace 266 Aha Moment 267 I Have a Dream 269 Furor Scribendi 270 It s Not Talent; It s Just Work 271 An Ethnic Trump 273 Only Daughter 274 Local Sensibilities 275 Sympathy 276 The Song of Wandering Aengus 277 Fifteen 279 Hanging Fire 280 The Tragedy of Romeo and Juliet 281 Echo & Narcissus 284 The White Snake 285 The Odyssey, Books 9 and Literary Credits 289 Photo Credits 290 iv LEVEL IV Differentiated Instruction for ELL EMC Publishing, LLC

5 Introduction Differentiated Instruction for English Language Learners provides activities that increase students comprehension, vocabulary, oral language development, and English language skills. The lessons in this book can be used with equal success for all developing readers, not just English language learners. In English Language Learners, students interact with authentic selections from their Mirrors & Windows: Connecting with Literature textbook, applying reading strategies and skills to fiction, nonfiction, poetry, drama, and folk literature. The lessons include instruction and exercises for use before, during, and after selected readings, integrating the following instructional features to help students become active and successful readers. Lesson Features Before Reading About the Selection builds background and engages students by giving a brief synopsis of the selection. Make Connections poses questions that help students connect new material with what they already know. Analyze Literature explains literary techniques and concepts and asks students to apply their understanding of those elements. Use Reading Skills provides instruction and a full-size graphic organizer for the reading skill introduced in the textbook. Preview Vocabulary introduces the key vocabulary words and idioms that appear in the selection and that English language learners may be unfamiliar with. During Reading Note the Facts questions check comprehension by asking for answers that can be found directly in the text. Read Aloud prompts help develop fluency and comprehension by offering opportunities for students to read passages aloud and answer questions about them. Think and Reflect questions chunk the text into smaller sections and ask higher-level critical thinking questions that require students to interpret, infer, analyze, evaluate, or synthesize. Build Vocabulary questions and hints highlight vocabulary words and idioms as they are used in context. Analyze Literature notes ask students to apply literary analysis at point of use as they read the selection. Reading Skills prompts follow up on the reading skill for each selection during reading. Culture Notes explain cultural traditions or practices that might be new to non-native speakers. Vocabulary words are defined and accompanied by phonetic pronunciations. These pronunciations help students develop phonological awareness (the consciousness of the sounds of language). They also help students learn phonics (the methodology that deals with the relationship between alphabet letters and sounds). Footnotes explain references, unusual usage, and uncommon terms or words. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV v

6 After Reading Reading Check assesses literal reading comprehension with multiple-choice questions that focus on facts or conclusions about the selection. Vocabulary Check uses multiple-choice questions to review the vocabulary and idioms that were covered in the selection. Analyze Literature follows up on the literary technique introduced before reading and applied during reading. Use Reading Skills synthesizes the material gathered in the graphic organizer during reading. Build Vocabulary or Grammar & Style activities help English language learners develop vocabulary skills and review and apply grammar and writing concepts. Extension Activities provide individual and collaborative learning opportunities for students to develop and extend their skills in writing, speaking and listening, and working together with their classmates. Related Program Resources The Mirrors & Windows literature program is designed to help all students succeed. Differentiated instruction is included throughout the program to help you customize your lessons to meet the needs of all your students. You can quickly find all the components listed below in the lesson plans located in the Program Planning Guide. Vocabulary & Spelling workshops in the Student Edition cover the basics and make sure your students can meet language-arts standards. A pronunciation key for vowel and consonant sounds is included in the Glossary of Vocabulary Words in the back of the Student Edition. The Differentiated Instruction for Developing Readers supplement supplies reading-specific support for about twenty selections from the textbook. The Meeting the Standards unit resource books offer vocabulary-development and reading-skills activities for every lesson in the textbook. Exceeding the Standards: Vocabulary & Spelling provides developmental lessons to build word study skills The bottom margins of the Annotated Teacher s Edition contain hundreds of notes addressing English language learning, developmental reading, and reading styles. Timed Reading Fluency Assessments in the Assessment Guide offer oral fluency practice and assessment. The Mirrors & Windows website ( and EMC Launchpad offer additional support for English language learners and developing readers, including additional fluency activities to build word recognition skills, silent reading fluency, and oral reading fluency. vi LEVEL IV Differentiated Instruction for ELL EMC Publishing, LLC

7 Name: Date: BEFORE READING page 5 A Short Story by Langston Hughes ABOUT THE STORY Thank You, M am tells the story of a boy who tries to steal a woman s purse. The woman surprises him by what she does next. Like many stories by Langston Hughes, this one is about African Americans living in Harlem, a neighborhood in New York City. MAKE CONNECTIONS When a person does something wrong, such as lying or stealing, should he or she get another chance? Would you forgive a person who stole from you? Why or why not? ANALYZE LITERATURE: Character A character is a person or animal in a story. There are only two characters in this story, Mrs. Jones and Roger. Read to find out what the characters look like, what their personalities are like, and what they say and do. Keep track of these details in the Venn Diagram below. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 1

8 USE READING SKILLS: Determine the Importance of Details As you read, look for details about the two characters, Mrs. Jones and Roger. Write the details in the circles below. In the middle, write details that are true about both characters. Some answers have been given for you. Mrs. Jones Both Roger large, strong older woman age 14 or 15 tries to steal African- American 2 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

9 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know this word or phrase at all. 2 I ve seen this word or phrase before. 3 I know this word or phrase and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. full blast idiom The boy ran away full blast, like a rocket taking off. Some things that can go full blast are frail frail (fr6l) adjective Grandpa was too frail to walk, so he used a wheelchair. The opposite of frail is make a dash for it idiom Three players made a dash for the ball, but only one caught it. You might make a dash for presentable pre sent a ble (pri noun Our band teacher asked us to look presentable for the concert. A person should look presentable when barren bar ren adjective The street was barren and dull; no spot of color or liveliness could be seen anywhere. In a barren field, you would not see EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 3

10 DURING READING 1 Note the Facts What does the boy try to steal? What does the woman do to him? Build Vocabulary Idioms Full blast (line 8) means at top speed. Roger wanted to run away at top speed. What do you think turn loose means (line 25)? Culture Note Dialect The characters speak in a dialect, a different form of English. For example, they say ain t instead of aren t. Look at the footnotes for help in understanding the Harlem dialect A Short Story by Langston Hughes She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o clock at night, dark, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy s weight and the weight of the purse combined caused him to lose his balance. Instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled. After that the woman said, Pick up my pocketbook, 2 boy, and give it here. She still held him tightly. But she bent down enough to permit him to stoop and pick up her purse. Then she said, Now ain t you ashamed of yourself? Firmly gripped by his shirt front, the boy said, Yes m. 3 The woman said, What did you want to do it for? The boy said, I didn t aim to. She said, You a lie! 4 By that time two or three people passed, stopped, turned to look, and some stood watching. If I turn you loose, will you run? asked the woman. Yes m, said the boy. Then I won t turn you loose, said the woman. She did not release him. 1. M am. M am or ma am are short for madam, a polite term for addressing a woman 2. pocketbook. Purse or handbag 3. Yes m. Yes, madam 4. You a lie! You re a liar! 4 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

11 Lady, I m sorry, 30 whispered the boy. Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain t you got nobody 35 home 5 to tell you to wash your face? No m, said the boy. Then it will get washed 40 this evening, said the large woman starting up the street, dragging the frightened boy behind her. He looked as if he were fourteen or fifteen, frail and willowwild, 6 in tennis shoes and blue jeans. The woman said, You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry? No m, said the being-dragged boy. I just want you to turn me loose. Was I bothering you when I turned that corner? asked the woman. No m. But you put yourself in contact with me, said the woman. If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones. Sweat popped out on the boy s face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half nelson 7 about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room 8 at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers laughing and talking in the large house. Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room. Harlem, New York DURING READING Analyze Literature Character What do you learn about Roger s home life? What does Mrs. Jones want to teach him? Add details to your Venn Diagram. frail (fr6l) adjective, not strong. Build Vocabulary Idioms What do you think Mrs. Jones means when she says you got another thought coming (line 55)? 5. Ain t you got nobody home? Isn t there anybody at your home? 6. willow-wild. Thin, graceful, and flexible like a willow tree 7. put a half-nelson about his neck. She held him under his arm and around the back of his neck, in a wrestling hold that makes it difficult for a person to get free 8. kitchenette-furnished room. A room with a small kitchen EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 5

12 DURING READING Read Aloud Read aloud the dialogue between Mrs. Jones and Roger in lines What surprising thing does Roger do when Mrs. Jones turns him loose? Analyze Literature Character What do Mrs. Jones and Roger have in common? What is the same about them? Write this in your Venn Diagram She said, What is your name? Roger, answered the boy. Then, Roger, you go to that sink and wash your face, said the woman, whereupon she turned him loose at last. Roger looked at the door looked at the woman looked at the door and went to the sink. Let the water run until it gets warm, she said. Here s a clean towel. You gonna take me to jail? asked the boy, bending over the sink. Not with that face, I would not take you nowhere, said the woman. Here I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe you ain t been to your supper either, late as it be. Have you? There s nobody home at my house, said the boy. Then we ll eat, said the woman. I believe you re hungry or been hungry to try to snatch my pocketbook! I want a pair of blue suede shoes, 9 said the boy. Well, you didn t have to snatch my pocketbook to get some suede shoes, said Mrs. Luella Bates Washington Jones. You could of 10 asked me. M am? The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do, dried it again, the boy turned around, wondering what next. The door was open. He could make a dash for it down the hall. He could run, run, run, run! Think and Reflect Why doesn t Roger run? 95 The woman was sitting on the daybed. 11 After a while she said, I were young once and I wanted things I could not get. 9. blue suede shoes. Suede is a soft, velvety leather. Blue Suede Shoes was the name of a hit song in could of. Could have 11. daybed. Bed that can be used as a sofa during the day 6 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

13 There was another long pause. The boy s mouth opened. Then he frowned, not knowing he frowned. The woman said, Um-hum! You thought I was going to say but, didn t you? You thought I was going to say, but I didn t snatch people s pocketbooks. Well, I wasn t going to say that. Pause. Silence. I have done things, too, which I would not tell you, son neither tell God, if He didn t already know. Everybody s got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable. In another corner of the room behind a screen was a gas plate and an icebox. 12 Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the daybed. But the boy took care to sit on the far side of the room, away from the purse, where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. 13 And he did not want to be mistrusted now. Do you need somebody to go to the store, asked the boy, maybe to get some milk or something? Don t believe I do, said the woman, unless you just want sweet milk yourself. I was going to make cocoa out of this canned milk I got here. DURING READING pre sent a ble (pri adjective, nice enough to be shown to others. Analyze Literature Determine the Importance of Details Where does Mrs. Jones leave her purse while she prepares the meal? Why do you think she does this? Where does Roger sit? Why? Note the Facts What does Mrs. Jones give Roger? What does she hope he will do in the future? 12. as plate and an icebox. gas plate Small cooking surface fueled by gas; icebox cabinet with ice for keeping food cold. Iceboxes were used before people had refrigerators 13. He did not trust him. He did not believe the woman would mistrust him again, but he wasn t sure. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 7

14 DURING READING 120 Build Vocabulary What are devilish ways (lines )? bar ren adjective, having no life, animals, people, or anything interesting That will be fine, said the boy. She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, redheads, and Spanish. Then she cut him a half of her ten-cent cake. Eat some more, son, she said. When they were finished eating, she got up and said, Now here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else s because shoes got by devilish ways will burn your feet. I got to get my rest now. But from here on in, son, I hope you will behave yourself. She led him down the hall to the front door and opened it. Good night! Behave yourself, boy! she said, looking out into the street as he went down the steps. The boy wanted to say something other than, Thank you, m am, to Mrs. Luella Bates Washington Jones, but although his lips moved, he couldn t even say that as he turned at the foot of the barren stoop and looked up at the large woman in the door. Then she shut the door. W W & after IRRORS INDOWS How do you think Roger might change meeting Mrs. Jones, and why? 8 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

15 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What happens when Roger tries to snatch Mrs. Jones s purse? A. Two or three people catch him B. Mrs. Jones pushes him and kicks him C. He falls down, and Mrs. Jones grabs him around the neck 2. Which of the following is probably true about Roger? A. His parents don t take good care of him B. He is homeless and lives on the street C. He is really Mrs. Jones s son 3. Why does Roger try to snatch Mrs. Jones s purse? A. He is hungry B. He can t find a job C. He wants to buy some stylish shoes 4. Why doesn t Mrs. Jones call the police? A. Roger did not really aim to steal her purse B. She wants to help Roger change his ways C. She is afraid of the police 5. When Mrs. Jones makes dinner, Roger sits far away from her purse. Why? A. Mrs. Jones shows Roger that she trusts him, and he doesn t want to disappoint her B. Roger is afraid that Mrs. Jones will call the police on him C. Roger hopes that Mrs. Jones will give him money, and he won t have to steal it ANALYZE LITERATURE: Character VOCABULARY CHECK Circle the letter of the correct answer. 1. After stealing Mrs. Jones s purse, Roger wants to take off full blast. What does it mean to take off full blast? A. sneak away without being seen B. get away speedily C. steal something from someone 2. Roger was frail and willow-wild. What is another word for frail? A. small B. tall C. weak 3. Inside the apartment, Roger thinks that he could make a dash for it. What does make a dash for it mean? A. run B. call for help C. make up for what he did wrong 4. Mrs. Jones wants Roger to look presentable. What does presentable mean? A. honest B. attentive C. attractive 5. The stoop, or front step, of Mrs. Jones s building is barren. What does barren mean? A. broken B. empty C. dirty Write a paragraph describing how Roger and Mrs. Jones are similar and different. Tell what you think Roger learned from Mrs. Jones. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 9

16 USE READING SKILLS: Determine the Importance of Details 1. Look at your diagram from page 36. What do you think are the three most important details about Mrs. Jones? What do you think of Mrs. Jones? Did she do the right thing with Roger? Explain. 2. Look at your diagram. What do you think are the three most important details about Roger? What do you think of Roger? Is he a bad person? How can you tell? BUILD VOCABULARY: Dialect A dialect of English is a different form of English spoken by the people of a particular time, place, and social group. In the story, Mrs. Jones and Roger use the spoken dialect of African Americans living in the Harlem neighborhood of New York in the 1950s. Look at the examples below and write them in standard English. One example has been done for you. Dialect yes m Standard English yes, ma am Ain t you ashamed of yourself? I would not take you nowhere. You could of asked me. I were young once. You set down while I fix us something to eat. WORK TOGETHER Reader s Theater. Working in groups of three, perform a reader s theater of this story. Assign one person the role of the narrator, one person the role of Mrs. Jones, and one person the role of Roger. Mark each section with the name or initials of who should read that part. 10 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

17 Name: Date: BEFORE READING page 14 A Short Story by Saki ABOUT THE STORY The Interlopers is about two enemies, Ulrich von Gradwitz and Georg Znaeym, whose families have been in conflict for three generations over a small piece of land. They meet at night in a dark forest, with hate in their hearts and murder on their minds. Read to find out what happens. MAKE CONNECTIONS Tell about a time when you had an enemy. What did you do about him or her? ANALYZE LITERATURE: Plot A plot is all the events that happen in a story related to a central conflict, or struggle. The plot typically introduces a conflict, develops it, and eventually resolves it. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 11

18 USE READING SKILLS: Take Notes As you read, fill in the Plot Pyramid below to show what happens in the plot of The Interlopers. PLOT PYRAMID Exposition (the background) Rising Action Climax (high point of interest) Falling Action Resolution (how the conflict is ended or resolved) 12 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

19 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. feud feud (fyo9d) noun Aunt Glenda had a terrible feud with Grandma and didn t talk to her for years. I have had a feud with glare glare (gler) verb The teacher glared at the boy who threw a paper airplane, warning him with her look that he d better start paying attention. You might glare at someone when pinion pin ion (pin> verb The wrestler pinioned his opponent to the ground. If a person is pinioned, they cannot languor lan guor (la4> noun Lying in the sun, we were filled with so much languor that we didn t have the energy to move or speak. The opposite of languor is reconciliation re con cil i a tion sil>7 noun Jeff and Hetty put their long disagreement aside and reached a reconciliation. Someone I ve had reconciliation with is EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 13

20 DURING READING 1 Culture Note The Carpathian Mountains extend across parts of Eastern and Western Europe. Look at a map of Europe and identify where this story might take place. Build Vocabulary As you find words you do not know, try to guess their meaning. Then, check with a dictionary. What does in quest of mean? What is Ulrich von Gradwitz in quest of? feud (fyo9d) noun, an angry and often violent fight that continues for a long time. Use Reading Skills Take Notes Why does Ulrich von Gradwitz detest, or hate, his neighbor? What have their two families been fighting about? Put this information in the Exposition part of the Plot Pyramid A Short Story by Saki In a forest of mixed growth somewhere on the eastern spurs of the Carpathians, 2 a man stood one winter night watching and listening, as though he waited for some beast of the woods to come within the range of his vision, and, later, of his rifle. But the game for whose presence he kept so keen an outlook was none that figured in the sportsman s calendar as lawful and proper for the chase; Ulrich von Gradwitz patrolled the dark forest in quest of a human enemy. The forest lands of Gradwitz were of wide extent and well stocked with game; 3 the narrow strip of precipitous woodland that lay on its outskirt was not remarkable for the game it harbored or the shooting it afforded, but it was the most jealously guarded of all its owner s territorial possessions. A famous lawsuit, in the days of his grandfather, had wrested it from the illegal possession of a neighboring family of petty landowners; the dispossessed party had never acquiesced in the judgment of the Courts, and a long series of poaching 4 affrays and similar scandals had embittered the relationships between the families for three generations. The neighbor feud had grown into a personal one since Ulrich had come to be head of his family; if there was a man in the world whom he detested and wished ill to it was Georg Znaeym, the inheritor of the quarrel and the tireless game-snatcher and raider of the disputed border-forest. The feud might, perhaps, have died down or been compromised if the personal ill-will of the two men had not stood in the way; as boys they had thirsted for one another s blood, as men each prayed that misfortune might fall on the other, and this wind-scourged winter night Ulrich had banded together his foresters to watch the dark forest, not in quest of four-footed quarry, but to keep a look-out for the prowling thieves whom he suspected of being afoot from across the land boundary. The roebuck, which usually kept in 1. Interlopers. People who interfere, or come between 2. Carpathian mountains. A large mountain range in eastern Europe. The Eastern Carpathians lie in parts of Poland, Slovakia, Ukraine, and Romania. 3. game. Animal that is hunted for food or sport 4. poaching. Illegal hunting 14 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

21 the sheltered hollows during a storm-wind, were running like driven things tonight, and there was movement and unrest among the creatures that were wont to sleep through the dark hours. Assuredly there was a disturbing element in the forest, and Ulrich could guess the quarter from whence it came. He strayed away by himself from the watchers whom he had placed in ambush on the crest of the hill, and wandered far down the steep slopes amid the wild tangle of undergrowth, peering through the tree-trunks and listening through the whistling and skirling of the wind and the restless beating of the branches for sight or sound of the marauders. If only on this wild night, in this dark, lone spot, he might come across Georg Znaeym, man to man, with none to witness that was the wish that was uppermost in his thoughts. And as he stepped round the trunk of a huge beech he came face to face with the man he sought. DURING READING Note the Facts Underline the sentence that tells why Ulrich von Gradwitz is watching the forest tonight. Think and Reflect Predict what might happen if Gradwitz finds his enemy in the woods The two enemies stood glaring at one another for a long silent moment. Each had a rifle in his hand, each had hate in his heart and murder uppermost in his mind. The chance had come to give full play to the passions of a lifetime. But a man who has been brought up under the code of a restraining civilization cannot easily nerve himself to shoot down his neighbor in cold blood and without word spoken, except for an offense against his hearth and honor. And before the moment of hesitation had given way to action a deed of Nature s own violence overwhelmed them both. A fierce shriek of the storm had been answered by a splitting crash over their heads, and ere they could leap aside a mass of falling beech tree had thundered down on them. Ulrich von Gradwitz found himself stretched on the ground, one arm numb beneath him and the other held almost as helplessly in a tight tangle of forked branches, while both legs were pinned beneath the fallen mass. His heavy shooting-boots had saved his feet from being crushed to pieces, but if his fractures were not as serious as they might have been, at least it was evident that he could not move from his present position till someone came to release him. The descending glare (gler) verb, to give a long, angry look at someone. Use Reading Skills Take Notes What happens before either man has a chance to speak or shoot? Put this information in the Inciting Incident part of the Plot Pyramid. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 15

22 DURING READING pin ion (pin> verb, hold or tie someone's arms or legs down so that they cannot move freely twigs had slashed the skin of his face, and he had to wink away some drops of blood from his eyelashes before he could take in a general view of the disaster. At his side, so near that under ordinary circumstances he could almost have touched him, lay Georg Znaeym, alive and struggling, but obviously as helplessly pinioned down as himself. All round them lay a thick-strewn wreckage of splintered branches and broken twigs. Relief at being alive and exasperation at his captive plight brought a strange medley of pious thank-offerings and sharp curses to Ulrich s lips. Georg, who was nearly blinded with the blood which trickled across his eyes, stopped his struggling for a moment to listen, and then gave a short, snarling laugh. So you re not killed, as you ought to be, but you re caught, anyway, he cried; caught fast. Ho, what a jest, Ulrich von Gradwitz snared in his stolen forest. There s real justice for you! And he laughed again, mockingly and savagely. I m caught in my own forest-land, retorted Ulrich. When my men come to release us you will wish, perhaps, that you were in a better plight than caught poaching on a neighbor s land, shame on you. Georg was silent for a moment; then he answered quietly: Are you sure that your men will find much to release? I have men, too, in the forest tonight, close behind me, and they will be here first and do the releasing. When they drag me out from under these damned branches it won t need much clumsiness on their part to roll this mass of trunk right over on the top of you. Your men will find you dead under a fallen beech tree. For form s sake I shall send my condolences to your family. It is a useful hint, said Ulrich fiercely. My men had orders to follow in ten minutes time, seven of which must have gone by already, and when they get me out I will remember the hint. Only as you will have met your death poaching on my lands I don t think I can decently send any message of condolence to your family. Good, snarled Georg, good. We fight this quarrel out to the death, you and I and our foresters, with no cursed interlopers to come between us. Death and damnation to you, Ulrich von Gradwitz. 16 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

23 The same to you, Georg Znaeym, forest-thief, gamesnatcher. Both men spoke with the bitterness of possible defeat before them, for each knew that it might be long before his men would seek him out or find him; it was a bare matter of chance which party would arrive first on the scene. Both had now given up the useless struggle to free themselves from the mass of wood that held them down; Ulrich limited his endeavours to an effort to bring his one partially free arm near enough to his outer coat-pocket to draw out his wineflask. 5 Even when he had accomplished that operation it was long before he could manage the unscrewing of the stopper or get any of the liquid down his throat. But what a Heaven-sent draught it seemed! It was an open winter, and little snow had fallen as yet, hence the captives suffered less from the cold than might have been the case at that season of the year; nevertheless, the wine was warming and reviving to the wounded man, and he looked across with something like a throb of pity to where his enemy lay, just keeping the groans of pain and weariness from crossing his lips. Think and Reflect DURING READING Note the Facts Who do the men believe will save them? What do they say they will do when they are saved? Use Reading Skills Take Notes What has changed between the two men? Note this information in the Climax, or Turning Point, part of your Plot Pyramid. What situation are the two enemies in now? How do you think they will get out of this situation? Could you reach this flask if I threw it over to you? asked Ulrich suddenly; there is good wine in it, and one may as well be as comfortable as one can. Let us drink, even if tonight one of us dies. No, I can scarcely see anything; there is so much blood caked round my eyes, said Georg, and in any case I don t drink wine with an enemy. Ulrich was silent for a few minutes, and lay listening to the weary screeching of the wind. An idea was slowly forming and growing in his brain, an idea that gained strength every time that he looked across at the man who was fighting so grimly against pain and exhaustion. In the pain and languor that Ulrich himself was feeling the old fierce hatred seemed to be dying down. lan guor (la4> noun, pleasant feeling of laziness. 5. flask. Bottle EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 17

24 DURING READING Read Aloud Read lines aloud. What does Ulrich begin to think as he looks at Georg? What does he decide? Note the Facts What do the two men decide to do? re con cil i a tion sil>7 noun, a situation in which two people settle their disputes and become friends again after arguing Neighbor, he said presently, do as you please if your men come first. It was a fair compact. But as for me, I ve changed my mind. If my men are the first to come you shall be the first to be helped, as though you were my guest. We have quarrelled like devils all our lives over this stupid strip of forest, where the trees can t even stand upright in a breath of wind. Lying here tonight, thinking, I ve come to think we ve been rather fools; there are better things in life than getting the better of a boundary dispute. Neighbor, if you will help me to bury the old quarrel I-I will ask you to be my friend. Georg Znaeym was silent for so long that Ulrich thought, perhaps, he had fainted with the pain of his injuries. Then he spoke slowly and in jerks. How the whole region would stare and gabble 6 if we rode into the market-square together. No one living can remember seeing a Znaeym and a von Gradwitz talking to one another in friendship. And what peace there would be among the forester folk if we ended our feud tonight. And if we choose to make peace among our people there is none other to interfere, no interlopers from outside You would come and keep the Sylvester night beneath my roof, and I would come and feast on some high day at your castle.i would never fire a shot on your land, save when you invited me as a guest; and you should come and shoot with me down in the marshes where the wildfowl are. In all the countryside there are none that could hinder if we willed to make peace. I never thought to have wanted to do other than hate you all my life, but I think I have changed my mind about things too, this last half-hour. And you offered me your wine-flask.ulrich von Gradwitz, I will be your friend. For a space both men were silent, turning over in their minds the wonderful changes that this dramatic reconciliation would bring about. In the cold, gloomy forest, with the wind tearing in fitful gusts through the naked branches and whistling round the tree-trunks, they lay and waited for the help that would now bring release and succor to both parties. And each prayed a private prayer that his men might be the first to arrive, so that he might be the first to show honorable attention to the enemy that had become a friend. Presently, as the wind dropped for a moment, Ulrich broke silence. Let s shout for help, he said; in this lull our voices may carry a little way. 6. gabble. Chatter; talk 18 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

25 They won t carry far through the trees and undergrowth, said Georg, but we can try. Together, then. The two raised their voices in a prolonged hunting call. Together again, said Ulrich a few minutes later, after listening in vain for an answering halloo. I heard something that time, I think, said Ulrich. I heard nothing but the pestilential wind, said Georg hoarsely. There was silence again for some minutes, and then Ulrich gave a joyful cry. I can see figures coming through the wood. They are following in the way I came down the hillside. Both men raised their voices in as loud a shout as they could muster. They hear us! They ve stopped. Now they see us. They re running down the hill towards us, cried Ulrich. How many of them are there? asked Georg. I can t see distinctly, said Ulrich; nine or ten. Then they are yours, said Georg; I had only seven out with me. They are making all the speed they can, brave lads, said Ulrich gladly. Are they your men? asked Georg. Are they your men? he repeated impatiently as Ulrich did not answer. No, said Ulrich with a laugh, the idiotic chattering laugh of a man unstrung with hideous fear. Who are they? asked Georg quickly, straining his eyes to see what the other would gladly not have seen. Wolves. DURING READING Use Reading Skills Take Notes Who is coming toward the two men? What will happen to them now? Write this information in the Resolution part of your Plot Pyramid. W W & of IRRORS INDOWS What do you think is the moral, or message, this story? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 19

26 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Why does Ulrich von Gradwitz hate his neighbor, Georg Znaeym? A. They have thirsted for one another s blood since they were children B. The Znaeym family has been hunting illegally on his land C. The Znaeyms are prowling thieves who are trying to steal some of his property 2. Why is Ulrich von Gradwitz out in the forest at night? A. Hunting is best at night B. He s looking for Georg C. It s New Year s Eve 3. What happens when Ulrich and Georg meet in the forest? A. A tree falls on them B. They shoot each other C. They become lost and cannot find their way back 4. Which of the following does not happen? A. Georg drinks from Ulrich s wine flask B. Ulrich says that he will be Georg s friend C. Georg says that he will never hunt on Ulrich s land without permission 5. What do you think will happen next in the story? A. They will be rescued by Georg s men B. They will die of hunger C. They will be killed by wild animals VOCABULARY CHECK Circle the letter of the correct answer. 1. The two families have been feuding for three generations. What does feud mean? A. quarrel B. hunt C. steal 2. The enemies glared at each other. Glare means. A. shout or yell B. threaten C. look at someone angrily 3. The two men were pinioned. That means. A. they could not move B. they were very angry C. they were lifelong enemies 4. After drinking the wine, Ulrich felt languor. He felt. A. drunk B. pain C. relaxed 5. The two men decided to have a reconciliation. What does that mean? A. they wanted to go to court to decide their case B. they wanted to be friends C. they wanted to have a discussion ANALYZE LITERATURE: Irony Irony occurs when something happens that is the opposite of what you, or the characters, expect to happen. What is ironic about the way the conflict is resolved in this story? 20 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

27 USE READING SKILLS: Take Notes Review the Plot Pyramid you created while reading this story. What is the rising action? What is the falling action? Share your answers with a partner. BUILD LANGUAGE SKILLS: Subject and Verb Agreement The subject of a sentence who or what the sentence is about must agree with its verb. That is, if the subject is singular, the verb must be in singular form. If the subject is plural, the verb must be plural. Examples The cat smells the fried fish. (singular) The cats smell the fried fish. (plural) Sometimes the subject and the verb are separated in a sentence by other words. However, you must make sure they still agree. Examples A tree in the woods falls because of strong wind. (singular) A pack of wolves, who hear the men yelling, eat the men. (plural) Identify sentences where the subjects and verbs do not agree. Correct them on your own paper. 1. The forest lands that belonged to Gradwitz s family was wide. 2. A fierce shriek of the storm winds were answered by a crash over their heads. 3. Both of his legs were pinned beneath the fallen tree. 4. There is better things in life than getting the better of a boundary dispute. 5. In all the countryside there are none that could stop us if we decided to make peace. WORK TOGETHER With a partner, act out the roles of Ulrich von Gradwitz and Georg Znaeym. Imagine that they had not been hit by the tree. What would they have said to each other? What would have happened between them? Use your imagination to create the conversation between these two enemies. Then, act out your scene in front of the class. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 21

28 Name: Date: BEFORE READING page 26 A Short Story by Richard Connell ABOUT THE STORY The Most Dangerous Game is a suspense story about two highly skilled, experienced big-game hunters and the dangerous game that the two become a part of. Rainsford, a famous hunter, falls overboard and lands on Ship-Trap Island, which is owned by General Zaroff, another hunter. To fight the dullness of hunting, the general has devised a new hunting game and Rainsford finds himself fighting for his life. Read to find out what happens. MAKE CONNECTIONS Have you ever played a game where you have to plan and decide quickly to win? What game was it? Which is the more important to win knowing your opponent or experience with the game? Why? 22 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

29 ANALYZE LITERATURE: Conflict A conflict is the struggle in the story. The conflict is internal when a character struggles against forces within him or her. It is external when a character struggles against forces outside of his or her control, like nature, society, fate, or another character. A character may face different kinds of conflict in a story. As you read, think about the conflict faced by the main character. USE READING SKILLS: Sequence of Events As you read, complete the Sequence Map below by drawing pictures of key events in The Most Dangerous Game. Draw the pictures as they occur and include a short caption under each image. Sequence Map EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 23

30 AFTER READING PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. palpable pal pa ble (pal> p5 bl>) adjective The woman s anger is so palpable, even the police are afraid to come near. If you meet a person with palpable fear, you can disarming dis arm ing (dis 5rm>i4) adjective The teacher s smile was so disarming that the students forgot their worries and liked him immediately. Disarming gestures can make people appraise ap praise (5 pr6z>) verb The jeweler appraised the value of the diamond. Beauty contestants are appraised by grisly gris ly (griz>l7) adjective My favorite author s latest book is so grisly I couldn t sleep for a week after reading it. Examples of well-known grisly movies are condone con done (k5n d9n>) verb Stealing a coin or a slice of bread should not be condoned, no matter what the situation is. If lying is repeatedly condoned, the liar will LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

31 DURING READING 5 A Short Story by Richard Connell Off there to the right somewhere is a large island, said Whitney. It s rather a mystery What island is it? Rainsford asked. The old charts call it Ship-Trap Island, Whitney replied. A suggestive name, isn t it? Sailors have a curious dread of the place. I don t know why. Some superstition Think and Reflect What does the name of the island suggest? Can t see it, remarked Rainsford, trying to peer through the dank 1 tropical night that was palpable as it pressed its thick warm blackness in upon the yacht. You ve good eyes, said Whitney, with a laugh, and I ve seen you pick off a moose moving in the brown fall bush at four hundred yards, but even you can t see four miles or so through a moonless Caribbean night. Nor four yards, admitted Rainsford. Ugh! It s like moist black velvet. It will be light enough in Rio, 2 promised Whitney. We should make it in a few days. I hope the jaguar guns have come from Purdey s. 3 We should have some good hunting up the Amazon. Great sport, hunting. The best sport in the world, agreed Rainsford. For the hunter, amended Whitney. Not for the jaguar. Don t talk rot, Whitney, said Rainsford. You re a biggame hunter, not a philosopher. Who cares how a jaguar feels? 1. dank. Unpleasantly damp. 2. Rio. Rio de Janeiro, former capital of Brazil 3. Purdey s. James Purdey and Sons, the famous gunmaker known for the very finest sporting shotguns and rifles pal pa ble (pal> p5 bl>) adjective, noticeable; obvious Note the Facts What does Rainsford consider as the best sport in the world? Use Reading Skills Sequence of Events Where is Rainsford, and what is he doing? Draw your response on your Sequence Map. Include a short caption under the picture. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 25

32 DURING READING Note the Facts Highlight the statements that show Rainsford supporting the hunter over the hunted Perhaps the jaguar does, observed Whitney. Bah! They ve no understanding. Even so, I rather think they understand one thing fear. The fear of pain and the fear of death. Nonsense, laughed Rainsford. This hot weather is making you soft, Whitney. Be a realist. 4 The world is made up of two classes the hunters and the hunted. Luckily, you and I are the hunters. Do you think we ve passed that island yet? I can t tell in the dark. I hope so. Why? asked Rainsford. The place has a reputation a bad one. Cannibals? 5 suggested Rainsford Hardly. Even cannibals wouldn t live in such a God-forsaken place. But it s gotten into sailor lore, somehow. Didn t you notice that the crew s nerves seemed a bit jumpy today? They were a bit strange, now you mention it. Even Captain Nielsen Yes, even that tough-minded old Swede, who d go up to the devil himself and ask him for a light. Those fishy blue eyes held a look I never saw there before. All I could get out of him was: This place has an evil name among sea-faring men, sir. Then he said to me, very gravely: Don t you feel anything? as if the air about us was actually poisonous. Now, you mustn t laugh when I tell you this I did feel something like a sudden chill. There was no breeze. The sea was as flat as a plate-glass window. We were drawing near the island then. What I felt was a a mental chill; a sort of sudden dread. Pure imagination, said Rainsford. One superstitious sailor can taint 6 the whole ship s company with his fear. Maybe. But sometimes I think sailors have an extra sense that tells them when they are in danger. Sometimes I think evil is a tangible 7 thing with wave lengths, just as sound and light have. An evil place can, so to speak, broadcast vibrations of evil. Anyhow, I m glad we re getting out of this zone. Well, I think I ll turn in now, Rainsford. I m not sleepy, said Rainsford. I m going to smoke another pipe on the afterdeck. 8 Good night, then, Rainsford. See you at breakfast. Right. Good night, Whitney. 4. realist. Person concerned with real things 5. cannibals. People who eat human flesh 6. taint. Infect 7. tangible. Having actual form 8. afterdeck. Between the middle and the rear of a ship s deck 26 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

33 There was no sound in the night as Rainsford sat there, but the muffled throb of the engine that drove the yacht swiftly through the darkness, and the swish and ripple of the wash of the propeller. Rainsford, reclining in a steamer chair, indolently 9 puffed on his favorite brier. The sensuous drowsiness of the night was on him. It s so dark, he thought, that I could sleep without closing my eyes; the night would be my eyelids An abrupt sound startled him. Off to the right he heard it, and his ears, expert in such matters, could not be mistaken. Again he heard the sound, and again. Somewhere, off in the blackness, someone had fired a gun three times. Rainsford sprang up and moved quickly to the rail, mystified. He strained his eyes in the direction from which the reports had come, but it was like trying to see through a blanket. He leaped upon the rail and balanced himself there, to get greater elevation; his pipe, striking a rope, was knocked from his mouth. He lunged for it; a short, hoarse cry came from his lips as he realized he had reached too far and had lost his balance. The cry was pinched off short as the blood-warm waters of the Caribbean Sea 10 closed over his head. He struggled up to the surface and tried to cry out, but the wash from the speeding yacht slapped him in the face and the salt water in his open mouth made him gag and strangle. Desperately he struck out with strong strokes after the receding 11 lights of the yacht, but he stopped before he had swum fifty feet. A certain cool-headedness had come to him; it was not the first time he had been in a tight place. There was a chance that his cries could be heard by someone aboard the yacht, but that chance was slender, and grew more slender as the yacht raced on. He wrestled himself out of his clothes, and shouted with all his power. The lights of the yacht became faint and ever-vanishing fireflies; then they were blotted out entirely by the night. Rainsford remembered the shots. They had come from the right, and doggedly he swam in that direction, swimming with slow, deliberate strokes, conserving his strength. For a seemingly endless time he fought the sea. He began to count his strokes; he could do possibly a hundred more and then DURING READING Read Aloud Read lines aloud. How does Rainsford end up in the sea? Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture. 9. indolently. Lazily 10. Caribbean Sea. Tropical sea near the eastern coast of the Americas 11. receding. Becoming more distant EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 27

34 DURING READING Note the Facts What is strange about the sound that Rainsford hears? Use Reading Skills Sequence of Events What does Rainsford do when he hears the sound? Draw your response on your Sequence Map, and include a short caption under the picture. Note the Facts Underline the sign that Rainsford finds that makes him glad Rainsford heard a sound. It came out of the darkness, a high screaming sound, the sound of an animal in an extremity 12 of anguish and terror. He did not recognize the animal that made the sound; he did not try to; with fresh vitality he swam toward the sound. He heard it again; then it was cut short by another noise, crisp, staccato. 13 Pistol shot, muttered Rainsford, swimming on. Ten minutes of determined effort brought another sound to his ears the most welcome he had ever heard the muttering and growling of the sea breaking on a rocky shore. He was almost on the rocks before he saw them; on a night less calm he would have been shattered against them. With his remaining strength he dragged himself from the swirling waters. Jagged crags appeared to jut into the opaqueness, he forced himself upward, hand over hand. Gasping, his hands raw, he reached a flat place at the top. Dense jungle came down to the very edge of the cliffs. What perils that tangle of trees and underbrush might hold for him did not concern Rainsford just then. All he knew was that he was safe from his enemy, the sea, and that utter weariness was on him. He flung himself down at the jungle edge and tumbled headlong into the deepest sleep of his life. When he opened his eyes he knew from the position of the sun that it was late in the afternoon. Sleep had given him new vigor; a sharp hunger was picking at him. He looked about him, almost cheerfully. Where there are pistol shots, there are men. Where there are men, there is food, he thought. But what kind of men, he wondered, in so forbidding a place? An unbroken front of snarled and jagged jungle fringed the shore. He saw no sign of a trail through the closely knit web of weeds and trees; it was easier to go along the shore, and Rainsford floundered along by the water. Not far from where he had landed, he stopped. Some wounded thing, by the evidence a large animal, had thrashed about in the underbrush; the jungle weeds were crushed down and the moss was lacerated; 14 one patch of weeds was stained crimson. A small, glittering object not far away caught Rainsford s eye and he picked it up. It was an empty cartridge. 12. extremity. Greatest degree 13. staccato. Short and distinct sound 14. lacerated. Torn, mangled 28 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

35 A twenty-two, he remarked. That s odd. It must have been a fairly large animal too. The hunter had his nerve with him to tackle it with a light gun. It s clear that the brute put up a fight. I suppose the first three shots I heard was when the hunter flushed his quarry 15 and wounded it. The last shot was when he trailed it here and finished it. He examined the ground closely and found what he had hoped to find the print of hunting boots. They pointed along the cliff in the direction he had been going. Eagerly he hurried along, now slipping on a rotten log or a loose stone, but making headway; night was beginning to settle down on the island. Bleak darkness was blacking out the sea and jungle when Rainsford sighted the lights. He came upon them as he turned a crook in the coast line and his first thought was that he had come upon a village, for there were many lights. But as he forged 16 along he saw to his great astonishment that all the lights were in one enormous building a lofty structure with pointed towers plunging upward into the gloom. His eyes made out the shadowy outlines of a palatial château; 17 it was set on a high bluff, and on three sides of it cliffs dived down to where the sea licked greedy lips in the shadows. Mirage, thought Rainsford. But it was no mirage, he found, when he opened the tall spiked iron gate. The stone steps were real enough; the massive door with a leering gargoyle 18 for a knocker was real enough; yet about it all hung an air of unreality. He lifted the knocker, and it creaked up stiffly, as if it had never before been used. He let it fall, and it startled him with its booming loudness. He thought he heard steps within; the door remained closed. Again Rainsford lifted the heavy knocker, and let it fall. The door opened then, opened as suddenly as if it were on a spring, and Rainsford stood blinking in the river of glaring 19 gold light that poured out. The first thing Rainsford s eyes discerned was the largest man Rainsford had ever seen a gigantic creature, solidly made and blackbearded to the waist. In his hand the man held a longbarreled revolver, and he was pointing it straight at Rainsford s heart. Out of the snarl of beard two small eyes regarded Rainsford. DURING READING Use Reading Skills Sequence of Events What does Rainsford see? Draw your response on your Sequence Map. Note the Facts Why does Rainsford think that the château is a mirage? Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture. 15. flushed his quarry. Forced the animal out of its hiding place 16. forged. Moved forward 17. château. An impressive manor 18. gargoyle. A figure carved in a grotesque manner 19. glaring. Brightly shining EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 29

36 DURING READING dis arm ing (dis 5rm>i4) adjective, removing fear or hostility and inspiring confidence Note the Facts What is Rainsford known for? Use Reading Skills Sequence of Events What are Rainsford and Zaroff doing? Draw your response on your Sequence Map, and include a caption to describe the scene Don t be alarmed, said Rainsford, with a smile which he hoped was disarming. I m no robber. I fell off a yacht. My name is Sanger Rainsford of New York City. The menacing look in the eyes did not change. The revolver pointed as rigidly as if the giant were a statue. He gave no sign that he understood Rainsford s words, or that he had even heard them. He was dressed in uniform, a black uniform trimmed with gray astrakhan. 20 I m Sanger Rainsford of New York, Rainsford began again. I fell off a yacht. I am hungry. The man s only answer was to raise with his thumb the hammer of his revolver. Then Rainsford saw the man s free hand go to his forehead in a military salute, and he saw him click his heels together and stand at attention. Another man was coming down the broad marble steps, an erect, slender man in evening clothes. He advanced to Rainsford and held out his hand. In a cultivated voice marked by a slight accent that gave it added precision and deliberateness, he said: It is a very great pleasure and honor to welcome Mr. Sanger Rainsford, the celebrated hunter, to my home. Automatically Rainsford shook the man s hand. I ve read your book about hunting snow leopards in Tibet, you see, explained the man. I am General Zaroff. Rainsford s first impression was that the man was singularly handsome; his second was that there was an original, almost bizarre quality about the general s face. He was a tall man past middle age, for his hair was a vivid white; but his thick eyebrows and pointed military mustache were as black as the night from which Rainsford had come. His eyes, too, were black and very bright. He had high cheek bones, a sharp-cut nose, a spare, dark face, the face of a man used to giving orders, the face of an aristocrat. Turning to the giant in uniform, the general made a sign. The giant put away his pistol, saluted, withdrew. Ivan is an incredibly strong fellow, remarked the general, but he has the misfortune to be deaf and dumb. A simple fellow, but I m afraid, like all his race, a bit of a savage. Is he Russian? He is a Cossack, 21 said the general, and his smile showed red lips and pointed teeth. So am I. 20. astrakhan. Fur made from the hairy skin of young lambs 21. Cossack. Member of a group of people from southern Russia known for their skills as horsemen and fighters 30 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

