Unit1Part1 NA

U N IT ON E
Skills Scope and Sequence

Readability Scores Key: Dale-Chall/DRP/Lexile
PA R T 1 : Encountering the Unexpected
Selections and Features Literary Elements
Unit Introduction Plot and Setting SE p. 2

pp. 1–6 Conflict TE p. 2
Theme and Character SE p. 3
Narrator and Voice SE p. 3
Literary Focus Plot and Setting Plot and Setting SE pp. 8–9
pp. 8–9
Short Story The Open Window, by Saki Flashback SE p. 11

6.5/61/1070 pp. 10–16 Plot (review) SE p. 15
Short Story The Californian’s Tale, by Mark Twain Foreshadowing SE p. 18

4.0/61/1050 pp. 17–27 Plot (review) SE p. 26
Literary Perspective Storytelling Is As Old As Mankind, by Joyce

Carol Oates
12.9/74/1520 pp. 28–31
Vocabulary Workshop
p. 32
Short Story Contents of the Dead Man’s Pockets, by Jack Finney Conflict SE p. 34
6.7/59/1190 pp. 33–51 Point of View TE p. 46
Foreshadowing (review) SE p. 50
Academic Vocabulary Workshop

pp. 52–53
Short Story An Astrologer’s Day, by R. K. Narayan Mood SE p. 55

9.2/62/940 pp. 54–62 Characterization TE p. 56
Flashback (review) SE p. 61
Grammar Workshop
p. 63
Short Story Civil Peace, by Chinua Achebe Dialect SE p. 65

6.8/61/1150 pp. 64–71
Vocabulary Workshop
p. 72
Short Story The Masque of the Red Death, by Edgar Allan Poe Allegory SE p. 74
9.5/66/1240 pp. 73–84 Setting (review) SE p. 83
1A
Writing Speaking, Listening,
Reading Skills and Strategies Vocabulary
Grammar and Viewing
Interpret Diction TE p. 4 Write a Literary Analysis Discussion SE p. 6, TE p. 6
SE p. 6
Analyze Plot and Conflict TE p. 8 Create a Plot Diagram SE p. 9
Identify Sequence SE p. 11 Compound Words TE p. 12 Write an Evaluation SE p. 16 Analyze Art SE p. 14

Interpret Imagery TE p. 14 Context Clues SE p. 16 Oral Presentation SE p. 16
Analyze Cause-and-Effect Word Parts SE p. 27 Make a Chart TE p. 18 Debate TE p. 22

Relationships SE p. 18 Write an Outline SE p. 27 Oral Report SE p. 27
Evaluate Historical Influences SE p. 29 Write a Summary SE p. 31 Presentation TE p. 30
Denotation and Connotation

SE p. 32
Respond to Characters SE p. 34 Analogies SE p. 50 Write a Scene TE p. 40 Analyze Art SE p. 36

Predict TE p. 36 Academic Vocabulary Write a Summary SE p. 51 Discussion TE p. 48, SE p. 49
Analyze Character TE p. 38 SE p. 50
Academic Vocabulary Write Sentences SE p. 53

SE pp. 52–53
Analyze Cultural Context SE p. 55 Word Origins SE p. 62 Write a Dialogue TE p. 58 Analyze Art SE p. 59

Interpret Imagery TE p. 60 Academic Vocabulary Apply Description SE p. 62
SE p. 62
Apostrophes in Possessives
SE p. 63
Analyze Historical Context SE p. 65 Denotation and Connotation Write a List SE p. 71 Analyze Art SE p. 69
Synthesize TE p. 66 SE p. 71 Oral Interpretation TE p. 70
Dictionary Use SE p. 72
Interpret Imagery SE p. 74 Analogies SE p. 83 Write a Journal Entry TE p. 78 Analyze Art SE p. 78

Analyze Historical Context TE p. 76 Academic Vocabulary Write an Expository Essay Dialogue TE p. 80
SE p. 83 SE p. 84 Discussion SE p. 82
1B
U N IT ON E
PA R T 2 : Making Choices
Literary Focus Theme and Character Theme SE p. 86

pp. 86–87 Characterization TE p. 86
Character SE p. 87
Short Story Two Kinds, by Amy Tan Motivation SE p. 89

4.5/54/860 pp. 88–102 Theme (review) SE p. 101
Short Story The Car We Had to Push, by James Thurber Dialogue SE p. 104
7.3/60/1080 pp. 103–111 Dialect (review) SE p. 110
Short Story Tuesday Siesta, by Gabriel García Márquez Implied Theme SE p. 113
4.5/55/860 pp. 112–121 Characters (review) SE p. 120
Vocabulary Workshop
p. 122
Short Story When Mr. Pirzada Came to Dine, by Jhumpa Lahiri Theme SE p. 124
8.7/60/1170 pp. 123–141 Motivation (review) SE p. 140
Grammar Workshop
pp. 142–143
Short Story To Da-duh, in Memoriam, by Paule Marshall Characterization SE p. 145

6.5/59/1220 pp. 144–156
Short Story The Book of the Dead, by Edwidge Danticat Irony SE p. 158
5.9/56/920 pp. 157–171 Conflict (review) SE p. 170
Short Story The Censors, by Luisa Valenzuela Satire SE p. 173

6.0/62/1170 pp. 172–177
Informational Text : Cry of the Ancient Mariner, by Carl Safina Irony TE p. 180
pp. 178–182
1C
Grammar and Viewing
Write a Character Sketch
SE p. 87
Connect to Personal Experience Word Usage SE p. 102 Write a Research Report Analyze Art SE p. 97
SE p. 89 Academic Vocabulary TE p. 90 Literature Group SE p. 102
Understand Sequence TE p. 98 SE p. 102 Write a Response TE p. 100
Make Generalizations About Character Word Origins SE p. 111 Write an Interior Monologue Discussion TE p. 104
SE p. 104 Academic Vocabulary SE p. 111 Analyze Art SE p. 108
Visualize TE p. 108 SE p. 111
Make Inferences About Theme Word Parts SE p. 121 Write a Letter TE p. 116 Discussion TE p. 118
SE p. 113 Academic Vocabulary Create a Travel Brochure Analyze Art SE p. 119
SE p. 121 SE p. 121
Multiple-Meaning Words Parts of Speech TE p. 122

SE p. 122
Compare and Contrast Characters Context Clues SE p. 140 Write a Description TE p. 128 Analyze Geography TE p. 124
SE p. 124 Write a Short Story SE p. 141 Analyze Art SE p. 128
Sentence Combining
SE p. 142–143
Make Inferences About Characters Synonyms SE p. 156 Write a Description TE p. 152 Analyze Art SE p. 148
SE p. 145 Write a Dialogue SE p. 156
Compare and Contrast TE p. 150
Analyze Plot SE p. 158 Word Usage SE p. 170 Write a Response TE p. 162 Oral Report TE p. 168
Visualize TE p. 160 Write a Narrative SE p. 171 Discussion SE p. 169
Analyze Cause-and-Effect Word Usage TE p. 176 Write a Journal Entry Analyze Art SE p. 175
Relationships SE p. 173 Word Parts SE p. 177 SE p. 177
Determine Main Idea SE p. 178 Write an Essay TE p. 178 Analyze Art TE p. 180
Interpret TE p. 182 Write a Summary SE p. 182
1D
U N IT ON E
PA R T 3 : Life Transitions
Literary Focus Narrator and Voice Point of View SE p. 184

pp. 184–185 Voice SE p. 185
Style SE p. 185
Short Story Everyday Use, by Alice Walker Reliable/Unreliable Narrator SE p. 187

5.5/53/810 pp. 186–197
Comparing Literature Point of View SE p. 200

Through the Tunnel (short story), by Doris Lessing Conflict TE p. 206
6.6/54/860 Irony TE p. 215
The Vision Quest (short story), by Lame Deer
6.4/55/890
Dear Pie, from Rules to Live By (letter), by F. Scott Fitzgerald
8.4/54/1040 pp. 198–217
Short Story Catch the Moon, by Judith Ortiz Cofer Point of View SE p. 219
7.5/59/930 pp. 218–228 Plot and Setting (review) SE p. 227
Grammar Workshop
p. 229
Short Story And of Clay Are We Created, by Isabel Allende Persona SE p. 231
6.8/64/1240 pp. 230–244 Allusion TE p. 240
Voice (review) SE p. 243
Short Story Lullaby, by Leslie Marmon Silko Style SE p. 246

5.6/56/900 pp. 245–257 Flashback TE p. 250
Narrator (review) SE p. 256
Writing Workshop
pp. 258–265
Speaking, Listening, and Viewing Workshop

pp. 266–267
Independent Reading
pp. 268–269
Assessment
pp. 270–275
1E
Grammar and Viewing
Analyze Voice TE p. 184 Write a Description SE p. 185
Question SE p. 187 Word Usage SE p. 197 Write a Description TE p. 188 Analyze Art SE p. 191
Analyze Character TE p. 192 Academic Vocabulary Write a Character Sketch Multimedia Presentation
Compare and Contrast TE p. 194 SE p. 197 SE p. 197 TE p. 196
Compare and Contrast SE p. 198 Antonyms SE p. 211 Write a Description TE p. 202 Analyze Art SE p. 203
Visualize SE p. 200 Write a Letter SE p. 211 Discussion SE pp. 214, 217
Draw Conclusions TE p. 210 Write an Expository Essay
SE p. 217
Interpret Imagery SE p. 219 Denotation and Connotation Adjective Clauses TE p. 224 Oral Report TE p. 222
Verify Predictions TE p. 220 SE p. 228 Rewrite a Story SE p. 228 Analyze Art SE p. 223
Sentence Fragments
SE p. 229
Analyze Sensory Details SE p. 231 Analogies SE p. 243 Write a Description TE p. 234 Analyze Art SE p. 234
Identify Cause-and-Effect Relationships Academic Vocabulary Write an Expository Essay Performance TE p. 236
TE p. 232 SE p. 243 SE p. 244 Timeline SE p. 242
Evaluate Characters SE p. 246 Word Origins SE p. 257 Write a Dialogue SE p. 257 Analyze Art TE p. 247
Question TE p. 248 Academic Vocabulary Write an Evaluation SE p. 257 Performance SE p. 257
SE p. 257
Recognize Figurative Language Word Origins TE p. 260 Prewrite SE p. 261

TE p. 264 Draft SE p. 262
Write an Introduction
TE p. 262
Revise SE p. 264
Write Literary Criticism
SE p. 265
Transitions TE p. 266 Oral Presentation of Literary

Criticism SE p. 267
Write a Response to
Literature TE p. 268
Write a Review SE p. 269
Write a Comparison-Contrast
Essay SE p. 275
1F
UNIT 1
Focus
Bellringer Options
Literature Launcher
Pre-Reading Video
Daily Language Practice
Transparency 1
Or bring a bottle of syrup to class.
Say: The flavor in this syrup
is intense because it is com-
pressed into a more compact
form. How do you think the
same thing is true of a short
story? Have students discuss
how being a more compressed
type of fiction can make a short
story “sweeter,” such as with
more focused action, fewer char-
acters, and limited setting. Point
out that since a short story writer
must convey a lot in a short
space, each detail is important.
For school-to-home activities, see

Ta Matete (We Shall Not Go to Market Today), 1892. Paul Gauguin. Gouache on canvas, 73 x 92 cm.
Unit 1 Teaching Resources Book,
Kunstmuseum, Basel, Switzerland.
pp. 5–11.
Many of Gauguin’s paintings depict the people and lifestyle of the South Pacific. What story-like details can you
infer from this painting?
For students who would profit
from independent novel study,
see Novel Companion pp. 7–50. UNIT 1 THE S HO RT S TO RY
Unit Introduction Skills

