l i t e r a t u r e McDougal Littell acknowledgments introductory unit Naomi Shihab Nye: “Making a Fist,” from Hugging the Jukebox by Naomi Shihab Nye. Copyright © 1982 by Naomi Shihab Nye. Reprinted by permission of the author. International Creative Management: Excerpt from “Twelve Angry Men,” from Six Television Plays by Reginald Rose. Published by Simon & Schuster, Inc. Copyright © 1956 by Reginald Rose. Reprinted by permission of International Creative Management, Inc. Scribner:Excerpt from Kaffir Boy by Mark Mathabane. Copyright © 1986 by Mark Mathabane. Reprinted with the permission of Scribner, an imprint of Simon & Schuster Adult Publishing Group. Scholastic: From “South Africa’s Decade of Freedom” by Michael Wines. Published in The New York Times Upfront, September 6, 2004. Copyright © 2004 by Scholastic Inc. and the New York Times Company. Reprinted by permission of Scholastic Inc. HarperCollins Publishers: Excerpt from “Where Is Here?,” from Where Is Here?: Stories by Joyce Carol Oates. Copyright © 1992 by The Ontario Review, Inc. All rights reserved. Reprinted by permission of HarperCollins Publishers. Continued on page R155 art credits cover, title page Detail of Steppingstones from the Imperial Carriage Stop to the Gepparo (Moon-Wave Pavilion) (1954), Yasuhiro Ishimoto. Katsura Villa. Photo © Yasuhiro Ishimoto. Continued on page R161 Copyright © 2008 by McDougal Littell, a division of Houghton Mifflin Company. All rights reserved. Warning: No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system without the prior written permission of McDougal Littell unless such copying is expressly permitted by federal copyright law. With the exception of not-for-profit transcription in Braille, McDougal Littell is not authorized to grant permission for further uses of copyrighted selections reprinted in this text without the permission of their owners. Permission must be obtained from the individual copyright owners as identified herein. Address inquiries to Supervisor, Rights and Permissions, McDougal Littell, P.O. Box 1667, Evanston, IL 60204. ISBN 13: 978-0-618-51898-2 ISBN 10: 0-618-51898-3 Printed in the United States of America. 1 2 3 4 5 6 7 8 9—DWO—12 11 10 09 08 ii l i t eMcDrougaal Ltitteull r e Janet Allen Arthur N. Applebee Jim Burke Douglas Carnine Yvette Jackson Robert T. Jiménez Judith A. Langer Robert J. Marzano Donna M. Ogle Carol Booth Olson Carol Ann Tomlinson Mary Lou McCloskey Lydia Stack EVANSTON, ILLINOIS • BOSTON • DALLAS senior program consultants janet allen Reading and Literacy Specialist; creator of the popular “It’s Never Too Late”/“Reading for Life” Institutes. Dr. Allen is an internationally known consultant who specializes in literacy work with at-risk students. Her publications include Tools for Content Literacy; It’s Never Too Late: Leading Adolescents to Lifelong Learning; Yellow Brick Roads: Shared and Guided Paths to Independent Reading; Words, Words, Words: Teaching Vocabulary in Grades 4–12; and Testing 1, 2, 3 . . . Bridging Best Practice and High-Stakes Assessments. Dr. Allen was a high school reading and English teacher for more than 20 years and has taught courses in both subjects at the University of Central Florida. She directed the Central Florida Writing Project and received the Milken Foundation National Educator Award. arthur n. applebee Leading Professor, School of Education at the University at Albany, State University of New York; Director of the Center on English Learning and Achievement. During his varied career, Dr. Applebee has been both a researcher and a teacher, working in institutional settings with children with severe learning problems, in public schools, as a staff member of the National Council of Teachers of English, and in professional education. Among his many books are Curriculum as Conversation: Transforming Traditions of Teaching and Learning; Literature in the Secondary School: Studies of Curriculum and Instruction in the United States; and Tradition and Reform in the Teaching of English: A History. He was elected to the International Reading Hall of Fame and has received, among other honors, the David H. Russell Award for Distinguished Research in the Teaching of English. jim burke Lecturer and Author; Teacher of English at Burlingame High School, Burlingame, California. Mr. Burke is a popular presenter at educational conferences across the country and is the author of numerous books for teachers, including