37 Come, he said, we shouldn t be chatting here. We can talk later. Now you want clothes, food, rest. You shall have them. This is a most restful spot. Ivan had reappeared, and the general spoke to him with lips that moved but gave forth no sound. Follow Ivan, if you please, Mr. Rainsford, said the general. I was about to have my dinner when you came. I ll wait for you. You ll find that my clothes will fit you, I think. It was to a huge, beam-ceilinged bedroom with a canopied bed big enough for six men that Rainsford followed the silent giant. Ivan laid out an evening suit, and Rainsford, as he put it on, noticed that it came from a London tailor who ordinarily cut and sewed for none below the rank of duke. The dining room to which Ivan conducted him was in many ways remarkable. There was a medieval 22 magnificence about it; it suggested a baronial hall of feudal times 23 with its oaken panels, its high ceiling, its vast refectory table 24 where twoscore 25 men could sit down to eat. About the hall were the mounted heads of many animals lions, tigers, elephants, moose, bears; larger or more perfect specimens Rainsford had never seen. At the great table the general was sitting, alone. You ll have a cocktail, Mr. Rainsford, he suggested. The cocktail was surpassingly good; and, Rainsford noted, the table appointments were of the finest the linen, the crystal, the silver, the china. They were eating borsch, 26 the rich, red soup with whipped cream so dear to Russian palates. Half apologetically General Zaroff said: We do our best to preserve the amenities 27 of civilization here. Please forgive any lapses. We are well off the beaten track, you know. Do you think the champagne has suffered from its long ocean trip? Not in the least, declared Rainsford. He was finding the general a most thoughtful and affable host, a true cosmopolite. 28 But there was one small trait of the general s that made Rainsford uncomfortable. Whenever he looked up DURING READING 22. medieval. Relating to or as if belonging to the Middle Ages 23. baronial hall of feudal times. Dining room in a medieval mansion 24. refectory table. Large table in the dining room 25. twoscore. Forty 26. borsch. Russian soup made of beets, a round and red root vegetable 27. amenities. Desirable features 28. cosmopolite. Person with a worldwide instead of a provincial scope EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 31

38 DURING READING ap praise (5 pr6z>) verb, judge the worth of; evaluate Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture. Read Aloud Read lines aloud. What is General Zaroff s opinion on the Cape buffalo? from his plate he found the general studying him, appraising him narrowly. Think and Reflect What is the small trait of General Zaroff that makes Rainsford uncomfortable? Why do you think Rainsford feels that way? Perhaps, said General Zaroff, you were surprised that I recognized your name. You see, I read all books on hunting published in English, French, and Russian. I have but one passion in my life, Mr. Rainsford, and it is the hunt. You have some wonderful heads here, said Rainsford as he ate a particularly well cooked filet mignon. That Cape buffalo is the largest I ever saw. Oh, that fellow. Yes, he was a monster. Did he charge you? Hurled me against a tree, said the general. Fractured my skull. But I got the brute. I ve always thought, said Rainsford, that the Cape buffalo is the most dangerous of all big game. For a moment the general did not reply; he was smiling his curious redlipped smile. Then he said slowly: No. You are wrong, sir. The Cape buffalo is not the most dangerous big game. He sipped his wine. Here in my preserve 29 on this island, he said in the same slow tone, I hunt more dangerous game. Rainsford expressed his surprise. Is there big game on this island? The general nodded. The biggest. Really? Oh, it isn t here naturally, of course. I have to stock the island. What have you imported, General? Rainsford asked. Tigers? The general smiled. No, he said. Hunting tigers ceased to interest me some years ago. I exhausted their possibilities, you see. No thrill left in tigers, no real danger. I live for danger, Mr. Rainsford. The general took from his pocket a gold cigarette case and offered his guest a long black cigarette with a silver tip; it was perfumed and gave off a smell like incense. 29. preserve. A place maintained for regulated hunting 32 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

39 We will have some capital hunting, you and I, said the general. I shall be most glad to have your society. But what game began Rainsford. I ll tell you, said the general. You will be amused, I know. I think I may say, in all modesty, that I have done a rare thing. I have invented a new sensation. May I pour you another glass of port, Mr. Rainsford? Thank you, General. The general filled both glasses and said: God makes some men poets. Some He makes kings, some beggars. Me He made a hunter. My hand was made for the trigger, my father said. He was a very rich man with a quarter of a million acres in the Crimea, 30 and he was an ardent sportsman. When I was only five years old he gave me a little gun, specially made in Moscow 31 for me, to shoot sparrows with. When I shot some of his prize turkeys with it, he did not punish me; he complimented me on my marksmanship. I killed my first bear in the Caucasus 32 when I was ten. My whole life has been one prolonged hunt. I went into the army it was expected of noblemen s sons and for a time commanded a division of Cossack cavalry, but my real interest was always the hunt. I have hunted every kind of game in every land. It would be impossible for me to tell you how many animals I have killed. The general puffed at his cigarette. After the debacle in Russia 33 I left the country, for it was imprudent for an officer of the Czar 34 to stay there. Many noble Russians lost everything. I, luckily, had invested heavily in American securities, so I shall never have to open a tea room in Monte Carlo 35 or drive a taxi in Paris. Naturally, I continued to hunt grizzlies in your Rockies, 36 crocodiles in the Ganges, 37 rhinoceroses in East Africa. It was in Africa that the Cape buffalo hit me and laid me up for six months. As soon as I recovered I started for the Amazon to hunt jaguars, for I had heard they were unusually cunning. They weren t. The Cossack sighed. They were no match at all for a hunter with his wits about him and a high-powered rifle. I was bitterly disappointed. I was lying in DURING READING Note the Facts Highlight General Zaroff s beginnings as a hunter. 30. Crimea. Peninsula on the Black Sea on South Ukraine 31. Moscow. Capital city of Russia 32. Caucasus. Mountain range between the Black Sea and the Caspian Sea 33. debacle in Russia. Russian Revolution of 1917 where the czar was defeated and wealthy landowners lost their property 34. Czar. Emperor of Russia 35. Monte Carlo. A popular resort town in Monaco 36. Rockies. The Rocky Mountains, a mountain range in western North America stretching from British Columbia (Canada) to New Mexico (United States) 37. Ganges. River in India viewed by the Hindus as sacred EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 33

40 DURING READING my tent with a splitting headache one night when a terrible thought pushed its way into my mind. Hunting was beginning to bore me! And hunting, remember, had been my life. I have heard that in America business men often go to pieces when they give up the business that has been their life. Yes, that s so, said Rainsford. The general smiled. I had no wish to go to pieces, he said. I must do something. Now, mine is an analytical 38 mind, Mr. Rainsford. Doubtless that is why I enjoy the problems of the chase. No doubt, General Zaroff. So, continued the general, I asked myself why the hunt no longer fascinated me. You are much younger than I am, Mr. Rainsford, and have not hunted as much, but you perhaps can guess the answer. What was it? Simply this: hunting had ceased to be what you call a sporting proposition. It had become too easy. I always got my quarry. Always. There is no greater bore than perfection. Think and Reflect Why is General Zaroff no longer enjoying the hunt? Use Reading Skills Sequence of Events Draw what you imagine Zaroff and Rainsford look like in this scene. Include a caption under your picture The general lit a fresh cigarette. No animal had a chance with me any more. That is no boast; it is a mathematical certainty. The animal had nothing but his legs and his instinct. Instinct is no match for reason. When I thought of this it was a tragic moment for me, I can tell you. Rainsford leaned across the table, absorbed in what his host was saying. It came to me as an inspiration what I must do, the general went on. And that was? The general smiled the quiet smile of one who has faced an obstacle and surmounted it with success. I had to invent a new animal to hunt, he said. 38. analytical. Skilled in breaking a whole into its parts and examining relationships 34 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

41 A new animal? You re joking. Not at all, said the general. I never joke about hunting. I needed a new animal. I found one. So I bought this island, built this house, and here I do my hunting. The island is perfect for my purposes there are jungles with a maze of trails in them, hills, swamps But the animal, General Zaroff? Oh, said the general, it supplies me with the most exciting hunting in the world. No other hunting compares with it for an instant. Every day I hunt, and I never grow bored now, for I have a quarry with which I can match my wits. Rainsford s bewilderment showed in his face. I wanted the ideal animal to hunt, explained the general. So I said: What are the attributes of an ideal quarry? And the answer was, of course: It must have courage, cunning, and, above all, it must be able to reason. But no animal can reason, objected Rainsford. My dear fellow, said the general, there is one that can. But you can t mean gasped Rainsford. And why not? I can t believe you are serious, General Zaroff. This is a grisly joke. Why should I not be serious? I am speaking of hunting. Hunting? General Zaroff, what you speak of is murder. The general laughed with entire good nature. He regarded Rainsford quizzically. I refuse to believe that so modern and civilized a young man as you seem to be harbors romantic ideas about the value of human life. Surely your experiences in the war Did not make me condone coldblooded murder, finished Rainsford stiffly. Laughter shook the general. How extraordinarily droll 39 you are! he said. One does not expect nowadays to find a young man of the educated class, even in America, with such a naive, and, if I may say so, mid-victorian point of view. 40 It s like finding a snuff-box in a limousine. Ah, well, doubtless you had Puritan 41 ancestors. So many Americans appear to have had. I ll wager you ll forget your notions when you go hunting with me. You ve a genuine new thrill in store for you, Mr. Rainsford. Thank you, I m a hunter, not a murderer. DURING READING Note the Facts Underline what General Zaroff has done to regain his interest in hunting. gris ly (griz>l7) adjective, terrifying; horrifying con done (k5n d9n>) verb, forgive or overlook (an offense); treat as acceptable Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture. 39. droll. Oddly comical 40. mid-victorian point of view. During the reign of Queen Victoria in the late nineteenth century, the English had a very strict code of moral behavior. 41. Puritan. Member of a group of English Protestants known for practicing high and strict moral standards EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 35

42 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What is the name of the large mysterious island that the sailors are afraid of? A. Sea-Trap Island B. Ship-Trap Island C. Sailor-Trap Island 2. What does Rainsford hear while swimming in the direction he last heard the shots? A. a soft begging cry B. a loud annoyed yell C. a high-pitched screaming sound 3. What does Rainsford see in the island that he calls a mirage? A. a castle B. a cottage C. a château 4. Who is the owner of the island? A. Cossack Ivan B. hunter Sanger C. General Zaroff 5. What is the purpose of the island? A. to be a hunting preserve B. to be a vacation getaway C. to be a survivor safehouse VOCABULARY CHECK Circle the letter of the correct answer. 1. The tropical night is palpable, the thick blackness around the yacht is A. barely visible. B. very noticeable. C. hardly escapable. 2. Rainsford gives the man a disarming smile, hoping to show that there is no need for A. humility. B. hostility. C. hospitality. 3. The general s appraising is making Rainsford uncomfortable, as if he is being A. judged for a reason. B. mocked without reason. C. insulted based on a reason. 4. Rainsford thinks the general s hobby is a grisly joke, something not funny and A. boring. B. exciting. C horrifying. 5. War does not make Rainsford condone murder. Murder must not be A. forgiven. B. forbidden. C. forgotten. USE READING SKILLS: Sequence of Events Review the Sequence Map you created while reading the first part of the story. Based on the last image you have drawn, what do you think will happen next? Share your answers with your partner. 36 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

43 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. scum of the earth idiom He clearly sees his enemy as the scum of the earth. Along with thieves, the scum of the earth includes acknowledge ac knowl edge (ak n5l>ij) verb The students acknowledged Toni as the new class president. When people acknowledge what is right, they futile fu tile (fy2t>l) adjective Sleeping is futile because we can still hear the loud snores in the other room. Studying for a test is futile if you intricate in tri cate (in>tri kit) adjective We all had a hard time solving the intricate math problems. Something that is intricate may have cower cow er (kau> ur) verb The poor puppies cowered in the corner, trying to hide from the big cat with sharp claws. The fire victims cower as the inevitable in ev i ta ble (in ev>i t5 bl>) noun Because James and Allison skip classes, failure is the inevitable. One inevitable in life is EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 37

44 DURING READING Note the Facts What does General Zaroff say to defend his hobby? scum of the earth idiom, the worst type of people Build Vocabulary Idioms As you find words or phrases you do not know, try to guess what they mean. Then, check against a reference. What does the idiom scum of the earth mean? What are General Zaroff s thoughts about the scum of the earth? Dear me, said the general, quite unruffled, again that unpleasant word. But I think I can show you that your scruples 42 are quite ill founded. Yes? Life is for the strong, to be lived by the strong, and, if need be, taken by the strong. The weak of the world were put here to give the strong pleasure. I am strong. Why should I not use my gift? If I wish to hunt, why should I not? I hunt the scum of the earth a thoroughbred horse or hound is worth more than a score of them. But they are men, said Rainsford hotly. Precisely, said the general. That is why I use them. It gives me pleasure. They can reason, after a fashion. So they are dangerous. But where do you get them? The general s left eyelid fluttered down in a wink. This island is called Ship-Trap, he answered. Sometimes an angry god of the high seas sends them to me. Sometimes, when Providence is not so kind, I help Providence a bit. Come to the window with me. Rainsford went to the window and looked out toward the sea. Watch! Out there! exclaimed the general, pointing into the night. Rainsford s eyes saw only blackness, and then, as the general pressed a button, far out to sea Rainsford saw the flash of lights. The general chuckled. They indicate a channel, he said, where there s none; giant rocks with razor edges crouch like a sea monster with wide-open jaws. They can crush a ship as easily as I crush this nut. He dropped a walnut on the hardwood floor and brought his heel grinding down on it. Oh, yes, he said casually, as if in answer to a question, I have electricity. We try to be civilized here. Civilized? And you shoot down men? A trace of anger was in the general s black eyes; but it was there for but a second, and he said, in his most pleasant manner: Dear me, what a righteous young man you are! I assure you I do not do the thing you suggest. That would be barbarous. 43 I treat these visitors with every consideration. They get plenty of good food and exercise. They get into splendid physical condition. You shall see for yourself tomorrow. What do you mean? 42. scruples. A feeling of uneasiness about something that is wrong 43. barbarous. Cruel; uncultured 38 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

45 DURING READING Use Reading Skills Sequence of Events Draw Rainsford s reaction to Zaroff s new game in the Sequence Map. Include a short caption under the picture We ll visit my training school, smiled the general. It s in the cellar. I have about a dozen pupils down there now. They re from the Spanish bark San Lucar 44 that had the bad luck to go on the rocks out there. A very inferior lot, I regret to say. Poor specimens and more accustomed to the deck than to the jungle. He raised his hand, and Ivan, who served as waiter, brought thick Turkish coffee. Rainsford, with an effort, held his tongue in check. It s a game, you see, pursued the general blandly. I suggest to one of them that we go hunting. I give him a supply of food and an excellent hunting knife. I give him three hours start. I am to follow, armed only with a pistol of the smallest caliber and range. If my quarry eludes me for three whole days, he wins the game. If I find him the general smiled he loses. Suppose he refuses to be hunted? Oh, said the general, I give him his option, of course. He need not play the game if he doesn t wish to. If he does not wish to hunt, I turn him over to Ivan. Ivan once had the honor of serving as official knouter to the Great White Czar, 45 and he has his own ideas of sport. Invariably, Mr. Rainsford, invariably they choose the hunt. And if they win? The smile on the general s face widened. To date I have not lost, he said. Then he added, hastily: I don t wish you to think me a braggart, Mr. Rainsford. Many of them afford only the most elementary sort of problem. Occasionally I strike a tartar. 46 One almost did win. I eventually had to use the dogs. Analyze Literature Conflict What is the cause of conflict between Rainsford and General Zaroff? Read Aloud Read lines aloud. How does General Zaroff s game work? 44. Spanish bark San Lucar. San Lucar de Barrameda, a city in southern Spain 45. Ivan...Czar. During the reign of Alexander III ( ) of Russia, Ivan was the official flogger who whipped prisoners severely 46. strike a tartar. Meet one who is difficult to control EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 39

46 DURING READING Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture The dogs? This way, please. I ll show you. The general steered Rainsford to a window. The lights from the windows sent a flickering illumination that made grotesque patterns on the courtyard below, and Rainsford could see moving about there a dozen or so huge black shapes; as they turned toward him, their eyes glittered greenly. A rather good lot, I think, observed the general. They are let out at seven every night. If anyone should try to get into my house or out of it something extremely regrettable would occur to him. He hummed a snatch of song from the Folies Bergère. 47 And now, said the general, I want to show you my new collection of heads. Will you come with me to the library? I hope, said Rainsford, that you will excuse me tonight, General Zaroff. I m really not feeling at all well. Ah, indeed? the general inquired solicitously. 48 Well, I suppose that s only natural, after your long swim. You need a good, restful night s sleep. Tomorrow you ll feel like a new man, I ll wager. Then we ll hunt, eh? I ve one rather promising prospect 49 Rainsford was hurrying from the room. Sorry you can t go with me tonight, called the general. I expect rather fair sport a big, strong sailor. He looks resourceful Well, good night, Mr. Rainsford; I hope you have a good night s rest. The bed was good and the pajamas of the softest silk, and he was tired in every fiber of his being, but nevertheless Rainsford could not quiet his brain with the opiate 50 of sleep. He lay, eyes wide open. Once he thought he heard stealthy steps in the corridor outside his room. He sought to throw open the door; it would not open. He went to the window and looked out. His room was high up in one of the towers. The lights of the château were out now, and it was dark and silent; but there was a fragment of sallow moon, and by its wan 51 light he could see, dimly, the courtyard; there, weaving in and out in the pattern of shadow, were black, noiseless forms; the hounds heard him at the window and looked up, expectantly, with their green eyes. Rainsford went back to the bed and lay down. By many methods he tried to put himself to sleep. He had achieved a doze when, just as morning began to come, he heard, far off in the jungle, the faint report of a pistol. 47. Folies Bergère. A music hall in Paris very popular during the 1890s through the 1920s 48. solicitously. Showing concern 49. prospect. Likely candidate 50. opiate. A drug that dulls the senses and has side effects that include sleepiness 51. wan. Pale; faint 40 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

47 Think and Reflect DURING READING Why can t Rainsford get himself to sleep? General Zaroff did not appear until luncheon. He was dressed faultlessly in the tweeds of a country squire. 52 He was solicitous about the state of Rainsford s health. As for me, sighed the general, I do not feel so well. I am worried, Mr. Rainsford. Last night I detected traces of my old complaint. To Rainsford s questioning glance the general said: Ennui. Boredom. Then, taking a second helping of crêpes suzette, 53 the general explained: The hunting was not good last night. The fellow lost his head. He made a straight trail that offered no problems at all. That s the trouble with these sailors. They have dull brains to begin with, and they do not know how to get about in the woods. They do excessively stupid and obvious things. It s becoming most annoying. Will you have another glass of Chablis, Mr. Rainsford? General, said Rainsford firmly, I wish to leave this island at once. The general raised his thickets of eyebrows; he seemed hurt. But, my dear fellow, the general protested, you ve only just come. You ve had no hunting I wish to go today, said Rainsford. He saw the dead black eyes of the general on him, studying him. General Zaroff s face suddenly brightened. He filled Rainsford s glass with venerable Chablis from a dusty bottle. Tonight, said the general, we will hunt you and I. Rainsford shook his head. No, General, he said, I will not hunt. The general shrugged his shoulders and delicately ate a hothouse grape. As you wish, my friend, he said. The choice rests entirely with you. But may I not venture to suggest that you will find my idea of sport more diverting 54 than Ivan s? Note the Facts Highlight General Zaroff s reason for his old complaint. Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture. 52. squire. A young man who trains to become a knight 53. crêpes suzette. Thin pancakes eaten as a dessert 54. diverting. Amusing EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 41

48 DURING READING ac knowl edge (ak n5l>ij) verb, admit to be true Use Reading Skills Sequence of Events Draw Zaroff s reaction when Rainsford agrees to Zaroff s game He nodded toward the corner to where the giant stood, scowling, his thick arms crossed on his huge chest. You don t mean cried Rainsford. My dear fellow, said the general, have I not told you I always mean what I say about hunting? This is really an inspiration. I drink to a foe worthy of me at last. The general raised his glass, but Rainsford sat staring at him. You ll find this game worth playing, the general said enthusiastically. Your brain against mine. Your woodcraft against mine. Your strength and stamina against mine. Outdoor chess! And the stake is not without value, eh? And if I should win began Rainsford huskily. I ll cheerfully acknowledge myself defeated if I do not find you by midnight of the third day, said General Zaroff. My sloop 55 will place you on the mainland near a town. The general read what Rainsford was thinking. Oh, you can trust me, said the Cossack. I will give you my word as a gentleman and a sportsman. Of course you, in turn, must agree to say nothing of your visit here. I ll agree to nothing of the kind, said Rainsford. Oh, said the general, in that case But why discuss that now? Three days hence we can discuss it over a bottle of Veuve Cliquot, unless The general sipped his wine. Then a businesslike air animated 56 him. Ivan, he said to Rainsford, will supply you with hunting clothes, food, a knife. I suggest you wear moccasins; 57 they leave a poorer trail. I suggest 55. sloop. A sailing vessel 56. animate. Put into motion 57. moccasins. Soft leather shoes with low heels 42 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

49 too that you avoid the big swamp in the southeast corner of the island. We call it Death Swamp. There s quicksand there. One foolish fellow tried it. The deplorable 58 part of it was that Lazarus followed him. You can imagine my feelings, Mr. Rainsford. I loved Lazarus; he was the finest hound in my pack. Well, I must beg you to excuse me now. I always take a siesta after lunch. You ll hardly have time for a nap, I fear. You ll want to start, no doubt. I shall not follow till dusk. Hunting at night is so much more exciting than by day, don t you think? Au revoir, 59 Mr. Rainsford, au revoir. General Zaroff, with a deep, courtly bow, strolled from the room. From another door came Ivan. Under one arm he carried khaki hunting clothes, a haversack of food, a leather sheath containing a long-bladed hunting knife; his right hand rested on a cocked revolver thrust in the crimson sash about his waist.... Rainsford had fought his way through the bush for two hours. I must keep my nerve. I must keep my nerve, he said through tight teeth. He had not been entirely clearheaded when the château gates snapped shut behind him. His whole idea at first was to put distance between himself and General Zaroff, and, to this end, he had plunged along, spurred on by the sharp rowels of something very like panic. Now he had got a grip on himself, had stopped, and was taking stock of himself and the situation. He saw that straight flight was futile; inevitably it would bring him face to face with the sea. He was in a picture with a frame of water, and his operations, clearly, must take place within that frame. I ll give him a trail to follow, muttered Rainsford, and he struck off from the rude paths he had been following into the trackless wilderness. He executed a series of intricate loops; he doubled on his trail again and again, recalling all the lore of the fox hunt, and all the dodges of the fox. Night found him leg-weary, with hands and face lashed by the branches, on a thickly wooded ridge. He knew it would be insane to blunder on through the dark, even if he had the strength. His need for rest was imperative and he thought: I have played the fox, now I must play the cat of the fable. 60 A big tree with a thick trunk and outspread branches was nearby, and, taking care to leave not the slightest mark, he climbed up into the crotch, and DURING READING Note the Facts What does Rainsford do after the gates shut behind him? fu tile (fy2t>l) adjective, hopeless in tri cate (in>tri kit) adjective, complex Use Reading Skills Sequence of Events Draw Rainsford plotting his next move in your Sequence Map. Include a caption to describe what he is thinking. Read Aloud Read lines aloud. What is Rainsford s plan in outwitting General Zaroff? 58. deplorable. Unfortunate 59. Au revoir. Until we meet again (French) 60. I have played...fable. He has used the trickery of the fox to escape his pursuer; now he must use the cunning of a cat to further escape. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 43

50 DURING READING Use Reading Skills Sequence of Events Draw the general and Rainsford in this scene. Include captions to describe what is going on stretching out on one of the broad limbs, after a fashion, rested. Rest brought him new confidence and almost a feeling of security. Even so zealous a hunter as General Zaroff could not trace him there, he told himself; only the devil himself could follow that complicated trail through the jungle after dark. But, perhaps, the general was a devil An apprehensive night crawled slowly by like a wounded snake, and sleep did not visit Rainsford, although the silence of a dead world was on the jungle. Toward morning when a dingy gray was varnishing the sky, the cry of some startled bird focused Rainsford s attention in that direction. Something was coming through the bush, coming slowly, carefully, coming by the same winding way Rainsford had come. He flattened himself down on the limb, and through a screen of leaves almost as thick as tapestry, he watched. The thing that was approaching was a man. It was General Zaroff. He made his way along with his eyes fixed in utmost concentration on the ground before him. He paused, almost beneath the tree, dropped to his knees and studied the ground. Rainsford s impulse was to hurl himself down like a panther, but he saw the general s right hand held something metallic a small automatic pistol. The hunter shook his head several times, as if he were puzzled. Then he straightened up and took from his case one of his black cigarettes; its pungent incense-like smoke floated up to Rainsford s nostrils. Rainsford held his breath. The general s eyes had left the ground and were traveling inch by inch up the tree. Rainsford froze there, every muscle tensed for a spring. But the sharp eyes of the hunter stopped before they reached the limb where Rainsford lay; a smile spread over his brown face. Very deliberately he blew a smoke ring into the air; then he turned his back on the tree and walked carelessly away, back along the trail he had come. The swish of the underbrush against his hunting boots grew fainter and fainter. Think and Reflect What is General Zaroff trying to say when he blows the smoke ring? 44 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

51 The pent-up air burst hotly from Rainsford s lungs. His first thought made him feel sick and numb. The general could follow a trail through the woods at night; he could follow an extremely difficult trail; he must have uncanny 61 powers; only by the merest chance had the Cossack failed to see his quarry. Rainsford s second thought was even more terrible. It sent a shudder of cold horror through his whole being. Why had the general smiled? Why had he turned back? Rainsford did not want to believe what his reason told him was true, but the truth was as evident as the sun that had by now pushed through the morning mists. The general was playing with him! The general was saving him for another day s sport! The Cossack was the cat; he was the mouse. Then it was that Rainsford knew the full meaning of terror. I will not lose my nerve. I will not. He slid down from the tree, and struck off again into the woods. His face was set and he forced the machinery of his mind to function. Three hundred yards from his hiding place he stopped where a huge dead tree leaned precariously 62 on a smaller, living one. Throwing off his sack of food, Rainsford took his knife from its sheath and began to work with all his energy. The job was finished at last, and he threw himself down behind a fallen log a hundred feet away. He did not have to wait long. The cat was coming again to play with the mouse. Following the trail with the sureness of a bloodhound, came General Zaroff. Nothing escaped those searching black eyes, no crushed blade of grass, no bent twig, no mark, no matter how faint, in the moss. So intent was the Cossack on his stalking that he was upon the thing Rainsford had made before he saw it. His foot touched the protruding 63 bough that was the trigger. Even as he touched it, the general sensed his danger and leaped back with the agility of an ape. But he was not quite quick enough; the dead tree, delicately adjusted to rest on the cut living one, crashed down and struck the general a glancing blow on the shoulder as it fell; but for his alertness, he must have been smashed beneath it. He staggered, but he did not fall; nor did he drop his revolver. He stood there, rubbing his injured shoulder, and Rainsford, with fear again gripping his heart, heard the general s mocking laugh ring through the jungle. DURING READING Note the Facts What is Rainsford s second thought? What does it make him feel? Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture. Analyze Literature Conflict How does Rainsford s trap affect the events of the story? 61. uncanny. Beyond what is normal 62. precariously. Not very securely 63. protruding. Sticking out EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 45

52 DURING READING Note the Facts Where does Rainsford find himself? Culture Note During the First World War, the United States joined the war on the side of the Allied Forces. The other Allied members were Britain and France. Most of the fighting occurred in the battle lines between Germany and France Rainsford, called the general, if you are within the sound of my voice, as I suppose you are, let me congratulate you. Not many men know how to make a Malay mancatcher. Luckily, for me, I too have hunted in Malacca. 64 You are proving interesting, Mr. Rainsford. I am going now to have my wound dressed; it s only a slight one. But I shall be back. I shall be back. When the general, nursing his bruised shoulder, had gone, Rainsford took up his flight again. It was flight now, a desperate, hopeless flight, that carried him on for some hours. Dusk came, then darkness, and still he pressed on. The ground grew softer under his moccasins; the vegetation grew ranker, denser; insects bit him savagely. Then, as he stepped forward, his foot sank into the ooze. He tried to wrench it back, but the muck sucked viciously at his foot as if it were a giant leech. With a violent effort, he tore his foot loose. He knew where he was now. Death Swamp and its quicksand. His hands were tight closed as if his nerve were something tangible that someone in the darkness was trying to tear from his grip. The softness of the earth had given him an idea. He stepped back from the quicksand a dozen feet or so, and, like some huge prehistoric beaver, he began to dig. Rainsford had dug himself in in France, when a second s delay meant death. That had been a placid pastime compared to his digging now. The pit grew deeper; when it was above 64. Malacca. Region in the southwestern Malay Peninsula in Asia 46 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

53 his shoulders, he climbed out and from some hard saplings cut stakes and sharpened them to a fine point. These stakes he planted in the bottom of the pit with the points sticking up. With flying fingers he wove a rough carpet of weeds and branches and with it he covered the mouth of the pit. Then, wet with sweat and aching with tiredness, he crouched behind the stump of a lightning-charred tree. He knew his pursuer was coming; he heard the padding sound of feet on the soft earth, and the night breeze brought him the perfume of the general s cigarette. It seemed to Rainsford that the general was coming with unusual swiftness; he was not feeling his way along, foot by foot. Rainsford, crouching there, could not see the general, nor could he see the pit. He lived a year in a minute. Then he felt an impulse to cry aloud with joy, for he heard the sharp crackle of the breaking branches as the cover of the pit gave way; he heard the sharp scream of pain as the pointed stakes found their mark. He leaped up from his place of concealment. Then he cowered back. Three feet from the pit a man was standing, with an electric torch 65 in his hand. You ve done well, Rainsford, the voice of the general called. Your Burmese tiger pit 66 has claimed one of my best dogs. Again you score. I think, Mr. Rainsford, I ll see what you can do against my whole pack. I m going home for a rest now. Thank you for a most amusing evening. At daybreak Rainsford, lying near the swamp, was awakened by a sound that made him know that he had new things to learn about fear. It was a distant sound, faint and wavering, but he knew it. It was the baying of a pack of hounds. Rainsford knew he could do one of two things. He could stay where he was and wait. That was suicide. He could flee. DURING READING Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture. cow er (kau>ur) verb, crouch in fear Think and Reflect Why does the baying of the hounds cause fear for Rainsford? That was postponing the inevitable. For a moment he stood there, thinking. An idea that held a wild chance came to him, and, tightening his belt, he headed away from the swamp. in ev i ta ble (in ev>i t5 bl>) noun, something which cannot be avoided 65. torch. British word for flashlight 66. Burmese tiger pit. Deep pit used to trap tigers in Burma, a country known today as Myanmar that is located in Southeast Asia EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 47

54 DURING READING Note the Facts What happens to Ivan? Use Reading Skills Sequence of Events What is General Zaroff s reaction to Rainsford s actions? Draw your response on your Sequence Map The baying of the hounds drew nearer, then still nearer, nearer, ever nearer. On a ridge Rainsford climbed a tree. Down a watercourse, not a quarter of a mile away, he could see the bush moving. Straining his eyes, he saw the lean figure of General Zaroff; just ahead of him Rainsford made out another figure whose wide shoulders surged through the tall jungle weeds; it was the giant Ivan, and he seemed pulled forward by some unseen force; Rainsford knew that Ivan must be holding the pack in leash. They would be on him any minute now. His mind worked frantically. He thought of a native trick he had learned in Uganda. 67 He slid down the tree. He caught hold of a springy young sapling and to it he fastened his hunting knife, with the blade pointing down the trail; with a bit of wild grapevine he tied back the sapling. Then he ran for his life. The hounds raised their voices as they hit the fresh scent. Rainsford knew now how an animal at bay feels. He had to stop to get his breath. The baying of the hounds stopped abruptly, and Rainsford s heart stopped too. They must have reached the knife. He shinned excitedly up a tree and looked back. His pursuers had stopped. But the hope that was in Rainsford s brain when he climbed died; for he saw in the shallow valley that General Zaroff was still on his feet. But Ivan was not. The knife, driven by the recoil 68 of the springing tree, had not wholly failed. Rainsford had hardly tumbled to the ground when the pack took up the cry again. Nerve, nerve, nerve! he panted, as he dashed along. A blue gap showed between the trees dead ahead. Ever nearer drew the hounds. Rainsford forced himself on toward that gap. He reached it. It was the shore of the sea. Across a cove he could see the gloomy gray stone of the château. Twenty feet below him the sea rumbled and hissed. Rainsford hesitated. He heard the hounds. Then he leaped far out into the sea.... When the general and his pack reached the place by the sea, the Cossack stopped. For some minutes he stood regarding the blue-green expanse of water. He shrugged his shoulders. Then he sat down, took a drink of brandy from a silver flask, lit a perfumed cigarette, and hummed a bit from Madame Butterfly Uganda. A country in eastern Africa 68. recoil. State of flying back when released 69. Madame Butterfly. Opera by Puccini 48 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

55 DURING READING General Zaroff had an exceedingly good dinner in his great paneled dining hall that evening. With it he had a bottle of Pol Roger and half a bottle of Chambertin. Two slight annoyances kept him from perfect enjoyment. One was the thought that it would be difficult to replace Ivan; the other was that his quarry had escaped him; of course the American hadn t played the game so thought the general as he tasted his after-dinner liqueur. In his library he read, to soothe himself, from the works of Marcus Aurelius. 70 At ten he went up to his bedroom. He was deliciously tired, he said to himself, as he locked himself in. There was a little moonlight, so, before turning on his light, he went to the window and looked down at the courtyard. He could see the great hounds, and he called: Better luck another time, to them. Then he switched on the light. A man, who had been hiding in the curtains of the bed, was standing there. Rainsford! screamed the general. How in God s name did you get here? Swam, said Rainsford. I found it quicker than walking through the jungle. The general sucked in his breath and smiled. I congratulate you, he said. You have won the game. Note the Facts Underline the two things that bother General Zaroff. Use Reading Skills Sequence of Events Draw the key event on the page in the Sequence Map. Include a short caption under the picture. 70. Marcus Aurelius. Roman emperor and philosopher who ruled from AD 160 to 180 EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 49

56 DURING READING 810 Rainsford did not smile. I am still a beast at bay, he said, in a low, hoarse voice. Get ready, General Zaroff. The general made one of his deepest bows. I see, he said. Splendid! One of us is to furnish a repast for the hounds. The other will sleep in this very excellent bed. En garde, 71 Rainsford.... He had never slept in a better bed, Rainsford decided. 71. En garde. On guard (French); used to warn an opponent to take a defensive position before the start of a fight W W & Why IRRORS INDOWS What happens to General Zaroff? Do you think he deserves this fate? or why not? 50 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

57 AFTER READING READING CHECK Circle the letter of the correct answer. 1. According to General Zaroff, why are men dangerous? A. because they can reason. B. because they can fight back. C. because they can escape the island. 2. Who does the general play his hunting game with? A. Ivan B. Whitney C. Rainsford 3. What does Rainsford do after running as far as he can from Zaroff s gates? A. He makes a trail the general can follow. B. He makes a trap to capture the hounds. C. He makes a tunnel to hide underground. 4. How does Rainsford s Malay mancatcher affect the general? A. It slaps the general on the face. B. It hits the general on the shoulder. C. It punches the general on a cheek. 5. What do Rainsford and Zardoff do when they see each other in the general s room? A. They sleep together. B. They hunt once again. C. They fight to the death. VOCABULARY CHECK Circle the letter of the correct answer. 1. Zaroff will acknowledge defeat if Rainsford escapes him for three days. He will provide the hunter a sloop to show that his A. word is true. B. thought is false. C. action is changing. 2. Rainsford knows that a straight flight is futile because it will bring him to the sea. Escape there is A. hopeless. B. faultless. C. thoughtless. 3. The hunter executes a series of intricate loops, making sure that no one can follow the A. simple path. B. hidden way. C. complex trail. 4. The hunter cowers back, the sight of the general making him A. angry. B. afraid. C. ashamed. 5. Rainsford thinks that running away from the hounds is simply delaying the inevitable. It is something he cannot A. wait. B. avoid. C. stand. ANALYZE LITERATURE: Conflict The story of The Most Dangerous Game revolves on the matching of wits and strategies between Zaroff and Rainsford. What is the main conflict? Is it internal or external conflict? How is the conflict settled? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 51

58 USE READING SKILLS: Sequence of Events Review the Sequence Map you created while reading the second part of the story. Briefly retell the sequence of events and how the conflict is developed and resolved. Share your answer with a classmate. BUILD LANGUAGE SKILLS: Subject and Verb Agreement A singular subject describes one person, object, place, or idea. A plural subject describes more than one person, object, place, or idea. Examples island, prey, hunter (singular) islands, brains, preys, hunters (plural) Subject and Verb Agreement occurs in a sentence only if the number of the subject matches with the number of the verb. If the subject is singular, the verb must use the -s form to show that it is a singular verb. Examples The island appears mysterious. The hunter studies the trail carefully. If the verb is plural, the verb must use the base form to show that it is a plural verb. Examples The islands glow like pearls. The hunters track the giant deer. Identify sentences where the subject and verb do not agree. Write your corrections on the line below. 1. Rainsford thinks that hunting is the best sport in the world. 2. The hunter find himself in the mysterious island. 3. Ivan and Zaroff both comes from Russia. WORK TOGETHER With a partner, act out the last scene between Rainsford and Zaroff. Imagine that the general still had his pistol. What would have Rainsford done? Use your imagination to defeat the armed hunter. Then, act out the final scene before the class. 52 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

59 Name: Date: BEFORE READING page 58 ABOUT THE STORY The Cask of Amontillado is a story set in Italy about Montresor and his grudge against Fortunato. According to Montresor, Fortunato has insulted him and he vows to get revenge. He preys on Fortunator s pride to lure him to a place where he says he has the rare wine amontillado. Read to find out how Montresor takes his revenge. MAKE CONNECTIONS A Short Story by Edgar Allan Poe Has anyone treated you in a cruel way before? How did you respond? Have you ever tried to get back at someone? ANALYZE LITERATURE: Narrator A narrator is a character or speaker who tells the story. The story s perspective or point of view relies on the narrator. As you read, identify the narrator and the perspective from which the story is told. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 53

60 USE READING SKILLS: Context Clues Context clues are words and phrases near a difficult word that give clues about their meaning. One type of context clue is cause and effect. This type of clue asks the reader to make an assumption based on the causes and effects of a behavior or an event. Words that give you cause and effect clues include as a result of, because, consequently, due to, if then, therefore, thus, when then. As you read, identify the meaning of certain words with the use of context clues by filling in the chart below. Context Clues Chart Word Context Clues Meaning 54 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

61 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then, use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. preclude pre clude (pri kl2d>) verb Her mother s frown precluded Chantal s plan to play outside. If an event precludes something you want to do, it means retribution re tri bu tion (re< by2> noun Criminals receive retribution by being placed in a prison. In other countries, retribution may include quack idiom The doctor who sold those potions was nothing but a quack. The items a quack would sell you would most likely be accost ac cost k0st>) verb Mr. Jimms accosted the old man lurking around his house. Policemen can accost people who afflict af flict flikt>) verb Severe fever and cold afflicted Alex, so he had to stay at home. A person afflicted with the flu is termination ter min a tion (t3r< n6> noun The termination of the contest means you can t enter anymore. Some events might require termination if EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 55

62 DURING READING Use Reading Skills Context Clues Identify the meaning of the word avenger using clues from the surrounding words. Put your answers in the context clues chart. pre clude (pri kl2d>) verb, prevent or make impossible beforehand re tri bu tion (re< by2> noun, punishment quack idiom, a fake; a person who pretends to be knowledgeable Note the Facts What is Fortunato s greatest pride? ac cost k0st>) verb, approach in a challenging or an aggressive way Analyze Literature Narrator What are your impressions of the narrator? A Short Story by Edgar Allan Poe The thousand injuries of Fortunato I had borne as best I could: but when he ventured upon insult, I vowed revenge. You, who so well know the nature of my soul, will not suppose, however, that I gave utterance to a threat. At length I would be avenged; this was a point definitely settled but the very definitiveness with which it was resolved precluded the idea of risk. I must not only punish but punish with impunity. 1 A wrong is unredressed when retribution overtakes its redresser. It is equally unredressed when the avenger fails to make himself felt as such to him who has done the wrong. It must be understood that neither by word nor deed had I given Fortunato cause to doubt my goodwill. I continued, as was my wont, to smile in his face, and he did not perceive that my smile now was at the thought of his immolation. 2 He had a weak point this Fortunato although in other regards he was a man to be respected and even feared. He prided himself on his connoisseurship 3 in wine. Few Italians have the true virtuoso 4 spirit. For the most part their enthusiasm is adopted to suit the time and opportunity, to practice imposture upon the British and Austrian millionaires. In painting and gemmary, 5 Fortunato, like his countrymen, was a quack but in the matter of old wines he was sincere. In this respect I did not differ from him materially: I was skillful in the Italian vintages myself and bought largely whenever I could. It was about dusk, one evening during the supreme madness of the carnival season, that I encountered my friend. He accosted me with excessive warmth, for he had been drinking much. The man wore motley. 6 He had on a tightfitting parti-striped dress, and his head was surmounted by the 1. impunity. Freedom from punishment or harm 2. immolation. Death or destruction 3. connoisseurship. Expert judgment in matters of taste and appreciation 4. virtuoso. One skilled in the fine arts 5. gemmary. Of or pertaining to gems 6. motley. Colorful jester s costume 56 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

63 conical cap and bells. I was so pleased to see him that I thought I should never have done wringing his hand. I said to him, My dear Fortunato, you are luckily met. How remarkably well you are looking today! But I have received a pipe 7 of what passes for amontillado, 8 and I have my doubts. How? said he. Amontillado? A pipe? Impossible! And in the middle of the carnival! I have my doubts, I replied; and I was silly enough to pay the full Amontillado price without consulting you in the matter. You were not to be found, and I was fearful of losing a bargain. Amontillado! I have my doubts. Amontillado! And I must satisfy them. Amontillado! As you are engaged, I am on my way to Luchesi. If anyone has a critical turn it is he. He will tell me Luchesi cannot tell amontillado from sherry. 9 And yet some fools will have it that his taste is a match for your own. Come, let us go. Whither? To your vaults. My friend, no; I will not impose upon your good nature. I perceive you have an engagement. Luchesi I have no engagement; come. My friend, no. It is not the engagement, but the severe cold with which I perceive you are afflicted. The vaults are insufferably damp. They are encrusted with niter. 10 DURING READING Culture Note The Carnival is a very festive season full of merrymaking on the streets. It is set on the last day before the Christian observation of Lent, a forty-day observation of fasting where people express sorrow over their sins. The Carnival tradition dates back to ancient Rome, and people celebrate with food, drinks, and parades. They wear elaborate costumes and attend masked balls. Note the Facts What does Montresor tell Fortunato that he needs help with? af flict flikt>) verb, distress or trouble so severely as to cause suffering Think and Reflect Fortunato keeps insisting i i that Luchesi cannot distinguish amontillado from sherry. What does it say about him? 7. pipe. Large cask used especially for wine or oil 8. amontillado m5n> l5d> 9). Pale, medium-dry sherry 9. sherry. Fortified wine originating from the town of Jerez in Spain 10. niter. Potassium nitrate or sodium nitrate, a white crystalline semitransparent salt EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 57