0000_0006_U1_U0_877979.indd ii 12/13/07 1:07:32 PM
Literary Elements Listening/Speaking/Viewing Skills

• Analyze Character (SE p. 3) • Analyze Art (SE p. 0)
• Conflict and Plot (TE p. 2) The Short Story • Discuss Theme (SE p. 6)
• Narrator (TE p. 4)
Reading Skills Writing Skills/Grammar

• Identify Sequence (SE p. 2) Study Skills/Research/Assessment • Literary Analysis (SE p. 6)
• Voice (SE p. 3) • Take Notes (SE p. 6)
• Diction (TE p. 4)
U N IT O N E
UNIT 1
Focus
Summary
This introduction begins with a
summary of the short story genre,
outlining the main elements of the
short story, including plot, setting,
character, theme, and point of
view. An analysis of “The Old Man
at the Bridge” by Ernest Heming-
way illustrates how these elements
govern the story.
Looking Ahead
There is no better place to begin a study of literature than with the short
story. This concise, imaginative genre allows the reader to focus on a
precisely crafted plot, often a single setting, and a limited number of
characters. Whether creating a journey that is bizarre, realistic, or insightful, Answer: Students might say that
the writer will quickly and artfully make the point, often in a way the reader the women on the bench seem to
will never forget. be sharing secrets and talking but
excluding the woman in the cen-
Each part in Unit One focuses on a Big Idea that can help you connect to the ter, who wears a look of concern.
literary works. French artist Paul Gauguin (1848–
1903) was a sailor and a stock-
broker before he began his artistic
PREVIEW Big Ideas Literary Focus
career. In his early years as a
PART 1 Encountering the Unexpected Plot and Setting painter he was part of the Impres-
sionism movement, but eventually
PART 2 Making Choices Theme and Character
he turned toward his Peruvian heri-
PART 3 Life Transitions Narrator and Voice tage and travels in the South Pacific
for inspiration. He was particularly
influenced by the time he spent
living in Tahiti and chose Tahitian
titles for many of his works.
For diagnostic and end-of-unit

I NTROD UC TI ON 1 assessment, see Assessment
Unit Resources Resources, pp. 1–6, 215–216.
0000_0006_U1_U0_877979.indd 1 3/13/08 10:42:13 PM

Print Materials • Assessment Resources, Selection
• Unit 1 Teaching Resources, pp. 1–316 Assessment, pp. 37–76
• Interactive Read and Write (On Level, Technology
Approaching, EL), pp. 1–66 • TeacherWorks Plus CD
• Novel Companion, pp. 7–50 • StudentWorks Plus CD
• Bellringer Option Transparencies: Selection • Literature Launchers: Pre-Reading Videos
Focus 1–15; Daily Language Practice 1–20 DVD, Unit 1
• Literary Element Transparencies: 20, 67, • Literature Online
103, 107 • Interactive Vocabulary CD-ROM
• Assessment Resources, Unit Assessment, • Listening Library CD-ROM
pp. 1–6 • ExamView CD-ROM
1
UNIT 1 Learning Objectives
For pages 1–6

Genre Focus
Teach
In studying this text, you will
focus on the following
objectives: What are the elements that shape
Literary Study:
a short story?
Reading Strategy 1 Analyzing plot and setting.
Analyzing theme and
Setting Ask: What is the set- character.
Katherine Anne Porter, one of the great American short story writers,
Analyzing narrator and voice. said, “Human life itself may be almost pure chaos, but the work of the
ting of the Finney excerpt? (a
artist is to take these handfuls of confusion and disparate things, things
ledge outside a tall city building)
that seem to be irreconcilable, and put them together in a frame to
E NG LI S H LE A R N ERS Explain that, give them some kind of shape and meaning.” Consciously or uncon-
in this context, the word stories sciously, writers make choices. The writer chooses who will be the star
of the story, who will tell the story, where the story will take place, and
refers to the number of floors in a most importantly—what happens! In short story writing, authors make
building. very precise and focused choices about these elements of fiction.
Plot and Setting in Short Stories

Reading Strategy 2
Plot Ask: What makes the Where, When, and How
Now, balanced easily and firmly, he stood on
quotation from “The Open Setting is the time and place in which a story the ledge outside in the slight, chill breeze,
Window” part of the exposition? happens. The setting not only includes physical eleven stories above the street, staring into his
surroundings but can also include the ideas,
(The sentence introduces the set- own lighted apartment, odd and different- 1
customs, values, and beliefs of the period in seeming now.
ting, as well as the open window, which the story takes place.
a key to the plot.) —Jack Finney, from “Contents of the Dead Man’s
Pocket”
Sequence of Events
Writer’s Technique Plot is the sequence of events in a story. Most “You may wonder why we keep that window
Local Color Writing When set- plots begin with the exposition, which intro- wide open on an October afternoon,” said the
duces the characters, setting, and conflicts.
ting dominates in a short story, it Rising action develops the conflict with com-
niece, indicating a large French window that 2
opened on to a lawn.
may be called a local color story. plications and leads to the climax, when the
This type of story is written mainly story reaches its emotional high point. The fall- —Saki (H. H. Munro), from “The Open Window”
ing action is the logical result of the climax,
to depict the way of life in a certain and the resolution presents the final outcome.
region. In the late nineteenth cen-
tury, a local color movement arose
in the United States.
2 UNIT 1 THE S HO RT S TO RY
Literary Element Practice

0000_0006_U1_U0_877979.indd 2 3/20/08 11:51:50
SPIRAL
REVIEW
Conflict and Plot Identify the have students predict what the conflict will
types of conflict that advance the be in stories excerpted on these pages.
plot of a short story. These may be
with nature, society, another character, or
oneself. Review with students that a plot
usually presents complications of one or
more conflicts that reach a climax, and
then after a turning point the falling action
and resolution follow. Using these terms,
2
UNIT 1
Theme and Character in Short Stories
Protagonist and Antagonist Teach
Thirty-five years ago I was out prospecting on
The main character in a story is the protago- the Stanislaus, tramping all day long with
nist. The protagonist faces the main conflict of pick and pan and horn, and washing a hatful Literary Element 3
the story. In many stories, an antagonist works of dirt here and there, always expecting to
against the protagonist in overcoming the con-
flict. The antagonist is usually a character the
make a rich strike, and never doing it.
3 Character and Theme Ask:
reader does not like. —Mark Twain, from “The Californian’s Tale” Who is the protagonist in the
Mark Twain excerpt? (An unsuc-
cessful gold miner) What theme,
Implied and Stated Themes
Luis thought that maybe if they ate together or insight into human nature,
The central message of a story is its theme. For once in a while things might get better between
example, a theme might give an insight into does the excerpt from the Twain
them, but he always had something to do
human nature or a perception about life. around dinnertime and ended up at a ham-
tale suggest? (It points out our
Sometimes authors state their themes directly. burger joint. desire as humans for the easy
More often, a theme is implied through ele-
ments in the story, such as what happens to
solution and its elusive nature.)
—Judith Ortiz Cofer, from “Catch the Moon”
the main character or what the character learns. ENGLIS H LE A R N E R S Explain that
in this context, prospecting means
“exploring an area for valuable
Narrator and Voice in Short Stories materials, such as gold.”
Point of View
The young man was daring and brave, eager
The person telling a story is the narrator. The to go up to the mountaintop. He had been
relationship of the narrator to the story is called
point of view. Stories are usually told from a
brought up by good, honest people who were Reading Strategy 4
wise in the ancient ways.
first- or third-person point of view. In a story
with first-person point of view, the narrator is a —Lame Deer, from “The Vision Quest” Analyze Point of View
character inside the story and uses “I” in telling and Voice Ask: How do the
the story. In a story with third-person point of 4 points of view and narrators’
view, the narrator is outside the story, using
“she” or “he” to tell the story.
voices differ in the selections by
No pestilence had ever been so fatal, or so Lame Deer and Edgar Allan Poe?
Voice hideous. What can you tell from language
Voice is the distinctive use of language that —Edgar Allan Poe, from “The Masque of the Red choice? (Both use third-person
conveys the author’s or narrator’s personality to Death”
narration, but Poe’s intricate
the reader. Every narrator, whether speaking
from a first-person or third-person point of
vocabulary indicates a narrator
view, has a voice. Authors are careful to make Literature Online who is educated and sophis-
the narrator’s vocabulary and syntax consistent.
Literature and Reading For more selections in this
ticated, whereas Lame Deer’s
genre, go to glencoe.com and enter QuickPass code narrator appears plain-spoken and
GL59794u1.
sincere.)
I NTROD UC TI ON 3
English Learners
DI F F ER E NTIATED
AM0000_0006_U1_U0_877979.indd 3 I N STR UCTION 3/20/08 11:52:21 AM
Beginning Review pronouns with English in a diary or personal narrative, second-