School Smarts: The Four Cs of Academic Success; The English Teacher’s Companion; Reading Reminders; Writing Reminders; and ACCESSing School: Teaching Struggling Readers to Achieve Academic and Personal Success. He is the recipient of NCTE’s Exemplary English Leadership Award and was inducted into the California Reading Association’s Hall of Fame. douglas carnine Professor of Education at the University of Oregon; Director of the Western Region Reading First Technical Assistance Center. Dr. Carnine is nationally known for his focus on research-based practices in education, especially curriculum designs that prepare instructors of K-12 students. He has received the Lifetime Achievement Award from the Council for Exceptional Children and the Ersted Award for outstanding teaching at the University of Oregon. Dr. Carnine frequently consults on educational policy with government groups, businesses, communities, and teacher unions. yvette jackson Executive Director of the National Urban Alliance for Effective Education. Nationally recognized for her work in assessing the learning potential of underachieving urban students, Dr. Jackson is also a presenter for the Harvard Principal Center and is a member of the Differentiation Faculty of the Association for Supervision and Curriculum Development. Dr. Jackson’s research focuses on literacy, gifted education, and cognitive mediation theory. She designed the Comprehensive Education Plan for the New York City Public Schools and has served as their Director of Gifted Programs and Executive Director of Instruction and Professional Development. robert t. jiménez Professor of Language, Literacy, and Culture at Vanderbilt University. Dr. Jiménez’s research focuses on the language and literacy practices of Latino students. A former bilingual education teacher, he is now conducting research on how written language is thought about and used in contemporary Mexico. Dr. Jiménez has received several research and teaching honors, including two Fulbright awards from the Council for the International Exchange of Scholars and the Albert J. Harris Award from the International Reading Association. His published work has appeared in the American Educational Research Journal, Reading Research Quarterly, The Reading Teacher, Journal of Adolescent and Adult Literacy, and Lectura y Vida. iv judith a. langer Distinguished Professor at the University at Albany, State University of New York; Director of the Center on English Learning and Achievement; Director of the Albany Institute for Research in Education. An internationally known scholar in English language arts education, Dr. Langer specializes in developing teaching approaches that can enrich and improve what gets done on a daily basis in classrooms. Her publications include Getting to Excellent: How to Create Better Schools and Effective Literacy Instruction: Building Successful Reading and Writing Programs. She was inducted into the International Reading Hall of Fame and has received many other notable awards, including an honorary doctorate from the University of Uppsala, Sweden, for her research on literacy education. robert j. marzano Senior Scholar at Mid-Continent Research for Education and Learning (McREL); Associate Professor at Cardinal Stritch University in Milwaukee, Wisconsin; President of Marzano & Associates. An internationally known researcher, trainer, and speaker, Dr. Marzano has developed programs that translate research and theory into practical tools for K-12 teachers and administrators. He has written extensively on such topics as reading and writing instruction, thinking skills, school effectiveness, assessment, and standards implementation. His books include Building Background Knowledge for Academic Achievement; Classroom Management That Works: Research-Based Strategies for Every Teacher; and What Works in Schools: Translating Research Into Action. donna m. ogle Professor of Reading and Language at National-Louis University in Chicago, Illinois; Past President of the International Reading Association. Creator of the well-known KWL strategy, Dr. Ogle has directed many staff development projects translating theory and research into school practice in middle and secondary schools throughout the United States and has served as a consultant on literacy projects worldwide. Her extensive international experience includes coordinating the Reading and Writing for Critical Thinking Project in Eastern