64 DURING READING Note the Facts Where are the attendants of Montresor? Read Aloud Read lines aloud. What do Montresor and Fortunato see on the catacomb walls? Let us go, nevertheless. The cold is merely nothing. Amontillado! You have been imposed upon. And as for Luchesi, he cannot distinguish sherry from amontillado. Thus speaking, Fortunato possessed himself of my arm. Putting on a mask of black silk and drawing a roquelaure 11 closely about my person, I suffered him to hurry me to my palazzo. 12 There were no attendants at home; they had absconded 13 to make merry in honor of the time. I had told them that I should not return until the morning and had given them explicit orders not to stir from the house. These orders were sufficient, I well knew, to ensure their immediate disappearance, one and all, as soon as my back was turned. I took from their sconces 14 two flambeaux, 15 and giving one to Fortunato, bowed him through several suites of rooms to the archway that led into the vaults. I passed down a long and winding staircase, requesting him to be cautious as he followed. We came at length to the foot of the descent and stood together on the damp ground of the catacombs of the Montresors. The gait of my friend was unsteady, and the bells upon his cap jingled as he strode. The pipe, said he. It is farther on, said I; but observe the white web-work which gleams from these cavern walls. He turned toward me, and looked into my eyes with two filmy orbs that distilled 16 the rheum 17 of intoxication. Niter? he asked, at length. Niter, I replied. How long have you had that cough? Ugh! ugh! ugh! ugh! ugh! ugh! ugh! ugh! ugh! ugh! ugh! ugh! ugh! ugh! ugh! My poor friend found it impossible to reply for many minutes. It is nothing, he said, at last. Come, I said, with decision, we will go back; your health is precious. You are rich, respected, admired, beloved; you are happy, as once I was. You are a man to be missed. For me it 11. roquelaure. [French] Knee-length cloak 12. palazzo. [Italian] Palace 13. abscond. To leave secretly and hide 14. sconces. Candlestick holders mounted on a wall 15. flambeaux. Flaming torches 16. distilled. Cleansed, purified 17. rheum. Watery discharge from the eyes or nose 58 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

65 DURING READING is no matter. We will go back; you will be ill, and I cannot be responsible. Besides, there is Luchesi Enough, he said; the cough is a mere nothing; it will not kill me. I shall not die of a cough. True true, I replied; and, indeed, I had no intention of alarming you unnecessarily but you should use all proper caution. A draft of this Medoc 18 will defend us from the damps. Here I knocked off the neck of a bottle which I drew from a long row of its fellows that lay upon the mold. Drink, I said, presenting him the wine. He raised it to his lips with a leer. He paused and nodded to me familiarly, while his bells jingled. I drink, he said, to the buried that repose around us. And I to your long life. He again took my arm, and we proceeded. These vaults, he said, are extensive. The Montresors, I replied, were a great and numerous family. I forget your arms. A huge human foot d or, in a field azure; the foot crushes a serpent rampant whose fangs are embedded in the heel. And the motto? Nemo me impune lacessit. 19 Good! he said. The wine sparkled in his eyes and the bells jingled. My own fancy grew warm with the Médoc. We had passed through walls of piled bones, with casks and puncheons 20 intermingling, into the inmost recesses of the catacombs. I paused again, and this time I made bold to seize Fortunato by an arm above the elbow. Note the Facts Underline Montresor s words that are completely opposite to what he means. 18. Medoc. Red wine obtained from the Bordeaux region of France 19. Nemo me impune lacessit. [Latin] No one attacks me with impunity. 20. puncheons. Large barrels EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 59

66 DURING READING Use Reading Skills Context Clues Identify the meaning of the word gesticulation using clues from the surrounding words. Put your answers in the context clues chart The niter! I said. See, it increases. It hangs like moss upon the vaults. We are below the river s bed. The drops of moisture trickle among the bones. Come, we will go back ere it is too late. Your cough It is nothing, he said; let us go on. But first, another draft of the Médoc. I broke and reached him a flagon 21 of de Grave. He emptied it at a breath. His eyes flashed with a fierce light. He laughed and threw the bottle upward with a gesticulation I did not understand. I looked at him in surprise. He repeated the movement a grotesque one. You do not comprehend? he said. Not I, I replied. Then you are not of the brotherhood. Think and Reflect What does the Montresor family motto say about the narrator and his family? Note the Facts What sign does Montresor show Fortunato to prove he is one of the masons? How? You are not of the masons. 22 Yes, yes, I said, yes, yes. You? Impossible! A Mason? A Mason, I replied. A sign, he said. It is this, I answered, producing a trowel from beneath the folds of my roquelaure. You jest, he exclaimed, recoiling a few paces. But let us proceed to the amontillado. Be it so, I said, replacing the tool beneath the cloak and again offering him my arm. He leaned upon it heavily. We continued our route in search of the amontillado. We passed through a range of low arches, descended, passed on, and, descending again, arrived at a deep crypt in which the foulness of the air caused our flambeaux rather to glow than flame. At the most remote end of the crypt there appeared another less spacious. Its walls had been lined with human 21. flagon. A large bottle that holds two liters of wine 22. masons. Freemasons, members of an international secret society; also, skilled workers who build with stone, brick, or cement 60 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

67 remains, piled to the vault overhead, in the fashion of the great catacombs of Paris. Three sides of this interior crypt were still ornamented in this manner. From the fourth side the bones had been thrown down and lay promiscuously upon the earth, forming at one point a mound of some size. Within the wall thus exposed by the displacing of the bones, we perceived a still interior recess, in depth about four feet, in width three, in height six or seven. It seemed to have been constructed for no especial use within itself, but formed merely the interval between two of the colossal supports of the roof of the catacombs and was backed by one of their circumscribing walls of solid granite. It was in vain that Fortunato, uplifting his dull torch, endeavored to pry into the depth of the recess. Its termination the feeble light did not enable us to see. Proceed, I said; herein is the amontillado. As for Luchesi He is an ignoramus, 23 interrupted my friend, as he stepped unsteadily forward, while I followed immediately at his heels. In an instant he had reached the extremity of the niche, and finding his progress arrested by the rock, stood stupidly bewildered. A moment more and I had fettered 24 him to the granite. In its surface were two iron staples, distant from each other about two feet horizontally. From one of these depended a short chain, from the other a padlock. Throwing the links about his waist, it was but the work of a few seconds to secure it. He was too much astounded to resist. Withdrawing the key, I stepped back from the recess. Pass your hand, I said, over the wall; you cannot help feeling the niter. Indeed it is very damp. Once more let me you to return. No? Then I must positively leave you. But I must first render you all the little attentions in my power. The amontillado! ejaculated my friend, not yet recovered from his astonishment. DURING READING Note the Facts Highlight where Montresor says he had kept the amontillado. ter min a tion (t3r< n6> noun, ending; conclusion Note the Facts What does Montresor do when Fortunato reaches the extremity of the niche? 23. ignoramus. Ignorant person 24. fettered. Chained EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 61

68 DURING READING Use Reading Skills Context Clues Identify the meaning of the word succession using clues from the surrounding words. Put your answers in the context clues chart. Note the Facts What does Montresor do when Fortunato begins screaming and yelling? True, I replied; the amontillado. As I said these words, I busied myself among the pile of bones of which I have before spoken. Throwing them aside, I soon uncovered a quantity of building stone and mortar. With these materials and with the aid of my trowel, I began vigorously to wall up the entrance of the niche. I had scarcely laid the first tier of the masonry when I discovered that the intoxication of Fortunato had in a great measure worn off. The earliest indication I had of this was a low moaning cry from the depth of the recess. It was not the cry of a drunken man. There was then a long and obstinate silence. I laid the second tier, and the third, and the fourth; and then I heard the furious vibrations of the chain. The noise lasted for several minutes, during which, that I might hearken to it with the more satisfaction, I ceased my labors and sat down upon the bones. When at last the clanking subsided, I resumed the trowel, and finished without interruption the fifth, the sixth, and the seventh tier. The wall was now nearly upon a level with my breast. I again paused and, holding the flambeaux over the masonwork, threw a few feeble rays upon the figure within. A succession of loud and shrill screams, bursting suddenly from the throat of the chained form, seemed to thrust me violently back. For a brief moment I hesitated I trembled. Unsheathing my rapier, 25 I began to grope with it about the recess; but the thought of an instant reassured me. I placed my hand upon the solid fabric of the catacombs and felt satisfied. I reapproached the wall; I replied to the yells of him who clamored. I reechoed I aided I surpassed them in volume and in strength. I did this, and the clamorer grew still. It was now midnight, and my task was drawing to a close. I had completed the eighth, the ninth, and the tenth tier. I had finished a portion of the last and the eleventh; there remained but a single stone to be fitted and plastered in. I struggled with its weight; I placed it partially in its destined position. But now there came from out the niche a low laugh that erected the hairs upon my head. It was succeeded by a sad voice, which I had difficulty in recognizing as that of the noble Fortunato. The voice said Ha! ha! ha! he! he! he! a very good joke indeed an excellent jest. We will have many a rich laugh about it at the palazzo he! he! he! over our wine he! he! he! 25. rapier. A straight, double-edge sword with a narrow blade 62 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

69 The amontillado! I said. He! he! he! he! he! he! yes, the amontillado. But is it not getting late? Will not they be awaiting us at the palazzo the Lady Fortunato and the rest? Let us be gone. Yes, I said, let us be gone. For the love of God, Montresor! Yes, I said, for the love of God! But to these words I hearkened in vain for a reply. I grew impatient. I called aloud Fortunato! No answer. I called again Fortunato! No answer still. I thrust a torch through the remaining aperture and let it fall within. There came forth in return only a jingling of the bells. My heart grew sick on account of the dampness of the catacombs. I hastened to make an end of my labor. I forced the last stone into its position; I plastered it up. Against the new masonry I reerected the old rampart of bones. For the half of a century no mortal has disturbed them. In pace requiescat! 26 DURING READING Use Reading Skills Context Clues Identify the meaning of the word aperture using clues from the surrounding words. Put your answers in the context clues chart. 26. In pace requiescat! [Latin] May he rest in peace! W W & IRRORS INDOWS Have you ever hurt someone s feelings before without you knowing about it? How had the other person let you know that you have offended him or her? What did you do? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 63

70 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Why does Montresor want to get revenge from Fortunato? A. Fortunato insulted him. B. Fortunato stole his lover. C. Fortunato took his money. 2. What does Montresor tell Fortunato that he possesses? A. a cask of Bordeaux B. a flagon of de Grave C. a pipe of amontillado 3. Why does Montresor keep insisting that Fortunato must not go to the vault with him? A. because Fortunato is not in perfect health B. because Fortunato might steal his treasures C. because Fortunato knows nothing about wine 4. Where does Montresor lead Fortunato? A. a crypt B. a palace C. a meadow 5. How does Montresor get his revenge from Fortunato? A. by suffocating Fortunato B. by hitting Fortunato twice C. by burying Fortunato alive VOCABULARY CHECK Circle the letter of the correct answer. 1. Montresor s plan is well thought out, precluding any risk. His deed coming back to him is A. probable. B. possible. C. unlikely. 2. He believes that an offender must get retribution, and it is his duty to give that A. reward. B. punishment. C. extravagance. 3. Fortunato accosts Montresor with warmth. Fortunato A. smiles and waves. B. salutes his friend. C. greets him energetically. 4. Fortunato is a quack when it comes to wine. This means that he A. stays away from drinking. B. pretends to be knowledgable. C. enjoys trying as many types as possible. 5. The termination of the light makes it harder to look around. They must A. start a new fire. B. switch off the lamp. C. dim the torch s light. ANALYZE LITERATURE: Narrator From whose perspective is the story told? Is the narrator sane? Explain. 64 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

71 USE READING SKILLS: Use Context Clues Review the context clue chart you filled in while reading this story. Check your answers against a dictionary. Are your answers correct? How do context clues help you arrive at the correct answer? Share your answers with a classmate. BUILD LANGUAGE SKILLS: Pronouns & Pronoun Agreement A pronoun is a word used in place of a noun. It can refer to a specific person or object. A pronoun depends on the number of the noun (singular or plural), and on the gender of the noun (masculine, feminine, or neutral). Examples 1. Keane needs to buy his own book. = He needs to buy his own book. 2. Olivia is heading to the canteen. = She is heading to the canteen. 3. Ian and Ramonita decided to read the story they wrote together. = They decided to read it. Pronoun agreement happens when the pronoun agrees with the gender and number of the antecedent. The antecedent is the word or words that the pronoun refers to. Examples 1. Keane needs to buy her own book. = incorrect 2. Ian and Ramonita decided to read the story he wrote together. = incorrect 3. Alicia wants to take her sister to the wedding. = correct Read the text below. Underline incorrect pronoun agreement and correct it in your own paper by rewriting the text. Montresor has been insulted by Fortunato and he wants her revenge. They decides to lure him by using something he has always been proud of her expertise in wine. He tells Fortunato that she has a cask of amontillado. He tells her that he wasn t sure if they was the real thing. Fortunato immediately jumps on the chance of showing how much of an expert he is. Montresor, after protesting and saying something about Fortunato s poor health, brings it to his vault of wine. Montresor leads him to the catacombs. Their chat and drink wine in between walking until he reach a deep crypt. Fortunato, still drunk, does not realize what she is doing. His intoxication quickly fades, though. She finally realizes what is happening, but it is too late. SPEAKING & LISTENING SKILLS: Interview with the Character Work with a partner to stage an interview with the character Montresor from The Cask of Amontillado. Compile a list of questions you may want to ask him, such as his relationship with Fortunato and what had driven him to get his revenge. One partner should play Montresor and the other should be the interviewer. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 65

72 Name: Date: BEFORE READING page 139 ABOUT THE SHORT STORY The Gift of the Magi tells the story of a husband and wife who love each other very much. Each tries his or her best to buy the perfect gift for the loved one on Christmas day. But, as in many of O. Henry s stories, The Gift of the Magi ends with a twist. On the day they exchange gifts, the couple realizes that the true meaning of gift-giving has nothing to do with the gifts they give each other. MAKE CONNECTIONS A Short Story by O. Henry Have you ever wanted something that you could not afford? What would you have done to buy this thing? What sacrifices would you have made? ANALYZE LITERATURE: Irony Irony occurs in an event in which the appearance of things is different from reality. Irony also occurs when something happens that the characters, the readers, or the audience did not expect. While reading the story, note the consequences of the characters actions so that you can better understand the irony of their situation. 66 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

73 USE READING SKILLS: Evaluate Cause and Effect A cause is an action or event that makes something else happen. Any action or event that results from a cause is an effect. As you read, you may notice that some events are caused by more than one reason. An event may have an immediate cause and a deeper, underlying cause. Use the Cause and Effect Chart below to record the immediate and deeper causes of events in the story. The first answer is given as an example. Cause and Effect Chart Immediate Cause Effect Deeper Cause Della managed to save only $1.87. Della howled on the couch. She was very upset. Della was upset because she didn t think she could buy her husband anything with $1.87. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 67

74 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. falter fal ter verb The girl s footsteps faltered when she heard a strange noise. She faltered in her work because prudence pru dence (pr2> d>n[t]s) noun Because of my mother s prudence, we were able to save many of our possessions from the fire. A person with prudence is probably mammoth task idiom He felt overwhelmed when they assigned the mammoth task to him. I was given a mammoth task when laboriously la bo ri ous ly li) noun The carpenter worked laboriously in the noon heat to fix the roof. After studying laboriously all day, I feel inconsequential in con se quen tial (in[<] k5n[t]< kwen[t]> adjective The inconsequential poor mark on my test did not affect my overall class grade. An inconsequential object is LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

75 DURING READING A Short Story by O. Henry One dollar and eighty-seven cents. That was all. And sixty cents of it was in pennies. Pennies saved one and two at a time by bulldozing 1 the grocer and the vegetable man and the butcher until one s cheeks burned 2 with the silent imputation 3 of parsimony 4 that such close dealing implied. Three times Della counted it. One dollar and eighty-seven cents. And the next day would be Christmas. There was clearly nothing to do but flop down on the shabby little couch and howl. So Della did it. Which instigates 5 the moral reflection that life is made up of sobs, sniffles, and smiles, with sniffles predominating. 6 While the mistress of the home is gradually subsiding 7 from the first stage to the second, take a look at the home. A furnished flat at $8 per week. It did not exactly beggar description, but it certainly had that word on the lookout for the mendicancy 8 squad. In the vestibule 9 below was a letter box into which no letter would go, and an electric button from which no mortal finger could coax a ring. Also appertaining 10 thereunto was a card bearing the name Mr. James Dillingham Young. The Dillingham had been flung to the breeze during a former period of prosperity when its possessor was being paid $30 per week. Now, when the income was shrunk to $20, the letters of Dillingham looked blurred, as though they were thinking seriously of contracting to a modest and unassuming D. But whenever Mr. James Dillingham Young came home and reached his flat above he was called Jim and greatly hugged by Mrs. James Dillingham Young, already introduced to you as Della. Which is all very good. Note the Facts Why is Della upset? Read Aloud Read aloud the second paragraph (lines 8 11) of the story. Note the actions flop down, howl, sobs, and sniffles. What emotions are described through these actions? Analyze Literature Irony Certain objects in Jim and Della s home have no use and do not fit their poor lifestyle. The author describes these objects in an ironic way. What are these objects? 1. bulldoze. (idiom) To force someone to give way to what you want 2. one s cheeks burned. (idiom) A person blushing (out of embarrassment) 3. imputation. Charge; claim. 4. parsimony. Stinginess, thriftiness 5. instigate. Bring about 6. predominate. Prevail; lead 7. subside. Settle; lessen in intensity 8. mendicancy. Begging 9. vestibule. A hall or room separating the outer door and the inner part of the building 10. appertain. Be a part of EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 69

76 DURING READING Note the Facts What was Della going to do with her $1.87? Della finished her cry and attended to her cheeks with the powder rag. She stood by the window and looked out dully at a gray cat walking a gray fence in a gray backyard. Tomorrow would be Christmas Day, and she had only $1.87 with which to buy Jim a present. She had been saving every penny she could for months, with this result. Twenty dollars a week doesn t go far. Expenses had been greater than she had calculated. They always are. Only $1.87 to buy a present for Jim. Her Jim. Many a happy hour she had spent planning for something nice for him. Something fine and rare and sterling 11 something just a little bit near to being worthy of the honor of being owned by Jim. Think and Reflect Read lines of the story. If this were all you knew about Della, would you think that she was a rich or a poor woman? Why? Note the Facts What were Jim s and Della s prized possessions? There was a pier glass between the windows of the room. Perhaps you have seen a pier glass 12 in an $8 flat. A very thin and very agile 13 person may, by observing his reflection in a rapid sequence of longitudinal strips, 14 obtain a fairly accurate conception 15 of his looks. Della, being slender, had mastered the art. Suddenly she whirled from the window and stood before the glass. Her eyes were shining brilliantly, but her face had lost its color within twenty seconds. Rapidly she pulled down her hair and let it fall to its full length. Now, there were two possessions of the James Dillingham Youngs in which they both took a mighty pride. One was Jim s gold watch that had been his father s and his grandfather s. The other was Della s hair. Had the Queen of Sheba 16 lived in the flat across the air shaft, Della would have let her hair hang out the window some day to dry just to depreciate 17 Her Majesty s jewels and gifts. Had King Solomon 18 been the janitor, with all his 11. sterling. Silver 12. pier glass. Narrow mirror set between two windows 13. agile. Able to move quickly and easily 14. longitudinal strips. Vertical strips 15. conception. Idea 16. Queen of Sheba. Biblical queen 17. depreciate. Lower in value 18. King Solomon. Biblical king 70 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

77 treasures piled up in the basement, Jim would have pulled out his watch every time he passed, just to see him pluck at his beard from envy. So now Della s beautiful hair fell about her rippling and shining like a cascade 19 of brown waters. It reached below her knee and made itself almost a garment for her. And then she did it up again nervously and quickly. Once she faltered for a minute and stood still while a tear or two splashed on the worn red carpet. On went her old brown jacket; on went her old brown hat. With a whirl of skirts and with the brilliant sparkle still in her eyes, she fluttered out the door and down the stairs to the street. Where she stopped the sign read: Mme. Sofronie. Hair Goods of All Kinds. One flight up Della ran, and collected herself, panting. Madame, large, too white, chilly, hardly looked the Sofronie. Will you buy my hair? asked Della. I buy hair, said Madame. Take yer hat off and let s have a sight at the looks of it. Down rippled the brown cascade. Twenty dollars, said Madame, lifting the mass with a practiced hand. Give it to me quick, said Della. Oh, and the next two hours tripped by on rosy wings. 20 Forget the hashed metaphor. She was ransacking 21 the stores for Jim s present. DURING READING Analyze Literature Irony Do you think that Della would really show her beautiful hair to the neighbor in the flat across the air shaft and that Jim would show his gold pocket watch to the janitor? Why or why not? fal ter verb, hesitate. Use Reading Skills Evaluate Cause and Effect What was the immediate reason or cause for Della to sell her hair? What was the deeper reason or cause? She found it at last. It surely had been made for Jim and no one else. There was no other like it in any of the stores, and she had turned all of them inside out. It was a platinum fob chain 22 simple and chaste in design, properly proclaiming its value by substance alone and not by meretricious 23 ornamentation 24 as all good things should do. It was even worthy of The Watch. As soon as she saw it she knew that it must be Jim s. It was like him. Quietness and value the description applied to both. Note the Facts What did Della buy for Jim? How much did it cost? 19. cascade. To fall as or like a waterfall 20. [Time] tripped by on rosy wings. (idiom) Time passed by leisurely 21. ransack. Search 22. fob chain. Chain for a pocket watch 23. meretricious. Alluring or attractive in a false, showy way 24. ornamentation. Design EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 71

78 DURING READING pru dence (pr2> d>n[t]s) noun, sound judgment. mammoth task (idiom) huge and difficult amount of work. Build Vocabulary Idioms A mammoth task is difficult to accomplish. What makes getting a simple hair cut a mammoth task for Della? Twenty-one dollars they took from her for it, and she hurried home with the eighty-seven cents. With that chain on his watch Jim might be properly anxious about the time in any company. Grand as the watch was, he sometimes looked at it on the sly on account of the old leather strap that he used in place of a chain. When Della reached home her intoxication 25 gave way a little to prudence and reason. She got out her curling irons and lighted the gas and went to work repairing the ravages 26 made by generosity added to love. Which is always a tremendous task, dear friends a mammoth task. Within forty minutes her head was covered with tiny, close-lying curls that made her look wonderfully like a truant schoolboy. She looked at her reflection in the mirror long, carefully, and critically. If Jim doesn t kill me, she said to herself, before he takes a second look at me, he ll say I look like a Coney Island 27 chorus girl. But what could I do oh! what could I do with a dollar and eighty-seven cents? Think and Reflect But what could I do oh! what could I do with a dollar and eighty-seven cents? How much do you think a gift to your most precious loved one should cost? Explain your answer At seven o clock the coffee was made and the frying pan was on the back of the stove hot and ready to cook the chops. Jim was never late. Della doubled the fob chain in her hand and sat on the corner of the table near the door that he always entered. Then she heard his step on the stair away down on the first flight, and she turned white for just a moment. She had a habit of saying little silent prayers about the simplest everyday things, and now she whispered: Please God, make him think I am still pretty. The door opened and Jim stepped in and closed it. He looked thin and very serious. Poor fellow, he was only twenty-two and to be burdened with a family! He needed a new overcoat and he was without gloves. 25. intoxication. Strong excitement 26. ravage. (n.) Destructive effect 27. Coney Island. Section of Brooklyn, New York, known for its amusement park 72 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

79 Jim stopped inside the door, as immovable as a setter 28 at the scent of quail. His eyes were fixed upon Della, and there was an expression in them that she could not read, and it terrified her. It was not anger, nor surprise, nor disapproval, nor horror, nor any of the sentiments that she had been prepared for. He simply stared at her fixedly with that peculiar expression on his face. Della wriggled off the table and went for him. Jim, darling, she cried, don t look at me that way. I had my hair cut off and sold it because I couldn t have lived through Christmas without giving you a present. It ll grow out again you won t mind, will you? I just had to do it. My hair grows awfully fast. Say Merry Christmas, Jim, and let s be happy. You don t know what a nice what a beautiful, nice gift I ve got for you. You ve cut off your hair? asked Jim, laboriously, as if he had not arrived at that patent fact yet even after the hardest mental labor. Cut it off and sold it, said Della. Don t you like me just as well, anyhow? I m me without my hair, ain t I? Jim looked about the room curiously. You say your hair is gone? he said, with an air almost of idiocy. You needn t look for it, said Della. It s sold, I tell you sold and gone, too. It s Christmas Eve, boy. Be good to me, for it went for you. Maybe the hairs of my head were numbered, she went on with a sudden serious sweetness, but nobody could ever count my love for you. Shall I put the chops on, Jim? DURING READING Use Reading Skills Evaluate Cause and Effect Why does Jim look at Della with a peculiar expression? What is the deeper reason why Jim looked at his wife this way? Build Vocabulary Read line 140 of the story. When you speak laboriously, you may have a hard time forming words and completing your sentences. You talk in a choppy or halting way. Under what circumstances might a person speak laboriously? Think and Reflect Maybe the hairs of my head were numbered, but nobody would ever count my love for you. What does this sentence mean? la bo ri ous ly leƒ) adverb, with difficulty. 155 Out of his trance Jim seemed quickly to wake. He enfolded 29 his Della. For ten seconds let us regard with discreet 30 scrutiny 31 some inconsequential object in the other direction. Eight dollars a week or a million a year what is the difference? A mathematician or a wit would give you the wrong answer. in con se quen tial (in[<] k5n[t] < kwen[t]> adjective, unimportant. 28. setter. A breed of dog (Irish setter, English setter) 29. enfold. Embrace 30. discreet. Showing good judgment in one s manners or actions 31. scrutiny. Careful, searching look EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 73

80 DURING READING Note the Facts What does Jim buy for Della? What is Della s reaction to her present? Use Reading Skills Evaluate Cause and Effect Why did Della burst into hysterical tears when she saw her present? What was the deeper reason for her tears? Analyze Literature Irony What makes Jim s gift to Della ironic? The magi 32 brought valuable gifts, but that was not among them. This dark assertion 33 will be illuminated 34 later on. Jim drew a package from his overcoat pocket and threw it upon the table. Don t make any mistake, Dell, he said, about me. I don t think there s anything in the way of a haircut or a shave or a shampoo that could make me like my girl any less. But if you ll unwrap that package you may see why you had me going awhile at first. White fingers and nimble 35 tore at the string and paper. And then an ecstatic 36 scream of joy; and then, alas! a quick feminine change to hysterical 37 tears and wails, necessitating the immediate employment of all the comforting powers of the lord of the flat. For there lay The Combs the set of combs, side and back, that Della had worshiped for long in a Broadway window. Beautiful combs, pure tortoise shell, with jeweled rims just the shade to wear in the beautiful vanished hair. They were expensive combs, she knew, and her heart had simply craved and yearned 38 over them without the least hope of possession. And now, they were hers, but the tresses 39 that should have adorned 40 the coveted 41 adornments were gone. But she hugged them to her bosom, and at length she was able to look up with dim eyes and a smile and say: My hair grows so fast, Jim! And then Della leaped up like a little singed 42 cat and cried, Oh, oh! Jim had not yet seen his beautiful present. She held it out to him eagerly upon her open palm. The dull precious metal seemed to flash with a reflection of her bright and ardent 43 spirit. Isn t it a dandy, Jim? I hunted all over town to find it. You ll have to look at the time a hundred times a day now. Give me your watch. I want to see how it looks on it. 32. magi. Wise men from the East who brought gifts to the infant Jesus 33. assertion. Statement or claim 34. illuminate. Clarify 35. nimble. Agile 36. ecstatic. Joyful 37. hysterical. Out of control 38. crave and yearn. To have a strong desire (for something) 39. tress. A long lock of hair 40. adorn. Decorate 41. covet. Want greatly 42. singe. Burn 43. ardent. Passionate; having or showing great feelings (for someone or something) 74 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

81 Instead of obeying, Jim tumbled down on the couch and put his hands under the back of his head and smiled. Dell, said he, let s put our Christmas presents away and keep em awhile. They re too nice to use just at present. I sold the watch to get the money to buy your combs. And now suppose you put the chops on. The magi, as you know, were wise men wonderfully wise men who brought gifts to the Babe in the manger. They invented the art of giving Christmas presents. Being wise, their gifts were no doubt wise ones, possibly bearing the privilege of exchange in case of duplication. 44 And here I have lamely related to you the uneventful chronicle 45 of two foolish children in a flat who most unwisely sacrificed for each other the greatest treasures of their house. But in a last word to the wise of these days let it be said that of all who give gifts these two were the wisest. Of all who give and receive gifts, such as they are wisest. Everywhere they are wisest. They are the magi. DURING READING Analyze Literature Irony What is different about the way Jim and Della gave each other gifts and the way the magi gave gifts to the baby Jesus? Why do you think that the author compares Jim and Della to the magi? 44. duplication. Copy, double 45. chronicle. Story; record & Jim and Della wanted to show how IRRORS much they love each other through their WINDOWS Christmas gifts to each other. Both of them sold their prized possession just to buy their loved one a gift. Do you think that they acted foolishly or wisely? Explain your answer. W EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 75

82 AFTER READING READING CHECK Circle the letter of the correct answer. 1. How much does Jim earn every week? A. $8 B. $20 C. $30 2. Where does Della get the money from Jim s present? A. She borrows it from the grocer. B. She sells her grandfather s watch. C. She sells her hair to Mme. Sofronie. 3. What does Della buy for her husband? A. a platinum fob chain B. tortoise shell combs C. a pair of lamb chops 4. What does Jim suggest he and Della do with their presents? A. sell them B. keep them C. throw them away 5. According to the narrator, what did the magi invent? A. money to buy goods B. the privilege of exchange C. giving Christmas presents VOCABULARY CHECK Circle the letter of the correct answer. 1. When Della faltered, she felt A. weak. B. angry. C. lonely. 2. Finding money for Jim s gift was a mammoth task. Della felt it was A. easy. B. timely. C. difficult. 3. Della s prudence kept her from being A. nervous. B. careless. C. content. 4. Jim spoke laboriously when he asked about Della s hair. He found it to ask her about it. A. easy B. foolish C. difficult 5. The present Jim bought Della was inconsequential. It was A. beautiful. B. expensive. C. unimportant. ANALYZE LITERATURE: Irony Della and Jim had two things they really cared about: Della s beautiful, long hair and Jim s gold pocket watch. Do you think that Della and Jim consider these items to be their most important possessions? What could be more important than having beautiful hair or a gold watch? Explain your answer. 76 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

83 USE READING SKILLS: Evaluate Cause and Effect Study the Cause and Effect Chart in the Before Reading section. Then, answer the following questions: 1. What is Della s ultimate reason for buying Jim a present? 2. What causes Jim to sell his grandfather s gold watch? 3. If Della and Jim hadn t sold their prized possessions, would they have realized how much they loved each other? Explain your answer. BUILD LANGUAGE SKILLS: Context Clues Context clues are words or phrases in the text that help you understand the meaning of difficult or unfamiliar words. Use a Word Map to help you use context clues to understand the difficult of unfamiliar words in the story. With a classmate, use note cards to create Word Maps for four or five unfamiliar words. See the sample below. Word Map Unfamiliar or difficult word: Sentence in which it is used: Does the sentence have context clues to help me understand the difficult word? YES NO Context clues: If NO, is there another sentence that helps me understand the difficult word? Write the sentence down: My definition of the unfamiliar word: New sentence using the word: WRITING SKILLS Think about what Jim and Della do in the story. On your paper, write about what you would have done if you had been in their place. Would you have sold your most precious possession to give your loved one a beautiful present? Why or why not? What would you say to your loved one if you could not buy him or her a tasteful or expensive present? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 77

84 Name: Date: BEFORE READING page 143 A Short Story by Guy de Maupassant ABOUT THE SHORT STORY The Necklace tells the story of a lowly clerk s wife who is unhappy with her lot in life. One day, her husband finds a way for them to attend a party of high society. The clerk s wife borrows a beautiful, expensive-looking necklace to wear to the party, where she has a wonderful evening. Read what happens when she finds out that her one night of happiness comes with a heavy price. MAKE CONNECTIONS Do you dream of being very rich or having lots of money? What would you be willing to do to become rich? ANALYZE LITERATURE: Theme In the story, the theme, or main idea of the story, is shown in ironic situations, or situations that are both unexpected and different from reality. While reading the story, compare and contrast the dreams and expectations of the characters with their real situation. 78 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

85 USE READING SKILLS: Evaluate Cause and Effect A cause is something that makes an event or action occur. An effect is the direct result of that cause. As you read, you may notice that some events are caused by more than one reason. An event may have an immediate cause and a deeper, underlying cause. As you read, you will find examples of events that have both immediate causes and deeper causes. Use the Cause-and-Effect Chart below to record information about the causes of these events. The first answer is given as an example. Cause-and-Effect Chart Immediate Cause Effect Deeper Cause Mme. Loisel s home looked shabby. Mme. Loisel was unhappy. She was really unhappy because she felt that she deserved to live with riches. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 79

86 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. inestimable in es ti ma ble (in es> adjective A mother s love has inestimable value. An object of inestimable value is chagrin cha grin grin>) noun Much to her chagrin, Lorrie missed the school bus again today. A person with chagrin probably feels immoderate im mod er ate (i[m] m5> adjective Bruno ate his favorite dish with immoderate appetite. I laughed with immoderate joy when take measure idiom The last exam was really difficult, so Allan must take measures to pass the next one. When you re working on a large project, you take measures to get odious o di ous (9> adjective Nancy threw Paul an odious look when he spilled juice on her dress. An odious chore you might have to do is LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

87 DURING READING A Short Story by Guy de Maupassant She was one of those pretty, charming young ladies; born, as if through an error of destiny, into a family of clerks. She had no dowry 1 no hopes, no means of becoming known, appreciated, loved, and married by a man either rich or distinguished; and she allowed herself to marry a petty clerk in the office of the Board of Education. She was simple, not being able to adorn herself, but she was unhappy, as one out of her class; for women belong to no caste, no race, their grace, their beauty and their charm serving them in the place of birth and family. Their inborn finesse, their instinctive elegance, their suppleness of wit, are their only aristocracy, making some daughters of the people the equal of great ladies. She suffered incessantly, feeling herself born for all delicacies and luxuries. She suffered from the poverty of her apartment, the shabby walls, the worn chairs and the faded stuffs. All these things, which another woman of her station would not have noticed, tortured and angered her. The sight of the little Breton 2 who made this humble home, awoke in her sad regrets and desperate dreams. She thought of quiet antechambers with their oriental hangings lighted by high bronze torches and of the two great footmen in short trousers who sleep in the large armchairs, made sleepy by the heavy air from the heating apparatus. She thought of large drawing rooms hung in old silks, of graceful pieces of furniture carrying bric-a-brac 3 of inestimable value and of the little perfumed coquettish apartments made for five o clock chats with most intimate friends, men known and sought after, whose attention all women envied and desired. Note the Facts What kind of life does Mme. Loisel have? Use Reading Skills Evaluate Cause and Effect What does Mme. Loisel dream of having? in es ti ma ble (i nes> adjective, too valuable to be measured 1. dowry. Wealth to be given by a bride to her husband when she marries 2. Breton. Someone from Brittany, a rural province of France 3. bric-a-brac. Decorations EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 81

88 DURING READING Think and Reflect Mme. Loisel is not satisfied with her life. She thinks of herself as poor, and she dreams of being rich. Is she right or wrong to feel this way? Explain your answer. cha grin grin>) noun, feeling of annoyance caused by failure or disappointment Note the Facts Whose party is Mme. Loisel invited to? When she seated herself for dinner before the round table, where the tablecloth had been used tree days, opposite her husband who uncovered the tureen with a delighted air, saying: Oh! the good potpie! I know nothing better than that, she would think of the elegant dinners, of the shining silver, of the tapestries 4 peopling the walls with ancient personages and rare birds in the midst of fairy forests; she thought of the exquisite food served on marvelous dishes, of the whispered gallantries, listened to with the smile of the Sphinx 5 while eating the rosecolored flesh of the trout or a chicken s wing. She had neither frocks nor jewels, nothing. And she loved only those things. She felt that she was made for them. She had such a desire to please, to be sought after, to be clever and courted. She had a rich friend, a schoolmate at the convent 6 whom she did not like to visit. She suffered so much when she returned. And she wept for whole days from chagrin, from regret, from despair and disappointment.... One evening her husband returned, elated, bearing in his hand a large envelope. Here, he said, here is something for you. She quickly tore open the wrapper and drew out a printed card on which were inscribed these words: The Minister of Public Instruction and Madame George Ramponneau ask the honor of M. and Mme. Loisel s company Monday evening, January 18, at the Minister s residence. Instead of being delighted, as her husband had hoped, she threw the invitation spitefully upon the table, murmuring: 4. tapestries. Woven wall hangings 5. Sphinx. In Greek Mythology, a creature with the body of a lion and the head of a woman that demanded that passersby in Thebes answer its riddles. A famous statue in Egypt features a musterious smile. 6. convent. Residence of a religious order; sometimes also a school for girls 82 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

89 What do you suppose I want with that? But, my dearie, I thought it would make you happy. You never go out, and this is an occasion, and a fine one! I had a great deal of trouble to get it. Everybody wishes one, and it is very select; not many are given to employees. You will see the whole official world there. She looked at him with an irritated eye and declared impatiently: What do you suppose I have to wear to such a thing as that? He had not thought of that; he stammered: Why, the dress you wear when we go to the theater. It seems very pretty to me. He was silent, stupefied, in dismay, at the sight of his wife weeping. Two great tears fell slowly from the corners of her eyes toward the corners of her mouth; he stammered: What is the matter? What is the matter? By a violent effort she had controlled her vexation and responded in a calm voice, wiping her moist cheeks: Nothing. Only I have no dress and consequently I cannot go to this affair. Give your card to some colleague whose wife is better filled out than I. He was grieved but answered: Let us see, Matilda. How much would a suitable costume cost, something that would serve for other occasions, something very simple? DURING READING Use Reading Skills Evaluate Cause and Effect Why is Mme. Loisel upset about the invitation to the ball? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 83

90 DURING READING Note the Facts Where does Mme. Loisel s husband get the money to buy his wife a dress? Analyze Literature Theme Why do you think Mr. Loisel gives up his wants? Use Reading Skills Evaluate Cause and Effect Why does Mme. Loisel borrow her friend s jewels? She reflected for some seconds, making estimates and thinking of a sum that she could ask for without bringing with it an immediate refusal and a frightened exclamation from the economical clerk. Finally she said in a hesitating voice: I cannot tell exactly, but it seems to me that four hundred francs 7 ought to cover it. He turned a little pale, for he had saved just this sum to buy a gun that he might be able to join some hunting parties the next summer, on the plains at Nanterre 8 with some friends who went to shoot larks up there on Sunday. Nevertheless, he answered: Very well. I will give you four hundred francs. But try to have a pretty dress.... The day of the ball approached, and Mme. Loisel seemed sad, disturbed, anxious. Nevertheless, her dress was nearly ready. Her husband said to her one evening: What is the matter with you? You have acted strangely for two or three days. And she responded: I am vexed not to have a jewel, not one stone, nothing to adorn myself with. I shall have such a poverty-laden look. I would prefer not to go to this party. He replied: You can wear some natural flowers. At this season they look very chic. For ten francs you can have two or three magnificent roses. She was not convinced. No, she replied, there is nothing more humiliating than to have a shabby air in the midst of rich women. Then her husband cried out: How stupid we are! Go and find your friend Madame Forestier and ask her to lend you her jewels. You are well enough acquainted with her to do this. She uttered a cry of joy. It is true! she said. I had not thought of that. The next day she took herself to her friend s house and related her story of distress. Mme. Forestier went to her closet with the glass doors, took out a large jewel case, brought it, opened it and said: Choose, my dear. She saw at first some bracelets, then a collar of pearls, then a Venetian cross of gold and jewels and of admirable workmanship. She tried the jewels before the glass, hesitated, but could neither decide to take them nor leave them. Then she asked: Have you nothing more? Why, yes. Look for yourself. I do not know what will please you. 7. francs. Former French currency 8. Nanterre. Suburb of Paris, France 84 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

91 DURING READING Suddenly she discovered in a black satin box a superb necklace of diamonds, and her heart beat fast with an immoderate desire. Her hands trembled as she took them up. She placed them about her throat, against her dress, and remained in ecstasy before them. Then she asked in a hesitating voice full of anxiety: Could you lend me this? Only this? Why, yes, certainly. She fell upon the neck of her friend, embraced her with passion, then went away with her treasure.... The day of the ball arrived. Mme. Loisel was a great success. She was the prettiest of all, elegant, gracious, smiling and full of joy. All the men noticed her, asked her name and wanted to be presented. All the members of the Cabinet wished to waltz with her. The minister of education paid her some attention. She danced with enthusiasm, with passion, intoxicated with pleasure, thinking of nothing, in the triumph of her beauty, in the glory of her success, in a kind of cloud of happiness that came of all this homage 9 and all this admiration, of all these awakened desires and this victory so complete and sweet to the heart of woman. She went home toward four o clock in the morning. Her husband had been half asleep in one of the little salons 10 since midnight, with three other gentlemen whose wives were enjoying themselves very much. He threw around her shoulders the wraps they had carried for the coming home, modest garments of everyday wear, whose poverty clashed with the elegance of the ball costume. She felt this and wished to hurry away in order not to be noticed by the other women who were wrapping themselves in rich furs. im mod er ate (i[m] m5> adjective, excessive; unrestrained Build Vocabulary Mme. Loisel has an immoderate desire to wear her friend s diamond necklace. What does immoderate mean? Note the Facts In your own words, describe Mme. Loisel s experiences at the ball. Analyze Literature Theme What details in the text show Mme. Loisel and her husband s poverty despite being able to attend a party of high society? 9. homage. Respectful admiration 10. little salons. Small rooms or booths alongside a balloom floor EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 85

92 DURING READING Note the Facts What is Mme. Loisel doing when she finds out that the necklace is missing? Read Aloud Read lines of the story. Convey the desperate and hopeless feelings of the Loisels. Why are they very worried about the missing necklace? Loisel detained her. Wait, said he. You will catch cold out there. I am going to call a cab. But she would not listen and descended the steps rapidly. When they were in the street they found no carriage, and they began to seek for one, hailing the coachmen whom they saw at a distance. They walked along toward the Seine 11 hopeless and shivering. Finally they found on the dock one of those old nocturnal 12 coupés 13 that one sees in Paris after nightfall, as if they were ashamed of their misery by day. It took them as far as their door in Martyr Street 14 and they went wearily up to their apartment. It was all over for her. And on his part he remembered that he would have to be at the office by ten o clock. She removed the wraps from her shoulders before the glass for a final view of herself in her glory. Suddenly she uttered a cry. Her necklace was not around her neck. Her husband, already half undressed, asked: What is the matter? She turned toward him excitedly: I have I have I no longer have Madame Forestier s necklace. He arose in dismay: What! How is that? It is not possible. And they looked in the folds of the dress, in the folds of the mantle, in the pockets, everywhere. They could not find it. He asked: You are sure you still had it when we left the house? Yes, I felt it in the vestibule as we came out. But if you had lost it in the street we should have heard it fall. It must be in the cab. Yes. It is probable. Did you take the number? No. And you, did you notice what it was? No. They looked at each other, utterly cast down. Finally Loisel dressed himself again. I am going, said he, over the track where we went on foot, to see if I can find it. And he went. She remained in her evening gown, not having the force to go to bed, stretched upon a chair, without ambition or thoughts. 11. Seine. River that runs through Paris 12. nocturnal. Active at night 13. nocturnal coupés. Carriages that run at night 14. Martyr Street. Street named for religious martyrs, people who died under religious persecution 86 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