learners. Have students create a pronoun person pronouns in a note or letter
chart consisting of first-person (I, we), directed at another person, third-person
second-person (you), and third-person pronouns in a newspaper article or story)
(he, she, it, they) pronouns. Then have stu-
dents explain how these pronouns reveal
the point of view of the story excerpts. Ask
students where they might find examples
of first-person, second-person, and third-
person pronouns. (First-person pronouns
3
UNIT 1
Literary Analysis Model
Teach How do literary elements shape a short story?
Literary Element 1 Ernest Hemingway (1899–1961) influenced the the Bridge,” he succinctly captures the effects of
fiction of his time and after. In “Old Man at the Spanish Civil War on civilians.
Narrator Ask: What can you
tell about the narrator? (The
narrator is a reporter who takes Old Man at the Bridge
interest in the old man but leaves
by Ernest Hemingway
to resume his duties. He is sym-
pathetic.) What does the narrator’s An old man with steel rimmed spectacles and very dusty clothes
sat by the side of the road. There was a pontoon bridge across the
attention to the “far bank” explain? river and carts, trucks, and men, women and children were cross-
(He is worried about the impend- ing it. The mule-drawn carts staggered up the steep bank from the
ing attack by the Fascists.) APPLYING
5 bridge with soldiers helping push against the spokes of the
wheels. The trucks ground up and away heading out of it all and
A P P ROAC H I N G Ask: How does Literary Elements
the peasants plodded along in the ankle deep dust. But the old
the narrator show his sympathy Narrator
man sat there without moving. He was too tired to go any further.
for the old man? (He tells the old It was my business to cross the bridge, explore the bridgehead
The story is told from
10 beyond and find out to what point the enemy had advanced. I did
man that the animals will be fine, the first-person point of
this and returned over the bridge. There were not so many carts
and he urges the old man to leave view.
now and very few people on foot, but the old man was still there.
the area.) Setting “Where do you come from?” I asked him.
“From San Carlos,” he said, and smiled.
The story takes place at
That was his native town and so it gave him pleasure to
a bridge in northeastern
15 mention it and he smiled.
Spain during the
Spanish Civil War
“I was taking care of animals,” he explained.
“Oh,” I said, not quite understanding.
Writer’s Technique (1936–1939).
“Yes,” he said, “I stayed, you see, taking care of animals. I
Character
Minimalism Point out Ernest was the last one to leave the town of San Carlos.”
As you learn more about 20 He did not look like a shepherd nor a herdsman and I looked
Hemingway’s minimalist style. He the old man, the story’s at his black dusty clothes and his gray dusty face and his steel
reduces the writing to its simplest protagonist, you may rimmed spectacles and said, “What animals were they?”
form, thus forcing readers to focus begin to care about him. “Various animals,” he said, and shook his head. “I had to
on the content and its most appar- leave them.”
I was watching the bridge and the African looking country of
ent meaning. Tell students that 25 the Ebro Delta and wondering how long now it would be
Hemingway was a reporter in the before we would see the enemy, and listening all the while for
Spanish Civil War, and ask how his the first noises that would signal that ever mysterious event
called contact, and the old man still sat there.
experiences might have affected Voice
“What animals were they?” I asked.
this story. In the dialogue, the
“There were three animals altogether,” he explained. “There were
characters’ speech is
30 two goats and a cat and then there were four pairs of pigeons.”
brief. This is characteristic
“And you had to leave them?” I asked.
of Hemingway’s style.
4 UNIT 1 THE S HO RT S TO RY
Reading Practice
0000_0006_U1_U0_877979.indd 4 3/13/08 10:45:07
SPIRAL
REVIEW
Interpret Diction This story uses and gentle, in contrast with the brutality of
personal language to focus on the war.) Contrast the story’s language with that
human drama of war. Ask: What usually associated with war.
effect do the words dusty, gray, blankly,
tiredly, and dully have in describing the
old man? (The diction arouses readers’
sympathy.) Point out that Hemingway
describes the man as smiling and thanking.
Ask: What do the old man’s concerns
and actions show about him? (He is kind
4
UNIT 1
35 “Yes. Because of the artillery. The captain told me to go
because of the artillery.”
“And you have no family?” I asked, watching the far end of
the bridge where a few last carts were hurrying down the slope Teach
of the bank.
40 “No,” he said, “only the animals I stated. The cat, of course,
will be all right. A cat can look out for itself, but I cannot think Literary Element 2
what will become of the others.”
“What politics have you?” I asked. Theme Ask: What is ironic
“I am without politics,” he said. “I am seventy-six years old. about the old man’s evacuation?
45 I have come twelve kilometers now and I think now I can go no
further.” (Although he is near death, the
“This is not a good place to stop,” I said. “If you can make it, old man is most concerned about
there are trucks up the road where it forks for Tortosa.” his animals. In addition, it is ironic
“I will wait a while,” he said, “and then I will go. Where do the
that the old man who is so wor-
50 trucks go?”
“Towards Barcelona,” I told him. ried about leaving his animals is
“I know no one in that direction,” he said, “but thank you himself left to die by the narrator.)
very much. Thank you again very much.” How does the narrator’s callous-
He looked at me very blankly and tiredly, then said, having
55 to share his worry with some one, “The cat will be all right, I ness to the old man illustrate
am sure. There is no need to be unquiet about the cat. But the the theme? (It shows what war
others. Now what do you think about the others?” does to people psychologically.)
“Why they’ll probably come through it all right.”
“You think so?”
60 “Why not,” I said, watching the far bank where now there 1
were no carts.
“But what will they do under the artillery when I was told to
leave because of the artillery?”
“Did you leave the dove cage unlocked?” I asked. Political History
65 “Yes.” Spanish Civil War Explain that
“Then they’ll fly.”
“Yes, certainly they’ll fly. But the others. It’s better not to the Spanish Civil War from 1936–
think about the others,” he said.
Plot
1939 is considered to be a pre-
“If you are rested I would go,” I urged. “Get up and try to lude to World War II. The forces of
70 walk now.” You may hope that the
“Thank you,” he said and got to his feet, swayed from side old man will be able to Francisco Franco, backed by Fascist
flee with the others, but, Italy and Nazi Germany, defeated
to side and then sat down backwards in the dust.
in the climax of the story,
“I was taking care of animals,” he said dully, but no longer to
he is too tired to stand. the republican government.
me. “I was only taking care of animals.”
Theme Discuss the story’s setting, Spain’s
75 There was nothing to do about him. It was Easter Sunday and 2
the Fascists were advancing toward the Ebro. It was a gray over- The implication is that Ebro Delta in the late 1930s dur-
war is unlucky for the
cast day with a low ceiling so their planes were not up. That and ing the Spanish Civil War, as Fascist
civilians whose lives it
the fact that cats know how to look after themselves was all the forces are advancing.
touches.
good luck that old man would ever have.
Reading Check
Analyze How does the story reach its climax and
Assess
how is it resolved?
I NTROD UC TI ON 5
Reading Check
Approaching Level
Answer: The man is about to
DI F F ER E NTIATED I N STR UCTION
0000_0006_U1_U0_877979.indd 5
7 PM 12/7/07 11:17:43 AM flee, but feels too tired. He can only
sit back down and await his fate.
Emerging Remind students that irony Make sure that students see the difference
occurs when the opposite of what is between reality and expectation.
expected happens. Help students identify
irony by reading relevant passages aloud.
Diagram the contrast between what read-
ers expect a dying man to worry about and
what the old man actually worries about.
Also address how readers expect the nar-
rator to help and what he actually does.
5
UNIT 1
Assess
Wrap-Up
Guide to Reading Short
Stories Guide to Reading Short Stories Elements of Short Stories
Discuss what is unique about short • Short stories often allow readers to focus • Plot is what happens in a story.
on one setting and a small number of char-
stories. Point out that they contain acters.
• Setting is where the story takes place.
the same elements as longer fic- • Plot development in short stories tends to
• Characters are the actors in a story.
tion and provide excellent material be very compact, especially the exposition, • The narrator tells the story.
for learning to analyze literature. falling action, and resolution.
• Voice refers to the kind of language the
• Reading a short story well involves deter- narrator uses to tell the story.
Elements of Short Stories mining the theme, often by paying atten-
tion to what befalls the main character.
• The theme is the story’s most meaningful
Review the elements of the short message.
story. Apply each element to “The • Notice whether the narrator is inside the
Old Man at the Bridge.” story (first-person point of view) or out-
side the story (third-person point of view).
Literature Online
Activities • To help you stay engaged as you read a
Unit Resources For additional skills practice, go to
story, think of your own adjectives to glencoe.com and enter QuickPass code GL59794u1.
1. Literary Analysis Diagram the describe the characters and the narrator.
plot movement that arises from
these two characters’ interac-
tions. Students should recognize
Use what you have learned about reading
➤
the exposition, the rising action,
the climax, and the falling action Activities and analyzing short stories to complete
one of the following activities.
and resolution implied by the
last paragraph. 1. Literary Analysis Write about the relationship
between the narrator and the old man in “Old FOLDABLES STUDY ORGANIZER
2. Speaking and Listening Build Man at the Bridge.” How did their interactions
students’ awareness of the skills affect the plot?
needed for a good discussion. 2. Speaking and Listening In a small group, dis- Plot
cuss the theme of “Old Man at the Bridge.” Give
3. Take Notes Emphasize the each group member a chance to choose a line
Setting
value of the Foldables Study from the story that contributes to the theme and Theme
Organizer for review and for ref- to explain how the line contributes to the story’s
Character
meaning.
erence while reading the selec-
3. Take Notes Try using this study organizer to
Narrator
tions in the unit.
keep track of literary elements in the stories in Voice
Unit 1.
See page R20 for folding instructions.
Have students make and label

the Foldables Study Organizer. 6 UNIT 1 THE S HO RT S TO RY
Then have them write notes
about each literary element Speaking Practice
under each heading. 0000_0006_U1_U0_877979.indd 6 3/25/08 9:38:07 A
SPIRAL
REVIEW
Literary Analysis Re-
SMALL GROUP
Finally, allow groups time to present their
mind students that when interpretations and supporting evidence
they analyze literature, it is orally to the entire class.
of foremost importance that they support
their ideas with evidence from the text.
Organize students in small groups and
allow them time to discuss their inter-
pretations of the theme of the text. Then
have group members provide support
from the text for their interpretations.
6
PART 1 UNIT 1
PA R T 1
Encountering the Analyze and

Unexpected Extend
Big Idea
Encountering the Unex-
pected Ask students to consider
their reactions to unexpected
occurrences in their own lives, and
suggest that they predict how the
fictional characters might experi-
ence surprising happenings. Part 1
will deepen their understanding of
the experience of encountering the
unexpected. Encourage students to
contemplate this “big idea.”
S
Answer: Answers will vary. Stu-
dents may say that the reflections
Accident in the Hall of Mirrors, 1999. Graeme Wilcox. Acrylic on canvas, 128 x 158 cm. are unusual because they show
Wilcox has painted realistic figures which appear as if in a mirror. How are the reflections many versions of the same man
different from what you would expect? How does the center figure seem to react to his image?
or many men, an impossible situa-
tion in everyday reality.
BIG IDEA The Scottish painter Graeme Wilcox
has studied at the Glasgow School
People never know exactly what their futures will bring. Many people expect
of Art and at the Brighton College of
that tomorrow will be much like today. In the short stories in Part 1, you will
encounter people and events that are not always what they initially seem to be. Art. His paintings, realistic in nature,
As you read these stories, ask yourself, How do people cope when they invite the viewer to ponder what
suddenly encounter the unexpected? may happen next to the subjects.
Ask students to study the painting,
7 and discuss their reactions.
English Learners
0007_0009_U1_PO1_877979.indd 7 1/18/08 12:34:31 AM
For additional support for English

Beginning Help English learners con- occurred and the ways that students Learners, see Unit 1 Teaching
nect with and better understand the reacted. Resources Book, p. 20.
literature in Part 1 by drawing them into
conversations about their immigration
experiences. Ask: What did you expect
when you moved to the United States?
What actually happened? What did
you expect when you started school?
What actually happened? Lead a discus-
sion about the unexpected events that
7
Learning Objectives
LITERARY FOCUS
Literary Focus For pages 8–9
objective:
Plot and Setting
Focus Literary Study: Analyzing
plot, setting, and conflict.
How do short stories create events

