literature McDougal Littell ii introductory unit The Barbara Hogenson Agency: Excerpt from A Young Lady of Property by Horton Foote. Copyright © 1955, 1983 by Horton Foote. Reprinted by arrangement with Horton Foote and The Barbara Hogenson Agency. KidsHealth: Excerpt from “Stress” by the Memours Foundation, from KidsHealth.com. Copyright © by KidsHealth.com. Reprinted with permission. Atheneum Books for Young Readers: Excerpt from “Shells,” from Every Living Thing by Cynthia Rylant. Copyright © 1985 by Cynthia Rylant. Reprinted by permission of Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division. Continued on page R147 art credits cover, title page Untitled (1986), Jerry N. Uelsmann. © 2003 Jerry N. Uelsmann. Continued on page R151 acknowledgments 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: 978-0-618-49566-5 ISBN 10: 0-618-49566-5 Printed in the United States of America. 1 2 3 4 5 6 7 8 9—VJM—12 11 10 09 08 literature McDougal Littell 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 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. senior program consultants 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 mCcloskey 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. mCbride 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 Virginia L. Alford, MacArthur High School, San Antonio, Texas Yvonne L. Allen, Shaker Heights High School, Shaker Heights, Ohio Dave T. Anderson, Hinsdale South High School, Darien, Illinois Kacy Colleen Anglim, Portland Public Schools District, Portland, Oregon Beverly Scott Bass, Arlington Heights High School, Fort Worth, Texas Jordana Benone, North High School, Torrance, California Patricia Blood, Howell High School, Farmingdale, New Jersey Marjorie Bloom, Eau Gallie High School, Melbourne, Florida Edward J. Blotzer, Wilkinsburg Junior/Senior High School, Wilkinsburg, Pennsylvania Stephen D. Bournes, Evanston Township High School, Evanston, Illinois Barbara M. Bowling, Mt. Tabor High School, Winston-Salem, North Carolina Kiala Boykin-Givehand, Duval County Public Schools, Jacksonville, Florida Laura L. Brown, Adlai Stevenson High School, Lincolnshire, Illinois Cynthia Burke, Yavneh Academy, Dallas, Texas Hoppy Chandler, San Diego City Schools, San Diego, California Gary Chmielewski, St. Benedict High School, Chicago, Illinois Delorse Cole-Stewart, Milwaukee Public Schools, Milwaukee, Wisconsin L. Calvin Dillon, Gaither High School, Tampa, Florida Dori Dolata, Rufus King High School, Milwaukee, Wisconsin Jon Epstein, Marietta High School, Marietta, Georgia Helen Ervin, Fort Bend Independent School District, Sugarland, Texas Sue Friedman, Buffalo Grove High School, Buffalo Grove, Illinois Chris Gee, Bel Air High School, El Paso, Texas Paula Grasel, The Horizon Center, Gainesville, Georgia Christopher Guarraia, Centreville High School, Clifton, Virginia Rochelle L. Greene-Brady, Kenwood Academy, Chicago, Illinois Michele M. Hettinger, Niles West High School, Skokie, Illinois Elizabeth Holcomb, Forest Hill High School, Jackson, Mississippi Jim Horan, Hinsdale Central High School, Hinsdale, Illinois James Paul Hunter, Oak Park- River Forest High School, Oak Park, Illinois Susan P. Kelly, Director of Curriculum, Island Trees School District, Levittown, New York Beverley A. Lanier, Varina High School, Richmond, Virginia Pat Laws, Charlotte- Mecklenburg Schools, Charlotte, North Carolina Diana R. Martinez, Treviño School of Communications & Fine Arts, Laredo, Texas Natalie Martinez, Stephen F. Austin High School, Houston, Texas Elizabeth Matarazzo, Ysleta High School, El Paso, Texas Carol M. McDonald, J. Frank Dobie High School, Houston, Texas Amy Millikan, Consultant, Chicago, Illinois Terri Morgan, Caprock High School, Amarillo, Texas Eileen Murphy, Walter Payton Preparatory High School, Chicago, Illinois Lisa Omark, New Haven Public Schools, New Haven, Connecticut Kaine Osburn, Wheeling High School, Wheeling, Illinois Andrea J. Phillips, Terry Sanford High School, Fayetteville, North Carolina Cathy Reilly, Sayreville Public Schools, Sayreville, New Jersey Mark D. Simon, Neuqua Valley High School, Naperville, Illinois Scott Snow, Sequin High School, Arlington, Texas Jane W. Speidel, Brevard County Schools, Viera, Florida Cheryl E. Sullivan, Lisle Community School District, Lisle, Illinois Anita Usmiani, Hamilton Township Public Schools, Hamilton Square, New Jersey Linda Valdez, Oxnard Union High School District, Oxnard, California Nancy Walker, Longview High School, Longview, Texas Kurt Weiler, New Trier High School, Winnetka, Illinois Elizabeth Whittaker, Larkin