93 Toward seven o clock her husband returned. He had found nothing. He went to the police and to the cab offices and put an advertisement in the newspapers, offering a reward; he did everything that afforded them a suspicion of hope. She waited all day in a state of bewilderment before this frightful disaster. Loisel returned at evening, with his face harrowed and pale, and had discovered nothing. It will be necessary, said he, to write to your friend that you have broken the clasp of the necklace and that you will have it repaired. That will give us time to turn around. She wrote as he dictated.... At the end of a week they had lost all hope. And Loisel, older by five years, declared: We must take measures to replace this jewel. The next day they took the box which had inclosed it to the jeweler whose name was on the inside. He consulted his books. It is not I, madame, said he, who sold this necklace; I only furnished the casket 15. Then they went from jeweler to jeweler, seeking a necklace like the other one, consulting their memories, and ill, both of them, with chagrin and anxiety. In a shop of the Palais-Royal they found a chaplet of diamonds which seemed to them exactly like the one they had lost. It was valued at forty thousand francs. They could get it for thirty-six thousand. They begged the jeweler not to sell it for three days. And they made an arrangement by which they might return it for thirty-four thousand francs if they found the other one before the end of February. Loisel possessed eighteen thousand francs which his father had left him. He borrowed the rest. He borrowed it, asking for a thousand francs of one, five hundred of another, five louis of this one and three louis of that one. He gave notes, made ruinous promises, took money of usurers 16 and the whole race of lenders. He compromised his whole existence, in fact, risked his signature without even knowing whether he could make it good or not, and, harassed by anxiety for the future, by the black misery which surrounded him and by the prospect DURING READING take measures idiom, to do everything possible Build Vocabulary Idioms Take measures to achieve a goal means to do everything possible to reach that goal. Use the idiom take measures in your own sentence. Culture Note While reading, you will encounter the terms francs, louis, and sous. These are all terms that refer to the money used in France during the time period in which The Necklace is set. Today, France and other European countries use a different system of currency, or money: the euro. Note the Facts How much do Mme. Loisel and her husband pay for the replacement necklace? How much is her friend s necklace really worth? 15. casket. Case 16. usurer. A person who lends money at an extremely high interest rate EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 87

94 DURING READING 230 of all physical privations and moral torture, he went to get the new necklace, depositing on the merchant s counter thirty-six thousand francs. Analyze Literature Theme What does the change from francs to sous tell you about the Loisels fortune? Think and Reflect Why do you think Mme. Loisel and her husband decide to replace the necklace instead of telling Mme. Forestier the truth? o di ous (9> adjective, hateful and offensive Note the Facts At the beginning of the story, what kind of currency do the Loisels use? When the Loisels become poor, what currency do they use to buy their food? Analyze Literature Theme Do buying the dress, wearing the necklace, and attending the important party make Mme. Loisel satisfied with her life? When Mme. Loisel took back the jewels to Mme. Forestier the latter said to her in a frigid tone: You should have returned them to me sooner, for I might have needed them. She did open the jewel box as her friend feared she would. If she should perceive the substitution what would she think? What should she say? Would she take her for a robber? Mme. Loisel now knew the horrible life of necessity. She did her part, however, completely, heroically. It was necessary to pay this frightful debt. She would pay it. They sent away the maid; they changed their lodgings; they rented some rooms under a mansard roof 17. She learned the heavy cares of a household, the odious work of a kitchen. She washed the dishes, using her rosy nails upon the greasy pots and the bottoms of the stewpans. She washed the soiled linen, the chemises and dishcloths, which she hung on the line to dry; she took down the refuse to the street each morning and brought up the water, stopping at each landing to breathe. And, clothed like a woman of the people, she went to the grocer s, the butcher s and the fruiterer s with her basket on her arm, shopping, haggling to the last sou her miserable money. Every month it was necessary to renew some notes, thus obtaining time, and to pay others. The husband worked evenings, putting the books of some merchants in order, and nights he often did copying at five sous a page. 17. mansard roof. Roof with two slopes all the way around, the lower slope being steeper than the upper 88 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

95 And this life lasted for ten years. At the end of ten years they had restored all, all, with interest of the usurer, and accumulated interest, besides. Mme. Loisel seemed old now. She had become a strong, hard woman, the crude woman of the poor household. Her hair badly dressed, her skirts awry, her hands red, she spoke in a loud tone and washed the floors in large pails of water. But sometimes, when her husband was at the office, she would seat herself before the window and think of that evening party of former times, of that ball where she was so beautiful and so flattered. How would it have been if she had not lost that necklace? Who knows? Who knows? How singular is life and how full of changes! How small a thing will ruin or save one! One Sunday, as she was taking a walk in the Champs Elysées to rid herself of the cares of the week, she suddenly perceived a woman walking with a child. It was Mme. Forestier, still young, still pretty, still attractive. Mme. Loisel was affected. Should she speak to her? Yes, certainly. And now that she had paid, she would tell her all. Why not? She approached her. Good morning, Jeanne. Her friend did not recognise her and was astonished to be so familiarly addressed by this common personage. She stammered: But, madame I do not know You must be mistaken. No, I am Matilda Loisel. Her friend uttered a cry of astonishment: Oh! my poor Matilda! How you have changed. Yes, I have had some hard days since I saw you, and some miserable ones and all because of you. Because of me? How is that? You recall the diamond necklace that you loaned me to wear to the minister s ball? Yes, very well. Well, I lost it. How is that, since you returned it to me? I returned another to you exactly like it. And it has taken us ten years to pay for it. You can understand that it was not easy for us who have nothing. But it is finished, and I am decently content. Mme. Forestier stopped short. She said: DURING READING EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 89

96 DURING READING 305 You say that you bought a diamond necklace to replace mine? Yes. You did not perceive it then? They were just alike. And she smiled with a proud and simple joy. Mme. Forestier was touched and took both her hands as she replied: Oh, my poor Matilda! Mine were false. They were not worth over five hundred francs! & Mme. Loisel believes that material wealth, IRRORS or owning many expensive things, will WINDOWS make her more important in the eyes of other people. In today s world, do you think people still judge objects and other people by their appearance? Is looking rich and fashionable important to you, too? W 90 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

97 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Which of the choices best describes Mme. Loisel s husband? A. an important government official B. a lowly clerk in the Board of Education C. an accountant who knows many rich people 2. Why does Mme. Loisel need to borrow her friend s necklace? A. She wants to appear rich at the party. B. She wants to use it to pay off her debts. C. She wants to make other women envious. 3. How do Mme. Loisel and her husband get home from the party? A. They rent a cab. B. They walk home. C. They ride with friends. 4. How does Mme. Forestier learn about the replacement necklace? A. She realizes that the necklace returned to her isn t hers. B. The police notify her that her necklace is missing. C. Mme. Loisel tells her about the necklace ten years later. 5. How much is Mme. Forestier s necklace really worth? A. 400 francs B. 500 francs C francs VOCABULARY CHECK Circle the letter of the correct answer. 1. This necklace has inestimable value. It is A. very valuable. B. hardly valuable. C. valuable to some. 2. Mme. Loisel is full of chagrin with her station in life. This means she is in a state of A. disappointment. B. contentment. C. servitude. 3. Every day, she looked at the dress with immoderate desire. Her desire was A. unrestrained. B. unpredictable. C. unnoticed. 4. Some people find throwing out the garbage to be an odios chore. This means they find the task to be A. simple. B. offensive. C. repetitive. 5. Mme. Loisel takes measures to ensure the night will go perfectly. This means she A. estimates how long she ll stay. B. prepares everything in advance. C. compares her outfit with her friends. ANALYZE LITERATURE: Theme Mme. Loisel wants to be rich and admired. For one night at a party, she has all her wishes granted. After that, she and her husband spend the next ten years working to pay off their debts. What lesson is the author trying to teach you with this ironic situation? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 1 91

98 USE READING SKILLS: Evaluate Cause and Effect Review your answers in the Cause-and-Effect Chart. Then, answer the following questions: What is the real cause of Mme. Loisel and her husband falling into poverty? Is it the outrageous debts, the careless loss of the necklace, or Mme. Loisel s ambitions? Explain. If you were Mme. Loisel s husband, would you have gotten angry at Mme. Loisel for losing the necklace? Why or why not? BUILD LANGUAGE SKILLS: Diagramming Sentences Diagramming sentences is a good way for you to understand the structure of sentences. This is especially helpful for the complex sentences in The Necklace. Below is an example of a basic sentence diagram: 1. The necklace looks expensive. necklace looks expensive The subject verb predicate adjective article Write your own sentence with the same structure as sentence 1. Then, diagram this sentence, following the example above. Do this on a separate sheet of paper. To challenge yourself, go online and research more sentence diagrams. Then, diagram a sentence from the story. Do this on a separate sheet of paper. WORK TOGETHER: Role-Play Pair up with a classmate to write a short script for a scene with Mme. Loisel and her husband during their ten years of hardship. Imagine that Mme. Loisel has a moment of rest from her work. She stops to think about the minister s ball she went to years ago. She talks to her husband about how she feels now about her dreams of becoming rich. What would she tell her husband? How does she feel about being poor and common? Act out your script in class. Use hand gestures and body language to convey Mme. Loisel s tiredness and longing. 92 LEVEL IV, UNIT 1 Differentiated Instruction for ELL EMC Publishing, LLC

99 Name: Date: BEFORE READING page 207 ABOUT THE NARRATIVE ESSAY Aha Moment shares the author s experience aboard an airplane with engine trouble. Despite her fear, she offers comfort to a younger passenger, even as a fellow passenger offers her support. The passengers form a supportive community as each reevaluates the most important things in life. Read to find out what happens in this possible life-and-death situation. MAKE CONNECTIONS A Narrative by Julia Alvarez What makes you feel connected to people you have never met before? ANALYZE LITERATURE: Diction Diction, in writing, refers to word choice. Diction helps define an author s writing style; diction can be simple or complex, formal or informal, modern or traditional, coarse or refined. For instance, this work Aha Moment could have been titled Epiphany a moment of realization instead. As you read, note the words the author uses in the story to describe her eventful flight. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 93

100 USE READING SKILLS: Contrast Clues Contrast clues are words and phrases that show something that contrasts, or differs in meaning, from something else. A contrast clue is a specific kind of context clue used to identify meanings of unfamiliar words. Contrast clues include signal words such as although, but, however, in spite off, nevertheless, and on the other hand. As you read, fill in the Contrast Clues Chart below to help you use contrast clues to identify the meaning of difficult words. Contrast Clues Chart Word or Phrase Contrast Clues Meaning 94 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

101 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. stricken strick en adjective Her stricken face showed the depths of her surprise and worry. If you see someone who appears stricken, try to drawl (dr0l) noun The boy s lazy drawl sounded sleepy. When I hear drawls, I think of indiscriminate in dis crim i nate adjective The indiscriminate flood waters ran through houses and stores alike. People s indiscriminate use of money can excruciating ex cru ci at ing (ik-<skr2-sh7-6-ti4) adjective The silence in the room before the test began was excruciating. It s excruciating to think about summer vacation when lament la ment ment>) verb Joey and Caitlin lament the loss of their pet. Adults often lament that they EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 95

102 DURING READING Analyze Literature Diction What words does the author use in the first paragraph to describe movement? What do these words show about the author s emotions at the time? strick en (<stri adjective, overwhelmed by fear, sorrow or misfortune Note the Facts What happens to the airplane that the author is riding on? Use Reading Skills Contrast Clues Identify the meaning of the word confidently using clues from the surrounding words. Put your answers in the Contrast Clues Chart A Narrative by Julia Alvarez I was in the tiny bathroom in the back of the plane when I felt the slamming jolt, then the horrible swerve that threw me against the door. Oh, Lord, I thought, this is it! Somehow I managed to unbolt the door and scramble out. The flight attendants, already strapped in, waved wildly for me to sit down. As I lunged ahead toward my seat, passengers looked up at me with the stricken expression of creatures who know they are about to die. I think we got hit by lightning, the girl in the seat next to mine said. She was from a small town in east Texas, and this was only her second time on an airplane. She had won a trip to England by competing in a high school geography bee and was supposed to make a connecting flight when we landed in Newark. In the next seat, at the window, sat a young businessman who had been confidently working. Now he looked worried something that really worries me: when confident-looking businessmen look worried.the laptop was put away. Something s not right, he said. The pilot s voice came over the speaker. I heard vaguely through my fear, Engine number two hit emergency landing New Orleans. When he was done, the voice of a flight attendant came on, reminding us of the emergency procedures she had reviewed before takeoff. Of course I never paid attention to this drill, always figuring that if we ever got to the point where we needed to use life jackets, I would have already died of terror. Now we began a roller-coaster ride through the thunderclouds. I was ready to faint, but when I saw the face of the girl next to me I pulled myself together. I reached for her hand and reassured her that we were going to make it. What a story you re going to tell when you get home! I said. After this, London s going to seem like small potatoes. Yes, ma am, she mumbled. I wondered where I was getting my strength. Then I saw that my other hand was tightly held by a ringed hand. Someone was comforting me a glamorous young woman across the aisle, the female equivalent of the confident businessman. She must have seen how scared I was and reached over. 96 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

103 I tell you, she confided. the problems I brought up on this plane with me sure don t seem real big right now. I loved her southern drawl, her indiscriminate use of perfume, her soulful squeezes. I was sure that even if I survived a plane crash, I d have a couple of broken fingers from all the T.L.C 1. Are you okay? she kept asking me. Among the many feelings going through my head during those excruciating 20 minutes was pride pride in how well everybody was behaving. No one panicked. No one screamed. As we jolted and screeched our way downward, I could hear small pockets of soothing conversation everywhere. I thought of something I had heard a friend say about the wonderful gift his dying father had given the family. He had died peacefully, as if not to alarm any of them about an experience they would all have to go through someday. And then yes! we landed safely. Outside on the ground, attendants and officials were waiting to transfer us to alternate flights. But we passengers clung together. We chatted about the lives we now felt blessed to be living, as difficult or rocky as they might be. The young businessman lamented that he had not had a chance to buy his two girls a present. An older woman offered him her box of expensive chocolates, still untouched, tied with a lovely bow. I shouldn t be eating them anyhow, she said. My glamorous aisle mate took out her cell phone and passed it around to anyone who wanted to make a call, or to hear the reassuring voice of a loved one. There was someone I wanted to call. Back in Vermont, my husband was anticipating my arrival late that night. He had Think and Reflect How does the incident affect the passengers? DURING READING drawl (dr0l) noun, a slow manner of speech in dis crim i nate (indis <krim adjective, reckless; without care for distinction ex cru ci at ing (ik <skr2 sh7 6 ti4) adjective, agonizing; very painful Note the Facts What is the gift that his friend s father had given his family? la ment ment>) verb, express sadness or regret Use Reading Skills Contrast Clues Identify the meaning of the word soothing using clues from the surrounding words. Put your answers in the Contrast Clues Chart been complaining that he wasn t getting to see very much of me because of my book tour. That s why I had decided to take this particular flight oh, yes, those stories! I had planned to surprise him by getting in a few days early. Now I just wanted him to know I was okay and on my way. When my name was finally called to board my new flight, I felt a bit tearful to Note the Facts What is the reason behind the author s earlier flight? 1. T.L.C. Abbreviation for tender loving care EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 97

104 DURING READING Use Reading Skills Contrast Clues Identify the meaning of the word indebted using clues from the surrounding words. Put your answers in the Contrast Clues Chart be partingfrom people whose lives had so intensely, if for a moment, touched mine. Now, back on terra firma 2, walking down a Vermont road, I sometimes hear an airplane and look up at that small, glinting, piece of metal. I remember the passengers on that fateful, lucky flight and wish I could thank them for the many acts of kindness Iwitnessed and received. I am indebted to my fellow passengers and wish I could pay them back. Just then, remembering my aisle mate s hand clutching mine while I clutched the hand of the high school student, I was struck by lightning all over again: The point is not to pay back kindness but to pass it on. 2. terra firma. [Latin] solid ground W W & other, IRRORS INDOWS What makes people support each even strangers, during a crisis? 98 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

105 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What happens to make the airplane move erratically? A. It loses an engine. B. It wears out its pilot. C. It bumps another jet. 2. What does the author do when she sees the girl next to her? A. She comforts the girl. B. She tells her they will die. C. She shares her past experience. 3. Who comforts the author through the plane ride? A. a sweet elderly woman B. a confident businessperson C. a glamorous young woman 4. What do the passengers do as the plane passes the thunderclouds? A. They prepare for death. B. They scream with panic. C. They comfort each other. 5. According to the author, what is the point of kindness? A. It must be protected. B. It must be paid back. C. It must be passed on. VOCABULARY CHECK Circle the letter of the correct answer. 1. The stricken expression of the passengers clearly shows their A. fear. B. doubt. C. peace. 2. The woman s drawl sounds sweet to his ears. Her manner of speaking pleasantly is A. flat. B. slow. C. rapid. 3. Her indiscriminate use of perfume made us crinkle our noses. She put on too much scent A. within limits. B. without care. C. with concern. 4. Twenty excruciating minutes fly by quickly, almost like a A. spiritual pill. B. physical pain. C. mental prayer. 5. He laments that he has nothing for his daughters. He feels A. desire. B. peace. C. regret. ANALYZE LITERATURE: Diction Based on what you have understood, what factor decides the author s word choice? USE READING SKILLS: Contrast Clues Review the Contrast Clues Chart you filled in while reading this story. Check your answers against a dictionary. Are your answers correct? How do contrast clues help you arrive at the correct answer? Share your thoughts with a classmate. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 99

106 BUILD LANGUAGE SKILLS: Infinitive Phrases An infinitive is a verb form with the word to in front of it. Examples 1. to eat 2. to win 3. to bite An infinitive combined with modifiers and complements is called an infinitive phrase. Examples 1. to eat pancakes with maple syrup 2. to win against the general 3. to bite without warning Infinitive phrases are used as nouns, adjective, or adverbs. Examples 1. To eat pancakes with maple syrup is his favorite morning activity. (The infinitive phrase is a noun that functions as the subject of the sentence.) 2. The only person to win against the general is Lady Camelia. (The infinitive phrase is an adjective that modifies the only person.) 3. The ferocious dog was trained to bite without warning. (The infinitive phrase is an adverb that modifies was trained.) Fill in the blanks with infinitive phrases that match the context of the sentence. 1. is one of the greatest fears of the passengers of an airplane in trouble. 2. The pilot is a very courageous man. 3. The confident businessperson had decided. 4. The glamorous lady s way of comforting is. 5. She is known in the whole flight as the woman. SPEAKING & LISTENING SKILLS: Present a Dramatic Scene With five other classmates, select a scene from the narrative story Aha Moment in which everyone can have a speaking role. Make copies of the scene and read the scene together as a group. Mark up your scripts as you read with notes on how to perform the scene. Practice the choreography, including the entrances, exits, and blocking. Use necessary props and simple costumes. Finally, present the dramatic scene in front of the class. 100 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

107 Name: Date: BEFORE READING page 268 ABOUT THE SPEECH A Speech by Dr. Martin Luther King Jr. I Have a Dream is a speech that Dr. Martin Luther King Jr. delivered to support the Civil Rights movement at the foot of the Lincoln Memorial in Washington, DC, on August 28, The Civil Rights movement fought for the rights of African Americans to be treated equally as Americans. In his speech, King notes that the African Americans are still not free even after a hundred years. His speech, widely recognized and quoted, describes his dream of freedom and justice. Read to find out more about this famous speech. MAKE CONNECTIONS What changes would you like to make in this country? ANALYZE LITERATURE: Rhetorical Devices Rhetorical devices are techniques that a speaker or writer uses to achieve the desired effect from an audience or a reader. Examples of these devices are repetition and figurative language. As you read, identify the rhetorical devices used in the speech and its effects on the listener. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 101

108 USE READING SKILLS: Text Organization Text organization refers to the different ways that a text may be organized. Understanding the different methods of text organization can help you understand what you read. As you read, identify the introduction, body, and conclusion and note this information in the Text Organization Chart below. Text Organization Chart Introduction Body Conclusion 102 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

109 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. sear (sir) verb sear The angry flames sear through his flesh. The harsh summer sun sears mobility mo bil i ty (m9 bi> t7) noun The baby s mobility is not perfect yet. If you are afraid to lose the mobility of your legs, you can wallow wal low (w5> l9<) verb People who wallow in feelings of failure never get far in life. When Betsy wallows in selfpity, Arnold simply creed (kr7d) noun creed The organization s creed is placed on the wall for all members to see. Part of the young boys creed is idiom lips dripping Their lips were dripping with details as they told us why they were so late for our meeting. If your lips are dripping with praise about a book, you discord dis cord (dis> k0rd) noun The mess in the kitchen tells the story of the discord earlier. If you are in discord with someone, you can EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 103

110 DURING READING Use Reading Skills Text Organization The introduction of a speech states the speaker s argument. Note the introduction of the speech under the Introduction header in the Text Organization Chart. sear (sir) verb, burn; destroy Note the Facts What cripples the life of African Americans one hundred years after the Emancipation Proclamation? Analyze Literature Rhetorical Device Identify at least one example of figurative language used on this page. Remember that figurative language is not meant to be taken literally. Explain how the words/phrases are meant to be understood A Speech by Dr. Martin Luther King Jr. I m happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Fivescore 1 years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation 2. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free; one hundred years later, the life of the Negro is still sadly crippled by the manacles 3 of segregation 4 and the chains of discrimination; one hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity; one hundred years later, the Negro is still languished 5 in the corners of American society and finds himself in exile 6 in his own land.... Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content, will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of the revolt will continue to shake the foundations of our nation until the bright day of Justice emerges There are those who are asking the devotees of Civil Rights, When will you be satisfied? We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality 8 ; we can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities; we cannot be satisfied as long as the Negro s basic mobility is from mo bil i ty (m9 bi> t7) noun, ability to move from place to place 1. Fivescore. One hundred; one score is equal to twenty 2. Emancipation Proclamation. Signed by Abraham Lincoln in 1863, this document legally set free the slaves in the Confederate states 3. manacle. Handcuff; shackle; restraint 4. segregation. Enforced separation of people based on group characteristics 5. languished. Lose force or liveliness 6. exile. Person expelled from his home country 7. emerges. Become apparent or known; come forth into view 8. brutality. Cruelty 104 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

111 a smaller ghetto 9 to a larger one; we can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating For Whites Only ; we cannot be satisfied as long as the Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No! No, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream. 10 I am not unmindful that some of you have come here out of great trials and tribulations 11. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive 12. Go back to Mississippi. Go back to Alabama. Go back to South Carolina. Go back to Georgia. Go back to Louisiana. Go back to the slums and ghettos of our northern cities, knowing that somehow the situation can and will be changed. Let us not wallow in the valley of despair. DURING READING Culture Note When President John F. Kennedy asked Congress to pass a law requiring equal treatment regardless of race in 1963, Southern representatives moved to block the bill. It was in a peaceful demonstration to promote the law that King delivered his speech I Have a Dream. A year later, President Lyndon B. Johnson signed the first of a series of pieces of legislation, giving equal rights to African Americans. wal low (w5> l9<) verb, overly indulge oneself 55 Think and Reflect How do you feel about the plight of African Americans during these times? I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American meaning of its creed, We hold these truths to be self-evident, that all men are created equal. 13 I have a dream that one day on the red hills of Georgia, sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an Use Reading Skills Text Organization The body of a speech provides details to support the speaker s argument. Note the details under the Body header in the Text Organization Chart. creed (kr7d) noun, statement of principle or opinion 9. ghetto. Section of a city where many members of a minority group live, either by choice or because of economic or social pressure 10. justice rolls down stream. Biblical reference to Amos 5: tribulations. Great misery or distress, as from oppression 12. redemptive. Serving to free from the consequences of sin 13. We hold these truths to be self-evident, that all men are created equal. First line of the second paragraph of the Declaration of Independence EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 105

112 DURING READING Analyze Literature Rhetorical Device Read the paragraph beginning I say to you today... Identify the instance of repetition and how this technique affects the audience. Remember that repetition is the reuse of sound, words, phrases, and sentences to reinforce an idea. Read Aloud Read lines aloud. What is the essence of King s dreams? lips dripping idiom, always saying something, talking a lot dis cord (dis> k0rd) noun, conflict oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but the content of their character. I have a dream today! I have a dream that one day down in Alabama with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification 14 one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today! I have a dream that one day every valley shall be exalted 15 and every hill and mountain shall be made low. The rough places will be made plain and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. 16 This is our hope. This is the faith that I go back to the South with. With this faith we shall be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day. And this will be the day. This will be the day when all of God s children will be able to sing with new meaning, My country tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim s pride, from every mountainside, let freedom ring. 17 And if America is to be a great nation this must become true interposition and nullification. Dr. King was talking about the Alabama governor s refusal to obey a federal requirement to allow African-American children to attend public schools. Interposition is the disputed theory that a state can reject a federal mandate. Nullification refers to the refusal of a state to enforce any federal law. 15. exalted. Raised in status; elevated by praise 16. every valley shall be see it together. Biblical reference to Isaiah 40: My country tis of thee,... let freedom ring. Lines from a well-known American anthem 106 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

113 So let freedom ring from the prodigious hilltops of New Hampshire; let freedom ring from the mighty mountains of New York; let freedom ring from the heightening Alleghenies of Pennsylvania; let freedom ring from the snow-capped Rockies of Colorado; let freedom ring from the curvaceous slopes of California. But not only that. Let freedom ring from Stone Mountain of Georgia; let freedom ring from Lookout Mountain of Tennessee; let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring. And when this happens and when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all God s children, black men and white men, Jews and gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: Free at last. Free at last. Thank God Almighty, we are free at last. DURING READING Use Reading Skills Text Organization The conclusion reviews the supporting details for the speaker s argument and makes a call for action. It can also be a final statement about the speaker s argument. Note the conclusion of the speech under the Conclusion header in the Text Organization Chart. Think and Reflect In your opinion, has King s vision come true today? Describe situations you know in which this vision has already come true. W W & be IRRORS INDOWS How do you describe a leader? How do you describe a hero? Do you think a leader can also be a hero or a hero can a leader? Explain your answer. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 107

114 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Who signed the Emancipation Proclamation? A. John F. Kennedy B. Abraham Lincoln C. Martin Luther King 2. What does King call 1963? A. a pause B. a beginning C. a conclusion 3. What do African Americans seek? A. to be treated fairly B. to own property C. to be segregated 4. What is King s dream? A. stability for blacks against whites B. humility from the whites to blacks C. equality between blacks and whites 5. What does King say must be allowed to ring? A. honor B. respect C. freedom VOCABULARY CHECK Circle the letter of the correct answer. 1. The flames of injustice sear, A. burning them. B. slashing them. C. freezing them. 2. King calls African Americans mobility limited. They cannot A. live long. B. stay in one place. C. move far. 3. People must wallow in despair, or A. ask for help. B. remain unhappy. C. attempt happiness. 4. King s creed is that all men are created equal. This is his guiding A. effect. B. benefit. C. principle. 5. Faith can transform discord into harmony, creating peace out of A. design. B. conflict. C. empathy. ANALYZE LITERATURE: Rhetorical Devices List three rhetorical devices that King used in his speech in the chart below. Identify them correctly as figurative language or repetition. Then, explain the ideas reinforced by the rhetorical device. The first has been done for you. Words/Phrases Rhetorical Devices Ideas one hundred years repetition the African Americans remain in bondage for far too long even after the Emancipation Proclamation 108 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

115 USE READING SKILLS: Text Organization Review the Text Organization Chart you filled in while reading this speech. What action does King want the audience to take? Share your answers with a classmate. BUILD LANGUAGE SKILLS: Semicolons A semicolon (;) is a punctuation mark used to connect two sentences that are closely related. It can take the place of conjunctions in joining two independent clauses. It can also be used when either clause contains commas even if there is a conjunction. Examples 1. We must continue to work for change; we must never give up. 2. There must be faith, hope, and love; and we must never forget that there must be a willingness to forgive. Rewrite each sentence below by correctly inserting a semicolon to combine independent clauses or to separate a series that contains commas. 1. The people gathered in this momentous occasion are crying for equality their cry will not be in vain. 2. Segregation, discrimination, and injustice follow their shadows and after a hundred years, it is time to fight for the light. 3. It is not an ending, not a descent into the night, it is the beginning, the joyous dawn that we are waiting for. WRITING SKILLS: Persuasive Essay Writing Write a speech that is three to five minutes long that persuades your classmates to join in your vision of a better world. Clearly state your argument or position. Make sure that your supporting details are solid and reasonable, and then conclude your speech with a strong call to action. Practice delivering your speech with a classmate, and make sure you vary your tones depending on the effect you want to achieve. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 109

116 Name: Date: BEFORE READING page 296 A How-to Writing by Octavia Butler ABOUT THE HOW-TO WRITING Furor Scribendi is a how-to writing that identifies six rules for writers. These rules, according to the author, must be followed and turned into habits to succeed. Read on to find out more. MAKE CONNECTIONS What rules do you follow when writing? ANALYZE LITERATURE: How-to Writing How-to writing usually shows the steps in a specific process. Writers sometimes use numbered lists to show examples and explanations. They sometimes use diagrams and paragraphs to provide additional details that explain the process more clearly. As you read the essay, analyze what the author wants the reader to know, think, feel, and do about writing. 110 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

117 USE READING SKILLS: Sequence of Events Sequence of events refers to the order of events as they happen. As you read, keep track of the steps in the writing process by completing the Sequence Map below. Draw the sequence of events as they are explained. Include a short caption under each image. One example is provided. Sequence Map 1. Read every day EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 111

118 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. compelling com pel ling <pe li4) adjective Nerissa s acting was so compelling that the audience was crying by the end of the play. A compelling leader can make his or her followers flaw flaw (fl5w) noun The flaw in his plan to buy that new bike is that he doesn t have any money. You can fix a flaw that you find in your writing by rite of passage idiom Nero marked his failure as a drummer as a musical rite of passage. For children, some rites of passage to adulthood include impediment im ped i ment (im noun Maya did not consider her lisp as a speech impediment. An artist s impediment can be a source of lethal le thal (l7> th<l) adjective Somehow, the ruler in Marco s hand appeared lethal to the children. Lethal objects like knives are LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

119 DURING READING A How-to Writing by Octavia Butler Writing for publication may be both the easiest and the hardest thing you ll ever do. Learning the rules if they can be called rules is the easy part. Following them, turning them into regular habits, is an ongoing struggle. Here are the rules: 1. Read. Read about the art, the craft, and the business of writing. Read the kind of work you d like to write. Read good literature and bad, fiction and fact. Read every day and learn from what you read. If you commute to work or if you spend part of your day doing relatively mindless work, listen to book tapes. If your library doesn t have a good supply of complete books on audio tape, companies like Recorded Books, Books on Tape, Brilliance Corporation, and the Literate Ear will rent or sell you a wide selection of such books for your pleasure and continuing education. These provide a painless way to ponder use of language, the sounds of words, conflict, characterization, plotting, and the multitudes of ideas you can find in history, biography, medicine, the sciences, etc. 2. Take classes and go to writers workshops. Writing is communication. You need other people to let you know whether you re communicating what you think you are and whether you re doing it in ways that are not only accessible and entertaining, but as compelling as you can make them. In other words, you need to know that you re telling a good story. You want to be the writer who keeps readers up late at night, not the one who drives them off to watch television. Workshops and classes are rented readers rented audiences for your work. Learn from the comments, questions, and suggestions of both the teacher and the class. These relative strangers are more likely to tell you the truth about your work than are your friends and family who may not want to hurt or offend you. One tiresome truth they might tell you, for instance, is that you need to take a grammar class. If they say this, listen. Take the class. Vocabulary and grammar are your primary tools. They re most effectively used, even most effectively abused, by people who understand Analyze Literature How-to Writing Why is reading a part of the writing process? Note the Facts According to the author, what can be both the easiest and hardest thing for a writer to do? com pel ling <pe li4) adjective, something that demands attention; forceful Use Reading Skills Sequence of Events Use the Sequence Map to draw the two rules on the page that a writer must follow. Include a short caption under the pictures. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 113

120 DURING READING 35 them. No computer program, no friend or employee can take the place of a sound knowledge of your tools. Think and Reflect Why is a complete stranger more reliable in offering writing criticism than the writer s family and friends? Build Vocabulary Idioms As you find words or phrases you do not know, try to guess what they mean. Then, discuss your answers with another student. What does the idiom rite of passage mean? What is a writer s rite of passage? Use Reading Skills Sequence of Events Use the Sequence Map to draw the two rules on the page that a writer must follow. Include a short caption under the pictures Write. Write every day. Write whether you feel like writing or not. Choose a time of day. Perhaps you can get up an hour earlier, stay up an hour later, give up an hour of recreation, or even give up your lunch hour. If you can t think of anything in your chosen genre, keep a journal. You should be keeping one anyway. Journal writing helps you to be more observant of your world, and a journal is a good place to store story ideas for later projects. 4. Revise your writing until it s as good as you can make it. All the reading, the writing, and the classes should help you do this. Check your writing, your research (never neglect your research), and the physical appearance of your manuscript. Let nothing substandard slip through. If you notice something that needs fixing, fix it, no excuses. There will be plenty that s wrong that you won t catch. Don t make the mistake of ignoring flaws that are obvious to you. The moment you find yourself saying, This doesn t matter. It s good enough. Stop. Go back. Fix the flaw. Make a habit of doing your best. 5. Submit your work for publication. First research the markets that interest you. Seek out and study the books or magazines of publishers to whom you want to sell. Then submit 114 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

121 your work. If the idea of doing this scares you, fine. Go ahead and be afraid. But send your work out anyway. If it s rejected, send it out again, and again. Rejections are painful, but inevitable. They re every writer s rite of passage. Don t give up on a piece of work that you can t sell. You may be able to sell it later to new publications or to new editors of old publications. At worst, you should be able to learn from your rejected work. You may even be able to use all or part of it in a new work. One way or another, writers can use, or at least learn from, everything. 6. Here are some potential impediments for you to forget about: First forget inspiration. Habit is more dependable. Habit will sustain you whether you re inspired or not. Habit will help you finish and polish your stories. Inspiration won t. Habit is persistence in practice. Forget talent. If you have it, fine. Use it. If you don t have it, it doesn t matter. As habit is more dependable than inspiration, continued learning is more dependable than talent. Never let pride or laziness prevent you from learning, improving your work, changing its direction when necessary. Persistence is essential to any writer the persistence to finish your work, to keep writing in spite of rejection, to keep reading, studying, submitting work for sale. But stubbornness, the refusal to change unproductive behavior or to revise unsalable work can be lethal to your writing hopes. Finally, don t worry about imagination. You have all the imagination you need, and all the reading, journal writing, and learning you will be doing will stimulate it. Play with your ideas. Have fun with them. Don t worry about being silly or outrageous or wrong. So much of writing is fun. It s first let ting your interests and your imagination take you anywhere at all. Once you re able to do that, you ll have more ideas than you can use. Then the real work of fashioning them into a story begins. Stay with it. Persist. W W & good IRRORS INDOWS How can you, as an aspiring writer, turn the practice of following writing rules into writing habits? DURING READING rite of passage idiom, an activity or ceremony that shows that someone has reached an important new stage in his or her life im ped i ment (im noun, obstacle; roadblock; interference Analyze Literature How-to Writing How does tackling the potential impediments that a writer can face help him or her to overcome these blocks and succeed? le thal (l7> th<l) adjective, deadly Use Reading Skills Sequence of Events Use the Sequence Map to draw the last two rules on the page that a writer must follow. Include a short caption under the picture. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 115

122 AFTER READING READING CHECK Circle the letter of the correct answer. 1. According to the author, which of the following is more difficult than learning the rules? A. revising the rules B. imposing the rules C. following the rules 2. What does a writer need to know? A. whether he or she is telling a good story B. whether he or she must attend a workshop C. whether he or she has a chance to be published 3. When must a writer write? A. when the writer is forced to B. when the writer has inspiration C. when the writer does and does not feel like it 4. According to the author, what habit must a writer have? A. the habit of ignoring flaws B. the habit of doing one s best C. the habit of admitting weakness 5. Which of the following is more dependable than inspiration, according to the author? A. habit B. talent C. imagination VOCABULARY CHECK Circle the letter of the correct answer. 1. The compelling writer can capture the reader s A. opinion. B. attention. C. institution. 2. A large flaw in a writing piece can prevent it from being published. Writers must make sure that their writing does not have A. quotes. B. mistakes. C. annotations. 3. Getting rejected is a rite of passage for all writers. Rejection is something that A. very few achieve. B. everyone experiences. C. many people hope for. 4. Writers must not allow impediments such as writer s block to A. stop them. B. help them. C. console them. 5. Unproductive work can be lethal to the writer, and it can easily A. claim any writing hopes. B. revive any writing hopes. C. destroy any writing hopes. ANALYZE LITERATURE: How-to Writing How does the author teach writers about writing? Do you think the author s method is effective? Why? USE READING SKILLS: Sequence of Events Review the Sequence Map you created while reading the how-to writing. Briefly retell the steps in the process of writing as they occur. Share your answer with a classmate. 116 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

123 BUILD VOCABULARY SKILLS: Suffixes A suffix is a letter or group of letters that is added at the end of a word to give a new meaning to the word. The spelling of most words does not change when adding the suffix -ness, -less, or -ly. Examples 1. Eager plus -ness equals eagerness. 2. Appropriate plus -ly equals appropriately. The suffix -ness is added before an adjective or a verb. The new word is a noun. Example 1. Her forgiveness of their errors is admirable. (Forgive plus -ness equals forgiveness.) The suffix -less is added before an adjective. This suffix means less or without. Examples 1. The woman s graceless manner is embarrassing to her parents. (Grace plus -less equals graceless.) 2. The pianist s rendition of the piece is flawless. (Flaw plus -less equals flawless.) The suffix -ly is added before an adjective. The word becomes an adverb. Example 1. Please wait patiently. (Patient plus -ly equals patiently.) Fill in the blanks with the appropriate word by adding the correct suffix to the word in the parentheses. 1. Reading books you like will be a way to learn. (pain) 2. Vocabulary and grammar can improve a writer s work. (effective) 3. When you are doing a task, listen to audio books. (mind) 4. A writer s can keep him or her from succeeding. (lazy) SPEAKING & LISTENING SKILLS: Give a Descriptive Writing Presentation Present an original descriptive piece of writing to your class. Decide on a writer that you want to describe in your writing and write a short descriptive essay about your subject. Follow the tips for writing in Furor Scribendi. Once your writing is final, practice reading it aloud before a classmate. Finally, deliver your descriptive essay to your classmates and teacher. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 117

124 Name: Date: BEFORE READING page 306 An Essay by Annie Dillard ABOUT THE ESSAY It s Not Talent; It s Just Work is an essay that challenges readers to rethink the idea of talent. The author notes that many people use hard work and discipline to hone their abilities and achieve greatness. She invites the readers to do the same, and suggests that it is not talent that causes success. Read to find out more. MAKE CONNECTIONS What motivates you to do your best? ANALYZE LITERATURE: Supporting Details Supporting details are minor ideas and details that provide support to the main ideas, or key topic, in a written work. As you read, locate basic facts and determine the importance of certain details on the essay. 118 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

125 USE READING SKILLS: Main Idea The main idea is the central thought of a written work. It is a brief statement that the author wants the reader to think, feel, and understand. The main idea is stated in the first or last paragraph of a passage in most cases, and sometimes the reader has to infer the main idea. As you read, enter the important details in the essay into the Main Idea Map below. Paragraph Main Idea EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 119

126 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. queasy quea sy (kwe< ze) adjective The boat s movement is making Dana feel queasy. Horror movies make some people feel queasy because alienation a li e na tion (a na> noun Because they have lived far apart for four years, all Harley can feel is alienation for Haruka. Alienation happens between friends when they off the hook idiom For admitting quickly that he broke the lock, Sanjay is off the hook. To get off the hook, the first thing you must do is regimen reg i men (re> noun Uncle Jeremy s fitness regimen is very effective when done every day. An athlete s daily regimen includes masochism mas och ism noun Katie, who hates Math, thinks that Math professors are known for their masochism. Sports that seem to promote masochism are perpetual per pet u al adjective Leon jokes that his mother is in perpetual motion because she is always moving around the house. Time is perpetual, which means LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

127 DURING READING An Essay by Annie Dillard It s hard work, doing something with your life. The very thought of hard work makes me queasy. I d rather die in peace. Here we are, all equal and alike and none of us much to write home about and some people choose to make themselves into physicists or thinkers or major-league pitchers, knowing perfectly well that it will be nothing but hard work. But I want to tell you that it s not as bad as it sounds. Doing something does not require discipline; it creates its own discipline with a little help from caffeine. People often ask me if I discipline myself to write, if I work a certain number of hours a day on a schedule. They ask this question with envy in their voices and awe on their faces and a sense of alienation all over them, as if they were addressing an armored tank or a talking giraffe or Niagara Falls. We want to believe that other people are natural wonders; it gets us off the hook. Now, it happens that when I wrote my first book of prose 1, I worked an hour or two a day for a while, and then in the last two months, I got excited and worked very hard, for many hours a day. People can lift cars when they want to. People can recite the Koran 2, too, and run in marathons. These things aren t ways of life; they are merely possibilities for everyone on certain occasions of life. You don t lift cars around the clock or write books every year. But when you do, it s not so hard. It s not superhuman. It s very human. You do it for love. You do it for love and respect for your own life; you do it for love and respect for the world; and you do it for love and respect for the task itself. If I had a little baby, it would be hard for me to rise up and feed that little baby in the middle of the night. It would be hard but certainly wouldn t be a discipline. It wouldn t be a regimen I imposed on myself out of masochism, nor would it be the flowering of some extraordinary internal impulse. I would do it, Analyze Literature Supporting Details What details does the author use to support the idea that hard work is not as bad as it sounds? quea sy (kwe< ze) adjective, nauseated; uneasy a li e na tion (a na> noun, distance or separation because of great differences Build Vocabulary Idioms As you find words or phrases you do not know, try to guess what they mean. Then, discuss your answers with another student. What does the idiom off the hook mean? What gets people off the hook from hard work? Read Aloud Read lines aloud. According to the author, what gives people the ability to do extraordinary things? 1. prose. A broad term used to describe all writing that is not poetry, which includes fiction and nonfiction 2. Koran. Holy book of the Islamic faith EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 121

128 DURING READING reg i men (re> noun, regular course of action, especially strenuous training mas och ism (ma> ki noun, pleasure in suffering Use Reading Skills Main Idea Identify the important details in the essay and place these on the Main Idea Map grumbling, for love and because it has to be done. Of course it has to be done. And something has to be done with your life too: something specific, something human. But don t wait around to be hit by love. Don t wait for anything. Learn something first. Then, when you are getting to know it, you will get to love it, and that love will direct you in what to do. So many times when I was in college, I used to say of a course like seventeenth-century poetry or European history, I didn t like it at first, but now I like it. All of life is like that a sort of dreary course which gradually gets interesting if you work at it. Think and Reflect How does the author s view about life compare to your views? per pet u al adjective, continuing forever I used to live in perpetual dread that I would one day read all the books that I would ever be interested in and have nothing more to read. I always figured that when that time came I would force myself to learn wildflowers, just to keep awake. I dreaded it, because I was not very interested in wildflowers but thought I should be. But things kept cropping up and one book has led to another and I haven t had to learn wildflowers yet. I don t think there s much danger of coming to the end of the line. The line is endless. I urge you to get in it, to get in line. It s a long line but it s the only show in town. W W & work? IRRORS INDOWS If people love to do something, is it really Why? 122 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