and places?
Bellringer Options Think of a favorite story. Where does it take place? Can you imagine
Daily Language Practice the same people, events, and themes happening somewhere else?
Especially in a short story, where there is often only one setting, the
Transparency 2
setting can be an essential component of the tale being told. In Shirley
Or when students arrive at class, Jackson’s short stories, the bucolic, small-town settings she so often
have the room set up differ- uses are an integral part of her stories’ characteristic twists and turns.
ently, such as with the lights off,
the desks rearranged, and art
images projected on the walls.
Say: Think about how you
The second chamber was purple in its
respond when you encounter ornaments and tapestries, and here the
something unexpected in your panes were purple. The third was green
life. Ask: How do you cope throughout, and so were the casements.
The fourth was furnished and lighted with
with new challenges? Discuss
orange—the fifth with white—the sixth with
students’ responses. violet. The seventh apartment was closely
shrouded in black velvet tapestries that
1 hung all over the ceiling and down the
walls, falling in heavy folds upon a carpet
of the same material and hue. But in this
chamber only, the color of the windows
failed to correspond with the decorations.
The panes here were scarlet—a deep
blood color.
—Edgar Allan Poe, from “The Masque of the
Teach Red Death”
Literary Element 1
Plot and Setting Ask: Based
on the details and language in
the passage, what kind of setting
does Poe portray? (It is a dark,
gothic setting.)
A P P ROAC H I N G Have students 8 U N IT 1 THE S HO RT S TO RY
close their eyes and visualize the
Reading Practice
setting as you read aloud. Tell
0007_0009_U1_PO1_877979.indd 8 3/20/08 11:54:36
them to pay attention to the word
choice and the effects it has. Ask: SPIRAL
REVIEW
Analyze Plot and Conflict Re- and have students give examples of each
How does the setting make you mind students that the basis of kind from familiar literature.
feel? (Possible response: It elicits every plot is a conflict that the main
suspense or foreboding.) character faces. Tell students that this
conflict is often included in the exposition.
The introduction of the conflict is the incit-
ing incident that leads to the rising action.
Ask a volunteer to identify the conflict in
the Cinderella story. Discuss the different
kinds of conflict—internal and external—
8
Setting
Setting is the time and the place of a story. It
also includes the customs, beliefs, and values
Detail Aspect of Setting Literary Focus
of that time and place. An author can use the “panes were purple” somber, dark place
setting to create expectations in a reader. Then, “shrouded in black velvet” reminder of death
the author can use those expectations to create
a mood such as surprise, disappointment, or
shock. Consider the setting of “The Masque of
“a deep blood color” sense of foreboding
Teach
the Red Death”:
Reading Strategy 2
Cinderella
CLIMAX
...............................
Use Graphic Organizers
dances with The stepsisters try to force 2 Ask: What purpose does the
the prince, but their feet into the slipper.
leaves hurriedly It fits Cinderella. plot diagram serve? (It allows
A fairy godmother at midnight, readers to see a visual depiction
appears and loses a slipper.
FALLING of a story.) What other kinds of
Cinderella lives with provides Cinderella ACTION
with clothes, coach, ................
her stepsisters and
An invitation and footman.
The prince says diagrams might help you track
their mother. They he will marry Cinderella
make her wear rags to a ball the woman and the prince the plot of a story? (Possible
and do all the hard at the palace Cinderella whom the marry.
work. arrives. goes to the ball. slipper fits. responses: sequence of events
charts, story maps)
The stepsisters
prepare ENGLIS H LE A R N E R S Inform English
for and go to They live happily
the ball. ever after. learners that graphic organizers can
................................ .................................................................................... ........................
EXPOSITION RISING ACTION RESOLUTION help to make complicated storylines
more clear. Tell students that they
Plot Plot is the sequence of events in a story—
a series of related incidents. Plots usually can use graphic organizers to keep
involve a conflict, a struggle between oppos- track of events, characters, and
ing forces.
Quickwrite themes in works of literature.
• An external conflict is a struggle between a
Complete a Plot Diagram Choose a story that
character and an outside force, such as
is familiar to you and diagram the plot. Give
another character, nature, society, or fate.
details about the exposition, the rising action, the
• An internal conflict takes place within the climax, the falling action, and the resolution. If
mind of a character who struggles with your story contains foreshadowing or flashback,
opposing feelings or with indecision. show these elements on your diagram.
The events that make up the plot of “Cinderella”
are shown in the diagram above.
Order of Events Authors vary the way they
present plot events. They use foreshadow-
ing—clues or hints to prepare readers for Literature Online
Assess
events that will happen later in the story. Quickwrite
Literature and Reading For more about literary
Authors use flashback—an interruption in the
chronological order of a story to tell an event
elements, go to glencoe.com and enter QuickPass code If possible, distribute large paper
GL59794u1.
that happened earlier. on which students can draw their
plot diagrams. Students’ diagrams
should give accurate details about
L I TE RARY FO C US 9
the exposition and identify the
Advanced Learners rising action, climax, falling action
DI F F ER ENTIATED
AM0007_0009_U1_PO1_877979.indd
9 I N STR U C T IO N 3/20/08 11:55:11 AM and resolution.
SMALL GROUP
Evaluate Style Tell students that particular style to create a genre of horror For an activity related to this
Edgar Allan Poe is considered a through tone, mood, theme, and narration. selection, see Unit 1 Teaching
Resources Book, p. 19.
master of the horror genre and the father
of the American short story. Poe was one
of the first American writers to compact the
elements of a novel into the parameters
of a short story. Have students read one of
Poe’s short stories. Then have small-group
discussions about the way Poe uses his
9
Before You Read
World Literature
Before You Read England
Focus The Open Window
Bellringer Options Meet Saki

(1870–1916)
Selection Focus
Transparency 1
W
hat if, as a child, you were locked
Daily Language Practice away in a country house with two
Transparency 3 strict, bickering aunts as your
guardians? How would you satisfy your
Or ask: What are some syn- desire for diversion? If you possessed the
onyms for the word lying? satiric humor, wit, and writing talents of Saki,
you might have found satisfaction as he did,
Write students’ responses on the by writing stories.
board, and discuss.
Childhood Trials Hector Hugh Munro (Saki’s
Ask: What is the difference real name) was the third child in an upper-
between lying and tricking? class English family. He was born in the former
(Tricking sounds less serious British colony of Burma. When his mother
was pregnant with her fourth child, the family
“The best stories of Munro are all of
than lying, as in a joke.) What is returned to England, but she was killed in an childhood, its humor and its comedy as
the difference between lying accident before giving birth. Saki’s father well its cruelty and unhappiness.”
and storytelling? (Storytelling is decided to return to Burma. He sent his three
children to live with his mother and two —Graham Greene, from The Best of Saki
meant to entertain, while lying is unmarried sisters in an English village.
meant to deceive.)
Saki’s aunts were not at all suited to caring
for children. They imposed strict rules and Finding Success Also in 1900, Saki began writ-
constantly quarreled with each other. Saki ing captions for political cartoons. It was at this
never forgot his childhood experiences and time that he took his rather surprising pen
many of his stories would have tyrannical name, the single name Saki, an allusion to the
aunts and young children who wreaked Rubáiyát of Omar Khayyám, a famous epic poem.
havoc on adults.
Saki was able to focus solely on writing short
From Burma to London When Saki was stories from 1909 until 1914, when he joined
twenty-three, he took a position with the the army to fight in World War I. Saki was
military police in Burma. He was enthralled mortally wounded on a French battlefield.
by the region’s exotic landscape, especially However, his literature lives on. Saki’s stories
the wild animals. Munro’s fascination with and three novels have been published in the
and respect for animals emerges as another volume The Complete Works of Saki, and they
repeated feature of his stories. continue to delight readers today.
When he contracted malaria, Saki returned to
England. When he was well, he moved to Literature Online
London to pursue his literary career. In 1900 Author Search For more about Saki, go to glencoe.com
his first work, The Rise of the Russian Empire, and enter QuickPass code GL59794u1.
was published.
10 U N IT 1 THE S HO RT S TO RY
Selection Skills
0010_0011_U1P1_877979.indd 10 3/25/08 9:39:01 A

• Flashback (SE pp. 11, 12, 15) The Open Window • Analyze Art (SE pp. 14)
• Plot (SE p. 15) • Literary Criticism (SE p. 16)

• Identify Sequence (SE pp. 11, 12, Vocabulary Skills • Research and Report (SE p. 16)
13, 16) • Context Clues (SE p. 16; TE p. 11)
• Interpret Imagery (TE p. 14) • Academic Vocabulary (SE p. 16)
10
Literature and Reading Preview
Learning Objectives
Before You Read
For pages 10–16
Connect to the Short Story
Focus
Has your first impression of someone ever turned out to be
objectives:
wrong? Freewrite for a few minutes about a time when you
Literary Study: Analyzing
were mistaken about a first impression.
flashback. Summary
Build Background Reading: Identifying sequence
Framton Nuttel calls on Mrs. Sap-
“The Open Window” takes place in the early 1900s at an pleton. As he awaits Mrs. Sapple-
English country house set on an estate with hunting grounds.
At the time of this story, it was not unusual for upper-class
ton, her niece tells him that it is the
families to welcome into their homes strangers who brought third anniversary of the disappear-
with them a letter of introduction from a mutual acquaintance. Vocabulary ance of a hunting party led by Mrs.
self-possessed (self́ pə zest) Sappleton’s husband and that the
Set Purposes for Reading
adj. in control of oneself; com- distraught Mrs. Sappleton refuses
Big Idea Encountering the Unexpected posed; p. 12 Many people were to accept the loss and keeps the
As you read “The Open Window,” ask yourself, How does Saki nervous, but she was completely
self-possessed. French window open for the party’s
use the twists and turns in the story to manipulate not only the
return. Nuttel flees in fear when he
story characters but his readers as well? duly (dō ō ̄ ́̄ le) adv. rightfully;
suitably; p. 12 He was duly sees the supposedly long-missing
Literary Element Flashback impressed with the grand house. hunting party approach the house.
A flashback is an interruption of the chronological order of the infirmity (in fur mə tē) n. a
story to show an event that happened earlier. As you read, ask weakness or an ailment; p. For summaries in languages
yourself, How does Saki use flashback to give information that 13 He once was a vibrant, ener- other than English, see Unit 1
helps explain the main events of the story? getic man, but age and infirmity Resources Book, pp. 21–26.
had slowed him down.
Reading Strategy Identify Sequence
To identify sequence is to recognize the order of events in a
imminent (im ə nənt) adj.
likely to happen soon; p. 14
literary work. As you read, ask yourself, What clues or signal
Dark, thick clouds are gathering, Vocabulary
words point to the chronological, or time, order of events?
and rain seems imminent.
Context Clues Remind
Tip: Organize Events Use a sequence chart to put important students that context clues may
events in the story in chronological order.
define an unfamiliar word, provide
Sequence of Events examples of the word, or offer con-
The first thing that happens is:
trasts to the word. Point out in the
Framton Nuttel waits for Mrs. Sappleton with her Vocabulary box the example sen-
niece Vera.
tence for the word infirmity. Ask:
➧ ➧
What words in this sentence

After that: contrast with the word infirmity?
Vera asks Nuttel if he knows anything about her aunt,
and he says, “Only her name and address.” (vibrant, energetic)
Next:
Vera tells Nuttel about her aunt’s “great tragedy.”
S AKI 11 For additional vocabulary practice,

see Unit 1 Teaching Resources
English Learners
Book, p. 29.
DI F F ER E NTIATED
AM0010_0011_U1P1_877979.indd 11 I N STR UCTION 3/20/08 11:56:51 AM
For additional context, see Glencoe