Europe, developing integrated curriculum for a USAID Afghan Education Project, and speaking and consulting on projects in several Latin American countries and in Asia. Her books include Coming Together as Readers; Reading Comprehension: Strategies for Independent Learners; All Children Read; and Literacy for a Democratic Society. carol booth olson Senior Lecturer in the Department of Education at the University of California, Irvine; Director of the UCI site of the National Writing Project. Dr. Olson writes and lectures extensively on the reading/writing connection, critical thinking through writing, interactive strategies for teaching writing, and the use of multicultural literature with students of culturally diverse backgrounds. She has received many awards, including the California Association of Teachers of English Award of Merit, the Outstanding California Education Research Award, and the UC Irvine Excellence in Teaching Award. Dr. Olson’s books include Reading, Thinking, and Writing About Multicultural Literature and The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom. carol ann tomlinson Professor of Educational Research, Foundations, and Policy at the University of Virginia; Co-Director of the University’s Institutes on Academic Diversity. An internationally known expert on differentiated instruction, Dr. Tomlinson helps teachers and administrators develop effective methods of teaching academically diverse learners. She was a teacher of middle and high school English for 22 years prior to teaching at the University of Virginia. Her books on differentiated instruction have been translated into eight languages. Among her many publications are How to Differentiate Instruction in Mixed-Ability Classrooms and The Differentiated Classroom: Responding to the Needs of All Learners. v english learner specialists mary lou m closkey C Past President of Teachers of English to Speakers of Other Languages (TESOL); Director of Teacher Development and Curriculum Design for Educo in Atlanta, Georgia. Dr. McCloskey is a former teacher in multilingual and multicultural classrooms. She has worked with teachers, teacher educators, and departments of education around the world on teaching English as a second and foreign language. She is author of On Our Way to English, Voices in Literature, Integrating English, and Visions: Language, Literature, Content. Her awards include the Le Moyne College Ignatian Award for Professional Achievement and the TESOL D. Scott Enright Service Award. lydia stack International ESL consultant. Her areas of expertise are English language teaching strategies, ESL standards for students and teachers, and curriculum writing. Her teaching experience includes 25 years as an elementary and high school ESL teacher. She is a past president of TESOL. Her awards include the James E. Alatis Award for Service to TESOL (2003) and the San Francisco STAR Teacher Award (1989). Her publications include On Our Way to English; Wordways: Games for Language Learning; and Visions: Language, Literature, Content. curriculum specialist william l. m bride C Curriculum Specialist. Dr. McBride is a nationally known speaker, educator, and author who now trains teachers in instructional methodologies. A former reading specialist, English teacher, and social studies teacher, he holds a Masters in Reading and a Ph.D. in Curriculum and Instruction from the University of North Carolina at Chapel Hill. Dr. McBride has contributed to the development of textbook series in language arts, social studies, science, and vocabulary. He is also known for his novel Entertaining an Elephant, which tells the story of a burned-out teacher who becomes re-inspired with both his profession and his life. media specialists david m. considine Professor of Instructional Technology and Media Studies at Appalachian State University in North Carolina. Dr. Considine has served as a media literacy consultant to the U.S. government and to the media industry, including Discovery Communications and Cable in the Classroom. He has also conducted media literacy workshops and training for county and state health departments across the United States. Among his many publications are Visual Messages: Integrating Imagery into Instruction, and Imagine That: Developing Critical Viewing and Thinking Through Children’s Literature. larkin pauluzzi Teacher and Media Specialist; trainer for the New Jersey Writing Project. Ms. Pauluzzi puts