129 AFTER READING READING CHECK Circle the letter of the correct answer. 1. According to the author, which of the following is not required in doing something? A. love B. respect C. discipline 2. How does the author write her works? A. She writes an hour every day. B. She sets a number-of-pages goal. C. She writes when she is inspired to write. 3. Why do we want to believe that others are naturally talented? A. It frees us from criticism. B. It protects us from sorrow. C. It spares us from heartaches. 4. What does the author say she will do when she has nothing left to read? A. She will write books with other authors. B. She will learn about something else, like wildflowers. C. She will go back to teaching at universities. 5. The essay mentions that we must learn something first. What happens when we know something and learn to love it? A. The love completes our lives. B. The love directs us what to do. C. The love encourages more dreams. VOCABULARY CHECK Circle the letter of the correct answer. 1. The thought of hard work makes some people queasy. This means they feel A. sick. B. unhappy. C. exhausted. 2. The actor feels a sense of alienation from his fans. He felt that there was A. a distance between them. B. a close and lasting bond. C. a friendship and following. 3. A regimen is something that you must do A. happily. B. regularly. C. suddenly. 4. Disciplined people do not practice masochism as most people imagine. They don t enjoy A. working. B. pleasing. C. suffering. 5. Living in perpetual dread can be tiring because it A. stops frequently. B. pauses occasionally. C. continues constantly. ANALYZE LITERATURE: Supporting Details The supporting details on the essay add weight to the main idea that the author wants to share. From what does the author base the majority of her supporting details? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 123

130 USE READING SKILLS: Main Idea Review the Main Idea Map you filled in while reading this essay. What is the main idea of the essay? Do you agree with it? Why? Share your answers with a classmate. BUILD VOCABULARY SKILLS: Words With Multiple Meanings Some words have more than one meaning. When a word has more than one meaning, you have to choose the meaning that fits the context and makes the most sense. Examples 1. Will you switch off the light? (noun, something that makes vision possible) 2. The children decide to light up the bonfire. (verb, to ignite something) 3. The weight of four books is quite light. (adjective, not heavy). Each word taken from the essay below has multiple meanings. Identify how these words were used in the essay. Then, consult a dictionary and list one other meaning for the word. Make a sentence that shows the word used with the other meaning. 1. discipline 2. work 3. course 4. crop 5. address Word Meaning in the Essay Other Meaning Sentence Using Other Meaning WORK TOGETHER: Small-Group Discussion Collaborate with four classmates to discuss which is necessary for success and why hard work or talent. Choose a group leader to guide the discussion and a secretary to record the exchange of ideas. Then, ask the group leader to provide a summary of the small-group discussion. 124 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

131 Name: Date: BEFORE READING page 308 ABOUT THE STORY An Ethnic Trump is a personal essay about the author s thoughts on ethnic identity. The essay shares Gish Jen s experiences as a mother of a child from two different races. Her son, Luke, takes his Chinese heritage from her and his Irish heritage from his father, yet people expect her son to embrace his Chinese heritage because he looks more Chinese than Irish. Read to find out more about the author s thoughts about what it means to be a multiracial in America s society and the importance of holding on to one s ethnic heritage. MAKE CONNECTIONS A Personal Essay by Gish Jen The author wants her son to be proud of both sides of his heritage. Are you proud of your heritage? How do you show this pride? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 125

132 ANALYZE LITERATURE: Anecdote An anecdote is a short account of an interesting, amusing, or biographical incident. Anecdotes are sometimes used in nonfiction writing as examples to help support an idea or opinion. As you read, pay attention to the anecdotes the author includes in her essay. USE READING SKILLS: Monitor Reading Comprehension As you read, monitor reading comprehension by stopping frequently to check how well you understand what you are reading. Think about the problems that you have as you read and write down how you can solve your problems in the Monitor Reading Comprehension Chart below. Some ways you can monitor your reading include rereading, reading in smaller chunks, reading aloud, asking questions, and changing your reading rate. Monitor Reading Comprehension Chart Paragraph Number Reading Comprehension Problem Comprehension Solutions 126 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

133 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. inevitable in ev i ta ble (i ne> adjective I am always late, so it is inevitable that I will miss the bus today again. Some things in life are inevitable, like the sun rising in the east and brazen bra zen (br a> adjective The brazen boy took one of the cookies from the table without asking. Facing brazen people is heritage he ri tage (he ri tij) noun We celebrated our family s heritage by writing a short essay about our grandparents. Something from my family s heritage is derision de ri sion (di ri> noun The rich lady s derision for the poor man is painful to see. I often react with derision when I see in the wash of idiom We found the missing toy boat in the wash of the stream. Something you might find in the wash of a boat might be EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 127

134 DURING READING in ev i ta ble (i ne> adjective, unavoidable A Personal Essay by Gish Jen Note the Facts What are Luke s two ethnicities? Use Reading Skills Monitor Reading Comprehension What difficulties did you encounter as you read from the beginning until lines 10 15? Record your answers in the Reading Comprehension Chart. Analyze Literature Anecdote What anecdote does the author use to support the idea that people only see Luke s Chinese heritage? That my son, Luke, age four, goes to Chinese-culture school seems inevitable to most people, even though his father is of Irish descent. For certain ethnicities 1 trump 2 others; Chinese, for example, trumps Irish. This has some thing to do with the relative distance of certain cultures from mainstream American culture, but it also has to do with race. For as we all know, it is not only certain ethnicities that trump others but certain colors: black trumps white, for example, always and forever; a mulatto 3 is not kind of white person, but a kind of black person. And so it is, too, that my son is considered a kind of Asian person whose manifest destiny 4 is to embrace Asia things. The Chinese language. Chinese food. Chinese New Year. No one cares whether he speaks Gaelic 5 or wears green on Saint Patrick s Day. For though Luke s skin is fair, and his features mixed, people see his straight black hair and know who he is. But is this how we should define ourselves, by other people s perceptions? My husband, Dave, and I had originally hoped for Luke to grow up embracing his whole complex ethnic heritage. We had hoped to pass on to him values and habits of mind that had actually survived in both of us. Then one day, Luke combed his black hair and said he was turning it yellow. Another day, a fellow mother reported that her son had invited all blond-haired children like himself to his birthday party. And yet another day, Luke was happily scooting around the Cambridge Common playground when a pair of older boys, apparently brothers, blocked his way. You re Chinese! they shouted, leaning on the hood of Luke s scooter car. he ri tage (he ri tij) noun, history; inheritance; legacy 1. ethnicities. Cultural origins or backgrounds of individuals, including country or tribe of origin, religion, and language 2. trump. To override or outrank 3. mulatto. A person of mixed white and black ancestry 4. manifest destiny. A future event accepted as inescapable 5. Gaelic. The Irish language 128 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

135 You are! You re Chinese! So brazen were these kids that even when I, an adult, intervened, they continued to shout. Luke answered, No, I m not! to no avail; it was not clear if the boys even heard him. Then the boys mother called to them from some distance away, outside the fence, and though her voice was no louder than Luke s, they left obediently. Behind them opened a great, rippling quiet, like the wash of a battleship. Luke and I immediately went over things he could say if anything like that ever happened again. I told him that he was 100 percent American, even though I knew from my own childhood in Yonkers that these words would be met only with derision. It was a sorry chore. Since then, I have not asked him about the incident, hoping he has forgotten about it, and wishing that I could, too. For I wish I could forget the sight of those kids fingers on the hood of Luke s little car. I wish I could forget their loud attack, but also Luke s soft defense: No, I m not. DURING READING bra zen (br a> adjective, overly bold; disrespectful Note the Facts What does Luke say one day? Why? Use Reading Skills Monitor Reading Comprehension Stop and check how well you understand what you are reading while reading lines What problems have you encountered and how can you solve them? Record your answers in the Reading Comprehension Chart. Think and Reflect How would you have felt if you were in Luke s place? How would you react to the bullies? in the wash of idiom, in the spray of, in the water that is draining away de ri sion (di ri> noun, scorn; contempt Chinese-culture school. After dozens of phone calls, I was elated to discover the Greater Boston Chinese Cultural Association nearby in West Newton. The school takes children at three, has a wonderful sense of community, and is housed in a center paid for, in part, by great karaoke 6 fund-raising events. (Never mind what the Japanese meant to the Chinese in the old world. In this world, people donate at 6. karaoke. Device that plays musical accompaniment while the user sings along EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 129

136 DURING READING Note the Facts Underline what Luke says about Chinese school. Use Reading Skills Monitor Reading Comprehension Monitor your reading progress from lines Record your answers in the Reading Comprehension Chart least two hundred dollars each for a chance at the mike, and the singing goes on all night.) There are even vendors who bring home-style Chinese food to sell after class stuff you can t get in a restaurant. Dave and I couldn t wait for the second class, and a chance to buy more bao 7 for our freezer. But in the car on the way to the second class, Luke announced that he didn t want to go to Chinese school anymore. He said that the teacher talked mostly about ducks and bears and that he wasn t interested in ducks and bears. And I knew this was true. I knew that Luke was interested only in whales and ships. And what s more, I knew we wouldn t push him to take swimming lessons if he didn t want to, or music. Chinese school was a wonderful thing, but there was a way in which we were accepting it as somehow nonoptional. Was that right? Hadn t we always said that we didn t want our son to see himself as more essentially Chinese than Irish? Yet we didn t want him to deny his Chinese heritage, either. And if there were going to be incidents on the playground, we wanted him to know what Chinese meant. So when Luke said again that he didn t really want to go to Chinese school, I said, Oh, really? Later on, we could try to teach him to define himself irrespective 8 of race. For now, though, he was going to Chinese school. I exchanged glances with Dave. And then together, in a most carefully casual manner, we squinted at the road and kept going. 7. bao (ba1). [Chinese] Steamed bun, often filled with meat or vegetables. 8. irrespective. Regardless W W & another? IRRORS INDOWS Have you let what other people think about you affect the way you see yoursef? Do you favor one cultural heritage over Why? 130 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

137 AFTER READING READING CHECK Circle the letter of the correct answer. 1. According to the author, why do most people think that Luke is destined to embrace all things Asian? A. because Luke is Chinese B. because Luke looks Chinese C. because Luke speaks Chinese 2. What happens on the playground? A. Two boys bully Luke about his looks. B. Luke tells everyone he hates being Chinese. C. Luke asks his mother if he can stop going to class. 3. What does the author tell Luke after the incident in the playground? A. She says Luke is 50 percent Chinese. B. She says Luke is half-chinese and half-irish. C. She says Luke is 100 percent American. 4. Why do Luke s parents let him stop going to Chinese school? A. because Luke can speak Chinese B. because the other students don t go C. because they don t want to force him to go 5. What do Luke s parents want to teach him? A. How to defend himself from racial bullies. B. How to define himself irrespective of race. C. How to deny himself of his different heritage. VOCABULARY CHECK Circle the letter of the correct answer. 1. People think it is inevitable for Luke to attend Chinese-culture school. Because he looks Chinese, they believe going to Chinese school is A. unexciting to him. B. unavoidable for him. C. unnecessary for him. 2. Luke s heritage is both Chinese and Irish. This means A. he has both Chinese and Irish families. B. he has both Chinese and Irish facial features. C. he can speak in both Chinese and Irish languages. 3. The brazen words echo in the mother s ears. The author couldn t believe that the children did not know A. respect. B. humility. C. gentleness. 4. Even if such words are met with derision, never allow others to treat your heritage with A. anger. B. cheer. C. scorn. 5. There was a long silence in the wash of the boys comments. This means A. it was quiet until the boys started talking. B. it was quiet after the boys had already left. C. it was a long time until the boys were quiet. ANALYZE LITERATURE: Anecdote What anecdotes does the author tell to support her main idea? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 131

138 USE READING SKILLS: Monitor Reading Comprehension Review the Reading Comprehension Chart you filled in while reading this essay. How did you monitor your understanding of the text? Share your thoughts with a partner. BUILD LANGUAGE SKILLS: Apostrophes Apostrophes ( ) are punctuation marks used to replace letters that have been removed in forming contractions. Example 1. He isn t. (He is not.) Apostrophes are also used to show possession. In forming singular possessive nouns, add an apostrophe before an s ( s) to show possession, even if the last letter ends in s, x, or z. Examples 1. Orlando s blazer (blazer of Orlando) 2. Aries s ram (ram of Aries) In forming plural possessive nouns, add an apostrophe before an s ( s) to show possession of plural nouns that do not end in s. Example 1. children s concert (concert of the children) Add an apostrophe after the s to show possession of plural nouns that end in s. Example 1. girls milkshakes (milkshakes of the girls) Use apostrophes to make contractions or to show possessions and rewrite the sentences below. 1. Luke is not 100 percent Chinese or 100 percent Irish. 2. The words of the brothers hurt Luke more than he cares to show. 3. The prejudice of the people is hard to overcome. WRITING SKILLS: Persuasive Writing Write a formal letter of request to your parents persuading them to let you attend or not attend a school that focuses on your own cultural and ethnic background. Write your arguments in the introduction and provide supporting details in the body of your letter. End your letter with a strong final restatement of your argument. 132 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

139 Name: Date: BEFORE READING page 316 ABOUT THE ESSAY Only Daughter shares the author s experience as the only daughter in a Mexican family with six sons. Her father expects her to become a wife, but she remains a happily unmarried writer. Read to find out what happens after she achieves worldwide success, she gains her father s approval with a simple short story. MAKE CONNECTIONS A Personal Essay by Sandra Cisneros Whose approval means a lot to you? What do you do to gain this person s approval? ANALYZE LITERATURE: Theme A theme is the central message or perception about life that is revealed through a literary work. As you read, try to identify the main theme of the essay. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 133

140 USE READING SKILLS: Distinguish Fact from Opinion A fact is a statement that can be proved objectively with direct observation or by a reliable source. A statement of fact is only either true or false. An opinion is a statement that expresses a belief, idea, or thought of a specific person or group. While a statement of fact relies on proof, a statement of opinion relies on facts as support. As you read, use the Fact or Opinion Chart below to jot down facts and opinions you find in Only Daughter. Support your reasoning with evidence for each fact or opinion. Fact or Opinion Chart Fact The author s family is Mexican-American. Opinion The author says that being from a family of six sons explains why she is who she is. This is an opinion because she has had many life experiences that have changed her, not just being from a certain kind of family. 134 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

141 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. hilarious hi lar i ous (hi <ler adjective The first comedy act was hilarious. A hilarious moment my family shared is nostalgia nos tal gia (n5 <stal noun James felt nostalgia for his old neighborhood and wished he could go back. Something that causes you to have nostalgia is investment in vest ment (in <ves noun Kelly s accounting class made an investment in a pretend business to learn why people give money to start-up companies. A good investment is in retrospect in ret ro spect idiom In retrospect, the decision was a bad one. Something you might look at in retrospect is embroidering em broi der ing (im <bro i i4) verb A machine was embroidering his team s logo on the hat. You could use embroidering to EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 135

142 DURING READING Note the Facts According to the author, what explains everything about who she is today? Use Reading Skills Distinguish Fact from Opinion Write one fact and one opinion from the text into your chart. Include evidence that supports your responses. hi lar i ous (hi <ler adjective, extremely funny A Personal Essay by Sandra Cisneros Once, several years ago, when I was just starting out my writing career, I was asked to write my own contributor s note for an anthology 1 I was part of. I wrote: I am the only daughter in a family of six sons. That explains everything. Well, I ve thought about that ever since, and yes, it explains a lot to me, but for the reader s sake I should have written: I am the only daughter in a Mexican family of six sons. Or even: I am the only daughter of a Mexican farmer and a Mexican-American mother. Or: I am the only daughter of a working-class family of nine. All of these had everything to do with who I am today. I was/am the only daughter and only a daughter. Being an only daughter in a family of six sons forced me by circumstance to spend a lot of time by myself because my brothers felt it beneath them to play with a girl in public. But that aloneness, that 0loneliness, was good for a would-be writer it allowed me time to think and think, to imagine, to read and prepare myself. Being only a daughter for my father meant my destiny would lead me to become someone s wife. That s what he believed. But when I was in the fifth grade and shared my plans for college with him, I was sure he understood. I remember my father saying, Que bueno, mi ja 2, that s good. That meant a lot to me, especially since my brothers thought the idea hilarious. What I didn t realize was that my father thought college was good for girls good for finding a husband. After four years in college and two more in graduate school and still no husband, my father shakes his head even now and says I wasted all that education. Think and Reflect What can you infer about the author s family, based on how her father treats her? 1. anthology. A collection of selected literary pieces, works of art, or music 2. Que bueno, mi ja (ke bwe> n9 m7> h5). [Spanish] That is good, my daughter 136 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

143 In retrospect, I m lucky my father believed daughters were meant for husbands. It meant it didn t matter if I majored in something silly like English. After all, I d find a nice professional eventually, right? This allowed me the liberty to putter about embroidering my little poems and stories without my father interrupting with so much as a What s that you re writing? But the truth is, I wanted him to interrupt. I wanted my father to understand what it was I was scribbling, to introduce me as My only daughter, the writer. Not as This is only my daughter. She teaches. Es maestra teacher. Not even profesora 3. In a sense, everything I have ever written has been for him, to win his approval even though I know my father can t read English words, even though my father s only reading includes the brown-ink Esto sports magazines from Mexico City and the bloody Alarma! magazines that feature yet another sighting of La Virgen de Guadalupe 4 on a tortilla or a wife s revenge on her philandering 5 husband by bashing his skull in with a molcajete (a kitchen mortar 6 made of volcanic rock). Or the fotonovelas, the little picture paperbacks with tragedy and trauma erupting from the characters mouths in bubbles. My father represents, then, the public majority. A public who is disinterested in reading, and yet one whom I am writing about and for and privately trying to woo. When we were growing up in Chicago, we moved a lot because of my father. He suffered bouts of nostalgia. Then we d have to let go our flat, store the furniture with mother s relatives, load the station wagon with baggage and bologna sandwiches, and head south. To Mexico City. We came back, of course. To yet another Chicago flat, another Chicago neighborhood, another Catholic school. Each time, my father would seek out the parish priest in order to get a tuition break and complain or boast: I have seven sons. He meant siete hijos, seven children, but he translated it as sons. I have seven sons. To anyone who would listen. The Sears Roebuck employee who sold us the washing machine. The short-order cook where my father ate his ham-and-eggs breakfasts. I have seven sons. As if he deserved a medal from the state. DURING READING in retrospect idiom, considering what has already taken place em broi der ing (im <bro i i4) verb, decorating with needlework Read Aloud Read lines aloud. Who is the author writing for? nos tal gia (n5 <stal noun, homesickness; a longing for something from the past Use Reading Skills Distinguish Fact from Opinion Use your chart to record one fact and one opinion from the text about the author s father. Include evidence that supports your responses. 3. profesora (pr9 fe s9> r5). [Spanish] Professor 4. La Virgen de Guadalupe (l5 v7r> hen de gw5 d5 l2> pe). [Spanish] The Virgin of Guadalupe, the virgin mother of Jesus, who, according to legend, appeared in Mexico in philandering. Having many love affairs 6. mortar. A bowl in which hard foods are ground EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 137

144 DURING READING Note the Facts What is her father s dream? in vest ment (in <ves noun, the use of money to gain income or more money Analyze Literature Theme What details does the author use to support the idea that her father worked with his hands and not his head? My papa. He didn t mean anything by that mistranslation, I m sure. But somehow I could feel myself being erased. I d tug my father s sleeve and whisper: Not seven sons. Six! And one daughter. When my oldest brother graduated from medical school, he fulfilled my father s dream that we study hard and use this our heads, instead of this our hands. Even now my father s hands are thick and yellow, stubbed by a history of hammer and nails and twine and coils and springs. Use this, my father said, tapping his head, and not this, showing us those hands. He always looked tired when he said it. Wasn t college an investment? And hadn t I spent all those years in college? And if I didn t marry, what was it all for? Why would anyone go to college and then choose to be poor? Especially someone who had always been poor. Last year, after ten years of writing professionally, the financial rewards started to trickle in. My second National Endowment for the Arts Fellowship 7. A guest professorship at the University of California, Berkeley. My book, which sold to a major New York publishing house. At Christmas, I flew home to Chicago. The house was throbbing, same as always; hot tamales 8 and sweet tamales hissing in my mother s pressure cooker, and everybody my mother, six brothers, wives, babies, aunts, cousins talking too loud and at the same time, like in a Fellini 9 film, because that s just how we are. Think and Reflect How do the author s values differ from her father s? Give evidence from the text. 7. National Endowment for the Arts Fellowship. Funding awarded by the government to people working in the arts 8. tamales (t5 m5> les). [Spanish] Ground meat rolled in cornmeal dough that is then wrapped in cornhusks and steamed 9. Fellini. Federico Fellini ( ), Italian film director 138 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

145 I went upstairs to my father s room. One of my stories had just been translated into Spanish and published in an anthology of Chicano writing, and I wanted to show it to him. Ever since he recovered from a stroke two years ago, my father likes to spend his leisure hours horizontally. And that s how I found him, watching a Pedro Infante 10 movie on Galavisión 11 and eating rice pudding. There was a glass filmed with milk on the bedside table. There were several vials of pills and balled Kleenex. And on the floor, one black sock and a plastic urinal that I didn t want to look at but looked at anyway. Pedro Infante was about to burst into song, and my father was laughing. I m not sure if it was because my story was translated into Spanish or because it was published in Mexico or perhaps because the story dealt with Tepeyac 12, the colonia my father was raised in and the house he grew up in, but at any rate, my father punched the mute button on his remote control and read my story. I sat on the bed next to my father and waited. He read it very slowly. As if he were reading each line over and over. He laughed at all the right places and read lines he liked out loud. He pointed and asked questions: Is this So-and-so? Yes, I said. He kept reading. When he was finally finished, after what seemed like hours, my father looked up and asked: Where can we get more copies of this for the relatives? Of all the wonderful things that happened to me last year, that was the most wonderful. DURING READING Use Reading Skills Distinguish Fact from Opinion Identify one fact about the author s father and one opinion about him. Include a statement that supports this opinion. 10. Pedro Infante. A popular Mexican film star 11. Galavisión. A Spanish cable television network 12. Tepeyac. A district of Mexico City W W & Does approval from your family and friends matter when you succeed? Why? IRRORS INDOWS EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 139

146 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What was the author s childhood like? A. She spent a lot of time by herself. B. She couldn t go out without a brother. C. She was pampered like a princess. 2. Why did her father allow her to attend college? A. He wanted her to reach her dreams. B. He believed she would succeed. C. He thought she would find a husband. 3. Whom does the author say she is privately wooing? A. people excited about writing B. people uninterested in reading C. people obsessed with dreaming 4. What did her father tell anyone who would listen? A. He had seven sons. B. His son was a doctor. C. His daughter was a writer. 5. What is her father s reaction to the author s story? A. He asks for more copies. B. He asks how much she earned from her book. C. He asks if she is planning to write a sequel. VOCABULARY CHECK Circle the letter of the correct answer. 1. Her brothers thought that college was a hilarious idea. They thought that their sister attending a university was A. very funny. B. disturbing. C. very serious. 2. The author s father suffered from nostalgia. He moved the author s family back to Mexico City because A. he was lonely. B. he was homesick. C. he was jobless. 3. The author thought of college as an investment. She thought her experience would A. bring her success. B. help her learn Spanish. C. set her free from her father. 4. The author says that in retrospect, she was glad her father wanted her to find a husband. This means that she wasn t glad A. while she was growing up. B. after she found a husband. C. when she was in college. 5. The author says that she spent time embroidering poems. This metaphor compares writing to A. medicine. B. balancing. C. needlework. ANALYZE LITERATURE: Theme What is the main idea of the text? Give three supporting details from the text. 140 LEVEL IV, UNIT 2 Differentiated Instruction for ELL EMC Publishing, LLC

147 USE READING SKILLS: Distinguish Fact from Opinion Review your Fact or Opinion Chart. What do the author s opinions tell you about how she feels about her relationship with her father? BUILD VOCABULARY SKILLS: Pronouns A pronoun is a part of speech used in place of a noun. A pronoun can refer to a specific person or object. English pronouns have three cases: nominative, objective, and possessive. Pronouns also have three persons: first, second, and third. PERSON CASE Nominative Objective Possessive First I, we me, us my, mine, our, ours Second you you your, yours Third he, she, it, they, who him, her, it, them, whom his, her, hers, its, their, theirs Pronouns must match the case, person, and number of the nouns they replace. Examples 1. Jake carries Jake s bag to leave Jake s bag beside the bags of Jake s classmates. Rewrite: Jake carries his bag to leave it beside his classmates bags. Replace the underlined words in each sentence with appropriate pronouns. 1. Because the author was the author s father s only daughter, the author didn t get her father s attention. 2. The author s father expected the author to find a husband when the author went to college. 3. The author s brothers didn t want to play with the author s brother s sister much, so the author spent a lot of time alone. 4. The author only wanted the author s father s approval, and in the end, the author received the author s father s approval. WORK TOGETHER: Comic Strip With a partner, work together to create a short comic strip that depicts the events of the story. The comic strip should have at least ten panels and should show what happens to the author at various points in the story. Work together to decide which parts of the story you will illustrate, who will write the script, and who will draw. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 2 141

148 Name: Date: BEFORE READING page 378 A Lyric Poem by Wing Tek Lum ABOUT THE POEM Local Sensibilities identifies a number of images and terms associated with a Hawaiian island. The speaker, a native of Hawaii, contrasts what each of those terms and images means to a native like him with what they generally mean to non-natives. MAKE CONNECTIONS How is your sense of your community different from the impression that a tourist might have? What do most tourists fail to mention when describing your community? ANALYZE LITERATURE: Context In literary works, context is the set of facts or circumstances that forms the environment in which an event takes place. As you read, consider how the context affects the speaker s perspective of Hawaii. 142 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

149 USE READING SKILLS: Context Clues The context of a word is the environment or setting in which the word is used, and context clues are words surrounding the unfamiliar word that give hints to its meaning. A restatement context clue restates or explains an unfamiliar word or idea in a different way. As you read, determine the meaning of certain words by completing the Context Clues Chart below. Context Clues Chart Word Context Clues Meaning envision...instead I see a white-haired surfer by his long board imagine or see with the mind EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 143

150 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know this it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. exotic ex ot ic (ig z5> tik) adjective In the sea of students at the assembly, Iwa stands out because of her exotic appearance. Some people consider certain animals and plants exotic because verdant ver dant (v3r> d?nt) adjective The grasses are especially verdant with sparkles of morning dew. Some trees, such as pine, remain verdant in winter because unique u nique (y2 n7k>) adjective Every creature is unique and different from all others. One of the many unique characteristics of my friend is caress ca ress res>) verb The mother caressed the cheeks of her crying son. If you see someone caressing another person, you can conclude LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

151 DURING READING A Lyric Poem by Wing Tek Lum When I see a pineapple, I do not think of an exotic fruit sliced in rings to be served with ham, more the summer jobs at the cannery driving a forklift or packing wedges on the line. When I hear the name Duke, 1 I envision someone other than that movie cowboy, gravel-voiced, a true grit 2 idol of the late night set; instead I see a white-haired surfer by his long board, palms so large, flashing smiles along the beach. When I think of a man-of-war 3, it is not the name of a Triple Crown 4 horse pacing a stud farm that comes to mind first; rather I picture the Portuguese kind whose stings must be salved by rubbing sand. When I use the word packages, it is usually not a reference to the parcels waiting for me at the post office, rather the paper sacks I get from the supermarket to lug my groceries home. When I read the term Jap, the image of a kamikaze 5 pilot now turned to Sony exports is not what I see; 1. Duke. Nickname of American movie actor John Wayne, who starred in True Grit and many other Westerns and war films 2. grit. Determination 3. man-of-war. Portuguese man of war, a jelly-like marine animal located in tropical and subtropical waters and known for its highly painful sting. 4. Triple Crown. Triple Crown of Thoroughbred Racing. This is the title given to a thoroughbred horse that wins all three thoroughbred horse races: the Kentucky Derby, the Belmont Stakes, and the Preakness. 5. kamikaze (k5< mi k5> z7). [Japanese] Member of a Japanese fighter crew that flew suicide missions on targets in World War II Culture Note The first Hawaiians are believed to have been travelers from Polynesia in the South Pacific who settled in the island between 500 and 1000 ce. Currently, the majority of people living in Hawaii are descendants of early immigrants from China, Japan, and the Philippines. With its sandy beaches, palm trees, beautiful scenery, and a richly diverse culture, the island of Hawaii is popular with tourists. ex ot ic (ig z5> tik) adjective, not native to the place where found; foreign; strikingly different or mysterious Use Reading Skills Context Clues Identify the meaning of the word parcels using clues from the surrounding words. Put your answers in the Context Clues Chart. Analyze Literature Context What details in stanzas 1 3 provide the context of the poem? What do these details suggest about the context? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 145

152 DURING READING Note the Facts What does the term Jap stand for? ver dant (v3r> d?nt) adjective, green ca ress res>) verb, touch in a loving manner u nique (y2 n7k>) adjective, being without a like or equal Use Reading Skills Context Clues Identify the meaning of the word backdrop using clues from the surrounding words. Put your answers in the Context Clues Chart mainly it is the Sand Island roundup 6 and those old men who still wince long after the 442nd 7 has marched back. When I think of Hawaii, I do not fancy myself lolling under palm trees, a backdrop of verdant cliffs, caressed by a balmy breeze; instead I give thanks for classmates and our family graves, this unique universe that we have called our home. Think and Reflect Who is the speaker in the poem? How is this shown in the poem? 6. Sand Island roundup. Roundup of Japanese Americans who were sent to relocation detention centers during World War II nd. The 442nd Regimental Combat Team (RCT), a segregated force consisting only of Nisei (first-generation Japanese-American) volunteers from Hawaii and the mainland. The 442nd joined forces with the 100th Infantry Battalion in Europe during World War II to become the most decorated unit in U.S. military history. W W & negative IRRORS INDOWS Why do you think a tourist has a different impression of a community or location? Why do locals often perceive tourists in a light? 146 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

153 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What does the speaker see when he sees a pineapple? A. a spread of ham with pineapple rings B. a summer job at a pineapple cannery C. a tourist buying expensive pineapples 2. According to the speaker, who is Duke to him? A. a movie cowboy B. a powerful ruler C. a white-haired surfer 3. What kind of a creature is a man-of-war? A. a stinging jellyfish B. an exceptional horse C. an exotic mountain deer 4. Who were involved in the Sand Island roundup? A. kamikaze pilots B. Japanese Americans C. Hawaiian tourists 5. For the speaker, what is a perfect description of Hawaii? A. a home B. a paradise C. a backdrop VOCABULARY CHECK Circle the letter of the correct answer. 1. Exotic pineapple rings laid in ham does not strike them as anything A. different. B. flavorful. C. appealing. 2. Verdant cliffs among a sea of blue rose like A. towers of green. B. columns of yellow. C. mountains of brown. 3. A balmy breeze caressed his cheeks, reminding him of his mother s A. soft kisses. B. gentle words. C. loving touches. 4. She sees her home as a unique island, separate from others and entirely A. fake. B. alone. C. original. ANALYZE LITERATURE: Context How does the context affect the speaker s perspective of Hawaii? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 147

154 USE READING SKILLS: Context Clues Review the Context Clues Chart you filled in while reading the poem. Check your answers against a dictionary. Are your answers correct? How do the context clues in the poem help you define the meaning of the words? Share your answers with a classmate. BUILD VOCABULARY SKILLS: Contextual Sentences A contextual sentence uses the unfamiliar word and explains its meaning in the same sentence using familiar words. An unfamiliar word can also be defined by a synonym in the same sentence. Examples 1. Tourists see Hawaiian pineapples as yellow rings of exotic fruit with ham. 2. They lay upon the verdant field and looked up at the sky, the blue and green colors soothing to the eyes. In the first contextual sentence, the meaning of pineapple is explained. In the second contextual sentence, the synonym of verdant is used to show its meaning. In the table below, write a contextual sentence to explain or define the meaning of each term. An example has been done for you. Term Contextual Sentence Portuguese man-of-war The Portuguese man-of-war is sometimes seen near the shore, floating harmlessly with its stinging tentacles spread outward. grit envision Triple Crown kamikaze balmy SPEAKING & LISTENING SKILLS: Present the Poem Present the lyric poem Local Sensibilities to your class. Practice reading the poem aloud several times. First, read the poem to yourself. Think about what each of the lines and sentences means and how you should pronounce it. Next, focus on expression as you read. You may find it helpful to practice reading in front of a classmate. Listen to your classmate s feedback and adjust accordingly. Finally, read the poem in front of your class. 148 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

155 Name: Date: BEFORE READING page 404 ABOUT THE POEM A Lyric Poem by Paul Laurence Dunbar Sympathy shares the speaker s feelings of sympathy to the fate of a caged bird. The speaker describes elements such as the sun and the wind that the caged bird cannot experience, explaining what the bird must feel based on his own experiences. Read to find out more about the bird and the author s feelings. MAKE CONNECTIONS Was there a time when you felt that you were not free to be yourself? How did you feel, and what did you do? ANALYZE LITERATURE: Rhetorical Devices A rhetorical device is a technique that a writer uses to achieve a particular effect on the reader. Two examples of this tool are repetition of words, phrases, and passages, and figurative language, which is not meant to be taken literally. As you read, take note of the rhetorical devices used in the poem and the ideas they reinforce. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 149

156 USE READING SKILLS: Text Organization Text organization describes the different ways that a text may be organized. Traditional poems are often arranged into groups of lines called stanza. In some poems, a stanza functions the same way a paragraph functions in prose in that it explores a single idea related to the main idea of the poem. Details in the stanza help the reader understand the main idea of the poem. As you read, fill in these details in the Text Organization Chart below. A sample has been done for you. Text Organization Chart Stanza Main Idea Details 2 The caged bird struggles for freedom. blood is red on the cruel bars; he must fly back to his perch and cling 150 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

157 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. throb throb (<thr5b) verb His heart throbbed almost painfully as he stopped to get more air into his lungs. When your head throbs with pain, you most likely have keen keen (k7n) adjective The cat s keen eyesight allowed it to see in the dark. Animals with keen sense of smell bosom bos om (<bu noun The child lay on her mother s bosom, her eyes closing in sleep. If you cuddle a kitten to your bosom, the kitten EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 151

158 DURING READING A Lyric Poem by Paul Laurence Dunbar Use Reading Skills Text Organization Identify the main idea of the first stanza by filling in the important details of the stanza in the Text Organization Chart. 5 I know what the caged bird feels, alas 1! When the sun is bright on the upland slopes; When the wind stirs soft through the springing grass, And the river flows like a stream of glass; When the first bird sings and the first bud opes 2, And the faint perfume from its chalice 3 steals I know what the caged bird feels! throb (<thr5b) verb, to pound with abnormal force; to beat or vibrate in rhythm 10 I know why the caged bird beats his wing Till its blood is red on the cruel bars; For he must fly back to his perch and cling When he fain 4 would be on the bough a-swing 5 ; And a pain still throbs in the old, old scars And they pulse again with a keener sting I know why he beats his wing! keen (k7n) adjective, sharp; more intense 1. alas. Word used to express unhappiness, pity, or concern 2. opes. Opens 3. chalice. Cup-shaped interior of a flower 4. fain. With pleasure; gladly; by desire; by preference 5. a-swing. Swinging 152 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

159 15 20 I know why the caged bird sings, ah me, When his wing is bruised and his bosom sore, When he beats his bars and he would be free; It is not a carol of joy or glee, But a prayer that he sends from his heart s deep core, But a plea, that upward to Heaven he flings I know why the caged bird sings! Think and Reflect How does the speaker understand the caged bird? DURING READING bos om (<bu noun, chest Use Reading Skills Text Organization Identify the main idea of the third stanza by filling in the important details of the stanza in the Text Organization Chart. W W & important, IRRORS INDOWS To protect them, many animals are kept in cages. Which do you think is more security or freedom? Why? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 153

160 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Why does the caged bird beat its wings against the bars? A. It wants to be free. B. It wants to feel pain. C. It wants to play bars. 2. What does the caged bird sing? A. a carol of joy B. a song of pain C. a plea to be free 3. What does the caged bird want? A. hope B. freedom C. gentleness 4. When does the caged bird sing? A. in the night B. in the spring C. in the morning 5. Where would the caged bird rather be? A. on his perch B. in the spring grass C. on a tree branch outside VOCABULARY CHECK Circle the letter of the correct answer. 1. He can feel the pain throb in his old scars, pounding through him with A. careless ease. B. dull intensity. C. abnormal force. 2. The caged bird feels a keen sting which increases as time passes by, becoming A. gentler. B. sharper. C. numb. 3. The bird beats its bosom against the cage, bruising its A. body. B. chest. C. wings. ANALYZE LITERATURE: Rhetorical Devices List down five rhetorical devices that Dunbar used in his poem in the chart below. Identify them correctly as figurative language or repetition. Then, explain the ideas reinforced by the rhetorical device. A sample has been done for you. Words/Phrases Rhetorical Device Idea I know why repetition the speaker understands the caged bird perfectly 154 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

161 USE READING SKILLS: Text Organization Review the Text Organization Chart you completed while reading the poem. What is the main idea of the poem? Share your answers with a classmate. BUILD LANGUAGE SKILLS: Prepositions A preposition is a part of speech that shows the relationship between its object and another word in the sentence. The object of the preposition is either a noun or a pronoun. Prepositions link words and phrases to the rest of the sentence. Commonly used prepositions include after, around, at, behind, beside, from, off, through, until, upon, and with. Examples 1. The caged bird beat its wings through the cage. 2. The speaker longs to escape from captivity. Complete the sentence by underlining the correct preposition to use. 1. The caged bird resumes flapping its wing (after, with) resting for a minute. 2. Where the sun rises is a beautiful river flowing like a stream of glass (through, until) a mountain. 3. The throbbing pain in his heart ceased (at, behind) once. SPEAKING & LISTENING SKILLS: Present the Poem Present the lyric poem Sympathy before the class. Practice reading the poem aloud several times. First, read the poem to check for clarity and smoothness. Next, focus on expression as you read. You can practice this before a classmate. Listen to your classmate s feedback and adjust accordingly. Finally, read the poem before your classmates aloud. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 155

162 Name: Date: BEFORE READING page 414 ABOUT THE POEM The Song of Wandering Aengus tells a story about a young man who meets the girl of his dreams. The author, W. B. Yeats, retells an old Irish folk tale about Aengus, the Celtic god of love, in this literary ballad. MAKE CONNECTIONS A Narrative Poem by W. B. Yeats Have you had a dear friend or important person in the past that you would love to see again? How would you describe this person? ANALYZE LITERATURE: Ballad A ballad is a type of narrative poem, and the kinds of stories in ballads are often about romantic love. Each four-line stanza usually has a rhyme scheme or rhyming pattern. Ballads were used to tell larger than life stories, and events in a ballad often occur in threes. As you read the poem, look for the three events that happen to the speaker. 156 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

163 USE READING SKILLS: Take Notes Like a traditional ballad, The Song of Wandering Aengus makes use of fantastic elements to tell its story. The author used these elements to retell an old Irish folktale. He also used them as metaphors to bring out a deeper meaning in the poem. What could this hidden meaning be? To find out, take note of the fantastic elements in the poem and record them in the graphic organizer below. Briefly, write about how you understand each detail. Then, write your questions about its deeper meaning. Fantastic Elements/Details What I Know What I Want to Know Stanza 1 A fire was in the speaker s head. The speaker was thinking deep thoughts. Why does the speaker act or feel this way? Stanza 2 Stanza 3 EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 157

164 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. a fire was in my head idiom Jiro couldn t stop thinking about his dreams and ambitions. There was a fire in his head that wouldn t go out. There was a fire in my head when I couldn t stop thinking about glimmer glim mer (<gli verb The jewel glimmered softly in the half-light. I have seen objects glimmer when rustle ru stle verb A soft breeze passed by, and the leaves on the trees rustled. When leaves rustle, they sound like dappled dap pled adjective The dappled sunlight on the bench was made by the shadow of leaves from the tree beside it. An animal that has dappled fur is LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

165 DURING READING Culture Note A Narrative Poem by W. B. Yeats I went out to the hazel wood, 1 Because a fire was in my head, And cut and peeled a hazel wand, And hooked a berry to a thread; And when white moths were on the wing, And moth-like stars were flickering out, I dropped the berry in a stream And caught a little silver trout. 2 When I had laid it on the floor I went to blow the fire aflame, But something rustled on the floor, And some one called me by my name: It had become a glimmering girl With apple blossom in her hair Who called me by my name and ran And faded through the brightening air. Aengus was the Celtic god of love who spent much of his life wandering. He was charmed by a fairy woman, and he spent his life unsuccessfully trying to find her again. a fire was in my head idiom, My mind was on fire; figuratively, thinking about many things Analyze Literature Ballad To find out a rhyme scheme, identify the end words of each line that rhyme and mark them with a common letter. What is the rhyme scheme of the first stanza? ru stle verb, to act or move with energy; a kind of noise, heard as a quick succession of small sounds Use Reading Skills Take Notes What happened to the trout? glim mer (<gli verb, to shine or give off a faint, unsteady light 1. hazel wood. Woods made up of hazel trees from the birch family 2. trout. A kind of freshwater fish EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 159

166 DURING READING dap pled adjective, spotted 20 Though I am old with wandering Through hollow lands 3 and hilly lands, I will find out where she has gone, And kiss her lips and take her hands; And walk among long dappled grass, And pluck till time and times are done The silver apples of the moon, The golden apples of the sun. Think and Reflect What effect does the trout s transformation have on the speaker s life? What does the third stanza tell you about the speaker? 3. hollow lands. A vale or valley (low land between mountains) & The speaker in The Song of Wandering IRRORS Aengus spent most of his life searching WINDOWS for the glimmering girl of the lake. Would you think that he spent his life wisely? When do you consider being faithful in pursuing your dream important? When do you think it becomes foolish? W 160 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

167 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What did the speaker use to catch the trout? A. a hook B. a worm C. a berry 2. What happened to the trout when the speaker laid it on the floor? A. It changed into a girl. B. It changed into an old man. C. It jumped back into the water. 3. Where did the girl go? A. She flew away. B. She disappeared. C. She jumped back into the water. 4. What did the speaker do after meeting the girl? A. He faded into thin air. B. He went to find the girl. C. He went back to fishing. 5. How long will the speaker keep wandering? A. until the summer B. until the sun fades C. until the end of time VOCABULARY CHECK Circle the letter of the correct answer. 1. There was a fire in my head. I couldn t sleep because A. I was burning up with fever. B. my head was literally on fire. C. I was thinking hard about something. 2. Which of the following objects are MOST likely to rustle? A. trees B. rocks C. leaves 3. Which of the following is MOST likely to give a glimmering light? A. a star B. a lamp C. the sun 4. The sunlight dappled the stones, looking A. dark. B. bright. C. spotted. ANALYZE LITERATURE: Ballad Events in a ballad often occur in threes. In each of the three stanzas, the speaker does an action that reflects the speaker s age. On a deeper level, they also represent the age of man and the journey of life that all humans go through. In the first column in the table below, summarize the events for each stanza. Then, in the second column, write your thoughts on how these events could represent a stage in the journey of life. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 161

168 Poetry Analysis Chart Literal Events The speaker s head is on fire. He goes to a lake and catches a silver trout. Deeper Meaning In youth A young person is filled with energy, constantly thinking about himself or herself and the world. The trout symbolizes a person s dreams. In adulthood In old age USE READING SKILLS: Take Notes 1. Aside from romantic love, what other theme does W. B. Yeats s poem talk about? 2. How does the poem s structure (as a literary ballad) add to its meaning? 3. What does this poem help you realize about yourself? 162 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