Beginning Review with English learners her niece. In the middle of the story, the
Interactive Vocabulary CD-ROM.
that traditional short stories have a begin- niece reveals information about her aunt. At
ning, a middle, and an end. In the beginning the end of the story, this information causes
of a story, the author provides background Nuttel to run away. Have students create
information about characters and setting charts with the headings Beginning, Middle,
and hints at the action to come. Most of the and End, and note details of the story under
action of a story takes place in the middle each heading. After reading, discuss with
of a story. The end of the story reveals students the details they recorded.
the results of the action. Explain that in
the beginning of this story, Framton Nuttel
arrives at Mrs. Sappleton’s home and meets
11
Teach
Literary Element 1
Flashback Answer: Nuttel
is in the country. His sister has
encouraged him to visit people to
help his nerves.
Ask: Based on this flashback,
do you believe this visit will help Saki
Nuttel’s nerves? (Answers will
vary. Some will say that it is better
to be around people; others will
say that it will make him more
nervous.) y aunt will be down presently, introduction to all the people I know there.
Mr. Nuttel,” said a very self- Some of them, as far as I can remember,
possessed young lady of fif- were quite nice.”
Reading Strategy 2 teen; “in the meantime you must try and Framton wondered whether Mrs.
put up with me.” Sappleton, the lady to whom he was pre-
Identify Sequence Answer: Framton Nuttel endeavored to say the senting one of the letters of introduction,
This is after Framton’s arrival at correct something which should duly flat- came into the nice division.
ter the niece of the moment without “Do you know many of the people
their home. He is sitting with the
unduly discounting the aunt that was to round here?” asked the niece, when she
niece, thinking of the conversation come. Privately he doubted more than ever judged that they had had sufficient silent
in the flashback. whether these formal visits on a succession communion.
of total strangers would do much towards “Hardly a soul,” said Framton. “My
For an audio recording of this helping the nerve cure which he was sup- sister was staying here, at the rectory, you
selection, use Listening Library posed to be undergoing. know, some four years ago, and she gave
Audio CD-ROM. “I know how it will be,” his sister had me letters of introduction to some of the
said when he was preparing to migrate to people here.”
this rural retreat; “you will bury yourself He made the last statement in a tone of
For additional practice using the down there and not speak to a living soul, distinct regret.
reading skill or strategy, see Unit 1 and your nerves will be worse than ever “Then you know practically nothing
Teaching Resources Book, p. 28. from moping. I shall just give you letters of about my aunt?” pursued the self-
possessed young lady.
“Only her name and address,” admitted
Flashback What background information does this flash- the caller. He was wondering whether Mrs.
Readability Scores 1 back provide? Sappleton was in the married or widowed
Dale-Chall: 6.5 Vocabulary
DRP: 61 self-possessed (self́ pə zest) adj. in control of one- Identify Sequence Is this taking place before or after
Lexile: 1070 self; composed Framton Nuttel’s arrival at the Sappletons’ home? Explain 2
duly (dō ō̄ ̄ lē) adv. rightfully; suitably how it relates to the flashback that precedes it.
Vocabulary Practice
0012_0014_U1P1_877979.indd 12 1/18/08 12:38:54 AM
SPIRAL
REVIEW
Compound Words Say: The many compound words by thinking about
word chalkboard is a compound the meanings of their parts. For example,
word, a word made up of two a person who is self-possessed possesses
other words with separate and distinct (and therefore controls) himself or herself.
meanings. You probably know what the Have students brainstorm a list of other
compound means because you know compound words.
the meanings of its parts. Explain that
students can determine the meanings of
12
state. An undefinable something about the
room seemed to suggest masculine habitation.
still, quiet evenings like this, I almost get a
creepy feeling that they will all walk in Teach
“Her great tragedy happened just three through that window—”
years ago,” said the child; “that would be She broke off with a little shudder. It was
since your sister’s time.” a relief to Framton when the aunt bustled Reading Strategy 3
“Her tragedy?” asked Framton; some- into the room with a whirl of apologies for
how in this restful country spot tragedies being late in making her appearance. Identify Sequence Answer:
seemed out of place. “I hope Vera has been amusing you?” Vera tells Nuttel about ”the trag-
“You may wonder why we keep that she said. edy.” Mrs. Sappleton arrives and
window wide open on an October after- “She has been very interesting,” said speaks as if nothing bad has ever
noon,” said the niece, indicating a large Framton. happened.
French window 1 that opened on to a lawn. “I hope you don’t mind the open win-
“It is quite warm for the time of the dow,” said Mrs. Sappleton briskly; “my hus-
year,” said Framton; “but has that window band and brothers will be home directly from
got anything to do with the tragedy?” shooting, and they always come in this way.
“Out through that window, three years They’ve been out for snipe in the marshes Writer’s Technique S
ago to a day, her husband and her two today, so they’ll make a fine mess over my Cleverness and Twists Saki’s
young brothers went off for their day’s poor carpets. So like you men-folk, isn’t it?” clever, witty stories make readers
shooting. They never came back. In cross- She rattled on cheerfully about the shoot- both laugh and cringe as they read
ing the moor to their favorite snipe-shooting ing and the scarcity of birds, and the pros-
about the deceptions and cruelties
ground they were all three engulfed in a pects for duck in the winter. To Framton it
treacherous piece of bog.2 It had been that was all purely horrible. He made a desper- that supposedly civilized people
dreadful wet summer, you know, and ate but only partially successful effort to inflict upon one another. Many of
places that were safe in other years gave turn the talk on to a less ghastly topic; he Saki’s stories end with unexpected
way suddenly without warning. Their was conscious that his hostess was giving twists; he is often compared to the
bodies were never recovered. That was the him only a fragment of her attention, and writer O. Henry.
dreadful part of it.” Here the child’s voice her eyes were constantly straying past him
lost its self-possessed note and became fal- to the open window and the lawn beyond.
teringly human. “Poor aunt always thinks It was certainly an unfortunate coincidence
that they will come back some day, they that he should have paid his visit on this
and the little brown spaniel that was lost tragic anniversary.
with them, and walk in at that window just “The doctors agree in ordering me com-
as they used to do. That is why the window plete rest, an absence of mental excitement,
is kept open every evening till it is quite and avoidance of anything in the nature of
dusk. Poor dear aunt, she has often told me violent physical exercise,” announced
how they went out, her husband with his Framton, who labored under the tolerably
white waterproof coat over his arm, and wide-spread delusion that total strangers and
Ronnie, her youngest brother, singing, chance acquaintances are hungry for the least
‘Bertie, why do you bound?’ as he always detail of one’s ailments and infirmities, their
did to tease her, because she said it got on
her nerves. Do you know, sometimes on
Identify Sequence What is the sequence of events that
1. A French window is a pair of door-like windows hinged at leads up to Nuttel wanting to change the topic? 3
opposite sides and opening in the middle.
2. A moor is a tract of open, rolling, wild land, often having Vocabulary
marshes. Snipe are wetland game birds. The men here are
infirmity (in fur mə tē) n. a weakness or an ailment
hunting snipe.
S AKI 13
English Learners
DI F F ER E NTIATED
0012_0014_U1P1_877979.indd 13 I N STR UCTION 3/13/08 10:49:23 PM
Early Advanced Explain that mood in mood. On the board, write the words As students read, ask them to look for
literature refers to the feelings that authors tragedy, dreadful, creepy, shudder, additional examples of words that create
create in readers. In “The Open Window,” horrible, and ghastly. Discuss each word’s mood. Explain that the mood may change,
the description and the niece’s story create part of speech and explain how each word and encourage students to look for words
a tense, frightening mood. The author uses contributes to the mood. that show a change in mood.
several descriptive words to reinforce this
13
Teach arms, and one of them was additionally
burdened with a white coat hung over his
shoulders. A tired brown spaniel kept close
at their heels. Noiselessly they neared the
Literary Element 1 house, and then a hoarse young voice
chanted out of the dusk: “I said, Bertie,
Figurative Language Say: why do you bound?”
The phrase “muddy up to the Framton grabbed wildly at his stick and
eyes” tells us that the hunters hat; the hall door, the gravel drive, and the
are covered in mud. Why might front gate were dimly noted stages in his
they be muddy? (They have been headlong retreat. A cyclist coming along the
hunting in a bog.) road had to run into the hedge to avoid
imminent collision.
E NG LI S H LE A R N ERS Help English
“Here we are, my dear,” said the bearer
language learners with the expres- of the white mackintosh,3 coming in
sion “muddy up to the eyes.” through the window; “fairly muddy, but
most of it’s dry. Who was that who bolted
out as we came up?”
“A most extraordinary man, a Mr. Nuttel,”
said Mrs. Sappleton; “could only talk about
Big Idea 2 At the Window, 1894. William Merritt Chase. Pastel and his illnesses, and dashed off without a word
paper, 18.5 x 11 in. Brooklyn Museum of Art, NY. Gift of Mrs. of good-bye or apology when you arrived.
Encountering the Henry Wolf, Austin M. Wolf, and Hamilton A. Wolf. One would think he had seen a ghost.”
Unexpected Answer: If read- What qualities might the girl in this drawing “I expect it was the spaniel,” said the
share with the niece in the story?
ers knew ahead of time that she niece calmly; “he told me he had a horror of
made up tales, there would be no dogs. He was once hunted into a cemetery
surprises in the story. The story cause and cure. “On the matter of diet they somewhere on the banks of the Ganges by a
are not so much in agreement,” he continued. pack of pariah4 dogs, and had to spend the
becomes entertaining when the
“No?” said Mrs. Sappleton, in a voice night in a newly dug grave with the crea-
reader does not quite know what which only replaced a yawn at the last tures snarling and grinning and foaming
is going on until the end. moment. Then she suddenly brightened just above him. Enough to make any one
into alert attention—but not to what lose their nerve.” Romance5 at short notice
Framton was saying. was her specialty. m
S “Here they are at last!” she cried. “Just in
time for tea, and don’t they look as if they 3. A mackintosh is a heavy-duty raincoat.
Answer: The girl’s expression 1 were muddy up to the eyes!” 4. The Ganges is a river in northern India. A pariah is one
who is shunned or despised by others. In India, where
conveys a feeling of boredom and Framton shivered slightly and turned dogs are not highly regarded, packs of wild dogs are
dissatisfaction. This may be how towards the niece with a look intended to considered pariahs.
the niece feels about her life and convey sympathetic comprehension. The 5. Here, romance means “tales of extraordinary or
mysterious events.”
child was staring out through the open win-
why she makes up stories.
dow with dazed horror in her eyes. In a chill Encountering the Unexpected Why does Saki wait until
shock of nameless fear Framton swung round the last line of the story to tell readers that telling tales
was Vera’s specialty?
2
in his seat and looked in the same direction.
To check students’ understanding In the deepening twilight three figures
Vocabulary
of the selection, see Unit 1 Teach- were walking across the lawn towards the
imminent (im ə nənt) adj. likely to happen soon
ing Resources Book, p. 32. window; they all carried guns under their
Reading Practice CA ON LEVEL

0012_0014_U1P1_877979.indd 14 1/18/08 12:40:15 AM
SPIRAL
REVIEW
Interpret Imagery Point out that the board. (Students may point out the
Saki uses a great deal of imagery details regarding the niece’s reaction and
to convey information and create the description of the hunting party.) Ask:
mood at the end of his story. The descrip- What mood do these details create?
tive details that Saki includes help read- (Students may say that the details create
ers visualize the scene and see what the a mood of horror, fright, or shock.)
characters see. Ask: What details and
descriptions help you create a men-
tal picture of the scene in which Mrs.
Sappleton sees the hunting party return
home? Record students’ responses on
14
After You Read After You Read
Respond and Think Critically
Respond and Interpret Vera’s behavior, what might you conclude about Assess
Vera’s motives?
1. What was your reaction to Vera and Framton 1. Answers will vary.
Nuttel? 6. The author subtly plays with the theme of hunt-
2. (a) Nuttel is taking a vacation to
ing in this story. How is Vera like a hunter and
2. (a)Why does Framton Nuttel visit Mrs. Sappleton? improve his nerves. (b) Nuttel’s
Framton Nuttel like her prey?
(b)What do you think Vera notices as they sit in
discomfort and nervousness
silence and wait for Mrs. Sappleton? Connect
3. (a) If Nuttel knows anyone in the
3. (a)What does Vera ask Framton Nuttel to break
7. Big Idea Encountering the Unexpected area (b) She has another motive.
the silence? (b)Do you think that she asks this
A surprise reversal of events is a common
question because she is curious, or do you
theme in Saki’s stories. How does Saki employ
She must make sure that Nuttel
think she has another motive? Explain. does not know about her uncle
this theme in “The Open Window”?
4. (a)What is Vera’s reaction to the appearance of
8. Connect to Today Would you like to be
or her brothers.
the three men returning from the moor? (b)How 4. (a) Vera stares in horror out the
friends with Vera? Why or why not? Use details
do you think this contributed to Nuttel’s reaction?
from the story to support your opinion. open window. (b) It makes her
Analyze and Evaluate story more believable.
5. (a)How might Vera’s poise and self-confidence 5. (a) She seems mature and
contribute to her being believed? (b)In analyzing
unlikely to tell tales. (b) She is
mischievous; she is mean.
Literary Element Flashback Review: Plot
6. Vera senses Nuttel’s weaknesses
ACT Skills Practice As you learned on page 8, plot refers to the
and attacks him.
sequence of events in a story.
1. How does the author create an opportunity for 7. There are several reversals: from
Vera to tell her lengthy flashback? Partner Activity Meet with a classmate and work
together to identify the plot elements of “The Open humor (nervous Nuttel) to trag-
A. The event she describes occurred three edy (the three deaths) to horror
Window.” Working with your partner, create a plot
years earlier.
diagram like the one below. Then fill it in with spe- (the “ghosts” appear) to humor
B. The hunting party is late returning. cific events from the story.
(Nuttel runs away).
C. Vera speaks rapidly and dramatically. S TART
D. Mr. Nuttel has to wait some time for Vera’s
8. Some students might enjoy
aunt to appear. Exposition Vera’s imagination. Others may
➧ ➧ ➧ ➧
fear her guile.