her extensive classroom experience to use in developing teacher-friendly curriculum materials and workshops in many different areas, including media literacy. She has led media literacy training workshops in several districts throughout Texas, guiding teachers in the meaningful and practical uses of media in the classroom. Ms. Pauluzzi has taught students at all levels, from Title I Reading to AP English IV. She also spearheads a technology club at her school, working with students to produce media and technology to serve both the school and the community. lisa k. scheffler Teacher and Media Specialist. Ms. Scheffler has designed and taught media literacy and video production curriculum, in addition to teaching language arts and speech. Using her knowledge of mass communication theory, coupled with real classroom experience, she has developed ready-to-use materials that help teachers incorporate media literacy into their curricula. She has taught film and television studies at the University of North Texas and has served as a contributing writer for the Texas Education Agency’s statewide viewing and representing curriculum. vi teacher advisors These are some of the many educators from across the country who played a crucial role in the development of the tables of contents, the lesson design, and other key components of this program: Virginia L. Alford, MacArthur Gary Chmielewski, St. Benedict Pat Laws, Charlotte- Linda Valdez, Oxnard Union High School, San Antonio, Texas High School, Chicago, Illinois Mecklenburg Schools, High School District, Oxnard, Charlotte, North Carolina California Yvonne L. Allen, Shaker Heights Delorse Cole-Stewart, High School, Shaker Heights, Milwaukee Public Schools, Diana R. Martinez, Treviño Nancy Walker, Longview High Ohio Milwaukee, Wisconsin School of Communications & School, Longview, Texas Fine Arts, Laredo, Texas Dave T. Anderson, Hinsdale L. Calvin Dillon, Gaither High Kurt Weiler, New Trier High South High School, Darien, School, Tampa, Florida Natalie Martinez, Stephen F. School, Winnetka, Illinois Illinois Austin High School, Houston, Dori Dolata, Rufus King High Elizabeth Whittaker, Larkin Texas Kacy Colleen Anglim, Portland School, Milwaukee, Wisconsin High School, Elgin, Illinois Public Schools District, Elizabeth Matarazzo, Ysleta Jon Epstein, Marietta High Linda S. Williams, Woodlawn Portland, Oregon High School, El Paso, Texas School, Marietta, Georgia High School, Baltimore, Beverly Scott Bass, Arlington Carol M. McDonald, J. Frank Maryland Helen Ervin, Fort Bend Heights High School, Fort Dobie High School, Houston, Independent School District, John R. Williamson, Fort Worth, Texas Texas Sugarland, Texas Thomas Independent Schools, Jordana Benone, North High Amy Millikan, Consultant, Fort Thomas, Kentucky Sue Friedman, Buffalo Grove School, Torrance, California Chicago, Illinois High School, Buffalo Grove, Anna N. Winters, Simeon High Patricia Blood, Howell High Illinois Terri Morgan, Caprock High School, Chicago, Illinois School, Farmingdale, New School, Amarillo, Texas Chris Gee, Bel Air High School, Tonora D. Wyckoff, North Shore Jersey El Paso, Texas Eileen Murphy, Walter Payton Senior High School, Houston, Marjorie Bloom, Eau Gallie Preparatory High School, Texas Paula Grasel, The Horizon High School, Melbourne, Chicago, Illinois Center, Gainesville, Georgia Karen Zajac, Glenbard South Florida Lisa Omark, New Haven High School, Glen Ellyn, Illinois Christopher Guarraia, Edward J. Blotzer, Wilkinsburg Public Schools, New Haven, Centreville High School, Clifton, Cynthia Zimmerman, Mose Junior/Senior High School, Connecticut Virginia Vines Preparatory High School, Wilkinsburg, Pennsylvania Kaine Osburn, Wheeling High Chicago, Illinois Rochelle L. Greene-Brady, Stephen D. Bournes, Evanston School, Wheeling, Illinois Kenwood Academy, Chicago, Lynda Zimmerman, El Camino Township High School, Illinois Andrea J. Phillips, Terry Sanford High School, South San Evanston, Illinois High School, Fayetteville, North Francisco, California Michele M. Hettinger, Niles Barbara M. Bowling, Mt. Tabor Carolina West High School, Skokie, Ruth E. Zurich, Brown Deer High School, Winston-Salem, Illinois Cathy Reilly, Sayreville Public High School, Brown Deer, North Carolina Schools, Sayreville, New Jersey Wisconsin Elizabeth Holcomb, Forest Kiala Boykin-Givehand, Hill High School, Jackson, Mark D. Simon, Neuqua Valley Duval County Public Schools, Mississippi