169 BUILD LANGUAGE SKILLS: Direct and Indirect Object While the direct object receives the action, the indirect object receives the direct object. The indirect object always comes between the verb and the direct object. To find the direct object, identify the verb and ask what or who questions. To find the indirect object, identify the direct object and ask for what or to whom questions. Identify the underlined phrase as either a direct object or an indirect object. Write your answer on the blank before each sentence. 1. The silver trout became a glimmering girl. 2. The old man built his life around his dream girl. 3. The glimmering girl called the young man. 4. The young man gave the girl the rest of his life. 5. Have I told you the story about the wandering god? WRITING SKILLS: Poetry Writing Write a narrative poem about meeting a dear friend or important person in one part of your life, and having them disappear afterward. Your poem should be three stanzas long. Try to follow the form and structure of W.B. Yeats s poem. Be sure to include in your title the words inspired by W. B. Yeats. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 163

170 Name: Date: BEFORE READING page 442 ABOUT THE POEM Fifteen is a narrative poem describing an event the speaker experienced when he was fifteen. Read to find out more about what he finds behind the trees and how he imagines himself using it. MAKE CONNECTIONS A Narrative Poem by William Stafford What would you do if you found an unexpected treasure? ANALYZE LITERATURE: Narrative Poem A narrative poem is a poem that tells a story. Narrative writing sometimes tells a story to make a point. As you read Fifteen, try to determine what point the author might be making in this poem. 164 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

171 USE READING SKILLS: Draw Conclusions When you draw conclusions, you gather important information in the text and decide what it means. As you read, keep track of the information you find while reading and draw conclusions about the poem by filling in the Conclusions Log below. Conclusions Log Key Idea Being an adult is not a matter of age. Supporting Points The speaker imagines about the absolute freedom provided by the motorcycle he found. However, the speaker helps the owner of the motorcycle return to his vehicle. Overall Conclusion Adulthood is a matter of maturity, which the fifteen-year-old speaker shows when he helped the pale man. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 165

172 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. flank flank (<fla4k) noun The students stood at the flank, looking up at the officers in awe. If you stand at the flank of a wobbling ladder, you most likely demure de mure (di <myur) adjective She was a demure child who hid always behind her brother. The best approach on a demure classmate is indulge in dulge (in adjective As the youngest in the family, his whims were often indulged by his parents. When you indulge a specific person all the time, you coming to phrase The campers were just coming to when a fox cry outside of their tents brought them to their feet. People who have a hard time coming to in the morning can 166 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

173 DURING READING 5 A Narrative Poem by William Stafford South of the bridge on Seventeenth I found back of the willows one summer day a motorcycle with engine running as it lay on its side, ticking over slowly in the high grass. I was fifteen. Note the Facts What does the speaker find? I admired all that pulsing gleam, the shiny flanks, the demure headlights fringed where it lay; I led it gently to the road and stood with that companion, ready and friendly. I was fifteen. We could find the end of a road, meet the sky on out Seventeenth. I thought about hills, and patting the handle got back a confident opinion. On the bridge we indulged a forward feeling, a tremble. I was fifteen. flank (<fla4k) noun, right or left sides of an object de mure (di <myur) adjective, modest; shy; indifferent in dulge (in verb, to give free rein to; to yield EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 167

174 DURING READING coming to phrase, waking up; becoming conscious Use Reading Skills Draw Conclusions Identify the key idea in the poem and its supporting points. Fill in this information in the Conclusions Log. 20 Thinking, back farther in the grass I found the owner, just coming to, where he had flipped over the rail. He had blood on his hand, was pale I helped him walk to his machine. He ran his hand over it, called me a good man, roared away. I stood there, fifteen Think and Reflect Why does the owner call the speaker a good man? W W & child IRRORS INDOWS How is a child s perspective of the world different to that of an adult s? How does a become an adult? 168 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

175 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What does the speaker find one summer? A. a tremble B. a headlight C. a motorcycle 2. What does the speaker do with it? A. He leads the motorcycle to the road. B. He embraces the tremble on the bridge. C. He switches off the headlight where it lay. 3. What feeling does the speaker indulge in? A. a feeling of freedom B. a feeling of happiness C. a feeling of anticipation 4. What does the speaker do when he finds the owner? A. The speaker keeps the owner s property from him. B. The speaker asks to buy the property from the owner. C. The speaker helps the owner walk to his own property. 5. How does the owner respond? A. He calls the speaker a good man. B. He sells his property to the speaker. C. He asks if the speaker had seen anything. VOCABULARY CHECK Circle the letter of the correct answer. 1. The shiny flanks of the machine gleamed as the afternoon sun hit A. both sides. B. the left side. C. the right side. 2. The demure headlights flickered in and out like the eyes of A. an angry girl. B. a careful man. C. a shy stranger. 3. He sat on the leather seat, indulging his imagination as his mind A. flew freely. B. mused deeply. C. thought greatly. 4. The driver was coming to, so the narrator helped him over to his motorcycle. The driver left when he A. found his bike. B. woke up completely. C. learned he d had an accident. ANALYZE LITERATURE: Narrative Poem Based on the speaker s actions in the poem, how is he or she different from a typical fifteen-year-old? USE READING SKILLS: Draw Conclusions Review the Conclusions Log you filled in while reading the poem. What conclusion can you draw from your key idea and supporting points? Share your answers with a classmate. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 169

176 BUILD LANGUAGE SKILLS: Capitalization Capitalization is writing the first letter of words in capital letters. Remember that proper nouns and proper adjectives must be capitalized at the first letter. The first letter of the first word in a sentence must also be capitalized. The pronoun I is always capitalized. Examples 1. The motorcycle was still running when they found it. (first letter of the first word of a sentence) 2. The banquet s guest of honor is Attorney Allan Ignace. (proper noun) 3. The children are not too fond of Asian cuisine. (proper adjective) 4. While the strangers walked around, I decided to sit down and read a book. (pronoun I) Rewrite the paragraph below by correcting the capitalization errors. i was Fifteen when i saw a Motorcycle lying behind the willows, at the south of the bridge on seventeenth. its engine was still running as it lay on its side. i led it gently to the road, me and my Companion pretending that we were riding the machine. It was a great Adventure to us, and, while pretending, i remembered seeing the Owner in the grass farther back. he was flipped over the rail and there was blood on his hand, so i helped him to his motorcycle. he called me a good man before leaving. WRITING SKILL: Add a Stanza A stanza is a group or unit of several lines in a poem. Write another stanza to match the last line in the narrative poem. Write an explanation in the margin on why you chose to write those lines along with supporting details from the poem itself. 170 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

177 Name: Date: BEFORE READING page 444 A Lyric Poem by Audre Lorde ABOUT THE POEM Hanging Fire identifies the concerns that a typical fourteen-year-old experiences. Read to find out more about the speaker s worries about her appearance, the person she likes, and her feelings of being alone because of her mother. MAKE CONNECTIONS What events in your life have filled you with anxiety or dread? Were they as bad as you thought they were? ANALYZE LITERATURE: Figurative Language Authors often use figurative language words and phrases used to describe something and other techniques to convey the meanings of the words and the entire poem. One word can have different meanings in different contexts. As you read, use the context to determine the appropriate meaning for the words the author uses to express the main idea of the poem. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 171

178 USE READING SKILLS: Determine the Appropriate Meaning for the Context As you read, determine the appropriate meaning of the context by sorting the details of the poem in the Context Log below. A sample has been done for you. Detail momma s in the bedroom with the door closed Meaning the speaker cannot reach her mother, who is in her closed bedroom 172 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

179 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. hang fire idiom The protests are hanging fire on the business, causing the company to lose money. If you hang fire on a school project, you betray be tray (bi <tr6) verb Never betray your friends because they trust you. When people betray each other graduation grad u a tion (gra <w6 noun His graduation from high school to college is anticipated by his family. One of the things I want to finish before graduation is melody mel o dy (<me d7) noun She brings out melodies from the piano like a master pianist. Humming a soothing melody to a scared child can EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 173

180 DURING READING hang fire idiom, to delay or postpone (comes from a firearm malfunction causing an unwanted delay in firing) Build Vocabulary As you find words or phrases you do not know, try to guess what they mean. Then, check against a reference. What does the idiom hang fire mean? Who is hanging fire in the poem? be tray (bi <tr6) verb, to fail or desert in time of need Use Reading Skills Determine the Appropriate Meaning for the Context Sort at least three details of the poem in the Context Log and determine its meaning. grad u a tion (gra <w6 noun, award or acceptance of an academic degree A Lyric Poem by Audre Lorde I am fourteen and my skin has betrayed me the boy I cannot live without still sucks his thumb in secret how come my knees are always so ashy what if I die before morning and momma s in the bedroom with the door closed. I have to learn how to dance in time for the next party my room is too small for me suppose I die before graduation they will sing sad melodies but finally tell the truth about me There is nothing I want to do and too much that has to be done and momma s in the bedroom with the door closed. mel o dy (<me d7) noun, a succession of musical notes; a tune 174 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

181 Nobody even stops to think about my side of it I should have been on Math Team my marks were better than his why do I have to be the one wearing braces I have nothing to wear tomorrow will I live long enough to grow up and momma s in the bedroom with the door closed. DURING READING Think and Reflect What can you infer about the speaker s overall emotion? W W & emotions IRRORS INDOWS Why do some people find it hard to express their worries and fears? Does society encourage people to express their or to keep it within themselves? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 175

182 AFTER READING READING CHECK Circle the letter of the correct answer. 1. How old is the speaker? A. fifteen B. sixteen C. fourteen 2. What does the speaker think will happen when she dies before graduation? A. The truth about her will come out. B. Her mother will come out of her room. C. She will receive an award on graduation. 3. Why does the speaker think she deserves to be on the Math Team? A. Her marks are better. B. Math is her best subject. C. She is fast in problem solving. 4. What is the speaker s worry about growing up? A. She worries she will grow up like her mother. B. She worries she will not enjoy being a grown-up. C. She worries she will not live long enough to grow up. 5. Where is the speaker s mother? A. working extra hours to pay bills B. in the bedroom with the door closed C. watching the students on the Math Team VOCABULARY CHECK Circle the letter of the correct answer. 1. We decided to hang fire on the project until we d received more feedback. We A. started our work again. B. double-checked our work. C. delayed our work on the project. 2. She is betrayed by the boy she likes, who turns out to be someone who would A. desert her in time of need. B. ignore her when he s around. C. encourage her when she s down. 3. The speaker wonders if she will die before graduation, unable to receive her A. award. B. treasure. C. punishment. 4. There will be sad melodies at her funeral, or maybe the weeping of her friends will be her A. poem. B. music. C. reward. ANALYZE LITERATURE: Figurative Language How does the author use figurative language to communicate the main idea of the poem? 176 LEVEL IV, UNIT 3 Differentiated Instruction for ELL EMC Publishing, LLC

183 USE READING SKILLS: Determine the Appropriate Meaning for the Context Review the Context Log you filled in while reading the poem. How do the details in the poem contribute to the overall atmosphere of the poem? From what context is the poem about? Share your answers with a classmate. BUILD VOCABULARY SKILLS: Understand Denotation and Connotation Denotation is the meaning of the word in the dictionary. The connotation of the word is the feeling associated with the word, which could be positive or negative. Authors often choose words depending on what thoughts or feelings they want to evoke. Negative Neutral Positive deficient rare extraordinary abnormal strange remarkable plain common natural With the help of a dictionary, complete the Connotation Chart below. Provide two Negatives and two Positives for each word. Connotation Chart Negative Neutral Positive secret small enough WORK TOGETHER: Small-Group Discussion Collaborate with four classmates to discuss the worries and concerns of teenagers and how these can be addressed. Choose a group leader to guide the discussion and a secretary to record the exchange of ideas. Then, ask the group leader to provide a summary of the small-group discussion. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 3 177

184 Name: Date: BEFORE READING page 504 ABOUT THE PLAY A Play by William Shakespeare The Tragedy of Romeo and Juliet is a timeless tale about a love that struggles to overcome all odds. Romeo s family and Juliet s family are old enemies. Despite this, when Romeo and Juliet meet, they fall in love. Read on to find out about this couple s many obstacles that test their relationship. MAKE CONNECTIONS Have you ever had to choose between your family and your friends? What happened? ANALYZE LITERATURE: Dramatic Speech Dramatic speech is shown in the speaking lines of the actors. Types of dramatic speech include dialogue, monologue, soliloquy, and aside. Shakespeare is fond of using puns or play on words in the dialogue. These words are used by the characters many times and in different ways. As you read, try to determine the multiple meanings of these words. 178 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

185 USE READING SKILLS: Summarize On a sheet of paper, draw a concept map that looks like the one below. Use your concept map to record the main idea and supporting details for each scene. Then, write a brief summary for each scene by restating the main idea and details in your concept map. Record the scene summaries in the Summary Chart. A summary of the first scene is given as an example. ACT I, SCENE i Romeo Montague and his family are sworn enemies of the Capulets. The Montague and Capulet servants get into a fight. The Prince warns the families against breaking the peace. Benvolio talks with Romeo s parents about their son s depression. Romeo says that he is love-sick. Benvolio explains his views on love to Romeo. Summary Chart Summary of Act I, Scene i The Montagues and Capulets, old enemies, renew their feud in a public brawl. Romeo, a Montague, talks about love with his cousin, Benvolio. Summary of Act I, Scene ii Summary of Act I, Scene iii Summary of Act I, Scene iv Summary of Act I, Scene v EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 179

186 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. keep the peace idiom Jamie tried to keep the peace between her angry siblings. People who keep the peace in my neighborhood flourish flou rish (flõr>ish) verb The magician ended his trick with a flourish of his hat. People flourish the American flag during forfeit for feit (f0r>fit) adjective My car was forfeit when I couldn t pay the loan. Your health is forfeit when you propagate pro pa gate verb We do our best to propagate love, not hate, in our family. In school, teachers propagate posterity pos te ri ty (p5s t7) noun I want to keep my old and valuable stamp collection for posterity. I keep a journal for posterity so that LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

187 DURING READING A Play by William Shakespeare Characters in the Play Chorus Escalus, Prince of Verona Paris, a young nobleman, kinsman to the Prince Montague heads of two houses Capulet at variance with each other An Old Man, of the Capulet family Romeo, son to Montague Mercutio, kinsman to the Prince, and friend to Romeo Benvolio, nephew to Montague, and friend to Romeo Tybalt, nephew to Lady Capulet Petruchio, a (mute) follower of Tybalt Friar Lawrence Franciscans Friar John Balthasar, servant to Romeo Abram, servant to Montague Sampson Gregory servants to Capulet Clown Peter, servant to Juliet s nurse Page to Paris Apothecary Three Musicians Lady Montague, wife to Montague Lady Capulet, wife to Capulet Juliet, daughter to Capulet Nurse to Juliet Citizens of Verona; several Gentlemen and Gentlewomen of both houses; Maskers, Torchbearers, Pages, Guards, Watchmen, Servants, and Attendants EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 181

188 DURING READING The Prologue Enter Chorus. Culture Note The Renaissance period began in Italy during the Middle Ages. During this time, the merchant class gained wealth and lived like nobles in the cities. They spent their wealth on beautiful things, and works of writing, art, and drama were highly admired. Analyze Literature Dramatic Speech What are the meanings of the word civil in the line civil blood makes civil hands unclean? What does the line mean? 5 10 Two households, both alike in dignity, 1 In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, 2 Where civil blood makes civil hands unclean. 3 From forth the fatal loins 4 of these two foes A pair of star-cross d 5 lovers take their life; Whose misadventur d piteous overthrows Doth with their death bury their parents strife. The fearful passage of their death-mark d love, And the continuance of their parents rage, Which, but their children s end, nought could remove, Is now the two hours traffic 6 of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. 7 Act I Scene i: A Public Place in Verona Exit. Use Reading Skills Summarize Record the main idea and supporting details in your concept map, then write a brief summary for each scene by restating the main idea and details in your concept map into the Summary Chart. 5 Enter Sampson and Gregory, with swords and bucklers, 8 of the house of Capulet. PROLOGUE Sampson. Gregory, on my word, we ll not carry coals. 9 Gregory. No, for then we should be colliers. 10 Sampson. I mean, and we be in choler, 11 we ll draw. 12 Gregory. Ay, while you live, draw your neck out of collar. 13 Sampson. I strike quickly, being mov d. Gregory. But thou art not quickly mov d to strike. Sampson. A dog of the house of Montague moves me. 1. alike in dignity. Of the same rank (both noble) 2. mutiny. conflict; revolt against law and order 3. civil blood civil hands unclean. Where citizens should be civil, or law-abiding and orderly, they stain their hands with the blood of their fellow citizens or civilians 4. From forth the fatal loins. Born from parents who lead notorious or dangerous lives 5. star-cross d. Opposed (discouraged) by the stars. This is thought to be unlucky, as stars were connected by people in the past to fate. 6. traffic. (1) Business; (2) Length of time for the actors to work 7. What here to mend. What is not mentioned in the prologue, the audience will hear in the rest of the play. ACT I, SCENE I 8. bucklers. Small round shields 9. carry coals. Do menial work (ex. take out the garbage); figuratively, bear insults 10. colliers. Coal miners; figuratively, menial workers (ex. garbage men) 11. be in choler. Be angry 12. draw. Put out weapons (i.e. draw our swords) 13. draw your neck collar. Collar is used figuratively to mean the hangman s noose. Don t get yourself hanged while you re still alive; figuratively, don t seek or cause trouble. 182 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

189 Gregory. To move is to stir, and to be valiant is to stand; therefore, if thou art mov d, thou run st away. Sampson. A dog of that house shall move me to stand! I will take the wall 14 of any man or maid of Montague s. Gregory. That shows thee a weak slave, for the weakest goes to the wall. 15 Sampson. Tis true, and therefore women, being the weaker vessels, are ever thrust to the wall; therefore I will push Montague s men from the wall, and thrust his maids to the wall. Gregory. The quarrel is between our masters, and us their men. Sampson. Tis all one; I will show myself a tyrant: when I have fought with the men, I will be civil with the maids; I will cut off their heads. Gregory. The heads of the maids? Sampson. Ay, the heads of the maids, or their maidenheads, take it in what sense thou wilt. Gregory. They must take it in sense that feel it. Sampson. Me they shall feel while I am able to stand, and tis known I am a pretty piece of flesh. Gregory. Tis well thou art not fish; if thou hadst, thou hadst been poor-john. 16 Draw thy tool, here comes two of the house of Montagues. Enter two other servingmen Abram and Balthasar. Sampson. My naked weapon is out. Quarrel, I will back thee. 17 Gregory. How, turn thy back and run? Sampson. Fear me not. Gregory. No, marry, 18 I fear thee! Sampson. Let us take the law of our sides, 19 let them begin. Gregory. I will frown as I pass by, and let them take it as they list. 20 Sampson. Nay, as they dare. I will bite my thumb 21 at them, which is disgrace to them if they bear it. Abram. Do you bite your thumb at us, sir? DURING READING Analyze Literature Dramatic Speech What are the literal and figurative meanings of the word mov d in the line if thou art mov d, thou run st away? Note the Facts According to Gregory, who is the quarrel between? 14. take the wall. The part of the sidewalk closer to a wall is cleaner, as opposed to the part of the sidewalk near to where horses are parked. People let their superiors walk near the wall out of politeness. 15. weakest wall. (proverb) The powerful always push the weakest against the wall 16. poor-john. Inexpensive fish 17. back thee. Assist you 18. marry. Indeed 19. take the law of our sides. Have the law on our side 20. list. Wish 21. bite my thumb. A gesture made in disrespect or insult EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 183

190 DURING READING Analyze Literature Dramatic Speech An aside is a statement voiced by a character in the play that is meant to be heard by the audience but not by the other characters. What are Sampson and Gregory talking about in their aside? Read Aloud Read lines aloud. Identify the character who wants to keep fighting and the one who doesn t. Build Vocabulary Idiom As you find words or phrases you do not know, try to guess what they mean. Then, discuss your answers with a friend. What does the idiom keep the peace mean? Who does Benvolio suggest to keep the peace? keep the peace idiom, to avoid or prevent from going against law and public order Sampson. I do bite my thumb, sir. Abram. Do you bite your thumb at us, sir? Sampson. [Aside to Gregory.] Is the law of our side if I say ay? Gregory. [Aside to Sampson.] No. Sampson. No, sir, I do not bite my thumb at you, sir, but I bite my thumb, sir. Gregory. Do you quarrel, sir? Abram. Quarrel, sir? No, sir. Sampson. But if you do, sir, I am for you. I serve as good a man as you. Abram. No better? Sampson. Well, sir. Enter Benvolio. Gregory. Say better, here comes one of my master s kinsmen. Sampson. Yes, better, sir. Abram. You lie. Sampson. Draw, if you be men. Gregory, remember thy washing 22 blow. They fight. Benvolio. Part, fools! Put up your swords, you know not what you do. Enter Tybalt. Beats down their swords. Tybalt. What, art thou drawn among these heartless hinds? 23 Turn thee, Benvolio, look upon thy death. 24 Benvolio. I do but keep the peace. Put up thy sword, Or manage it to part these men with me. 22. washing. Slashing 23. heartless hinds. Cowardly servants 24. look upon the death. Look at the man who is going to kill you 184 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

191 Tybalt. What, drawn and talk of peace? I hate the word As I hate hell, all Montagues, and thee. Have at thee, coward! They fight. Enter three or four Citizens with clubs or partisans. 25 Citizens. Clubs, bills, 26 and partisans! Strike! Beat them down! Down with the Capulets! Down with the Montagues! Enter old Capulet in his gown, and his wife Lady Capulet. Capulet. What noise is this? Give me my long sword ho! Lady Capulet. A crutch, a crutch! why call you for a sword? Capulet. My sword, I say! Old Montague is come, And flourishes his blade in spite of me. Enter old Montague and his wife Lady Montague. Montague. Thou villain Capulet! Hold me not, let me go. Lady Montague. Thou shalt not stir one foot to seek a foe. Enter Prince Escalus with his Train. Prince. Rebellious subjects, enemies to peace, Profaners of this neighbor-stained steel 27 Will they not hear? What ho, you men, you beasts! That quench the fire of your pernicious 28 rage With purple fountains issuing from your veins On pain of torture, from those bloody hands Throw your mistempered 29 weapons to the ground, And hear the sentence of your moved prince. Three civil brawls, bred of an airy word, By thee, old Capulet, and Montague, Have thrice 30 disturb d the quiet of our streets, And made Verona s ancient citizens Cast by their grave beseeming ornaments 31 To wield old partisans, in hands as old, Cank red with peace, to part your cank red hate; 32 If ever you disturb our streets again 25. partisans. Broad-bladed spears 26. bills. Spears with hooked blades 27. Profaners steel. The steel (weapons) is rightfully used to defend the community. When steel is used against a neighbor or fellow citizen, the steel is profaned or made dirty by a wrongful deed. 28. pernicious. Fatal, deadly 29. mistempered. (1)Angry; (2)When weapons are made, they are tempered (made stronger) by plunging them into cold water. When the weapon is plunged into the blood of a fellow citizen, it is mistempered. 30. thrice. Three times 31. Cast ornaments. Throw aside those objects, like canes, proper in old age and peaceful times 32. Cank red with peace cank red hate. Rusted (from disuse) during peaceful times, to use in pacifying hate turned evil DURING READING flou rish (flõr ish) verb, wave in the air Build Vocabulary Who does Capulet say flourishes a blade against him? What does it say about the other person? Note the Facts Highlight the Prince s reaction to the confrontation between Capulet and Montague. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 185

192 DURING READING for feit (f0r>fit) noun, penalty or fine one pays because of a crime or violation Analyze Literature Dramatic Speech What is the meaning of part in the line fought on part and part? Note the Facts What is Lady Montague s concern? Note the Facts Underline what happens when Romeo meets Benvolio Your lives shall pay the forfeit of the peace. For this time all the rest depart away. You, Capulet, shall go along with me, And, Montague, come you this afternoon, To know our farther pleasure in this case, To old Free-town, our common judgment-place. Once more, on pain of death, all men depart. Exeunt all but Montague, Lady Montague, and Benvolio. Montague. Who set this ancient quarrel new abroach? 33 Speak, nephew, were you by when it began? Benvolio. Here were the servants of your adversary, 34 And yours, close fighting ere 35 I did approach. I drew to part them. In the instant came The fiery Tybalt, with his sword prepar d, Which, as he breath d defiance to my ears, He swung about his head and cut the winds, Who, nothing hurt withal, 36 hiss d him in scorn. While we were interchanging thrusts and blows, Came more and more, and fought on part and part, 37 Till the Prince came, who parted either part. Lady Montague. O, where is Romeo? Saw you him today? Right glad I am he was not at this fray. 38 Benvolio. Madam, an hour before the worshipp d sun Peer d forth the golden window of the east, A troubled mind drive 39 me to walk abroad, Where, underneath the grove of sycamore That westward rooteth 40 from this city side, So early walking did I see your son. Towards him I made, but he was ware 41 of me, And stole into the covert 42 of the wood. I, measuring his affections by my own, Which then most sought where most might not be found, Being one too many by my weary self, Pursued my humor not pursuing his, 43 And gladly shunn d who gladly fled from me. 33. abroach. Open and flowing freely 34. adversary. Opponent, enemy 35. ere. Before 36. nothing hurt withal. Not harmed as a result 37. part and part. One side or the other 38. fray. Noisy quarrel or fight 39. drive. Drove 40. rooteth. Grows 41. ware. Wary; cautious 42. covert. Cover; hiding place 43. Pursued his. Did not concern myself about his mood, but kept to my own 186 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

193 Montague. Many a morning hath he there been seen, With tears augmenting 44 the fresh morning s dew, Adding to clouds more clouds with his deep sighs, But all so soon as the all-cheering sun Should in the farthest east begin to draw The shady curtains from Aurora s 45 bed, Away from light steals home my heavy son, And private in his chamber pens himself, Shuts up his windows, locks fair daylight out, And makes himself an artificial night. Black and portendous 46 must this humor 47 prove, Unless good counsel may the cause remove. Benvolio. My noble uncle, do you know the cause? Montague. I neither know it, nor can learn of him. Benvolio. Have you importun d 48 him by any means? Montague. Both by myself and many other friends, But he, his own affections counsellor, Is to himself (I will not say how true) But to himself so secret and so close, So far from sounding 49 and discovery, As is the bud bit with an envious 50 worm, Ere he can spread his sweet leaves to the air Or dedicate his beauty to the sun. Could we but learn from whence 51 his sorrows grow, We would as willingly give cure as know. Enter Romeo. Benvolio. See where he comes. So please you step aside, I ll know his grievance, 52 or be much denied. DURING READING Read Aloud Read lines aloud. According to Lord Montague, how does Romeo spend his nights and days? Note the Facts After what he has heard, what does Benvolio hope to learn? 44. augmenting. Make greater in size, strength, or quantity 45. Aurora s. Of the Roman goddess of dawn 46. portendous. Be a sign something worse 47. humor. Moody behavior 48. importun d. Questioned 49. sounding. Being examined or studied closely (to reveal its secrets) 50. envious. Wicked 51. whence. What place 52. grievance. Complaint or resentment EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 187

194 DURING READING Note the Facts Highlight the cause of Romeo s despair. Analyze Literature Dramatic Speech What does the line O brawling love! O loving hate! emphasize about Romeo s emotions? Montague. I would thou wert 53 so happy by thy stay To hear true shrift. 54 Come, madam, let s away. Exeunt Montague and Lady. Benvolio. Good morrow, cousin. Romeo. Is the day so young? Benvolio. But new strook 55 nine. Romeo. Ay me, sad hours seem long. Was that my father that went hence 56 so fast? Benvolio. It was. What sadness lengthens Romeo s hours? Romeo. Not having that which, having, makes them short. 57 Benvolio. In love? Romeo. Out Benvolio. Of love? Romeo. Out of her favor where I am in love. Benvolio. Alas that love, so gentle in his view, 58 Should be so tyrannous and rough in proof! 59 Romeo. Alas that love, whose view is muffled still, 60 Should, without eyes, see pathways to his will! 61 Where shall we dine? O me! what fray was here? Yet tell me not, for I have heard it all: Here s much to do with hate, but more with love. 62 Why then, O brawling love! O loving hate! O any thing, of nothing first create! 63 O heavy lightness, serious vanity, Misshapen chaos of well-seeming forms, Feather of lead, bright smoke, cold fire, sick health, Still-waking sleep, that is not what it is! This love feel I, that feel no love in this. 64 Dost thou not laugh? Benvolio. No, coz, 65 I rather weep. 53. wert. Were 54. shrift. Confession 55. strook. Struck 56. hence. From here 57. Not having short. Being unloved (and sad), Romeo feels that the day is too long. When a person has love (and feels happy), the day seems too short. 58. view. Appearance 59. proof. reality; experience 60. whose view still. [Love s] eyes are always blindfolded. (In stories, love is typically pictured as blind.) 61. see pathways to his will. Discover ways to get what he wants 62. Here s much to do with love. There is much to do (i.e. conflict) in hate, but there is more conflict in love. 63. O any thing create! Things (like love) created out of nothing (an act of God) 64. O brawling love no love in this. Romeo mentions a string of contradictions (e.g. cold fire, sick health, waking sleep) that reflect his own conflicting feelings about love (i.e. that he feels tortured and confused). In the end of his monologue, he declares another contradiction: that he feels no love for the (tortured and confused) kind of love he experiences. 65. coz. Cousin (said of any relative) 188 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

195 Romeo. Good heart, at what? Benvolio. At thy good heart s oppression. Romeo. Why, such is love s transgression. 66 Griefs of mine own lie heavy in my breast, Which thou wilt propagate to have it press d With more of thine. 67 This love that thou hast shown Doth add more grief to too much of mine own. Love is a smoke made with the fume of sighs, Being purg d, 68 a fire sparkling in lovers eyes, Being vex d, 69 a sea nourish d with loving tears. What is it else? a madness most discreet, A choking gall, and a preserving sweet. Farewell, my coz. Benvolio. Soft, 70 I will go along; And if you leave me so, you do me wrong. Romeo. Tut, I have lost myself, I am not here: This is not Romeo, he s some other where. Benvolio. Tell me in sadness, 71 who is that you love? Romeo. What, shall I groan and tell thee? DURING READING pro pa gate verb, reproduce, multiply Think and Reflect Describe the relationship between Romeo and Benvolio based on their conversation Benvolio. Groan? why, no; But sadly tell me, who? Romeo. Bid a sick man in sadness 72 make his will A word ill urg d 73 to one that is so ill! In sadness, cousin, I do love a woman. Benvolio. I aim d so near when I suppos d you lov d. Romeo. A right good mark-man! 74 And she s fair I love. Benvolio. A right fair mark, 75 fair coz, is soonest hit. Analyze Literature Dramatic Speech What does sadness mean in the line Bid a sick man in sadness make his will? 66. transgression. Offense 67. Griefs of mine own of thine. The sadness in my heart will increase if you weigh it down with your own grief. 68. purg d. Cleared of smoke (or other substances that make an object unclean or impure) 69. vex d. Disturbed, annoyed, irritated 70. Soft. One moment; used as an interjection, similar to wait (i.e. Wait! I will go with you.) 71. in sadness. In seriousness (i.e. seriously) 72. sadness. Seriousness 73. ill urg d. Suggested wrongfully or with malice 74. mark-man. Marksman, one who shoots well 75. mark. Target EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 189

196 DURING READING pos te ri ty (p5s t7) noun, all succeeding generations Note the Facts What is Benvolio s advice to Romeo? What does he suggest his nephew to do? Use Reading Skills Summarize Record the main idea and supporting details in your concept map, then write a brief summary for each scene by restating the main idea and details in your concept map into the Summary Chart Romeo. Well, in that hit you miss: she ll not be hit With Cupid s arrow, she hath Dian s wit; 76 And in strong proof 77 of chastity well arm d, From Love s weak childish bow she lives uncharm d. 78 She will not stay 79 the siege 80 of loving terms, Nor bide th encounter of assailing eyes, Nor ope her lap to saint-seducing gold. 81 O, she is rich in beauty, only poor That, when she dies, with beauty dies her store. 82 Benvolio. Then she hath sworn that she will still 83 live chaste? Romeo. She hath, and in that sparing 84 makes huge waste; For beauty starv d with her severity Cuts beauty off from all posterity. She is too fair, too wise, wisely too fair, To merit bliss by making me despair. She hath forsworn to love, and in that vow Do I live dead that live to tell it now. Benvolio. Be rul d by me, forget to think of her. Romeo. O, teach me how I should forget to think. Benvolio. By giving liberty unto thine eyes: Examine other beauties. Romeo. Tis the way To call hers, exquisite, in question more. 85 These happy masks that kiss fair ladies brows, Being black, puts us in mind they hide the fair. He that is strooken 86 blind cannot forget The precious treasure of his eyesight lost. Show me a mistress that is passing 87 fair, What doth her beauty serve but as a note Where I may read who pass d that passing fair? Farewell, thou canst not teach me to forget. Benvolio. I ll pay that doctrine, or else die in debt. 88 Exeunt. 76. Dian s wit. Beliefs of Diana, the Roman goddess of chastity and of the hunt. Romeo s beloved is like Diana in not wanting to marry. 77. proof. Armor 78. uncharmed. Not under the spell of 79. stay. Put up with 80. siege. Assault; persistent attack 81. Nor ope gold. The reference is to Danaë, in Roman mythology, whom Jupiter visited in the form of a shower of gold. 82. dies her store. Her beauty will die with her, for she left no children. 83. still. Always 84. sparing. Thriftiness 85. Tis the way more. In that way, her beauty becomes even more obvious and unquestionable. 86. strooken. Struck 87. passing. Extremely; surpassing others 88. pay that doctrine debt. Succeed in teaching you (that looking at other beautiful girls will cure you of your love-sickness) or die owing you a lesson. 190 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

197 AFTER READING READING CHECK Circle the letter of the correct answer. 1. Who made the fight between the Capulet and Montague servants grow worse? A. Tybalt B. Benvolio C. Prince Escalus 2. What does the Prince say to the Capulets and Montagues? A. Anyone who fights in the streets will be killed. B. Both houses will have to pay a fine for damages. C. They must make peace or they will all be banished. 3. Why does Benvolio talk to Romeo? A. Romeo comes to him looking for advice. B. Romeo s parents ask him to talk to Romeo. C. He notices that Romeo seems sad all the time. 4. Why has Romeo been so unhappy? A. He lost a fight against the Capulets. B. He wishes he could go to a party that night. C. He is in love with a woman who doesn t love him. 5. What promise does Benvolio make to Romeo? A. He promises to cure Romeo of his love-sickness. B. He promises to help Romeo win the love of a girl. C. He promises to show Romeo a lot of beautiful girls. VOCABULARY CHECK Circle the letter of the correct answer. 1. The Prince tells both houses to keep the peace. He wants them to A. stop fighting. B. join his army. C. promote harmony. 2. Tybalt flourished his weapon. He A. hid his sword. B. made a sword. C. waved his sword. 3. A man s life is forfeit if he fights in the street. He must A. live in the army. B. repay with his life. C. dedicate his life to peace. 4. The hatred between the two families propagated fights. When they saw each other in the streets, they A. stopped fights. B. started fighting. C. protected fighters. 5. The families argument continued on through posterity. Their fight was A. passed on to the next generation. B. settled every few years with agreements. C. encouraged by the Prince and the town citizens. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 191

198 ANALYZE LITERATURE: Dramatic Speech Which types of dramatic speech are used in Scene i of the play? USE READING SKILLS: Summarize Review the information you recorded in your summary concept map for Act I, Scene i. Use your concept map to answer the following questions. Briefly, describe the Capulets and the Montagues. Who are they? In your own words, write a summary of Benvolio and Romeo s conversation. What did they talk about? What important decisions did Romeo and Benvolio make at the end of their talk? 192 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

199 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. bound idiom I am bound to pay my rent every month. When you do a dangerous sport, you are bound to devout de vout (di vout>) adjective A devout man, Zev goes to prayer meetings regularly. A devout person always brow brow (brou) noun The sweat on his brow that slid down to his eyes seemed like tears. My brow was shiny with sweat because dispositions dis po si tions (dis p9 si shuns) noun My dispositions toward reading are plain when you see my crammed bookcases. If your dispositions toward doing homework are unhappy and evasive, you probably lineament lin e a ment (lin noun Her fine lineaments made her appear catlike. You study a person s lineaments when you EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 193

200 DURING READING SCENE II: A STREET IN VERONA bound idiom, tied to a responsibility or obligation; tied to fate Note the Facts How old is Juliet? What age does her father think is appropriate for her to marry? Enter Capulet, County Paris, and the Clown, Capulet s Servant. Capulet. But Montague is bound as well as I, In penalty alike, and tis not hard, I think, For men so old as we to keep the peace. Paris. Of honorable reckoning 1 are you both, And pity tis you liv d at odds so long. But now, my lord, what say you to my suit? 2 Capulet. But saying o er what I have said before: My child is yet a stranger in the world, She hath not seen the change of fourteen years; Let two more summers wither in their pride, Ere we may think her ripe to be a bride. Paris. Younger than she are happy mothers made. Capulet. And too soon marr d 3 are those so early made. Earth hath swallowed all my hopes but she; She s the hopeful lady of my earth. 4 But woo her, gentle Paris, get her heart, My will to her consent is but a part; And she agreed, within her scope of choice Lies my consent and fair according 5 voice. This night I hold an old accustom d feast, Whereto I have invited many a guest, Such as I love, and you, among the store 6 One more, most welcome, makes my number 7 more. At my poor house look to behold this night Earth-treading stars that make dark heaven light. Such comfort as do lusty young men feel When well-apparell d April on the heel Of limping winter treads, even such delight Among fresh fennel 8 buds shall you this night Inherit 9 at my house; hear all, all see; And like her most whose merit most shall be; Which on more view of many, mine, being one, ACT I, SCENE II 1. of honorable reckoning. Known for good deeds or traits 2. suit. Request 3. marr d. spoiled; figuratively, worn-out by life 4. hopeful earth. The hope that makes my world turn (continue existing); heir to my land and wealth 5. according. Agreeing 6. store. collection, gathered (friends) 7. my number. My number of friends 8. fennel. Plant with yellow flowers and a sweet aroma 9. Inherit. Experience 194 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

201 May stand in number, though in reck ning none. 10 Come go with me. [To Servant.] Go, sirrah, 11 trudge about Through fair Verona, find those persons out Whose names are written there, and to them say, My house and welcome on their pleasure stay. 12 Exit with Paris. Servant. Find them out whose names are written here! It is written that the shoemaker should meddle with his yard and the tailor with his last, the fisher with his pencil and the painter with his nets; but I am sent to find those persons whose names are here writ, and can never find what names the writing person hath here writ. I must to the learned. 13 In good time! Enter Benvolio and Romeo. Benvolio. Tut, man, one fire burns out another s burning, 14 One pain is less ned by another s anguish; Turn giddy, and be holp 15 by backward turning; One desperate grief cures with another s languish: 16 Take thou some new infection to thy eye, And the rank poison of the old will die. Romeo. Your plantan leaf 17 is excellent for that. Benvolio. For what, I pray thee? Romeo. For your broken shin. Benvolio. Why, Romeo, art thou mad? Romeo. Not mad, but bound more than a madman is; Shut up in prison, kept without my food, Whipt and tormented and God-den, 18 good fellow. DURING READING Note the Facts What does Capulet tell the servant to do? Analyze Literature Dramatic Speech Read lines How do these lines differ in structure from the lines of Capulet that come before it and the lines of Benvolio that follow it? 10. May stand none. Though she adds to the number of ladies (in the Capulet house), her value (in beauty) is counted apart from their number. 11. sirrah. Form of address used by a person of higher rank when speaking to a person of a lesser social rank 12. on their pleasure stay. (1) Referring to the servant s task: wait for them to accept or decline the invitation; (2) Referring to Capulet s invitation: Stay (at the party) freely for as long as they want 13. learned. People educated (in schools, or by a tutor) in reading and writing 14. Tut, man burning. Benvolio says that Romeo s love s fire (for Rosaline) will burn out when a new fire of love (for someone else) burns in its place. 15. holp. Helped; cured 16. languish. State of sadness or depression 17. plantan leaf. Lead of the plantain; applied to soothe minor wounds 18. God-den. Good evening EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 195

202 DURING READING Read Aloud Work with a partner to read the parts of the Servant and Romeo in lines What does the servant want from Romeo? Use Reading Skills Summarize Read lines Summarize how Romeo finds out about the party at the Capulet house. Record your summary in your Summary Chart. de vout (di vout>) adjective, religious; pious Build Vocabulary Which word sounds similar with devout and which also has a related meaning as the word? Servant. God gi god-den. 19 I pray, sir, can you read? Romeo. Ay, mine own fortune in my misery. 20 Servant. Perhaps you have learn d it without book. 21 But I pray, can you read any thing you see? Romeo. Ay, if I know the letters and the language. Servant. Ye say honestly, rest you merry! 22 Romeo. Stay, fellow, I can read. (He reads the letter.) Signior Martino and his wife and daughters; County Anselme and his beauteous sisters; the lady widow of Vitruvio; Signior Placentio and his lovely nieces; Mercutio and his brother Valentine; mine uncle Capulet, his wife, and daughters; my fair niece Rosaline, and Livia; Signior Valentio and his cousin Tybalt; Lucio and the lively Helena. A fair assembly. Whither should they come? Servant. Up. Romeo. Whither? to supper? Servant. To our house. Romeo. Whose house? Servant. My master s. Romeo. Indeed I should have ask d thee that before. Servant. Now I ll tell you without asking. My master is the great rich Capulet, and if you be not of the house of Montagues, I pray come and crush 23 a cup of wine. Rest you merry! Exit. Benvolio. At this same ancient feast of Capulet s Sups the fair Rosaline whom thou so loves, With all the admired beauties of Verona. Go thither, 24 and with unattainted 25 eye Compare her face with some that I shall show, And I will make thee think thy swan a crow. Romeo. When the devout religion of mine eye Maintains such falsehood, then turn tears to fires; And these, who, often drown d, could never die, 26 Transparent heretics, 27 be burnt for liars! One fairer than my love! The all-seeing sun 19. God gi god-den. God give (grace) you (with) a good evening. 20. Ay, mine misery. Although the servant refers to Romeo s ability to read Capulet s note, Romeo talks about being able to read his future: that his misery will cause him to be miserable. 21. without book. Without reading; figuratively, learned through experience 22. rest you merry. A kind of farewell address, similar to have a nice day. Apparently, the servant decided that Romeo is not interested in helping him. 23. crush. Drink 24. thither. There 25. unattainted. Untainted; without bias 26. And these never die. And these [my eyes] which, though often drowned [in tears], could never die (of drowning) 27. Transparent heretics. Clearly disrespectful 196 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

203 95 Ne er 28 saw her match since first the world begun. Benvolio. Tut, you saw her fair, none else being by, Herself pois d 29 with herself in either eye; But in that crystal scales let there be weigh d Your lady s love against some other maid That I will show you shining at this feast, And she shall scant show well that now seems best. Romeo. I ll go along no such sight to be shown, But to rejoice in splendor of mine own. Exeunt. DURING READING Think and Reflect What do you think of Benvolio s advice to Romeo? SCENE III: CAPULET S HOUSE Enter Capulet s Wife, and Nurse. Lady Capulet. Nurse, where s my daughter? Call her forth to me. Nurse. Now by my maidenhead at twelve year old, I bade her come. What, lamb! What, ladybird! God forbid! Where s this girl? What, Juliet! Enter Juliet. Juliet. How now, who calls? Nurse. Your mother. Juliet. Madam, I am here, What is your will? Lady Capulet. This is the matter. Nurse, give leave 1 a while, We must talk in secret. Nurse, come back again, I have rememb red me, thou s 2 hear our counsel. 3 Thou knowest my daughter s of a pretty age. 4 Nurse. Faith, I can tell her age unto an hour. Lady Capulet. She s not fourteen. Note the Facts What does Lady Capulet tell the Nurse to do? 28. Ne er. Never 29. pois d. Balanced; equally distributed in weight or value ACT I, SCENE III 1. give leave. Leave us 2. thou s. You shall or you should 3. I have counsel. I just remembered you shall listen to our secrets. 4. pretty age. Lady Capulet refers to Juliet s age in two ways: (1) Juliet is pretty (i.e. beautiful) for her age; (2) Juliet has reached puberty (i.e. a pretty important age) EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 197