2. How does Vera’s fanciful flashback have ironic
consequences? Rising Action
For additional assessment, see
F. Vera’s aunt is puzzled by Mr. Nuttel’s abrupt Assessment Resources, pp. 37–38.
departure. Climax
G. The hunting party looks exactly the way Vera
described it. Literary Element
Falling Action
H. Visiting his neighbors does nothing to help
Mr. Nuttel’s nerves. 1. D is the correct answer. While
J. Mr. Nuttel believes every word of Vera’s tall Resolution awaiting her aunt, Vera fills the
tale.
F IN I SH time with her fanciful horror
S AKI 15 story.
2. H is the correct answer. The
purpose of Mr. Nuttel’s visit is to
0015_0016_U1P1_877979.indd 15 3/25/08 9:41:15 AM
calm his nerves. Ironically, the
Review: Plot visit has exactly the opposite
effect.
Exposition: Nuttel pays a visit to the Falling Action: Nuttel bolts from the
Sappletons. Vera questions Nuttel. house. Vera says that he does so because Progress Check
Rising Action: Vera relates “the tragedy.” he is afraid of dogs.
This tragedy is the reason for the open Resolution: Invention is Vera’s specialty. Can students understand the
window. Mrs. Sappleton awaits the hunt- author’s use of flashbacks?
ing party’s return—confirming her apparent If No ➔ See Unit 1 Teaching
delusion. Resources Book, p. 27.
Climax: Nuttel sees the hunters and thinks
they are “ghosts.”
15
After You Read Reading Strategy Identify Sequence Research and Report
Within “The Open Window” is a second narrative.
That is the story that Vera tells Nuttel about her Literary Criticism
Assess uncle’s death while hunting on the moors. Review
the sequence chart you created for the main
Assignment Evaluate literary criticism about Saki’s
work and write a short response in which you
events in the story.
Reading Strategy explain whether you agree or disagree that the criti-
1. Use your sequence chart to summarize the story. cism applies to “The Open Window” and to Vera.
1. Nervous Nuttel visits Mrs. Present the response to the class.
2. When the author used a flashback at the begin-
Sappleton. In her absence, her ning of the story, what helped you recognize Prepare Read the following quotation about Saki’s
niece tells of a missing hunting that as a flashback? work by critic Elizabeth Drew:
party. The aunt clearly expects “The cruelty is certainly there, but it has nothing
her husband’s return. The Vocabulary Practice perverted or pathological about it…It is the
party appears, and Nuttel runs Practice with Context Clues Identify the genial heartlessness of the normal child,
context clues in the following sentences that whose fantasies take no account of adult
away in horror. Vera invents an
help you determine the meaning of each bold- standards of human behavior.”
explanation. faced vocabulary word. Some literary criticism may include unfamiliar words
2. He converses with his absent 1. The older daughter was always confident or words with unfamiliar connotations. Use a diction-
sister. The flashback explains and self-possessed, unlike her nervous ary to look up perverted, pathological, and genial.
why Nuttel is visiting Mrs. Sap- younger sister. Determine your position. Craft a thesis statement
about your position. Use a graphic organizer as
pleton; this must come before 2. He was duly polite as always and spoke below with story details to support your argument.
the actual visit. and acted like a perfect gentleman.
Thesis
3. Although the long illness had weakened him,
the man never complained of his infirmity.
Vocabulary Practice
4. We knew the arrival of the train was immi-
1. confident, unlike her nervous nent when we heard its whistle and then
younger sister saw light flash on the walls of the tunnel. Detail that
supports thesis:
Detail that
supports thesis:
Detail that
supports thesis:
2. spoke and acted like a perfect
gentleman Academic Vocabulary
Report When you present your response, make
3. illness, weakened him eye contact, speak loudly and clearly, and maintain
Vera’s words and actions allow the reader to
4. heard its whistle, saw light flash deduce that she is creative, spontaneous, and, good posture to reflect confidence. Use an appropri-
on the walls of the tunnel above all, mischievous. ate tone of voice to enhance appeals to logic and
emotion.
Deduce is an academic word. More familiar
words and phrases that are similar in meaning Evaluate Write a paragraph evaluating your report.
Academic Vocabulary are figure out, infer, and conclude. Show the When your classmates present, offer oral feedback
meaning of deduce by completing this sen- on their performances. Use the rubric on page 267
Answers will vary. Sample answer: for help in your evaluation.
tence starter: I deduce that Lauren is not com-
I deduce that Lauren is not coming ing to the party ______.
to the party because it is already For more on academic vocabulary, see pages Literature Online
8:00 .., and Lauren is never late. 52 and 53. Selection Resources For Selection Quizzes, eFlash-
cards, and Reading-Writing Connection activities, go to
glencoe.com and enter QuickPass code GL59794u1.
0015_0016_U1P1_877979.indd 16 3/25/08 9:49:07 A
Research and Report Literary Criticism

Students’ reports should: Students should:
• reflect a specific position on the literary • speak loudly and clearly
criticism • use nonverbal techniques to engage the
• include a thesis statement that clearly articu- audience
lates position • offer thoughtful oral feedback in evaluating
• incorporate evidence from the story to sup- classmates’ performances
port ideas • follow up with written suggestions for
improvement in tone, clarity, and body lan-
For grammar practice, see Unit 1 Teaching
guage, as well as main ideas and support
Resources Book, p. 31.
16
Before You Read Before You Read
The Californian’s Tale Focus
Meet Mark Twain Bellringer Options
(1835–1910)
Selection Focus
Transparency 2
M
ark Twain is the pen name of one of
America’s best-known and most Daily Language Practice
beloved authors. Born Samuel Transparency 4
Langhorne Clemens, he first used the name
Mark Twain—a nautical term meaning “two Or ask: Do you or your family
fathoms deep”—when he wrote humorous members have stories you tell
pieces for a Nevada newspaper. over and over? What character-
Twain lost his father when he was eleven. istics make these stories worth
Within a few years he was helping to support
telling repeatedly? Invite several
his family. At age thirteen, he apprenticed to a
local printer. Soon he was working at the local taries and humorous stories that earned him students to share their stories.
newspaper, which was established by his notice and respect. In 1866, on another travel- (Such stories often teach a
brother Orion. Twain’s primary job was to set writing assignment, he took a steamboat trip lesson or have a strange or shock-
type, but he also wrote humorous articles. from San Francisco, California, to Honolulu,
Hawaii. The next year, Twain sailed from ing twist.)
During his late teens and early twenties,
California to Central America, traveling by
Twain moved from his home in Hannibal,
land across Panama, sailing to New York, and
Missouri, to St. Louis, then to several East
then across the Atlantic Ocean to Europe and
Coast cities, and finally back to the Midwest.
Southwest Asia. He published accounts of his
Eventually, he met a pilot who took him on as
travels as his first book, Innocents Abroad.
an apprentice. Twain loved being on the
Mississippi. He gained his pilot’s license and Worldwide Popularity From that time for-
worked steering riverboats for several years ward, Twain gained both national and inter-
until the Civil War interrupted the boat traffic. national acclaim as a writer and lecturer and
wrote the books for which he is best known
today: The Adventures of Tom Sawyer (1876),
The Prince and the Pauper (1881), and The
“The human race has one really Adventures of Huckleberry Finn (1885). Twain’s
effective weapon, and that is laughter.” lectures were even more popular and lucra-
tive than his books. Audiences all over the
—Mark Twain world loved his witty anecdotes, told in an
exaggerated drawl with well-placed pauses
that heightened dramatic tension and humor.
Western Adventures In 1861 Twain traveled
west with Orion to Nevada. Twain tried to
prospect for gold and silver and speculated in Literature Online
mines and timber, but he was unsuccessful.
Author Search For more about Mark Twain, go to
And so he returned to newspaper writing.
Twain wrote a mix of biting political commen-
MARK TWAI N 17
0017_0018_U1P1_877979.indd 17 3/20/08 11:58:52 AM

• Foreshadowing (SE pp. 18, 21, • Analyze Art (SE pp. 23, 25)
24, 26)
The Californian’s Tale • Oral Research Report (SE p. 27)
• Plot (SE p. 26)

• Analyze Cause-and-Effect Relation- Vocabulary Skills • Make a Chart (TE p. 22)
ships (SE pp. 18–27) • Word Parts (SE p. 27; TE p. 18)
• Identify Spatial Relationships (TE p. 20)
17
Before You Read Literature and Reading Preview
Learning Objectives
For pages 17–27
Focus Connect to the Story

How important is it to have people that care about you? Write
objectives:
a journal entry about one person you care about in which you
Summary explain why that person is so important to you.
foreshadowing.
In an area of California once Build Background Reading: Analyzing cause-
and-effect relationships.
populated by gold miners, the Gold was first discovered in central California in 1848. Within
narrator meets a man, Henry, who the next year, almost 100,000 people, most of them young
urges him to stay and meet his men, had moved to California, trying to strike it rich by pros-
pecting for gold. They were called the “forty-niners,” referring to
wife. Henry’s miner friends visit and
the year in which they came to California. Only a few of the
discuss the wife’s homecoming. forty-niners made a fortune during the gold rush. Twain’s story Vocabulary
When Henry becomes increasingly takes place in a deserted mining area in the late 1860s or predecessor (predə seśər) n.
agitated about his wife’s return, his early 1870s. one who comes, or has come
friends give him a special drink. before in another time; p. 19
Set Purposes for Reading Groups of Native Americans were
After he falls asleep, the friends
explain to the narrator that the wife Big Idea Encountering the Unexpected the predecessors of the miners who
As you read “ The Californian’s Tale,” ask yourself, How does
settled in central California.
died nineteen years before. Henry
the unexpected affect the events of the story and the lives of solace (solis) n. relief from sor-
has been mad with grief ever since. the characters? row or disappointment; comfort;
They conduct the annual charade p. 20 Homey touches in a hotel room
on the anniversary of her death. Literary Element Foreshadowing may give solace to weary travelers.
Foreshadowing is a writer’s use of clues to hint at events that sedate (si dāt) adj. quiet and
For summaries in languages other will happen later in a story. As you read, ask yourself, What restrained in style or manner;
than English, see Unit 1 Teaching clues suggest that all is not necessarily as it seems? calm; p. 22 Dominique felt so
Resources Book, pp. 34–39. sedate while reading that she
Reading Strategy Analyze Cause-and-Effect promptly fell asleep.
Relationships
imploring (im plô r ing) adj.
Vocabulary A cause is something that makes something else happen; an asking earnestly; begging; p. 24
effect is what happens as a result of a cause. Fiction writers He gave an imploring glance, as if
Word Parts Say: Knowing the include cause-and-effect relationships to further the action of to ask, “Did you bring me a gift for
definitions of affixes can help you a plot. As you read, ask yourself, Where are the cause-and- my birthday?”
effect relationships in this story?
determine the meaning of an boding (bōd ing) n. a warning
unfamiliar word. For example, the Reading Tip: Take Notes Use diagrams like the one below to or an indication, especially of
prefix pre- means “before,” and analyze some of the causes and effects in this short story. evil; p. 24 Their boding about the
theft was a result of the disorder.
the suffix -or means “one that
Cause Narrator is prospecting for gold in a
performs a specified action.” Ask a region where mining has been abandoned.
volunteer to explain how these
affixes relate to the meaning of the
word predecessor. (A predecessor is
Effect Narrator spends
someone who comes before a lot of time by himself.
another in time.)
Viewing Practice
0017_0018_U1P1_877979.indd 18 3/20/08 11:59:02
For additional context, see Glencoe SMALL GROUP