High School, Elgin, Illinois Linda S. Williams, Woodlawn High School, Baltimore, Maryland John R. Williamson, Fort Thomas Independent Schools, Fort Thomas, Kentucky Anna N. Winters, Simeon High School, Chicago, Illinois Tonora D. Wyckoff, North Shore Senior High School, Houston, Texas Karen Zajac, Glenbard South High School, Glen Ellyn, Illinois Cynthia Zimmerman, Mose Vines Preparatory High School, Chicago, Illinois Lynda Zimmerman, El Camino High School, South San Francisco, California Ruth E. Zurich, Brown Deer High School, Brown Deer, Wisconsin 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: vii part 1: literary elements weaving a story unit 1 Plot, Confl ict, and Setting reader’s workshop: Plot, Confl ict, Setting writing workshop: Descriptive Essay personality tests unit 2 Analyzing Character and Point of View reader’s workshop: Point of View, Narrator, Methods of Characterization writing workshop: Comparison-Contrast Essay lessons to learn unit 3 Understanding Theme reader’s workshop: Theme writing workshop: Short Story part 2: language and culture finding a voice unit 4 Mood, Tone, and Style reader’s workshop: Mood, Tone, Author’s Style writing workshop: Interpretive Essay picture the moment unit 5 Appreciating Poetry reader’s workshop: Form, Speaker, Sound Devices, Imagery, Figurative Language writing workshop: Personal Response to a Poem sharing our stories unit 6 Myths, Legends, and Tales reader’s workshop: Traditional Literature writing workshop: Cause-and-Effect Essay introductory unit The Power of Ideas literary genres workshop • Fiction • Poetry • Drama • Nonfi ction and Informational Texts • Types of Media reading strategies workshop • Preview • Set a Purpose • Connect • Use Prior Knowledge • Predict • Visualize • Monitor • Make Inferences writing process workshop • Writing Process Review • Key Traits viii contents in brief mcdougal littell literature part 3: nonf iction with purpose writing a life unit 7 Biography and Autobiography reader’s workshop: Characteristics of Biographies and Autobiographies writing workshop: Personal Narrative face the facts unit 8 Information, Argument, and Persuasion reader’s workshop: Text Features, Preview, Main Idea and Supporting Details, Take Notes, Outline writing workshop: Persuasive Essay investigation and discovery unit 9 The Power of Research research strategies workshop: Reference Materials and Technology, Evaluate Sources writing workshop: Research Report student resource bank reading handbook writing handbook grammar handbook vocabulary and spelling handbook speaking and listening handbook media handbook test-taking handbook glossaries literature and reading center • Author Biographies • Additional Selection Background • Literary Analysis Frames • Power Thinking Activities writing and grammar center • Writing Templates and Graphic Organizers • Publishing Options • Quick-Fix Editing Machine vocabulary and spelling center • Vocabulary Strategies and Practice • Multi-Language Academic Vocabulary Glossary • Vocabulary Flash Cards • Spelling Lessons media center • Production Templates • Analysis Guides research center • Web Research Guide • Citation Guide assessment center • Assessment Practice and Test-Taking Tips • SAT/ACT Practice and Tips more technology eEdition • Interactive Selections • Audio Summaries WriteSmart • Writing Prompts and Templates • Interactive Student Models • Interactive Graphic Organizers • Interactive Revision Lessons • Rubric Generator MediaSmart DVD • Media Lessons • Interactive Media Studies ix classzone.com l i t e r at ur e unit x 1 Weaving a Story plot, conflict, and setting • in fiction • in nonfiction • in poetry • in drama • in media reader’s workshop: parts of a story 24 short story The Dinner Party Mona Gardner 28 fiction short story Seventh Grade Gary Soto 30 short story The Last Dog Katherine Paterson 42 Reading for Information ‘Spot’ Goes High-Tech online article 61 short story Thank You, M’am Langston Hughes 62 Connect If I can stop one Heart Emily Dickinson 68 from breaking poem short story Rikki-tikki-tavi Rudyard Kipling 72 Skills and Standards Setting, Conflict, Characters, Stages of Plot Plot, Connect Setting, Identify Sequence Conflict, Make Inferences Suspense, Predict xi Great Reads: Adventure Novel from Holes a newbery award winner Louis Sachar 92 nonfiction narrative nonfiction from Exploring the Titanic Robert D. Ballard 98 memoir from An American Childhood Annie Dillard 118 poetry poem Casey at the Bat Ernest Lawrence Thayer 128 drama teleplay The Monsters Are Due on Maple Street Rod Serling 134 