204 DURING READING Analyze Literature Dramatic Speech Read lines Where is the humor in these lines? What does the Nurse say she would do? Why can t she do it? Nurse. I ll lay fourteen of my teeth And yet, to my teen 5 be it spoken, I have but four She s not fourteen. How long is it now To Lammas-tide? 6 Lady Capulet. A fortnight 7 and odd days. Nurse. Even or odd, of all days in the year, Come Lammas-eve 8 at night shall she be fourteen, Susan and she God rest all Christian souls! Were of an age. Well, Susan is with God, She was too good for me. But as I said, On Lammas-eve at night shall she be fourteen, That shall she, marry, I remember it well. Tis since the earthquake now aleven 9 years, And she was wean d I never shall forget it Of all the days of the year, upon that day; For I had then laid wormwood to my dug, 10 Sitting in the sun under the dove-house wall. My lord and you were then at Mantua Nay, I do bear a brain 11 but as I said, When it did taste the wormwood on the nipple Of my dug and felt it bitter, pretty fool, To see it teachy 12 and fall out wi 13 th dug! Shake, quoth the dove-house; 14 twas no need, I trow, 15 To bid me trudge. And since that time it is aleven years, 5. teen. Sorrow 6. Lammas-tide. First of August 7. fortnight. Fourteen nights (or two weeks) 8. Lammas-eve. Night before the first day of August 9. aleven. Eleven 10. laid wormwood to my dug. Applied the bitter herb called wormwood to her breast for breast-feeding the baby Juliet 11. bear a brain. Have a great memory 12. teachy. Touchy 13. fall out wi. Fall out with; figuratively, begin a quarrel with 14. Shake dove-house. The Nurse is probably describing the dove house when it shook (in the earthquake) as seeming to say, Get out of here! 15. trow. Believe 198 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

205 For then she could stand high-lone; 16 nay, by th rood, 17 She could have run and waddled all about; For even the day before, she broke her brow, And then my husband God be with his soul! A 18 was a merry man took up the child. Yea, quoth he, dost thou fall upon thy face? Thou wilt fall backward when thou hast more wit, Wilt thou not, Jule? 19 and by my holidam, 20 The pretty wretch 21 left crying and said, Ay. 22 To see now how a jest shall come about! 23 I warrant, 24 and I should live a thousand years, I never should forget it: Wilt thou not, Jule? quoth he; And, pretty fool, it stinted 25 and said, Ay. Lady Capulet. Enough of this, I pray thee hold thy peace. Nurse. Yes, madam, yet I cannot choose but laugh To think it should leave crying and say, Ay. And yet I warrant it had upon it 26 brow A bump as big as a young cock rel s stone 27 A perilous knock and it cried bitterly. Yea, quoth my husband, fall st upon thy face? Thou wilt fall backward when thou comest to age, Wilt thou not, Jule? It stinted and said, Ay. Juliet. And stint thou too, I pray thee, nurse, say I. Nurse. Peace, I have done. God mark thee to his grace! 28 Thou wast the prettiest babe that e er I nurs d. And I might live to see thee married once, I have my wish. Lady Capulet. Marry, that marry is the very theme I came to talk of. Tell me, daughter Juliet, How stands your dispositions 29 to be married? DURING READING brow (brou) noun, forehead Analyze Literature Dramatic Speech Read lines What part of her own story does the Nurse find amusing? dis po si tions (dis p9 si shuns) noun, mood or opinions of; tendency to feel 16. stand high-lone. Stand upright by itself 17. rood. Cross 18. A. He 19. Jule. A nickname for Juliet 20. holidam. Holiness; derived from holy dame, referring to the Virgin Mary 21. wretch. Fool; said in fondness for Juliet 22. Ay. Aye, or yes 23. To see about! How something said jokingly comes true. When the Nurse s husband said that Juliet will fall on her back, he meant that she would be with a husband. As a child, Juliet understood it literally and agreed that she would fall on her back (side) to save her face. Years after the earthquake, when Juliet is of an age to marry, the Nurse marvels that her husband s joke has come true. 24. warrant. Swear or guarantee 25. stinted. Stopped (crying) 26. it. Its 27. cock rel s stone. Part of a young male chicken 28. God mark grace! God grant grace to you! 29. dispositions. Outlook; views or opinions (on) EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 199

206 DURING READING Note the Facts Which line reflects how Juliet feels about getting married? Use Reading Skills Summarize Read lines What is Lady Capulet telling her daughter? Record your summary in your Summary Chart. lin e a ment (lin noun, definite shape or line, especially of the face Build Vocabulary Idiom The idiom bound means tied to an obligation. In line 94, what does Lady Capulet mean when she describes Paris as an unbound lover? Juliet. It is an honor that I dream not of. Nurse. An honor! were not I thine only nurse, I would say thou hadst suck d wisdom from thy teat. 30 Lady Capulet. Well, think of marriage now; younger than you, Here in Verona, ladies of esteem, Are made already mothers. By my count, I was your mother much upon these years 31 That you are now a maid. Thus then in brief: The valiant Paris seeks you for his love. Nurse. A man, young lady! Lady, such a man As all the world why, he s a man of wax. 32 Lady Capulet. Verona s summer hath not such a flower. Nurse. Nay, he s a flower, in faith, a very flower. Lady Capulet. What say you? can you love the gentleman? This night you shall behold him at our feast; Read o er the volume of young Paris face, And find delight writ there with beauty s pen; Examine every married 33 lineament, And see how one another lends content; And what obscur d 34 in this fair volume lies Find written in the margent 35 of his eyes. This precious book of love, this unbound 36 lover, To beautify him, only lacks a cover. The fish lives in the sea, and tis much pride For fair without the fair within to hide. 37 That book in many s eyes doth share the glory, That in gold clasps locks in the golden story; So shall you share all that he doth possess, By having him, making yourself no less. 38 Nurse. No less! nay, bigger: 39 women grow by men. 30. were not thy teat. The Nurse jokes about Juliet getting wisdom from the Nurse s breast milk, when the Nurse knows herself to be a fool. 31. much upon these years. At about the same age you are now 32. he s a man of wax. He is as handsome as a wax figure of a man. The nurse means this in a good way, but a wax figure is less than a real person, so her words can also be understood as an insult. 33. Married. Well matched or put together (referring to the features of Paris s face); also a pun, that Paris looks like a married man or a man fit to be married 34. obscur d. Obscured; hidden 35. margent. Margin (This refers to the empty space framing the text in a book. In early books, the margin is meant for writing notes or comments on the text.) 36. unbound. Paris is unbound because he is not tied or bound (in marriage) to a wife. He is also being compared to an unbound or coverless book, and to Juliet as the cover. 37. The fish hide. As fish belong in the sea, so does a woman belong with a husband. A beautiful cover (a fair woman) is admired as much as the book (husband) it holds. 38. making yourself no less. Juliet s value does not lessen as a person if she has a husband. 39. bigger. The Nurse refers to a woman s size when pregnant. 200 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

207 105 Lady Capulet. Speak briefly, can you like of Paris love? 40 Juliet. I ll look to like, if looking liking move; But no more deep will I endart mine eye Than your consent gives strength to make it fly. 41 Think and Reflect How would you feel if your parents or guardians told you who you must date or marry? DURING READING Note the Facts What is Juliet s reply when her mother asked her if she could love Paris? Enter Servingman. 110 Servingman. Madam, the guests are come, supper serv d up, you call d, my young lady ask d for, the nurse curs d in the pantry, 42 and every thing in extremity. I must hence to wait; I beseech you follow straight. 43 Exit. Lady Capulet. We follow thee. Juliet, the County stays. 44 Nurse. Go, girl, seek happy nights to happy days. 45 Exeunt. 40. like of Paris love. Love someone like Paris 41. But no more fly. I will not have my eye be endarted (pierced, as from an arrow) by love, no more than you will shoot the arrow (of love to make her fall in love with Paris). 42. the nurse pantry. The kitchen help are cursing the nurse for not helping them in preparing for the feast. 43. follow straight. Follow straight away; come immediately 44. The County stays. The Count (Paris) waits (for you). 45. seek happy nights to happy days. Seek out happy nights (such as the party) which will lead you to happy days (as a married woman). EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 201

208 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What does Paris ask Lord Capulet? A. if he has thought about Paris s request B. if he will ask the Prince s forgiveness C. if he wants to go fight the Montagues 2. At what age do the ladies in Verona usually marry? A. around 20 years old B. above 20 years old C. below 20 years old 3. Who tells Romeo about the party at the Capulet house? A. the Nurse B. the servant C. Benvolio 4. Who does Lady Capulet want her daughter to marry? A. Paris B. Romeo C. Benvolio 5. What is Juliet s response to her mother? A. She will try to like him. B. She will dance with him tonight. C. She already loves someone else. VOCABULARY CHECK Circle the letter of the correct answer. 1. Both families are bound to their oaths to the Prince. They must A. break their promise. B. create a new promise. C. uphold their promise. 2. Which word is similar in meaning with devout? A. religious B. respected C. responsible 3. The Nurse tells a story about a time when Juliet fell and bumped her brow. Juliet hurt her A. toe. B. shin. C. head. 4. Juliet s dispositions toward marriage is that it would be an honor. They are her A. duties of marriage. B. feelings about marriage. C. understandings of marriage. 5. Lady Capulet describes Paris s fine lineament. She is describing the A. color of Paris s hair. B. shape of Paris s face. C. style of Paris s clothes. ANALYZE LITERATURE: Dramatic Speech Which types of dramatic speech are used in Scenes ii and iii of the play? USE READING SKILLS: Summarize Review the summaries you recorded in your Summary Chart. Use them to identify the main ideas of Scenes ii and iii. What is the main idea of Act I, Scene ii? What is the main idea of Act I, Scene iii? 202 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

209 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. nimble nim ble (nim bl>) adjective He is a nimble athlete, able to perform moves that other runners cannot. Someone who is a nimble musician could visage vi sage (viz>ij) noun She cared about her visage and smiled when people said she was pretty. A person s visage is nuptial nup tial noun The bride and groom remembered the priest in their nuptial fondly. You go to a nuptial to celebrate by the book idiom He was careful with her new video camera and he did everything by the book. You do things by the book when you virtuous vir tu ous adjective Always obeying his parents, Gerry was a virtuous son. A virtuous person is someone who EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 203

210 DURING READING Note the Facts Briefly describe the setting of the story. What time of day is it? Where are Romeo and his friends going? Analyze Literature Dramatic Speech What two meanings of light can you derive from line 12? Briefly explain what Romeo means when he says he will bear the light SCENE IV: IN FRONT OF CAPULET S HOUSE Enter Romeo, Mercutio, Benvolio, with five or six other Maskes; 1 Torch-Bearers. Romeo. What, shall this speech be spoke for our excuse? Or shall we on without apology? 2 Benvolio. The date is out of such prolixity: 3 We ll have no Cupid hoodwink d with a scarf, 4 Bearing a Tartar s painted bow of lath, 5 Scaring the ladies like a crow-keeper, 6 Nor no without-book prologue, 7 faintly spoke After the prompter, 8 for our entrance; But let them measure us by what they will, We ll measure them a measure 9 and be gone. Romeo. Give me a torch, I am not for this ambling; 10 Being but heavy, I will bear the light. Mercutio. Nay, gentle Romeo, we must have you dance. Romeo. Not I, believe me. You have dancing shoes With nimble soles, I have a soul of lead So stakes me to the ground I cannot move. Mercutio. You are a lover, borrow Cupid s wings, And soar with them above a common bound. 11 Romeo. I am too sore enpierced with his shaft To soar with his light feathers, and so bound I cannot bound a pitch above dull woe; Under love s heavy burthen 12 do I sink. Mercutio. And, to sink in it, should you burthen love Too great oppression for a tender thing. 13 nim ble (nim bl>) adjective, flexible; able to move in many ways ACT I, SCENE IV 1. Maskers. People wearing masks and dressed in costumes for the party 2. Or shall.apology? Romeo asks if he and his friends should introduce themselves (falsely) or just show up without explanation at the Capulet party. 3. The date prolixity. Benvolio says that it is out of fashion for maskers to give a speech (to introduce themselves) at a party. 4. Cupid hoodwink d with a scarf. Cupid was the Roman god of love, said to pierce lovers with his arrows. To be hoodwinked meant, literally, to be blindfolded with a scarf tied around the head. Benvolio says that they do not need someone dressed as Cupid to introduce their group (and scare the ladies). 5. Bearing lath. Cupid s bow is similar to the Tartar s (an ethnic group primarily based in the borders of Russia and China) bow. Lath, a thin strip of wood, is suitable for making fake or pretend bows. 6. crow-keeper. Scarecrow 7. without-book prologue. Memorized introduction 8. After the prompter. Repeating lines given by a prompter, a person whose job it is to help an actor who has forgotten the lines 9. measure them a measure. Give them a dance 10. Give me ambling. Romeo wants to hold a torch so he wouldn t have to amble or dance. 11. a common bound. Ordinary leap as might be made by an ordinary, untalented dancer 12. Burthen. Burden 13. Too great oppression for a tender thing. Love is too tender (fragile) to be burdened (crushed) by the weight of your burden (sadness referring to Romeo s feelings about love). 204 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

211 Think and Reflect DURING READING How would you describe love s heavy burden in your own words? Romeo. Is love a tender thing? It is too rough, Too rude, too boist rous, 14 and it pricks like thorn. Mercutio. If love be rough with you, be rough with love; Prick love for pricking, and you beat love down. Give me a case to put my visage in, [Puts on a mask.] A visor for a visor! 15 what care I What curious eye doth cote 16 deformities? Here are the beetle brows 17 shall blush for me. Benvolio. Come knock and enter, and no sooner in, But every man betake him to his legs. 18 Romeo. A torch for me. Let wantons 19 light of heart Tickle the senseless rushes 20 with their heels. For I am proverb d with a grandsire phrase, 21 I ll be a candle-holder and look on: 22 The game was ne er so fair, and I am done. 23 Mercutio. Tut, dun s the mouse, the constable s own word. 24 If thou art Dun, we ll draw thee from the mire Of this sir-reverence 25 love, wherein thou stickest Up to the ears. Come, we burn daylight, 26 ho! Romeo. Nay, that s not so. vi sage (viz>ij) noun, face Build Vocabulary Note the similarity of the words visor and visage. Does this change your perception of Mercutio s words in line 29? How so? 14 boist rous. Unruly; noisy 15. visor for a visor! A visor is a mask. Mercutio refers to his face as a mask because he is a jester, one who hides his feelings behind his wit. 16. cote. See; notice 17. beetle brows. Mercutio refers to his mask s bushy eyebrows 18. betake him to his legs. Begin dancing 19. wantons. Those who seek pleasure 20. rushes. Plants used as a floor covering 21. grandsire phrase. Proverb, or phrase known to our grandfathers 22. I ll be look on. A proverb which means that those who just watch the players cannot lose in the game. 23. The game am done. A proverb which means that a player should quit while he is still ahead in the game. Romeo also uses this proverb to mean that no matter how fair (attractive) the game (quarry, referring to the ladies) is, he is out of the game (hunt) already because he loves Rosaline. 24. Dun s word. Dun is the color of a mouse: a dull grayish-brown. Dun s the mouse is a figure of speech which means to be quiet as a mouse. Constables, the equivalent of police officers during Shakespeare s time, are known for acting quiet as a mouse, or keeping silent and doing nothing. Benvolio is telling Romeo to be done (quit) with being a dun (do-nothing). 25. sir-reverence. Short for save your reverence, which is said in place of foul language. Benvolio says sir-reverence instead of a more offensive word to describe love. 26. burn daylight. Waste time EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 205

212 DURING READING 45 Analyze Literature Dramatic Speech Mercutio makes a pun about Romeo s dream. What does he mean by saying, That dreamers often lie? What does this have to do with Romeo talking about his dream? Use Reading Skills Summarize Read Mercutio s monologue of Queen Mab. Then, write a brief summary describing her. Note the Facts Who are the people Queen Mab visits in dreams? What kind of dreams does she give these people? Mercutio. I mean, sir, in delay We waste our lights in vain, like lights by day! Take our good meaning, for our judgment sits Five times in that ere once in our five wits. Romeo. And we mean well in going to this mask, But tis no wit to go. Mercutio. Why, may one ask? Romeo. I dreamt a dream tonight. Mercutio. And so did I. Romeo. Well, what was yours? Mercutio. That dreamers often lie. 27 Romeo. In bed asleep, while they do dream things true. Mercutio. O then I see Queen Mab 28 hath been with you. She is the fairies midwife, and she comes In shape no bigger than an agot-stone 29 On the forefinger of an alderman, Drawn with a team of little atomi 30 Over men s noses as they lie asleep. Her chariot is an empty hazel-nut, Made by the joiner squirrel or old grub, Time out a mind the fairies coachmakers. Her waggon-spokes made of long spinners 31 legs, The cover of the wings of grasshoppers, Her traces of the smallest spider web, Her collars of the moonshine s wat ry beams, Her whip of cricket s bone, the lash of film, Her waggoner a small grey-coated gnat, Not half so big as a round little worm Prick d from the lazy finger of a maid. 32 And in this state she gallops night by night Through lovers brains, and then they dream of love; O er courtiers 33 knees, that dream on cur sies 34 straight; O er lawyers fingers, who straight dream on fees; O er ladies lips, who straight on kisses dream, Which oft the angry Mab with blisters plagues, Because their breath with sweetmeats tainted are. Sometime she gallops o er a courtier s nose, 27. lie. (1) rest; (2) speak falsely (i.e. tell a lie) 28. Queen Mab. A fairy who brings pleasant dreams 29. agot-stone. Agate used as a stone in a ring 30. atomi. Tiny beings 31. spinners. Spiders 32. Not half maid. According to a folk belief, worms grew in the fingers of lazy girls. 33. courtier. Attendant at a royal court 34. on cur sies. Of curtsies, bows, and kneeling (a courtier s gesture of respect to royalty) 206 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

213 And then dreams he of smelling out a suit; 35 And sometime comes she with a tithe-pig s 36 tail Tickling a parson s nose as a lies asleep, Then he dreams of another benefice. 37 Sometime she driveth o er a soldier s neck, And then dreams he of cutting foreign throats, Of breaches, ambuscadoes, 38 Spanish blades, Of healths five fadom deep; 39 and then anon 40 Drums in his ear, at which he starts 41 and wakes, And being thus frighted, swears a prayer or two, And sleeps again. This is that very Mab That plats 42 the manes of horses in the night, And bakes the elf-locks 43 in foul sluttish 44 hairs, Which, once untangled, much misfortune bodes. 45 This is the hag, when maids lie on their backs, That presses them and learns them first to bear, Making them women of good carriage. 46 This is she Romeo. Peace, peace, Mercutio, peace! Thou talk st of nothing. Mercutio. True, I talk of dreams, Which are the children of an idle brain, Begot of nothing but vain fantasy, Which is as thin of substance as the air, And more inconstant than the wind, who woos Even now the frozen bosom of the north, And, being anger d, puffs away from thence, Turning his side to the dew-dropping south. Benvolio. This wind you talk of blows us from ourselves: Supper is done, and we shall come too late. Romeo. I fear, too early, for my mind misgives Some consequence yet hanging in the stars Shall bitterly begin his fearful date DURING READING Analyze Literature Dramatic Speech What kind of speech did Mercutio make about Queen Mab? Explain your answer. Note the Facts What object does Mercutio compare with dreams? What quality of dreams is similar to this object? 35. smelling out a suit. A courtier can support a person who has a suit (request) to make at court (of royalty) for a fee. Thus, courtiers smell out or try to find suits to earn money. 36. tithe-pig. Pig given as payment of tithes, or dues owed to a parish 37. benefice. Church office that provides a living for its holder 38. breaches, ambuscades. Breaching, or breaking through fortifications; ambushes 39. healths five fadom deep. Toasts (drinking) five fathoms deep (of wine or liquor). A fathom is a unit of measure of water equal to six feet in depth. 40. anon. at once 41. starts. Is startled 42. plat. To twist or mat (especially hair) 43. elf-locks. Tangles (in the hair) 44. sluttish. Disgusting 45. Which once bodes. A folk belief was that elves tangled the hair of lazy people and that to untangle this hair was to bring bad luck. 46. good carriage. Pun, one sense of which is women who are carrying (babies) EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 207

214 DURING READING 115 Use Reading Skills Summarize Why did Romeo 120 want to talk about his dream? With this night s revels, and expire the term 47 Of a despised life clos d in my breast By some vile forfeit of untimely death. But He that hath the steerage of my course Direct my sail! On, lusty 48 gentlemen! Benvolio. Strike, drum. They march about the stage and stand to one side. SCENE V: A HALL IN CAPULET S HOUSE And Servingmen come forth with napkins Servingman. Where s Potpan, that he helps not to take away? He shift a trencher? 1 he scrape a trencher? 2. Servingman. When good manners shall lie all in one or two men s hands, and they unwash d too, tis a foul thing. 1. Servingman. Away with the join-stools, 2 remove the court-cupboard, look to the plate. Good thou, save me a piece of marchpane, 3 and, as thou loves me, let the porter let in Susan Grindstone and Nell. [Exit Second Servant.] Anthony and Potpan! Enter Anthony and Potpan Anthony. Ay, boy, ready. 1. Servingman. You are look d for and call d for, ask d for and sought for, in the great chamber. Potpan. We cannot be here and there too. Cheerly, boys, be brisk a while, and the longer liver take all. 4 Exeunt. Enter Capulet, Lady Capulet, Juliet, Tybalt, Nurse, Servingmen, and all the Guests and Gentlewomen to the Maskers. Capulet. Welcome, gentlemen! Ladies that have their toes Unplagu d with corns will walk a bout with you. Ah, my mistresses, which of you all Will now deny to dance? She that makes dainty, 5 She I ll swear hath corns. Am I come near ye now? 6 Welcome, gentlemen! I have seen the day 47. expire the term. End the duration 48. lusty. Robust, healthy ACT I, SCENE V 1. trencher. Platter 2. join-stools. Wooden stools, made by carpenters called joiners 3. marchpane. Marzipan, a type of candy 4. the longer all. (proverb) He who lives the longest gets everything. Meaning, you should enjoy life while it lasts. 5. makes dainty. Behaves shyly by refusing to dance 6. Am I come near ye now? Did I hit the truth? 208 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

215 DURING READING 20 That I have worn a visor and could tell A whispering tale in a fair lady s ear, Think and Reflect What does Capulet s actions toward his guests say about his personality? Note the Facts What playful threat does Capulet make to get the ladies to dance? Such as would please; tis gone, tis gone, tis gone. You are welcome, gentlemen! Come, musicians, play. Music plays, and they dance. A hall, a hall! give room! and foot it, girls. More light, you knaves, and turn the tables up; And quench the fire, the room is grown too hot. Ah, sirrah, this unlook d-for sport comes well. 7 Nay, sit, nay, sit, good cousin Capulet, For you and I are past our dancing days. How long is t now since last yourself and I Were in a mask? 2. Capulet. By r lady, thirty years. Capulet. What, man? tis not so much, tis not so much: Tis since the nuptial of Lucentio, Come Pentecost 8 as quickly as it will, Some five and twenty years, and then we mask d. 2. Capulet. Tis more, tis more. His son is elder, 9 sir; His son is thirty. Capulet. Will you tell me that? His son was but a ward two years ago. Romeo. [To a Servingman.] What lady s that which doth enrich the hand Of yonder knight? nuptial noun, wedding; marriage 7. this unlook d-for sport comes well. This unexpected excitement is welcome 8. Pentecost. Christian festival on the seventh Sunday after Easter, marking the descent of the Holy Spirit on the disciples after the resurrection of Jesus 9. elder. Older EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 209

216 DURING READING Culture Note Renaissance Feasts Wealthy people in Renaissance Italy (which is the setting for Romeo and Juliet) loved to throw extravagant feasts and parties for their friends. Many different kinds of food would be served. The host, his family, and all the guests would sit together at a long dining table. Sometimes people wore masks as part of their party clothes, just like the people at the Capulets party. Analyze Literature Dramatic Speech Who is Romeo describing here? How do you know? Servingman. I know not, sir. Romeo. O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night As a rich jewel in an Ethiop s 10 ear Beauty too rich for use, for earth too dear! So shows a snowy dove trooping with crows, As yonder lady o er her fellows shows. 11 The measure done, 12 I ll watch her place of stand, And touching hers, make blessed my rude 13 hand. Did my heart love till now? Forswear it, sight! For I ne er saw true beauty till this night. Tybalt. This, by his voice, should be a Montague. Fetch me my rapier, boy. What dares the slave Come hither, cover d with an antic face, 14 To fleer 15 and scorn at our solemnity? 16 Now, by the stock and honor of my kin, To strike him dead I hold it not a sin. Capulet. Why, how now, kinsman, wherefore storm you so? Think and Reflect The characters in the play always talk about the importance of having love and marriage. Are these two things important in your life, too? Why Tybalt. Uncle, this is a Montague, our foe; A villain that is hither come in spite To scorn at our solemnity this night. Capulet. Young Romeo is it? Tybalt. Tis he, that villain Romeo. Capulet. Content thee, gentle coz, let him alone, A bears him like a portly gentleman; 17 And to say truth, Verona brags of him To be a virtuous and well-govern d youth. I would not for the wealth of all this town Here in my house do him disparagement; Ethiop s. Of a person from Ethiopia, a country in Africa 11. o er her fellows shows. Showing herself to be superior (in beauty) to her companions 12. The measure done. When the dance is over 13. rude. rough 14. antic face. Ugly mask 15. fleer. Mock 16. solemnity. Festivity (euphemism, or a word which means its opposite) 17. portly gentleman. Well-mannered nobleman 18. disparagement. Mocking, disrespect 210 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

217 Therefore be patient, take no note of him; It is my will, the which if thou respect, Show a fair presence and put off these frowns, An ill-beseeming semblance 19 for a feast. Tybalt. It fits when such a villain is a guest. I ll not endure him. Capulet. He shall be endured. What, goodman boy? 20 I say he shall, go to! Am I the master here, or you? go to! You ll not endure him! God shall mend my soul, You ll make a mutiny among my guests! You will set cock-a-hoop! 21 you ll be the man! Tybalt. Why, uncle, tis a shame. Capulet. Go to, go to, You are a saucy boy. Is t so indeed? This trick may chance to scath you, 22 I know what. You must contrary me! 23 Marry, tis time. Well said, my hearts! You are a princox, 24 go, Be quiet, or More light, more light! For shame, I ll make you quiet, what! Cheerly, my hearts! Tybalt. Patience perforce with willful choler meeting Makes my flesh tremble in their different greeting. I will withdraw, but this intrusion 25 shall, Now seeming sweet, convert to bitt rest gall. 26 Think and Reflect Tybalt is eager to defend his family s honor through violent or forceful ways. How would you defend the honor of your family? Exit. DURING READING Use Reading Skills Summarize Read Capulet s speech on lines In your own words, give a brief summary of Capulet s speech. Read Aloud Read aloud Tybalt s lines in brackets. In your own words, briefly describe Tybalt s threat to Romeo. 100 Romeo. [To Juliet.] If I profane with my unworthiest hand This holy shrine, the gentle sin 27 is this, My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss. 19. ill-beseeming semblance. Inappropriate appearance 20. goodman boy. The term goodman, a rank below a gentleman, was used to address nonnobles. This is an insult to Tybalt, who considers himself a manly gentleman. 21. set cock-a-hoop. Act wildly 22. trick scath you. boolish behavior will hurt you 23. contrary me. Go contrary to me, or contradict me 24. princox. A cheeky, rude, or disrespectful boy 25. intrusion. Invasion; trespass 26. gall. Something bitter to endure 27. sin. Fine or penalty EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 211

218 DURING READING by the book idiom, according to the rules Build Vocabulary Idiom What does Juliet mean when she says that Romeo kiss[es] by the book? Is this a compliment or an insult? Explain your answer. vir tu ous adjective, chaste; having or displaying good virtue (such as moral uprightness) Juliet. Good pilgrim, you do wrong your hand too much, Which mannerly devotion shows in this: For saints have hands that pilgrims hands do touch, And palm to palm is holy palmers 28 kiss. Romeo. Have not saints lips, and holy palmers too? Juliet. Ay, pilgrim, lips that they must use in pray r. Romeo. O then, dear saint, let lips do what hands do, They pray grant thou, lest faith turn to despair. Juliet. Saints do not move, though grant for prayers sake. Romeo. Then move not while my prayer s effect I take. Thus from my lips, by thine, my sin is purg d. Kissing her. Juliet. Then have my lips the sin that they have took. Romeo. Sin from my lips? O trespass sweetly urg d! Give me my sin again. Kissing her again. Juliet. You kiss by th book. Nurse. Madam, your mother craves a word with you. Romeo. What is her mother? Nurse. Marry, bachelor, Her mother is the lady of the house, And a good lady, and a wise and virtuous. I nurs d her daughter that you talk d withal; 29 I tell you, he that can lay hold of her Shall have the chinks. 30 Romeo. Is she a Capulet? O dear account! my life is my foe s debt. 31 Benvolio. Away, be gone, the sport is at the best. 32 Romeo. Ay, so I fear, the more is my unrest. Capulet. Nay, gentlemen, prepare not to be gone, We have a trifling foolish banquet towards palmers. Of pilgrims 29. withal. with 30. chinks. money 31. my foe s debt. Owed to my enemy; in that enemy s power 32. sport best. Benvolio cautions Romeo to quit while he is ahead. 33. towards. Coming 212 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

219 They whisper in his ear. Is it e en so? 34 Why then I thank you all. I thank you, honest gentlemen, good night. More torches here! Come on, then let s to bed. [To Second Capulet.] Ah, sirrah, by my fay, 35 it waxes late, I ll to my rest. Exeunt all but Juliet and Nurse. Juliet. Come hither, nurse. What is yond gentleman? Nurse. The son and heir of old Tiberio. Juliet. What s he that now is going out of door? Nurse. Marry, that, I think, be young Petruchio. Juliet. What s he that follows here, that would not dance? Nurse. I know not. Juliet. Go ask his name. If he be married, My grave is like to be my wedding-bed. Nurse. His name is Romeo, and a Montague, The only son of your great enemy. Juliet. My only love sprung from my only hate! Too early seen unknown, and known too late! Prodigious 36 birth of love it is to me That I must love a loathed enemy. Nurse. What s tis? 37 what s tis! Juliet. A rhyme I learnt even now Of one I danc d withal. One calls within, Juliet! Nurse. Anon, anon! Come let s away, the strangers all are gone. 34. Is it e en so? Is that the way it is? 35. fay. Faith 36. Prodigious. Ominous 37. tis. This Exeunt. DURING READING Note the Facts Who tells Romeo about Juliet s true identity? What does he think when he learns she is a Capulet? Read Aloud Read the bracketed dialogue of Juliet and the Nurse. Based on how you read the dialogue, do you think Juliet is interested in Romeo or not? Explain your answer. Note the Facts W W & true IRRORS INDOWS How would you describe true love? Is falling in love at first sight considered true love? What qualities does a couple with love have? How does Juliet react when she finds out Romeo is a Montague? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 213

220 AFTER READING READING CHECK Circle the letter of the correct answer. 1. How does Mercutio react to Romeo s talk of dreams? A. He is worried about Romeo. B. He mocks Romeo s worries. C. He talks about his own dreams. 2. Why isn t Mercutio worried about Romeo s dream? A. He thinks that dreams are not important. B. He thinks the bad omens are for the Capulets. C. He had a dream that told him everything would be fine. 3. Who first recognizes Romeo as a Montague at the party? A. Juliet B. Capulet C. Tybalt 4. What happens when Romeo sees Juliet? A. He falls in love with her. B. He thinks she is Rosaline. C. He is afraid she recognizes him. 5. Who tells Juliet about Romeo s true identity? A. Tybalt B. The Nurse C. Lady Capulet VOCABULARY CHECK Circle the letter of the correct answer. 1. Romeo is a nimble dancer. He is very A. bad. B. good. C. inexperienced. 2. Juliet s visage could be seen because she was not wearing a mask. Romeo was surprised when he saw A. her face. B. her mask. C. her hands. 3. Benvolio does not cause trouble willingly because he is a virtuous man. He is A. talented. B. graceful. C. good. 4. Doing something by the book means A. making a book. B. following directions. C. working beside a book. 5. Lady Capulet speaks to Juliet and Nurse about possible nuptials between Juliet and Paris. Lady Capulet talks to them about A. feastes. B. honor. C. marriage. ANALYZE LITERATURE: Dramatic Speech Choose a pun or play on words used in Act I. Chart its multiple meanings in the concept map. Draw a picture that shows one meaning of the pun in the circle and write the pun on the blank. Then, write a sentence for each definition of the pun. 214 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

221 USE READING SKILLS: Summarize Study the Summary Chart in the Before Reading section. Then, answer the following questions: 1. What is the main idea for Act I of The Tragedy of Romeo and Juliet? 2. Give a brief summary of the first act of the play. BUILD LANGUAGE SKILLS: Helping Verbs Helping verbs can be divided into families like in the chart below. Helping Verb Families may be do should have will may be do should have will might being does could had can must been did would has shall am are is was were Helping verbs are not meant to stand alone in a sentence. Rather, they work with the main verb. Helping verbs change the meaning of a sentence in different ways. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 4 215

222 DO, BE, and HAVE Verbs The do, be and have verb families are used to show tense, form a question, or form a negative verb phrase. Examples 1. I was playing the piano. The helping verb was shows the meaning of playing as a past, rather than future, action. 2. Do you know Shakespeare? The helping verb do is used at the start of a sentence to ask a question. 3. She has never fallen in love. The helping verb has works with never to form the negative verb phrase has never fallen. Modal Verbs Modal helping verbs change slightly the meaning of the main verb. These verbs help express need or importance of an action. They can also show the likelihood of an action. Examples 1. You may go now. The helping verb may shows permission for doing an action. 2. I can dance all day. The helping verb can shows the likelihood of an action. 3. They must apologize. The helping verb must shows the need for doing an action. Rewrite the following sentences by adding helping verbs to the underlined verbs. Change the tense of the main verb when needed. Use the helping verb enclosed in parentheses at the end of each sentence. 1. The fighting between the Capulets and Montagues stop. (must) 2. Juliet asked the Nurse if she saw Romeo. (did, could) 3. You know what Mercutio does? (do, might) WORK TOGETHER: Multimedia Project Form a group with your peers or classmates. Then, choose one of the following activities for your multimedia project: A. Create a video presentation of a scene from Act I. Adapt the dialogue to modern and informal speech. Put the characters in the modern world by using modern settings and costumes. Add music appropriate to the mood of the scene. B. Turn a character monologue from the play into a song. You may refer to a monologue outside of Act I. For inspiration, go online and search for music bands that do something similar (for example, The Decemberists). Record your song as a podcast and post it on the web. Remember to add inspired by Shakespeare s The Tragedy of Romeo and Juliet to the title of your song. 216 LEVEL IV, UNIT 4 Differentiated Instruction for ELL EMC Publishing, LLC

223 Name: Date: BEFORE READING page 670 A Myth Retold by Walker Brent ABOUT THE MYTH Echo & Narcissus tells the story of a nymph called Echo, who falls in love with a beautiful youth named Narcissus. In the story, these two people become involved with the Greek goddesses Hera and Nemesis, to their misfortune. Like most myths and legends of Ancient Greece, this story was meant to teach the people to fear punishment from their gods. Read to find out what happens when Echo tries to woo Narcissus. MAKE CONNECTIONS You may have had an experience before where you couldn t explain yourself clearly in English, or you didn t know the words to say what you were thinking. How did you handle yourself in such a situation? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 217

224 ANALYZE LITERATURE: Myth A myth is a traditional story that deals with supernatural objects and creatures, such as gods and goddesses. In the past, these stories were used to explain natural phenomena. In the myth Echo & Narcissus, for instance, the origins of echoes and narcissus flowers were explained as the work of the Greek goddesses Hera and Nemesis. As you read, find out why echoes and narcissus flowers were made. USE READING SKILLS: Evaluate Cause and Effect In the story Echo & Narcissus, many things are explained as the work of supernatural beings. Gods and goddesses punished people as a result of being offended by them or their actions. As you read the story, note the events that resulted from supernatural causes. In the table below, describe the supernatural cause for each event. Then, write a sentence summarizing the cause and effect. Cause and Effect Chart Cause Effect Summary The goddess Hera punishes Echo for helping Zeus by distracting her with a story. Echo can only repeat the words she hears. Echo can only repeat the words of others because she offended Hera. Narcissus fell in love with his reflection. Narcissus perished after seeing his reflection. 218 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

225 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. oblivious ob li vi ous adjective He was so interested in what he was reading that he was oblivious to the noise in the room. Someone who is oblivious in class curtail cur tail t6l>) verb She curtailed the dog s escape from its bath by closing the bathroom door. You can curtail someone s poor table manners by fall in love with idiom I fall in love with that song each time it comes on the radio. Someone who falls in love with a certain type of art can ebb ebb (ebp) verb The water ebbed away as the dam across the stream broke. The colors in the sky might ebb away when EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 219

226 DURING READING Read Aloud Practice saying these Greek names as you read the myth. Liriope r8p 9 p7) Tiresias (t8 r7p Narcissus (n5r sip Hera or Zeus (z2s) Nemesis (nep sis) ob li vi ous adjective, unaware; lacking attention Note the Facts How did Narcissus treat the feelings of others? What did Narcissus value the most? cur tail t6l>) verb, to cut short or reduce; to make less (by cutting a part away) A Myth Retold by Walker Brent Liriope the river nymph gave birth to a beautiful child. She brought him to the blind seer Tiresias to ask his destiny. Tiresias predicted that the boy would live a long life, but only if he never came to know himself. The child was named Narcissus. As he grew, his beauty increased. His dazzling looks had a strange effect upon the woodland spirits, the naiads and the dryads, 1 around whom he spent his days. They all fell in love with him, but he was oblivious, interested only in hunting in the hills with his companions. His pride in his beauty grew so great that he had nothing but scorn for the feelings of others. There was one nymph, Echo by name, who saw Narcissus chasing deer into nets in the hills. Echo was instantly seized by love and could not overcome it. Secretly, she followed him through the wilderness, waiting for her chance to make herself known to him but one thing held her back: she could not initiate speech on her own. She could only repeat what was said to her. This was her condition, and it had come about because one day the goddess Hera was questioning the nymphs about her husband Zeus. She asked them where Zeus was, suspecting that the unfaithful god had been chasing the lovely nymphs and dwelling among them. Indeed he had, and while he was making his escape Echo distracted Hera with a flow of entertaining conversation. When Hera learned she had been fooled, she cursed Echo, saying, From now on your words will not be your own. You will only be able to repeat what is said to you. That way your powers to beguile 2 and distract will be curtailed. 1. the naiads and the dryads. Nymps of the water and of the trees 2. beguile. Lead by deception; distract 220 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

227 Thereafter Echo could only repeat the words she heard. She could not announce herself to Narcissus. She trailed him silently, hoping for the right circumstance to meet him and declare her love. One day Narcissus had wandered away from his companions, and was in the forest looking for them. Echo was nearby, but Narcissus did not see her. Is anyone here? he cried. Here, she answered. Come to me, he called out. Come to me, she replied. Do not avoid me, he pleaded. She said the same to him. Let us meet, he announced. This was her chance. She stepped out of hiding and stood before him smiling, saying, Let us meet. He fell back from her scornfully. You are not the one I seek. I would die before I would be near you. Echo advanced toward him, pleading, I would be near you. But he ran from her. Haunted by his rejection and crushed by shame, Echo hid herself in caves and covered herself with leaves. She began to waste away and disappear. In the end only her bones were left, and these became rocks. But her voice remained. Travelers and wanderers heard it sometimes, answering them with their own words. Still Echo did not forget Narcissus. Meanwhile, Narcissus too fell victim to a curse. Another nymph had fallen in love with him, but was also spurned. This one cried to the heavens for vengeance: May Narcissus fall into a love that is not returned! The goddess of righteous 3 anger, Nemesis, heard these words. And so it happened that on a sunny and hot day Narcissus found himself at a pond to which no shepherd s flocks had been, from which no goats had drunk. It was a wild place. A green meadow surrounded it, and tall trees shaded it from the sun and sheltered it from winds. Putting his face to the waters in order to quench his thirst, Narcissus caught sight for the first time of his own reflection. He was astonished by the beautiful face that met his eye. What star-like eyes are these; what smooth skin! That forehead, that jaw, that gorgeous flowing hair! Who are you? Draw near to me! He reached his hands to the water, but the reflected image disintegrated. 4 He waited for it to reappear. Only the surface of these waters parts us. No fortress gates nor city walls; no long rocky highway, no impenetrable forest nor unclimbable mountain stands between us. Yet I cannot reach you! How can this be? He cried to the endless skies, How is it that when I find my love his very nearness keeps us far apart? But there was no answer. 3. righteous. Just; blameless 4. disintegrate. Break apart DURING READING Use Reading Skills Evaluate Cause and Effect Why was Echo punished by Hera? Read Aloud Read lines aloud. When Echo said, I would be near you, did she only wish to repeat Narcissus s own words? Explain your answer. Build Vocabulary Idioms Two nymphs fell in love with Narcissus, Echo, and another. How did Echo react when she fell in love with Narcissus? How did the other nymph react when she fell in love with Narcissus? fall in love with idiom, to feel a strong attraction for someone or something EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 221

228 DURING READING Build Vocabulary The word ebb can be used to describe an emotion you feel that has grown weak or faded away. For example, Narcissus s love for himself never ebbed, even after death. Write your own sentence using the word ebb. ebb (ebp) verb, to recede or diminish in nature; to fall to a lower or worse state; a point or condition of decline Use Reading Skills Evaluate Cause and Effect Why did Narcissus waste away and die? Narcissus could not leave this place. Entranced by his own reflection, he began to waste away from hunger and thirst. His strength and his life ebbed away and did not return. Echo hovered around him, invisible and unforgetting. Her disembodied 5 voice repeated his final word, which was Alas. He died, and his spirit left his body. Even on the boat of souls, crossing the river between this world and the other one, Narcissus leaned over the edge, looking into those waters, trying to catch a glimpse of the image that so captivated him. The nymphs heard of his death and went to the pond to retrieve his body for the funeral ceremony. But when they got there, they found no corpse, only a new blossom with snowy petals and a yellow corona. 6 The flower came to be called Narcissus, in honor of one who, in the enigmatic 7 words of Tiresias, came to know himself, and fell in love. 5. disembodied. Ghostly; literally, without a body 6. corona. Trumpet-shaped part of the inner cup of a flower such as the daffodil 7. enigmatic. Mysterious; hard to understand or interpret & Do you think that Narcissus deserved IRRORS what had happened to him afterward? WINDOWS Do you agree that a person s punishment should be as harsh as the crime he or she committed? Explain your answer. W 222 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

229 AFTER READING READING CHECK Circle the letter of the correct answer. 1. What did Echo do that angered Hera? A. She escaped with Zeus. B. She helped Zeus escape. C. She fell in love with Zeus. 2. What was Echo s punishment? A. She could only repeat what others said to her. B. She would turn into a flower when she saw other nymphs. C. She would fall in love with someone who wouldn t love her. 3. Why did Narcissus run away from Echo? A. He heard someone calling him. B. He thought Echo was going to curse him. C. He saw Echo was not the person he sought. 4. Whom did Narcissus fall in love with? A. Echo B. himself C. Nemesis 5. What happened to Narcissus s body? A. The nymphs buried it near the pond. B. It was taken to Tiresias, the blind seer. C. It turned into a yellow and white flower. VOCABULARY CHECK Circle the letter of the correct answer. 1. Narcissus was oblivious of those who loved him. He A. loved them all in return. B. did not notice them at all. C. was angry with them all. 2. Echo s gift of speech was curtailed by Hera. Her ability to speak was now A. special. B. limited. C. annoying. 3. When Narcissus saw his reflection in the pond, he fell in love with himself. Which statement gives the BEST retelling? A. Narcissus felt his heart falling out of his chest. B. Narcissus fell into the deep waters of the pond. C. Narcissus was deeply attracted to his reflection. 4. Narcissus s life ebbed. Which statement gives the BEST retelling? A. Narcissus died suddenly. B. Narcissus passed away slowly. C. Narcissus turned to water. ANALYZE LITERATURE: Myth Use what you read to analyze the myth and answer the questions below. According to the myth, where did echoes and narcissus flowers come from? What does the myth tell you about how people in Ancient Greece viewed their gods? How did myths like Echo & Narcissus help bring order to society in Ancient Greece? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 223