Contrast Viewpoints
SPIRAL
REVIEW
of Wood’s work to show. Have each group
Interactive Vocabulary CD-ROM. The skill—or lack thereof— brainstorm a list of reasons supporting
of Depression-era painter their opinion. Then conduct a class debate
Grant Wood (1891–1942) was hotly on the artistic merit of the painting.
For additional vocabulary practice,
debated during his lifetime. While his
Book, p. 42. paintings of Midwestern people and set-
tings were popular with the public, one
art critic described them as “sentimental”
and “cheap.” Group students on the basis
of their opinions of the Wood painting on
page 19. Try to find additional examples
18
Old House with Tree Shadows,
1916. Grant Wood. Oil on
composition board, 13 x 15
Teach
inches. Cedar Rapids Museum
of Art, Iowa.
Big Idea 1
pected Say: Keep this question
in mind as you read: Why does
Henry’s house seem unusual to
the narrator? (Similar cottages
were abandoned.)
AP P ROAC H I N G Ask approaching-
level students to consider how
they might feel coming across a
single inhabited home in an area
where all the other houses were
deserted. (Students may say that
they would feel nervous or
suspicious. Some students might
Mark Twain feel grateful to have found an
T
inhabited house.)
1 hirty-five years ago I was out pros- sign that human life had ever been pres-
pecting on the Stanislaus, tramping ent there. This was down toward
all day long with pick and pan and Tuttletown.2 In the country neighborhood
horn, and washing a hatful of dirt here and thereabouts, along the dusty roads, one
there, always expecting to make a rich found at intervals the prettiest little cot- Reading Strategy 2
strike, and never doing it. It was a lovely tage homes, snug and cozy, and so cob-
region, woodsy, balmy, delicious, and had webbed with vines snowed thick with Analyze Cause-and-Effect
once been populous, long years before, but roses that the doors and windows were Relationships Answer: Peo-
now the people had vanished and the wholly hidden from sight—sign that these ple have moved away because
charming paradise was a solitude.1 were deserted homes, forsaken years ago there is no more gold to be mined
They went away when the surface dig- by defeated and disappointed families there.
gings gave out. In one place, where a busy who could neither sell them nor give them
little city with banks and newspapers and away. Now and then, half an hour apart,
For additional practice using the
fire companies and a mayor and aldermen one came across solitary log cabins of the reading skill or strategy, see Unit 1
had been, was nothing but a wide expanse earliest mining days, built by the first Teaching Resources Book p. 41.
of emerald turf, with not even the faintest gold-miners, the predecessors of the
cottage-builders. In some few cases these
1. The narrator was exploring for gold (prospecting) along
For an audio recording of this
the Stanislaus River in central California. Here, solitude
refers to a lonely, isolated place.
2. Tuttletown was a mining town near the Stanislaus. selection, use Listening Library
Vocabulary Audio CD-ROM, track 00.
Analyze Cause-and-Effect Relationships Why are
2 there no longer many people living along the Stanislaus predecessor (predə seśər) n. one who comes, or has
River in this part of California? come before in another time
Readability Scores
MARK TWAI N 19 Dale-Chall: 4.0
English Learners DRP: 61
Lexile: 1050
AM0019_0025_U1P1_877979.indd 19 1/18/08 12:43:28 AM
Beginning/Early Intermediate Help immigrants came from China and South

English language learners picture California America to California. (They came by ship
in the 1860s. Explain that until the 1800s on the Pacific Ocean.)
California was populated mainly by Native
North Americans and by the Spanish. With
the discovery of gold in 1848, California’s
population grew enormously.
Display a map of the United States. Have
students point out the Stanislaus River
and San Francisco, and then infer how
19
Teach cabins were still occupied; and when this
was so, you could depend upon it that the
abundant, gay, and flour-
ishing. I was invited in,
occupant was the very pioneer who had of course, and required to
built the cabin; and you could depend on make myself at home—it
Reading Strategy 1 another thing, too—that he was there was the custom of the
because he had once had his opportunity country.
Analyze Cause-and-Effect to go home to the States rich, and had not It was delightful to
Relationships Answer: The done it; had rather lost his wealth, and be in such a place, after Visual Vocabulary
A Windsor chair has a
men came to California early dur- had then in his humiliation resolved to long weeks of daily and high, spoked back,
ing the gold rush and either had sever 3 all communication with his home nightly familiarity with slanting legs, and a
relatives and friends, and be to them miners’ cabins—with all slightly curving seat. It
made money and spent it all, had
lost it for some other reason, or thenceforth as one dead. Round about which this implies of dirt is named for the city
in England where this
California in that day were scattered a floor, never-made beds, style of chair was first
had not made any money. Their
host of these living dead men—pride- tin plates and cups, designed and built.
pride prevented them from going smitten4 poor fellows, grizzled5 and old at bacon and beans and
back to their original homes, and forty, whose secret thoughts were made black coffee, and nothing of ornament but
they ended up alone. all of regrets and longings—regrets for war pictures from the Eastern illustrated
their wasted lives, and longings to be out papers tacked to the log walls. That was all
of the struggle and done with it all. hard, cheerless, materialistic6 desolation, but
Big Idea 2 It was a lonesome land! Not a sound in all here was a nest which had aspects to rest the
those peaceful expanses of grass and woods tired eye and refresh that something in one’s
Encountering the but the drowsy hum of insects; no glimpse of nature which, after long fasting, recognizes,
Unexpected Answer: The man or beast; nothing to keep up your spirits when confronted by the belongings of art,
emphasis is on the loneliness of and make you glad to be alive. And so, at howsoever cheap and modest they may be,
the land rather than on its beauty. last, in the early part of the afternoon, when I that it has unconsciously been famishing and
E NG LI S H LE A R N ERS Remind caught sight of a human creature, I felt a most now has found nourishment. I could not have
grateful uplift. This person was a man about believed that a rag carpet could feast me so,
English learners that mood refers
forty-five years old, and he was standing at and so content me; or that there could be
to the emotions that a piece of the gate of one of those cozy little rose-clad such solace to the soul in wall-paper and
writing causes readers to feel. cottages of the sort already referred to. framed lithographs,7 and bright-colored
However, this one hadn’t a deserted look; it tidies8 and lamp-mats, and Windsor chairs,
had the look of being lived in and petted and and varnished what-nots,9 with sea-shells
cared for and looked after; and so had its and books and china vases on them, and the
front yard, which was a garden of flowers, score of little unclassifiable tricks and touches
3. To sever means to “break off.” 6. Materialistic means “having a strong focus on material
4. Someone who is smitten is strongly affected by some wants and needs.”
powerful feeling. 7. Lithographs are pictures printed by a process in which a
5. Grizzled means “gray or mixed with gray.” flat surface is treated either to retain or to repel ink.
8. Tidies are small, decorative coverings placed over the back
Cultural History S Analyze Cause-and-Effect Relationships Summarize or arms of a chair or sofa to keep them from being soiled
1 the circumstances that have caused these men to end up or worn.
Staying Behind Some young pride-smitten, poor, and alone. 9. What-nots are open shelves for displaying objects.
forty-niners remained in California Vocabulary

Encountering the Unexpected How does the mood of
after the gold rush to start families. 2 the story here differ from the mood evoked in the first solace (solis) n. relief from sorrow or disappoint-
Because travel was difficult, new paragraph? ment; comfort
wives did not often meet their hus-

bands’ families “back East” but got to 20 U N IT 1 THE S HO RT S TO RY
know them through letters, daguerre- Reading Practice