media film clip from Back to the Future Robert Zemeckis 150 Reading for Information The Unnatural Course of Time movie review 154 writing workshop: descriptive essay 158 publishing with technology: radio dramatization 165 assessment practice: plot, conflict, and setting 166 short story Papa’s Parrot Cynthia Rylant more great reads: ideas for independent reading 172 vocabulary strategies Latin roots: uni, p. 40 Latin roots: viv and vit, p. 90 Antonyms as context clues, p. 59 Analogies, p. 116 Prefixes that mean “not,” p. 70 Suffixes that form adjectives, p. 127 Skills and Standards Narrative Nonfiction, Use Chronological Order Setting in Nonfiction, Recognize Cause and Effect Narrative Poetry, Strategies for Reading Poetry Conflict in Drama, Strategies for Reading a Teleplay Plot and Setting in Movies Analyze a Writer’s Position, Compare and Contrast Sensory Details Plot Stages, Setting, Sequence, Cause and Effect media smart dvd unit xii Personality Tests analyzing character and point of view • in fiction • in nonfiction • in poetry reader’s workshop: character and point of view 176 fiction short story Zebra Chaim Potok 182 Connect The Rider poem Naomi Shihab Nye 204 Reading for Information The Collected Grief of a Nation feature article 209 A Mother’s Words letter 212 U.S. Involvement in Vietnam timeline 214 short story The Scholarship Jacket Marta Salinas 216 short story A Retrieved Reformation O. Henry 226 Skills and Standards Point of View, Narrator, Methods of Characterization Character, Visualize Synthesize, Draw Conclusions First-Person Point of View, Make Inferences Omniscient Point of View, Predict 2 xiii comparing characters short story The Three-Century Woman Richard Peck 240 short story Charles Shirley Jackson 250 nonfiction autobiography Encounter with Martin Luther King Jr. Maya Angelou 258 Reading for Information from The Papers of Martin Luther King Jr. memorandum 267 memoir Dirk the Protector Gary Paulsen 268 poetry poem It Was a Long Time Before Leslie Marmon Silko 280 poem Abuelito Who Sandra Cisneros 284 writing workshop: comparison-contrast essay 286 speaking and listening: interview 293 assessment practice: character and point of view 294 short story from The Man Who Was a Horse Julius Lester short story from A Mother in Mannville Marjorie Kinnan Rawlings more great reads: ideas for independent reading 300 vocabulary strategies Similes, p. 206 Latin roots: cred, p. 256 Context clues, p. 225 Using reference aids, p. 266 Multiple meaning words, p. 238 Idioms, p. 278 Skills and Standards Characterization, Set a Purpose for Reading Characterization in Nonfiction, Connect Point of View in a Memoir, Identify Cause and Effect Characterization in Poetry, Strategies for Reading Poetry Organization, Use Transitions Character Traits, Characterization, Point of View, Make Inferences unit xiv Skills and Standards Differences Between Topic and Theme, Clues to Theme, Identify Theme Theme Versus Topic, Compare and Contrast Theme, Monitor Symbol, Make Inferences Theme and Character, Identify Cause and Effect Lessons to Learn understanding theme • in fiction • in poetry • in drama • in media reader’s workshop: understanding theme 304 short story The Two Brothers Leo Tolstoy 307 fiction short story Amigo Brothers Piri Thomas 310 short story The War of the Wall Toni Cade Bambara 326 Reading for Information Back to the Wall magazine article 337 short story What Do Fish Have to Do with Anything? Avi 338 Reading for Information Homeless problem-solution essay Anna Quindlen 356 short story A Crush Cynthia Rylant 362 3 xv Great Reads: Fantasy Novel from The Giver a newbery award winner Lois Lowry 374 comparing themes poem Spring Harvest of Snow Peas Maxine Hong Kingston 380 poem Eating Alone Li-Young Lee 383 drama A Christmas Carol Charles Dickens, 386 dramatized by Frederick Gaines Reading for Information Dickens and Too Many Scrooges online article 413 media film clips from A Christmas Carol Brian Desmond Hurst 416 writing workshop: short story 420 speaking and listening: dramatizing a short story 427 assessment practice: theme 428 short story from The Hummingbird That Lived William Saroyan Through Winter more great reads: ideas for independent reading 434 Skills and Standards Recurring Theme, Set a Purpose for Reading Theme in Drama, Analyze Sequence Theme in Movies Narrative Techniques Theme, Symbol, Make Inferences, Cause and Effect, Compare and Contrast vocabulary strategies Latin roots: pel, p. 324 General context clues, p. 354 Denotations and connotations, p. 336 Forms of the prefix in-, p. 373 media smart dvd