230 USE READING SKILLS: Evaluate Cause and Effect Review the information you wrote in your Cause and Effect Chart, and use your notes to answer the question below. 1. Narcissus was cursed by Nemesis to fall in love with someone who could never love him in return. He was not cursed to fall in love with his reflection. Why, then, do you think Narcissus fell in love with himself when he saw his reflection? BUILD VOCABULARY SKILLS: Latin and Greek Roots Some of the more interesting words in English originate in Greek mythology stories. Often, the meanings of these words draw reference from the supernatural objects, gods, and goddesses in the myths and legends of Ancient Greece. In the myth Echo & Narcissus, for instance, the names Narcissus, Echo, and Nemesis have found new life and meaning in modern English. Use a dictionary to find out the modern meanings of these words. Then, fill out the table below. Modern Word/s From the Greek myth Modern Meaning Use in a Sentence Narcissus, Narcissism Narcissus was a disdainful youth whose beauty captivated all who saw him. SPEAKING & LISTENING SKILLS: Monologue Present a monologue as either Narcissus or Echo. Tell the story of your life, and how your unreturned love caused your death. Imagine that you were given the chance to explain yourself to Hera or to Nemesis, before they decided to punish you. What would you have told them so that you would not be cursed? Make your argument convincing. You can research online for more stories about Narcissus and Echo to help you make a persuasive monologue. Your monologue should be two to three minutes long. 224 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

231 Name: Date: BEFORE READING page 690 A Fairy Tale Retold by Jacob and Wilhelm Grimm ABOUT THE FAIRY TALE The White Snake is about a young man who receives the ability to understand animals. He helps the animals he meets, and he falls in love with a princess. However, there are three tasks he must complete to win her hand in marriage. Read to find out what the young man does. MAKE CONNECTIONS Tell about a time that you helped someone. Did they do something to help you in return? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 225

232 ANALYZE LITERATURE: Fairy Tale A Fairy tale is story that has magical or supernatural elements within it. In fairy tales, animals may be able to talk and may even take on human traits and behaviors. As you read, think about the magical and supernatural elements in this story. USE READING SKILLS: Classify Information When you classify information, you sort the information and details you have into groups. As you read, fill in the Classification Chart below to show which humans are ordinary, which humans are magical, and which animals talk in The White Snake. Classification Chart Ordinary Humans Magical Humans Talking Animals 226 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

233 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. abroad a broad br0d) adverb He went abroad to see the sights of the world. You may travel abroad to see superintendence su per in ten dence (s2 ten> noun The principal held superintendence over the class until the teacher returned from a meeting. A manager at a bakery would have superintendence over anxiety anx i ety (a4 t7) noun Her great anxiety made her unable to sit still while we waited. You can lessen your anxiety about a test by plume plume (pl2m) verb The duck plumed its feathers when it was back on land. People who plume their appearance want to look in vain idiom The girl grasped at the bar in vain, but it was too high for her to reach. Something I have tried to do in vain is contrive con trive tr8v>) verb We must contrive a way to get her here without ruining the surprise. You might contrive the answer to a tricky puzzle by EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 227

234 DURING READING a broad br0d>) adverb, far and wide. Note the Facts What happens every day after dinner? su per in ten dence (s2 ten> noun, supervision; management. in vain idiom, without purpose; uselessly. anx i ety (a4 t7) noun, worry; sense of unease or dread A Fairy Tale Retold by Jacob and Wilhelm Grimm A long time ago there lived a King whose wisdom was noised abroad in all the country. Nothing remained long unknown to him, and it was as if the knowledge of hidden things was brought to him in the air. However, he had one curious custom. Every day at dinner, after the table had been cleared and every one gone away, a trusty servant had to bring in one other dish. But it was covered up, and the servant himself did not know what was in it, and no one else knew, for the King waited until he was quite alone before he uncovered it. This had gone on a long time, but at last there came a day when the servant could restrain his curiosity no longer, but as he was carrying the dish away he took it into his own room. As soon as he had fastened the door securely, he lifted the cover, and there he saw a white snake lying on the dish. After seeing it he could not resist the desire to taste it, and so he cut off a small piece and put it in his mouth. As soon as it touched his tongue he heard outside his window a strange chorus of delicate voices. He went and listened, and found that it was the sparrows talking together, and telling each other all they had seen in the fields and woods. The virtue of the snake had given him power to understand the speech of animals. Now it happened one day that the Queen lost her most splendid ring, and suspicion fell upon the trusty servant, who had the general superintendence, and he was accused of stealing it. The King summoned him to his presence, and after many reproaches told him that if by the next day he was not able to name the thief he should be considered guilty, and punished. It was in vain that he protested his innocence; he could get no better sentence. In his uneasiness and anxiety he went out into the courtyard, and began to consider what he could do in so great a necessity. There sat the ducks by the running water and rested themselves, 228 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

235 35 and plumed themselves with their flat bills, and held a comfortable chat. The servant stayed where he was and listened to them. They told how they had waddled about all yesterday morning and found good food; and then one of them said pitifully, Something lies very heavy in my craw, 1 it is the ring that was lying under the Queen s window; I swallowed it down in too great a hurry. DURING READING plume (pl2m) verb, preen, or clean and arrange one s feathers. Think and Reflect Suppose you gained a magic ability by eating the white snake. What ability would you want? Why? Then the servant seized her by the neck, took her into the kitchen, and said to the cook, Kill this one, she is quite ready for cooking. Yes, said the cook, weighing it in her hand; there will be no trouble of fattening this one it has been ready ever so long. She then slit up its neck, and when it was opened the Queen s ring was found in its craw. The servant could now clearly prove his innocence, and in order to make up for the injustice he had suffered the King permitted him to ask some favour for himself, and also promised him the place of greatest honour in the royal household. But the servant refused it, and only asked for a horse and money for travelling, for he had a fancy 2 to see the world, and look about him a little. So his request was granted, and he set out on his way; and one day he came to a pool of water, by which he saw three fishes who had got entangled in the rushes, and were panting for water. Although fishes are usually considered dumb creatures, he understood very well their lament that they were to perish so miserably; and as he had a compassionate heart he dismounted from his horse, and put the three fishes back again into the 1. craw. Stomach of an animal 2. a fancy. A desire Note the Facts Why does the servant decide to leave the castle? Build Vocabulary Read the sentence on page 00 that describes why the servant helps the fishes. What does the word lament mean as it is used in this sentence? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 229

236 DURING READING water. They quivered all over with joy, stretched out their heads, and called out to him, We will remember and reward thee, because thou hast delivered us. 3 He rode on, and after a while he heard a small voice come up from the sand underneath his horse s feet. He listened, and understood how an ant-king was complaining, If only these men would keep off, with their great awkward beasts! Here comes this stupid horse treading down my people with his hard hoofs! The man then turned his horse to the side-path, and the ant-king called out to him, We will remember and reward thee! The path led him through a wood, and there he saw a father-raven and mother-raven standing by their nest and throwing their young ones out. Off with you! young gallows-birds! 4 cried they; we cannot stuff you any more; you are big enough to fend for yourselves! 5 The poor young ravens lay on the ground, fluttering, and beating the air with their pinions, and crying, We are poor helpless things, we cannot fend for ourselves, we cannot even fly! we can only die of hunger! Then the kind young man dismounted, killed his horse with his dagger, and left it to the young ravens for food. They came hopping up, feasted away at it, and cried, We will remember and reward thee! Build Vocabulary As you find words you do not know, try to guess their meaning. Then, check your definition with a dictionary. What does proclaimed mean? What did the man proclaim? 90 Think and Reflect The young man kills his horse to feed the ravens. Would you have done the same thing? Why or why not? So now he had to use his own legs, and when he had gone a long way he came to a great town. There was much noise and thronging in the streets, and there came a man on a horse, who proclaimed, That the King s daughter seeks a husband, but he who wishes to marry her must perform a difficult task, and if he cannot carry it through successfully, he must lose his life. 3. thou hast delivered us. You have saved us 4. gallows-birds. Carrion or scavenger birds that stay near gallows, places where people are hanged. 5. fend for. Provide for; take care of 230 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

237 Many had already tried, but had lost their lives, in vain. The young man, when he saw the King s daughter, was so dazzled by her great beauty, that he forgot all danger, went to the King and offered himself as a wooer. Then he was led to the sea-side, and a gold ring was thrown into the water before his eyes. Then the King told him that he must fetch the ring up again from the bottom of the sea, saying, If you come back without it, you shall be put under the waves again and again until you are drowned. Every one pitied the handsome young man, but they went, and left him alone by the sea. As he was standing on the shore and thinking of what he should do, there came three fishes swimming by, none other than those he had set free. The middle one had a mussel in his mouth, and he laid it on the strand at the young man s feet; and when he took it up and opened it there was the gold ring inside! Full of joy he carried it to the King, and expected the promised reward; but the King s daughter, proud of her high birth, 6 despised him, and set him another task to perform. She went out into the garden, and strewed about over the grass ten sacks full of millet seed. 7 By the time the sun rises in the morning you must have picked up all these, she said, and not a grain must be wanting. 8 The young man sat down in the garden and considered how it was possible to do this task, but he could contrive nothing, and stayed there, feeling very sorrowful, and expecting to be led to death at break of day. But when the first beams of the sun fell on the garden he saw that the ten sacks were all filled, standing one by the other, and not even a grain was missing. The ant-king had arrived in the night with his thousands of ants, and the grateful creatures had picked up all the millet seed, and filled the sacks with great industry. 9 The King s daughter came herself into the garden and saw with astonishment that the young man had performed all that had been given him to do. But she could not let her proud heart melt, but said, Although he has completed the two tasks, he shall not be my bridegroom unless he brings me an apple from the tree of life. The young man did not know where the tree of life was to be found, but he set out and went on and on, as long as his legs DURING READING Use Reading Skills Classify Information Which people in this story have supernatural powers? Note this information in the Magical Humans part of your Classification Chart con trive tr8v>) verb, plan; scheme; bring about by strategy or with diffi culty. Note the Facts Underline the sentences that describe each task the young man must complete. 6. high birth. Being born into a noble family 7. millet seed. Seed of a grain grown for food 8. be wanting. Be missing; remain on the ground 9. with great industry. Working hard. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 231

238 DURING READING 135 Analyze Literature Fairy Tale List three elements of the story that make it a fairy tale. Note the Facts How does the young man get the apple of life? could carry him, but he had no hope of finding it. When he had gone through three kingdoms he came one evening to a wood, and seated himself under a tree to go to sleep; but he heard a rustling in the boughs, and a golden apple fell into his hand. Immediately three ravens flew towards him, perched on his knee, and said, We are the three young ravens that you delivered from starving; when we grew big, and heard that you were seeking the golden apple, we flew over the sea to the end of the earth, where the tree of life stands, and we fetched the apple. Full of joy the young man set off on his way home, and brought the golden apple to the King s beautiful daughter, who was without any further excuse. So they divided the apple of life, and ate it together; and their hearts were filled with love, and they lived in undisturbed happiness to a great age. W W & The young man helps others without expecting anything in return. What do you think is the greatest reward of doing a good deed? IRRORS INDOWS 232 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

239 AFTER READING READING CHECK Circle the letter of the correct answer. 1. How does the young man gain the ability to talk to animals? A. The king rewards him for finding the queen s ring. B. The man steals and eats a piece of the white snake. C. The animals talk to him when the young man is in trouble. 2. Why does the young man help the animals he meets? A. He has a kind heart. B. He hopes they will help him. C. He wants the treasure they have. 3. Which of the following animals is not helped by the young man? A. the fish B. the horse C. the ravens 4. Why are the three tasks so dangerous? A. The tasks take a long time to complete. B. The king has tasks in dangerous places. C. The men are killed if they don t complete the tasks. 5. What does the young man learn? A. Some tasks are easier than they seem. B. It is best to do something honestly. C. If you are kind to others, they will help you. VOCABULARY CHECK Circle the letter of the correct answer. 1. The man went abroad. What does abroad mean? A. to another country B. to a neighbor s house C. to a hardware store 2. The man had superintendence for most of the castle. Superintendence means A. servants. B. assessment. C. responsibility. 3. The man felt great anxiety when he was assigned each task. This means A. he needed help. B. he was very worried. C. he knew what to do. 4. The birds plumed themselves by the water. They were A. swimming. B. cleaning. C. sleeping. 5. The man had to contrive a way to complete each task. What did he need to do? A. try to finish B. ask others for help C. plan how to do each task ANALYZE LITERATURE: Fairy Tale Fairy tales often have magical or supernatural elements. Think about the story you just read. What magical or supernatural elements did you find in The White Snake? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 233

240 USE READING SKILLS: Classify Information Review the Classification Chart that you created while reading this story. Which people are ordinary? Which people are magical? Which animals talked? Share your answers with a partner. BUILD LANGUAGE SKILLS: Conjunctions A conjunction is a word used to link related words, groups of words, or sentences. The conjunction shows a relationship between the two items it links. Examples We had math and reading homework tonight. It was past midnight when I finished. Sometimes conjunctions are used in pairs. Examples I have neither the time nor the money to go to the movies tonight. For each of the following sentences, write a conjunction that completes the sentence. 1. The young man wanted to see the world, he asked for a horse and some money. 2. The young man could stay at the castle keep traveling. 3. The fish promised to help the young man the man helped them free. 4. The princess would not marry the young man he completed three tasks. 5. This story is a fairy tale it has many supernatural events. WRITING SKILLS: Write Your Own Fairy Tale The Brothers Grimm wrote down many of the fairy tales they grew up hearing. Think about a fairy tale that you heard growing up. Does it have magical elements similar to the ones in The White Snake? Write your own version of the story, and share your writing with the class. 234 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

241 Name: Date: BEFORE READING page 721 (Book 9); page 748 (Book 12) from Books 9 and 12 An Epic Poem by Homer ABOUT THE EPIC POEM Odysseus is a great Greek warrior, and Homer s book, The Odyssey, tells the tale of Odysseus trying to make his way home after a victorious battle at Troy. The Odyssey is divided into several books, and each book is another adventure that Odysseus and his men must face. Books 9 and 12 of The Odyssey tell the story of Odysseus s journey from Troy. Book 9 shares how Odysseus and his men escaped a serious danger as they visit the island of the Cyclopes, one-eyed giants who live in mountain caves. Read on to find out what happens when Odysseus and his men nearly give in to the temptations of the enchanting Sirens in Book 12. MAKE CONNECTIONS What qualities do you look for in role models? EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 235

242 ANALYZE LITERATURE: Epic Poem An epic poem is a long poem that tells the glorious adventures of heroes and their gods and goddesses. They provide a picture of a people s way of life their legends, beliefs, values, laws, arts, and many other aspects. As you read the epic poem, identify these elements. Point out the supernatural characters and what they do to influence the other characters and events in the epic poem. USE READING SKILLS: Analyze Text Organization Text organization refers to the different ways a text may be presented or organized. Understanding of text organization helps you notice changes in a story s point of view. As you read Books 9 and 12 of The Odyssey, identify who is the narrator and take note of the chronological order of events and the change of the story s setting (time and place). Analyze the epic poem s text organization using the chart below. A sample has been provided. Text Organization Chart Book Event Narrator 9 Odysseus and his men arrive at the island of the Cyclopes. Odysseus 236 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

243 PREVIEW VOCABULARY Key Words and Phrases Read each key word and rate it using this scale: 1 I don t know it at all. 2 I ve seen it before. 3 I know it and use it. Words and Phrases in Context Read to see how the key word or phrase can be used in a sentence. Definition Write down what you think the word or phrase means. Then use a dictionary to check your definition. Practice Practice using the key words and phrases by completing the following sentences. plunder plun der (plun verb The thief plundered the store s properties. It is wrong to plunder someone s things because stand by idiom My mother signaled for me to stand by, so I waited. When you stand by, you ponderous pon der ous (p5n es) adjective I just couldn t carry these ponderous boxes. I need your help. Something is ponderous when you can t cordial cor dial (k0r adjective Our new teacher smiles a lot. She seems cordial. A person is cordial when he or she sage sage (saƒ j) adjective My mother always gives me sage advice. A sage advice is one that is EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 237

244 DURING READING An Epic Poem by Homer, translated by Robert Fitzgerald Culture Note Homer s The Odyssey became well known beyond his homeland of Asia Minor. By the sixth century CE, schoolboys in the city of Athens could recite the poem, often by heart. Analyze Literature Epic Poem What type of creatures are the Cyclopes? Note the Facts What are the significant differences between the ways of people and the Cyclopes? from Book 9... In the next land we found were Cyclopes, 1 giants, louts 2, without a law to bless them. In ignorance leaving the fruitage of the earth in mystery to the immortal gods, they neither plow nor sow by hand, nor till the ground, though grain wild wheat and barley grows untended, and wine-grapes, in clusters, ripen in heaven s rain. Cyclopes have no muster and no meeting, no consultation or old tribal ways, but each one dwells in his own mountain cave dealing out rough justice to wife and child, indifferent to what the others do. Well, then: across the wide bay from the mainland there lies a desert island, not far out but still not close inshore. Wild goats in hundreds breed there; and no human being comes upon the isle to startle them no hunter of all who ever tracked with hounds through forests or had rough going over mountain trails. The isle, unplanted and untilled, a wilderness, pastures goats alone. And this is why: good ships like ours with cheekpaint at the bows are far beyond the Cyclopes. No shipwright toils among them, shaping and building up symmetrical trim hulls to cross the sea 1. Cyclopes. One-eyed giants 2. lout. Dull person 238 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

245 and visit all the seaboard towns, as men do who go and come in commerce over water. This isle seagoing folk would have annexed it and built their homesteads on it: all good land, fertile for every crop in season: lush well-watered meads 3 along the shore, vines in profusion, prairie, clear for the plow, where grain would grow chin high by harvest time, and rich sub-soil. The island cove is landlocked, so you need no hawsers 4 out astern, bow-stones or mooring: run in and ride there till the day your crews chafe to be under sail, and a fair wind blows. You ll find good water flowing from a cavern through dusky poplars 5 into the upper bay. Here we made harbor. Some god guided us that night, for we could barely see our bows in the dense fog around us, and no moonlight filtered through the overcast. No look-out, nobody saw the island dead ahead, nor even the great landward rolling billow that took us in: we found ourselves in shallows, keels grazing shore: so furled our sails and disembarked where the low ripples broke. There on the beach we lay, and slept till morning. When Dawn 6 spread out her finger tips of rose we turned out marvelling, to tour the isle, while Zeus s 7 shy nymph 8 daughters flushed wild goats down from the heights a breakfast for my men. We ran to fetch our hunting bows and long-shanked lances from the ships, and in three companies we took our shots. Heaven gave us game a-plenty: for every one of twelve ships in my squadron nine goats fell to be shared; my lot 9 was ten. So there all day, until the sun went down, we made our feast on meat galore, and wine wine from the ship, for our supply held out, so many jars were filled at Ismaros DURING READING Use Reading Skills Analyze Text Organization Who is speaking? Where is the story taking place? Record your answers in your graphic organizer. Analyze Literature Epic Poem Which supernatural character is mentioned in line 53? 3. meads. Meadows 4. hawsers. Large ropes for mooring or towing a ship 5. poplars. A kind of tree 6. Dawn. The Greek goddess of dawn is called Eos; in Roman mythology her name is Aurora. 7. Zeus. The supreme god in Greek mythology 8. nymph. A minor goddess in Greek mythology represented as a beautiful woman 9. lot. A number of people EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 239

246 DURING READING plun der (plun verb, steal or take by trickery or by force Read Aloud Read lines with a partner. How do these lines differ from lines on the previous page? from stores of the Cicones 10 that we plundered. We gazed, too, at Cyclopes Land, so near; we saw their smoke, heard bleating from their flocks. But after sundown, in the gathering dusk, we slept again above the wash of ripples. When the young Dawn with finger tips of rose came in the east, I called my men together and made a speech to them: stand by idiom,,to wait and remain Build Vocabulary Idiom Read lines What does Odysseus mean when he asked his shipmates to stand by? Old shipmates, friends, the rest of you stand by; I ll make the crossing in my own ship, with my own company, and find out what the mainland natives are for they may be wild savages, and lawless, or hospitable and god fearing men. At this I went aboard, and gave the word to cast off by the stern. My oarsmen 11 followed, filing in to their benches by the rowlocks, and all in line dipped oars in the grey sea. 85 As we rowed on, and nearer to the mainland, at one end of the bay, we saw a cavern yawning above the water, screened with laurel, and many rams and goats about the place inside a sheepfold made from slabs of stone earthfast between tall trunks of pine and rugged towering oak trees. 10. Cicones. Allies of the Trojans and Odysseus s enemies; Odysseus and his men had attacked the Cicones and taken jars of supplies from them. 11. oarsmen. People who row boats 240 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

247 A prodigious man slept in this cave alone, and took his flocks to graze afield remote from all companions, knowing none but savage ways, a brute so huge, he seemed no man at all of those who eat good wheaten bread; but he seemed rather a shaggy mountain reared in solitude. We beached there, and I told the crew to stand by and keep watch over the ship; as for myself I took my twelve best fighters and went ahead. I had a goatskin full of that sweet liquor that Euanthês son, Maron 12, had given me. He kept Apollo s 13 holy grove at Ismaros; for kindness we showed him there, and showed his wife and child, he gave me seven shining golden talents 14 perfectly formed, a solid silver winebowl, and then this liquor twelve two-handled jars of brandy, pure and fiery. Not a slave in Maron s household knew this drink; only he, his wife and the storeroom mistress knew; and they would put one cupful ruby-colored, honey-smooth in twenty more of water, but still the sweet scent hovered like a fume over the winebowl. No man turned away when cups of this came round. DURING READING Note the Facts Read lines Which words suggest about the size of the man in the cave? Note the Facts What does Odysseus bring with him? A wineskin full I brought along, and victuals 15 in a bag, for in my bones I knew some towering brute would be upon us soon all outward power, a wild man, ignorant of civility. 16 We climbed, then, briskly to the cave. But Cyclops had gone afield, to pasture his fat sheep, so we looked round at everything inside: a drying rack that sagged with cheeses, pens crowded with lambs and kids, each in its class: firstlings apart from middlings, and the dewdrops, or newborn lambkins, penned apart from both. 12. Maron. Was a priest of Apollo 13. Apollo. God of light and the sun 14. talents. Coins 15. victuals. Food 16. civility. Polite manner EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 241

248 DURING READING Note the Facts What do Odysseus s men suggest in lines ? And vessels full of whey 17 were brimming there bowls of earthenware and pails for milking. My men came pressing round me, pleading: Why not take these cheeses, get them stowed, come back, throw open all the pens, and make a run for it? We ll drive the kids and lambs aboard. We say put out 18 again on good salt water! Ah, how sound that was! Yet I refused. I wished to see the caveman, what he had to offer no pretty sight, it turned out, for my friends. Think and Reflect Was Odysseus s decision ii to stay in the cave a good one? Why or why not? Note the Facts Who saw Odysseus and his men? We lit a fire, burnt an offering, and took some cheese to eat; then sat in silence around the embers, waiting. When he came he had a load of dry bough s on his shoulder to stoke his fire at suppertime. He dumped it with a great crash into that hollow cave, and we all scattered fast to the far wall. Then over the broad cavern floor he ushered the ewes he meant to milk. He left his rams and he-goats in the yard outside, and swung high overhead a slab of solid rock to close the cave. Two dozen four-wheeled wagons, with heaving wagon teams, could not have stirred the tonnage of that rock from where he wedged it over the doorsill. Next he took his seat and milked his bleating ewes. A practiced job he made of it, giving each ewe her suckling; thickened his milk, then, into curds and whey, sieved out the curds to drip in withy 19 baskets, and poured the whey to stand in bowls 17. whey. Milky liquid left over from the making of cheese 18. put out. Set sail 19. withy. Made of willow twigs 242 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

249 160 cooling until he drank it for his supper. When all these chores were done, he poked the fire, heaping on brushwood. In the glare he saw us. DURING READING 165 Strangers, he said, who are you? And where from? What brings you here by sea ways a fair traffic? 20 Or are you wandering rogues, who cast your lives like dice, and ravage other folk by sea? We felt a pressure on our hearts, in dread of that deep rumble and that mighty man. But all the same I spoke up in reply: We are from Troy, Achaeans, 21 blown off course by shifting gales on the Great South Sea; homeward bound, but taking routes and ways uncommon; so the will of Zeus would have it. We served under Agamemnon 22, son of Atreus the whole world knows what city he laid waste, what armies he destroyed. It was our luck to come here; here we stand, beholden for your help, or any gifts you give as custom is to honor strangers. 23 We would entreat you, great Sir, have a care for the gods courtesy; Zeus will avenge the unoffending guest. He answered this from his brute chest, unmoved: You are a ninny, 24 or else you come from the other end of nowhere, telling me, mind the gods! We Cyclopes care not a whistle for your thundering Zeus or all the gods in bliss; we have more force by far. I would not let you go for fear of Zeus you or your friends unless I had a whim to. Tell me, where was it, now, you left your ship around the point, or down the shore, I wonder? Note the Facts What does Odysseus ask of the Cyclops in lines ? On what does he base this request? Read Aloud Read lines with a more fluent partner. Describe the Cyclops s reaction to what Odysseus said. 20. fair traffic. Honest trade 21. Achaeans. People of Achaea; Greeks 22. Agamemnon. King of Mycenae 23. as custom...strangers. Among the ancient Greeks, treating visitors well was considered a sacred obligation. 24. ninny. A fool EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 243

250 DURING READING He thought he d find out, but I saw through this, and answered with a ready lie: My ship? Poseidon Lord, 25 who sets the earth a-tremble, broke it u p on the rocks at your land s end. A wind from seaward served him, drove us there. We are survivors, these good men and I. Think and Reflect Why does Odysseus lie about the ship? pon der ous (pa n es) adjective, heavy; bulky; massive Build Vocabulary Odysseus and his men couldn t move the Cyclops s ponderous doorway. What does ponderous mean? Neither reply nor pity came from him, but in one stride he clutched at my companions and caught two in his hands like squirming puppies to beat their brains out, spattering the floor. Then he dismembered them and made his meal, gaping and crunching like a mountain lion everything: innards, flesh, and marrow bones. We cried aloud, lifting our hands to Zeus, powerless, looking on at this, appalled; but Cyclops went on filling up his belly with manflesh and great gulps of whey, then lay down like a mast among his sheep. My heart beat high now at the chance of action, and drawing the sharp sword from my hip I went along his flank to stab him where the midriff holds the liver. I had touched the spot when sudden fear stayed me: if I killed him we perished there as well, for we could never move his ponderous doorway slab aside. So we were left to groan and wait for morning. When the young Dawn with finger tips of rose lit up the world, the Cyclops built a fire and milked his handsome ewes, all in due order, putting the sucklings to the mothers. Then, his chores being all dispatched, he caught another brace of men to make his breakfast, and whisked away his great door slab 25. Poseidon Lord. Greek god of the sea 244 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

251 to let his sheep go through but he, behind, reset the stone as one would cap a quiver. 26 There was a din of whistling as the Cyclops rounded his flock to higher ground, then stillness. And now I pondered how to hurt him worst if but Athena 27 granted what I prayed for. Here are the means I thought would serve my turn: DURING READING a club, or staff, lay there along the fold an olive tree, felled green and left to season for Cyclops hand. And it was like a mast a lugger 28 of twenty oars, broad in the beam a deep-sea-going craft might carry: so long, so big around, it seemed. Now I chopped out a six-foot section of this pole and set it down before my men, who scraped it; and when they had it smooth, I hewed again to make a stake with pointed end. I held this in the fire s heart and turned it, toughening it, then hid it, well back in the cavern, under one of the dung piles in profusion there. Now came the time to toss for it: who ventured along with me? whose hand could bear to thrust and grind that spike in Cyclops eye, when mild sleep had mastered him? As luck would have it, the men I would have chosen won the toss four strong men, and I made five as captain. Note the Facts Read lines What is Odysseus s plan? At evening came the shepherd with his flock, his woolly flock. The rams as well, this time, entered the cave: by some sheep-herding whim or a god s bidding none were left outside. He hefted 29 his great boulder into place and sat him down to milk the bleating ewes in proper order, put the lambs to suck, and swiftly ran through all his evening chores. Then he caught two more men and feasted on them. My moment was at hand, and I went forward holding an ivy bowl of my dark drink, looking up, saying: 26. cap a quiver. Put the top on a container for arrows 27. Athena. Greek goddess of wisdom, to whom Odysseus, known for his intelligence, often turns for guidance 28. lugger. A small ship 29. hefted. Lifted EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 245

252 DURING READING Note the Facts What does Odysseus offer to the Cyclops? 270 Cyclops, try some wine. Here s liquor to wash down your scraps of men. Taste it, and see the kind of drink we carried under our planks. I meant it for an offering if you would help us home. But you are mad, unbearable, a bloody monster! After this, will any other traveler come to see you? 275 He seized and drained the bowl, and it went down so fiery and smooth he called for more: cor dial (k0r adjective, friendly Build Vocabulary The Cyclops is already keeping a conversation with his guest before Odysseus sings cordial tones. What does cordial mean? Read Aloud Read lines aloud. What name does Odysseus give when the Cyclops asked him? What English word does this name sound like? Give me another, thank you kindly. Tell me, how are you called? I ll make a gift will please you. Even Cyclopes know the wine-grapes grow out of grassland and loam in heaven s rain, but here s a bit of nectar and ambrosia! 30 Three bowls I brought him, and he poured them down. I saw the fuddle and flush come over him, then I sang out in cordial tones: Cyclops, you ask my honorable name? Remember the gift you promised me, and I shall tell you. My name is Nohbdy: mother, father, and friends, everyone calls me Nohbdy. And he said: Nohbdy s my meat, then, after I eat his friends. Others come first. There s a noble gift, now. Even as he spoke, he reeled and tumbled backward, his great head lolling to one side; and sleep took him like any creature. Drunk, hiccuping, he dribbled streams of liquor and bits of men. 30. ambrosia. Food of the gods 246 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

253 Now, by the gods, I drove my big hand spike deep in the embers, charring it again, and cheered my men along with battle talk to keep their courage up: no quitting now. The pike of olive, green though it had been, reddened and glowed as if about to catch. I drew it from the coals and my four fellows gave me a hand, lugging it near the Cyclops as more than natural force nerved them; straight forward they sprinted, lifted it, and rammed it deep in his crater eye, and I leaned on it turning it as a shipwright turns a drill in planking, having men below to swing the two-handled strap that spins it in the groove. So with our brand we bored that great eye socket while blood ran out around the red hot bar. Eyelid and lash were seared; the pierced ball hissed broiling, and the roots popped. DURING READING Note the Facts What do Odysseus and his men do to the Cyclops? In a smithy 315 one sees a white-hot axehead or an adze 31 plunged and wrung in a cold tub, screeching steam the way they make soft iron hale and hard : just so that eyeball hissed around the spike. The Cyclops bellowed and the rock roared round him, 320 and we fell back in fear. Clawing his face he tugged the bloody spike out of his eye, threw it away, and his wild hands went groping; then he set up a howl for Cyclopes who lived in caves on windy peaks nearby. 325 Some heard him; and they came by divers 32 ways to clump around outside and call: 330 What ails you, Polyphemos? Why do you cry so sore in the starry night? You will not let us sleep. Sure no man s driving off your flock? No man has tricked you, ruined you? Note the Facts Who is Polyphemos? Out of the cave the mammoth Polyphemos roared in answer: 31. adze. Axe-like tool with a curved blade 32. divers. Various; several EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 247

254 DURING READING sage (saƒj) adjective, wise 335 Nohbdy, Nohbdy s tricked me, Nohbdy s ruined me! To this rough shout they made a sage reply: Ah well, if nobody has played you foul there in your lonely bed, we are no use in pain given by great Zeus. Let it be your father, Poseidon Lord, to whom you pray. Think and Reflect In what way do the Cyclopes misunderstand Polyphemos s cries? What do you think will be the effect of this misunderstanding? So saying they trailed away. And I was filled with laughter to see how like a charm the name deceived them. Now Cyclops, wheezing as the pain came on him, fumbled to wrench away the great doorstone and squatted in the breach with arms thrown wide for any silly beast or man who bolted hoping somehow I might be such a fool. But I kept thinking how to win the game: death sat there huge; how could we slip away? I drew on all my wits, and ran through tactics, reasoning as a man will for dear life, until a trick came and it pleased me well. The Cyclops rams were handsome, fat, with heavy fleeces, a dark violet. Three abreast I tied them silently together, twining cords of willow from the ogre s bed; 248 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

255 then slung a man under each middle one to ride there safely, shielded left and right. So three sheep could convey each man. I took the woolliest ram, the choicest of the flock, and hung myself under his kinky belly, pulled up tight, with fingers twisted deep in sheepskin ringlets for an iron grip. So, breathing hard, we waited until morning. DURING READING Note the Facts What does Odysseus do with the rams? When Dawn spread out her finger tips of rose the rams began to stir, moving for pasture, and peals of bleating echoed round the pens where dams 33 with udders 34 full called for a milking. Blinded, and sick with pain from his head wound, the master stroked each ram, then let it pass, but my men riding on the pectoral fleece the giant s blind hands blundering never found. Last of them all my ram, the leader, came, weighted by wool and me with my meditations. The Cyclops patted him, and then he said: Note the Facts To whom is the Cyclops talking? Sweet cousin ram, why lag behind the rest in the night cave? You never linger so but graze before them all, and go afar to crop sweet grass, and take your stately way leading along the streams, until at evening you run to be the first one in the fold. Why, now, so far behind? Can you be grieving over your Master s eye? That carrion rogue and his accurst 35 companions burnt it out when he had conquered all my wits with wine. Nohbdy will not get out alive, I swear. Oh, had you brain and voice to tell where he may be now, dodging all my fury! Bashed by this hand and bashed on this rock wall his brains would strew the floor, and I should have rest from the outrage Nohbdy worked upon me. He sent us into the open, then. Close by, I dropped and rolled clear of the ram s belly, going this way and that to untie the men. Use Reading Skills Analyze Text Organization Where are Odysseus and his men? Where are they going? Record your answers in your graphic organizer. Note the Facts What do Odysseus and his men do with the Cyclops s rams? 33. dams. Female sheep 34. udders. A bag-shaped part of a female cow in which milk is formed 35. accurst. Hateful EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 249

256 DURING READING With many glances back, we rounded up his fat, stiff-legged sheep to take aboard, and drove them down to where the good ship lay. We saw, as we came near, our fellows faces shining; then we saw them turn to grief tallying those who had not fled from death. I hushed them, jerking head and eyebrows up, and in a low voice told them: Load this herd; move fast, and put the ship s head toward the breakers. They all pitched in at loading, then embarked and struck their oars into the sea. Far out, as far off shore as shouted words would carry, I sent a few back to the adversary: Note the Facts What happens to Odysseus s ship after he shouted at the Cyclops? O Cyclops! Would you feast on my companions? Puny, am I, in a Caveman s hands? How do you like the beating that we gave you, you damned cannibal? Eater of guests under your roof! Zeus and the gods have paid you! The blind thing in his doubled fury broke a hilltop in his hands and heaved it after us. Ahead of our black prow it struck and sank whelmed in a spuming geyser 36, a giant wave that washed the ship stern foremost back to shore. I got the longest boathook out and stood fending us off, with furious nods to all to put their backs into a racing stroke row, row, or perish. So the long oars bent kicking the foam sternward, 37 making head 36. geyser. A hot spring 37. sternward. Toward the rear of a ship or boat 250 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

257 425 until we drew away, and twice as far. Now when I cupped my hands I heard the crew in low voices protesting: DURING READING Godsake, Captain! Why bait the beast again? Let him alone. 430 That tidal wave he made on the first throw all but beached us. All but stove us in! Give him our bearing with your trumpeting, he ll get the range and lob a boulder. 435 Aye. He ll smash our timbers and our heads together! I would not heed them in my glorying spirit, but let my anger flare and yelled: 440 Cyclops, if ever mortal man inquire how you were put to shame and blinded, tell him Odysseus, raider of cities, took your eye: Laërtês son, whose home s on Ithaca! At this he gave a mighty sob and rumbled: Now comes the weird 38 upon me, spoken of old. A wizard, grand and wondrous, lived here Télemos, a son of Eurymos; great length of days he had in wizardry among the Cyclopes, and these things he foretold for time to come: my great eye lost, and at Odysseus s hands. Always I had in mind some giant, armed in giant force, would come against me here. But this, but you small, pitiful and twiggy you put me down with wine, you blinded me. Come back, Odysseus, and I ll treat you well, praying the god of earthquake 39 to befriend you Analyze Literature Epic Poem Read lines In the prophecy, who will make the Cyclops blind? 38. weird. Fate or destiny 39. the god of earthquake. Poseidon, god of the seas, who could cause earthquakes and tidal waves with his three-pronged spear, or trident EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 251

258 DURING READING Note the Facts Who is the Cyclops s father? 460 his son I am, for he by his avowal fathered me, and, if he will, he may heal me of this black wound he and no other of all the happy gods or mortal men. Few words I shouted in reply to him: If I could take your life I would and take your time away, and hurl you down to hell! The god of earthquake could not heal you there! 465 At this he stretched his hands out in his darkness toward the sky of stars, and prayed Poseidon: Read Aloud Read lines with a more fluent partner. What does the Cyclops ask of his father, the god of earthquakes? O hear me, lord, blue girdler of the islands, if I am thine indeed, and thou art father: grant that Odysseus, raider of cities, never see his home: Laërtês son, I mean, who kept his hall on Ithaca. Should destiny intend that he shall see his roof again among his family in his father land, far be that day, and dark the years between. Let him lose all companions, and return under strange sail to bitter days at home. 480 In these words he prayed, and the god heard him. Now he laid hands upon a bigger stone and wheeled around, titanic for the cast, to let it fly in the black-prowed vessel s track. But it fell short, just aft the steering oar, and whelming seas rose giant above the stone to bear us onward toward the island. Analyze Literature Epic Poem What did Zeus, the chief of the gods, do to Odysseus and his men? There as we ran in we saw the squadron waiting, 485 the trim ships drawn up side by side, and all our troubled friends who waited, looking seaward. We beached her, grinding keel 40 in the soft sand, and waded in, ourselves, on the sandy beach. Then we unloaded all the Cyclops flock 490 to make division, share and share alike, only my fighters voted that my ram, 40. keel. Bottom ridge of a ship 252 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

259 the prize of all, should go to me. I slew him by the sea side and burnt his long thighbones to Zeus beyond the stormcloud, Kronos son, 41 who rules the world. But Zeus disdained my offering; destruction for my ships he had in store and death for those who sailed them, my companions. Now all day long until the sun went down we made our feast on mutton and sweet wine, till after sunset in the gathering dark we went to sleep above the wash of ripples. DURING READING 505 When the young Dawn with finger tips of rose touched the world, I roused the men, gave orders to man the ships, cast off the mooring lines; and filing in to sit beside the rowlocks oarsmen in line dipped oars in the gray sea. So we moved out, sad in the vast offing, 42 having our precious lives, but not our friends. Think and Reflect How do Odysseus and his men feel as they leave the Cyclopes island? from Book As Circe 43 spoke, Dawn mounted her golden throne, and on the first rays Circe left me, taking her way like a great goddess up the island. I made straight for the ship, roused up the men to get aboard and cast off at the stern; They scrambled to their places by the rowlocks and all in line dipped oars in the gray sea. But soon an off-shore breeze blew to our liking a canvas-bellying breeze, a lusty shipmate sent by the singing nymph with sunbright hair. Use Reading Skills Analyze Text Organization To whom is Odysseus talking? 41. Kronos son. Kronos, or Chronos, the god of time, was the father of Zeus, the chief of the Greek gods. 42. offing. Leaving 43. Circe. Sorceress who, by means of drugs and incantations, was able to change humans into animals. She was the daughter of Helios and the ocean nymph Perse. EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 253

260 DURING READING Analyze Literature Epic Poem Of what creatures has Circe warned Odysseus? What will these creatures do? Note the Facts What does Odysseus order his men to do? So we made fast the braces, 44 and we rested, letting the wind and steersman work the ship. The crew being now silent before me, I addressed them, sore at heart: Dear friends, more than one man, or two, should know those things Circe foresaw for us and shared with me, so let me tell her forecast: then we die with our eyes open, if we are going to die, or know what death we baffle if we can. Sirens weaving a haunting song over the sea we are to shun, she, and their green shore all sweet with clover; yet she urged that I alone should listen to their song. Therefore you are to tie me up, tight as a splint, erect along the mast, lashed to the mast, and if I shout and beg to be untied, take more turns of the rope to muffle me. I rather dwelt on this part of the forecast, while our good ship made time, bound outward down the wind for the strange island of Sirens. Then all at once the wind fell, and a calm came over all the sea, as though some power lulled the swell. 545 The crew were on their feet briskly, to furl the sail, and stow it; then, each in place, they poised the smooth oar blades 44. made fast the braces. Tied down the ropes that control the movement of the sails 254 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC

261 and sent the white foam scudding by. I carved a massive cake of beeswax into bits and rolled them in my hands until they softened no long task, for a burning heat came down from Helios, 45 lord of high noon. Going forward I carried wax along the line, and laid it thick on their ears. They tied me up, then, plumb amidships, back to the mast, lashed to the mast, and took themselves again to rowing. Soon, as we came smartly within hailing distance, the two Sirens, noting our fast ship off their point, made ready, and they sang: This way, oh turn your bows, Achaea s glory, As all the world allows Moor and be merry. Sweet coupled airs we sing. No lonely seafarer Holds clear of entering Our green mirror. DURING READING Note the Facts What does Odysseus put in his men s ears? Note the Facts How many Sirens arrive? What do they do? 570 Pleased by each purling 46 note Like honey twining From her throat and my throat, Who lies a-pining? Sea rovers here take joy Voyaging onward, As from our song of Troy Graybeard and rower-boy Goeth more learnèd. 47 All feats on that great field In the long warfare, Dark days the bright gods willed, Wounds you bore there, Argos 48 old soldiery On Troy beach teeming, Note the Facts What does Odysseus want in lines ? 45. Helios. Sun god 46. purling. Swirling; rippling 47. learnèd. The accent over the e shows that it is to be pronounced as a separate syllable. 48. Argos. Belonging to Argos, an ancient Greek city-state EMC Publishing, LLC Differentiated Instruction for ELL LEVEL IV, UNIT 5 255

262 DURING READING Charmed out of time we see. No life on earth can be Hid from our dreaming The lovely voices in ardor appealing over the water made me crave to listen, and I tried to say, Untie me! to the crew, jerking my brows; but they bent steady to the oars. Then Perimêdês got to his feet, he and Eur ylokhos, and passed more line about, to hold me still. So all rowed on, until the Sirens dropped under the sea rim, and their singing dwindled away. Think and Reflect Why do the crew members disobey Odysseus? 595 My faithful company rested on their oars now, peeling off the wax that I had laid thick on their ears; then set me free.... W W & IRRORS INDOWS What important character trait do Odysseus s men show? What kind of leader has this trait made out of Odysseus? As a leader, how should one act toward his or her subordinates? 256 LEVEL IV, UNIT 5 Differentiated Instruction for ELL EMC Publishing, LLC