High School, Naperville, Illinois Jacksonville, Florida Jim Horan, Hinsdale Central Scott Snow, Sequin High Laura L. Brown, Adlai High School, Hinsdale, Illinois School, Arlington, Texas Stevenson High School, James Paul Hunter, Oak Park- Jane W. Speidel, Brevard Lincolnshire, Illinois River Forest High School, Oak County Schools, Viera, Florida Cynthia Burke, Yavneh Park, Illinois Cheryl E. Sullivan, Lisle Academy, Dallas, Texas Susan P. Kelly, Director of Community School District, Hoppy Chandler, San Diego Curriculum, Island Trees School Lisle, Illinois City Schools, San Diego, District, Levittown, New York Anita Usmiani, Hamilton California Beverley A. Lanier, Varina High Township Public Schools, School, Richmond, Virginia Hamilton Square, New Jersey vii contents in brief mcdougal litte ll literature The Power of Ideas Introductory Unit 1 literary genres workshop reading strategies workshop writing process workshop literary the world of a story elements unit 1 Plot, Setting, and Mood 2 1 literary workshop: Setting, Mood, Plot, Conflict writing workshop: Interpretive Essay word portraits unit 2 Character Development 157 literary workshop: Character Traits, Motivation writing workshop: Autobiographical Narrative a writer’s choice unit 3 Narrative Devices 2 79 literary workshop: Point of View, Narrator, Foreshadowing, Flashback writing workshop: Short Story a world of ideas message and meaning unit 4 Theme 3 83 literary workshop: Theme, Symbol writing workshop: Comparison-Contrast Essay why write? unit 5 Author’s Purpose 4 79 critical reading workshop: Author’s Purpose and Perspective, Patterns of Organization writing workshop: Cause-and-Effect Essay making a case unit 6 Argument and Persuasion 569 critical reading workshop: Argument, Persuasive Techniques, Rhetorical Devices writing workshop: Editorial the author’s sound and sense craft unit 7 The Language of Poetry 685 literary workshop: Form, Poetic Elements, Sound Devices, Imagery, Figurative Language writing workshop: Literary Analysis viii signatures unit 8 Author’s Style and Voice 7 61 literary workshop: Style, Voice, Diction, Tone writing workshop: Critical Review product of the times unit 9 History, Culture, and the Author 843 literary workshop: Writer’s Background, Historical and Cultural influences writing workshop: Informative Essay, Interview world classics upholding honor unit 10 Greek Tragedy and Medieval Romance 9 55 literary workshop: Characteristics of Greek Tragedy, Conventions of Medieval Romance writing workshop: Persuasive Essay shakespearean drama unit 11 The Tragedy of Julius Caesar 1079 literary workshop: Characteristics of Shakespearean Tragedy writing workshop: Comparing a Play and a Film investigation and discovery unit 12 The Power of Research 1209 literature classzone.com literature and vocabulary center more technology reading center • Vocabulary Strategies and Practice • Author Biographies • Vocabulary Flip Cards eEdition • Additional Selection Background • Multi-Language Glossary of • Literary Analysis Frames Academic Vocabulary • Interactive Selections • Power Thinking Activities research center • Audio Summaries WriteSmart writing and • Web Research Guide grammar center • Writing Prompts and Templates • Citation Guide • Writing Templates and Graphic • Interactive Student Models assessment center Organizers • Interactive Graphic Organizers • Publishing Options • Assessment Practice and • Interactive Revision Lessons • Grammar Arcade Test-Taking Tips • Rubric Generator • SAT/ACT Practice and Tips MediaSmart media center • Media Lessons • Production Templates • Interactive Media Studies • Analysis Guides EssaySmart • Online Essay Analyzer ix 1 The World of a Story unit plot, setting, and mood • in fiction • in nonfiction • in media • in poetry Skills and Standards literary analysis workshop: plot, setting, and mood 24 Setting, Mood, Plot Stages, Conflict short story The Bass, the River, and Sheila Mant W. D. Wetherell 27 fiction short story Plot and Conflict, Harrison Bergeron Kurt Vonnegut Jr. 32 Draw Conclusions short story Conflict and Character, Everyday Use Alice Walker 44 Make Inferences Reading for Information Alice Walker on Quilting interview 56 short story Setting and Mood, Monitor Searching for Summer Joan Aiken 60 short story Setting and Conflict, Predict To Build a Fire Jack London 74 Reading for Information Use Text Features from Deep Survival nonfiction trade book Laurence Gonzales 94 x