otypes, and even locks of hair. 0019_0025_U1P1_877979.indd 20 12/7/07 11:12:11 AM
SMALL GROUP
Identify Spatial Relation-
SPIRAL
REVIEW
the library or the Internet to locate books
ships Being able to fol- that illustrate the houses and furniture of
low and visualize what an this period. Suggest that students look
author is describing is an important reading through decorating magazines and cut out
skill. Have students in groups or in pairs cre- pictures of furniture and accessories similar
ate poster montages illustrating the interior to those described in the story. Finally, have
of the cottage based on the abundant them use the pictures they have collected
details in Mark Twain’s story. Point out that to create poster montages of the cottage.
the interior Twain describes is of the typical
Victorian style, which would have been
popular in England and the United States in
the mid-1800s. Students may want to use
20
that a woman’s hand distributes about a
home, which one sees without knowing he
than a dozen towels—towels too clean and
white for one out of practice to use without Teach
sees them, yet would miss in a moment if some vague sense of profanation.10 So my
they were taken away. The delight that was in face spoke again, and he answered with
my heart showed in my face, and the man gratified words: Literary Element 3
saw it and was pleased; saw it so plainly that “All her work; she did it all herself—
he answered it as if it had been spoken. every bit. Nothing here that hasn’t felt the Foreshadowing Answer:
“All her work,” he said, caressingly; touch of her hand. Now you would This detail suggests that the home
“she did it all herself—every bit,” and he think— But I mustn’t talk so much.” is almost too perfect and that
took the room in with a glance which was By this time I was wiping my hands the woman must be extremely
full of affectionate worship. One of those and glancing from detail to detail of the fastidious.
soft Japanese fabrics with which women room’s belongings, as one is apt to do
drape with careful negligence the upper when he is in a new place, where every-
part of a picture-frame was out of adjust- thing he sees is a comfort to his eye and
ment. He noticed it, and rearranged it with his spirit; and I became conscious, in one
cautious pains, stepping back several times of those unaccountable ways, you know,
Writer’s Technique S
to gauge the effect before he got it to suit that there was something there some- Point of View Say: Twain often
him. Then he gave it a light finishing pat where that the man wanted me to dis- used first-person point of view
or two with his hand, and said: “She cover for myself. I knew it perfectly, and in his stories to develop the
always does that. You can’t tell just what it I knew he was trying to help me by fur-
narrator’s character. The reader
lacks, but it does lack something until tive11 indications with his eye, so I
you’ve done that—you can see it yourself tried hard to get on
can understand the narrator’s
after it’s done, but that is all you know; the right track, being character in this story by examin-
you can’t find out the law of it. It’s like the eager to gratify him. I ing the words he uses to tell the
finishing pats a mother gives the child’s failed several times, story and the facts he includes
Visual Vocabulary
hair after she’s got it combed and brushed, as I could see out of Here, bracket refers to or omits. Ask: What do we learn
I reckon. I’ve seen her fix all these things the corner of my eye a small shelf hung on about this narrator by the way
so much that I can do them all just her without being told; the wall and sup-
ported by brackets. he tells his story? (His vocabulary,
way, though I don’t know the law of any but at last I knew I
of them. But she knows the law. She knows must be looking correct grammar, and detailed
the why and the how both; but I don’t straight at the thing—knew it from descriptions show that he is edu-
know the why; I only know the how.” the pleasure issuing in invisible waves cated, observant, and familiar with
He took me into a bedroom so that I from him. He broke into a happy laugh, fine furnishings.)
might wash my hands; such a bedroom as I and rubbed his hands together, and
had not seen for years: white counterpane, cried out:
white pillows, carpeted floor, papered walls, “That’s it! You’ve found it. I knew you
pictures, dressing- would. It’s her picture.”
table, with mirror I went to the little black-walnut bracket
and pin-cushion and on the farther wall, and did find there
dainty toilet things;
and in the corner a
washstand, with real 10. Profanation is the act of making something impure
through unworthy use.
Visual Vocabulary china-ware bowl and
11. Here, furtive means “stealthy.”
A counterpane is a quilt pitcher, and with
or bedspread, often Foreshadowing What idea or feeling does this detail give
made by hand.
soap in a china dish, 3
you about the home? About the woman?
and on a rack more
MARK TWAI N 21
Advanced Learners
DI F F ER ENTIATED
0019_0025_U1P1_877979.indd 21 I N STR U C T IO N 3/13/08 11:17:06 PM
Describe a place Twain’s description of place that you know well. Provide specific
Henry’s cottage is effective because it is images so that a reader can picture the
specific and detailed. If Twain had chosen place you are describing.
to say only that the house reflected a
woman’s touch, readers would not be able
to visualize the house clearly. By naming
items and describing them in great detail,
the writer creates a more vivid image in
the reader’s mind.
Write a paragraph describing in detail a
21
Teach what I had not yet noticed—a daguerreo-
type-case.12 It contained the sweetest girl-
I heard the words, but hardly noticed
them, I was so deep in my thinkings and
ish face, and the most beautiful, as it strugglings. He left me, but I didn’t know.
seemed to me, that I had ever seen. The Presently he was back, with the picture-
Reading Strategy 1 man drank the admiration from my face, case in his hand, and he held it open before
and was fully satisfied. me and said:
Analyze Cause-and-Effect “Nineteen her last birthday,” he said, as “There, now, tell her to her face you
Relationships Answer: The he put the picture back; “and that was the could have stayed to see her, and you
narrator decides he will face the day we were married. When you see her— wouldn’t.”
risk of falling in love with the ah, just wait till you see her!” That second glimpse broke down my
woman and having his heart “Where is she? When will she be in?” good resolution. I would stay and take the
broken. There is also the subtle “Oh, she’s away now. She’s gone to see risk. That night we smoked the tranquil
her people. They live forty or fifty miles from pipe, and talked till late about various
implication that the narrator fears
here. She’s been gone two weeks today.” things, but mainly about her; and cer-
that the woman will fall in love “When do you expect her back?” tainly I had had no such pleasant and
with him, and that he will destroy “This is Wednesday. She’ll be back Satur- restful time for many a day. The Thursday
a marriage, another man, and a day, in the evening—about nine o’clock, followed and slipped comfortably away.
beautiful home. likely.” Toward twilight a big miner from three
I felt a sharp sense of disappointment. miles away came—one of the grizzled,
“I’m sorry, because I’ll be gone then,” I stranded pioneers—and gave us warm
said, regretfully. salutation,14 clothed in grave and sober
“Gone? No—why should you go? Don’t speech. Then he said:
go. She’ll be so disappointed.” “I only just dropped over to ask about
She would be disappointed—that beauti- the little madam, and when is she coming
ful creature! If she had said the words her- home. Any news from her?”
self they could hardly have blessed me “Oh yes, a letter. Would you like to hear
more. I was feeling a deep, strong longing it, Tom?”
to see her—a longing so supplicating,13 so “Well, I should think I would, if you
insistent, that it made me afraid. I said to don’t mind, Henry!”
myself: “I will go straight away from this Henry got the letter out of his wallet,
place, for my peace of mind’s sake.” and said he would skip some of the
“You see, she likes to have people come private phrases, if we were willing; then
and stop with us—people who know he went on and read the bulk of it—a
things, and can talk—people like you. She loving, sedate, and altogether charming
delights in it; for she knows—oh, she and gracious piece of handiwork, with
knows nearly everything herself, and can a postscript full of affectionate regards
talk, oh, like a bird—and the books she and messages to Tom, and Joe, and
reads, why, you would be astonished.
Don’t go; it’s only a little while, you know,
14. A salutation is an expression of greeting.
and she’ll be so disappointed.”
Analyze Cause-and-Effect Relationships In staying,
12. A daguerreotype (də gerə tı̄ṕ) is a photograph what risk does the narrator decide he will face?
produced by exposing light to a silver-coated copper plate,
a process invented by Louis Daguerre in France in the Vocabulary
mid-1800s. sedate (si dāt) adj. quiet and restrained in style or
13. Supplicating means “asking for in a humble or earnest manner; calm 1
manner; beseeching.”
Writing Skills
0019_0025_U1P1_877979.indd 22 3/13/08 11:17:26
SPIRAL
SMALL GROUP
REVIEW
Make a Chart Have their roles in the story. In the third column,
students create charts to students should note the major events of
keep track of the details in the story. After they have finished reading,
the story. Have them draft three-column organize students in small groups, and
charts with the headings Setting, Char- have them share their charts with one
acters, and Plot. Tell students that they another.
should note under the first heading details
about where and when the story takes
place. In the second column, students
should note the names of the main
characters and important details about
22
Charley, and other close friends and
neighbors. Teach
As the reader finished, he glanced at
Tom, and cried out:
“Oho, you’re at it again! Take your Reading Strategy 2
hands away, and let me see your eyes. You
always do that when I read a letter from
Analyze Cause-and-Effect
her. I will write and tell her.” Relationships Answer: He
“Oh no, you mustn’t, Henry. I’m getting breaks into tears.
old, you know, and any little disappoint- ENGLIS H LE A R N E R S
English learners
ment makes me want to cry. I thought
may have difficulty understanding
she’d be here herself, and now you’ve got
only a letter.” the idiom “breaks into tears.” Explain
“Well, now, what put that in your head? that this phrase means “starts to cry.”
I thought everybody knew she wasn’t com-
ing till Saturday.”
“Saturday! Why, come to think, I did
know it. I wonder what’s the matter with
me lately? Certainly I knew it. Ain’t we all
getting ready for her? Well, I must be going
Big Idea 3
now. But I’ll be on hand when she comes,
old man!”
Encountering the
Late Friday afternoon another gray vet- Unexpected Answer: Stu-
Young bride, c. 1885-1990. American photographer. Black
eran tramped over from his cabin a mile dents might wonder what Tom
and white photograph. Private collection.
or so away, and said the boys wanted to A daguerreotype of Henry’s wife like the one
means by “getting ready for her”
have a little gaiety and a good time pictured was on display in his home. Which characteristics or and what Henry knows about the
Saturday night, if Henry thought she qualities does the woman in the daguerreotype here share
with Henry’s wife? Explain.
plans. They might also wonder at
wouldn’t be too tired after her journey to Tom’s strange lapses in memory
be kept up.
“Tired? She tired! Oh, hear the man! Joe,
and changes in mood.
Saturday afternoon I found I was taking
you know she’d sit up six weeks to please
out my watch pretty often. Henry noticed
any one of you!”
When Joe heard that there was a letter,
it, and said, with a startled look: Reading Strategy 4
“You don’t think she ought to be here so
he asked to have it read, and the loving
soon, do you?” Analyze Cause-and-
messages in it for him broke the old fellow
all up; but he said he was such an old
I felt caught, and a little embarrassed; Effect Relationships
wreck that that would happen to him if she
but I laughed, and said it was a habit of Answer: Henry becomes uneasy
mine when I was in a state of expectancy. because the narrator keeps look-
only just mentioned his name. “Lord, we
But he didn’t seem quite satisfied; and
2 miss her so!” he said.
from that time on he began to show uneasi-
ing at his watch.
ness. Four times he walked me up the road
3 Analyze Cause-and-Effect Relationships What does
to a point whence we could see a long dis-
tance; and there he would stand, shading
Tom do when he hears the woman’s letter read aloud?
S
Encountering the Unexpected What questions do you Analyze Cause-and-Effect Relationships Why does
4 Answer: Some students may
have about this comment? Henry become uneasy in this situation?
say that the two women are
both young brides. Others may
MARK TWAI N 23
say that it is impossible to tell
Approaching Level much about the characteristics
6 PM DI F F ER E NTIATED
0019_0025_U1P1_877979.indd 23 I N STR UCTION 3/13/08 11:17:26 PM and qualities of a person from a
photograph.
Emerging Explain to students that ele- Say: Using these clues, predict what will
ments on this page foreshadow, or give happen in the pages that follow. (Hen-
clues to, coming events. Ask them to ry’s wife is not going to make it home.)
look closely at the part of the story that
describes the men waiting for Henry’s wife
to arrive. Have students find passages that
indicate something has gone wrong. (The
narrator keeps looking at his watch; Henry
is nervous and keeps watching for her)
23
Teach his eyes with his hand, and looking.
Several times he said:
here, and that’s absolutely certain, and as
sure as you are born. Come, now, let’s get to
“I’m getting worried, I’m getting right decorating—not much time left.”
down worried. I know she’s not due till Pretty soon Tom and Joe arrived, and then
Literary Element 1 about nine o’clock, and yet something all hands set about adorning the house with
seems to be trying to warn me that some- flowers. Toward nine the three miners said
Foreshadowing Answer: thing’s happened. You don’t think any- that as they had brought their instruments
This detail heightens the tension in thing has happened, do you?” they might as well tune up, for the boys and
the story and makes it seem more I began to get pretty thoroughly girls would soon be arriving now, and hun-
likely that the woman will not be ashamed of him for his childishness; and at gry for a good, old-fashioned breakdown.17
coming home. last, when he repeated that imploring A fiddle, a banjo, and a clarinet—these were
question still another time, I lost my the instruments. The trio took their places
patience for the moment, and spoke pretty side by side, and began to play some rattling
Big Idea 2 brutally to him. It seemed dance-music, and beat time
to shrivel him up and with their big boots.
Encountering the cow15 him; and he It was getting very
Unexpected Answer: The looked so wounded close to nine. Henry
and so humble after was standing in the
drink is spiked with a drug and is that, that I detested door with his eyes
intended only for Henry. myself for having done directed up the road, his
the cruel and unnecessary thing. body swaying to the torture of
And so I was glad when Charley, another his mental distress. He had been made to
veteran, arrived toward the edge of the drink his wife’s health and safety several
evening, and nestled up to Henry to hear times, and now Tom shouted:
Writer’s Technique S the letter read, and talked over the prepa- “All hands stand by! One more drink,
rations for the welcome. Charley fetched and she’s here!”
Dialect Twain’s diction and use of out one hearty speech after another, and Joe brought the glasses on a waiter,18 and
dialect convey the speech patterns did his best to drive away his friend’s served the party. I reached for one of the
of the forty-niners. Ask: What bodings and apprehensions.16 two remaining glasses, but Joe growled,
words and phrases communi- “Anything happened to her? Henry, that’s under his breath:
cate that these characters are pure nonsense. There isn’t anything going to “Drop that! Take the other.”
happen to her; just make your mind easy as Which I did. Henry was served last. He
of a different time and place?
to that. What did the letter say? Said she was had hardly swallowed his drink when the
(Words like “cow,” “bodings,” and well, didn’t it? And said she’d be here by clock began to strike. He listened till it fin-
“fret”; phrases like “right down nine o’clock, didn’t it? Did you ever know ished, his face growing pale and paler;
worried” and “fetched out.”) her to fail of her word? Why, you know you then he said:
never did. Well, then, don’t you fret; she’ll be “Boys, I’m sick with fear. Help me—I
want to lie down!”
15. To cow is to frighten with threats. 17. Here, breakdown refers to a fast, lively country dance.
16. Apprehensions are fears or anxieties about what might 18. The waiter, in this case, is a small tray.
happen.
Foreshadowing What hint does this image give you
Vocabulary about what might happen? 1
imploring (im plôr ing) adj. asking earnestly; begging
boding (bōd ing) n. a warning or an indication, Encountering the Unexpected Why do you think Joe
especially of evil says this to the narrator? 2
Speaking Practice
0019_0025_U1P1_877979.indd 24 3/13/08 11:17:41
SPIRAL
SMALL GROUP
REVIEW
Dialogue Review ways Have students work in small groups to
to communicate mean- practice and perform the final passage of
ing while performing a the story. Encourage students to use tone
dialogue. Speakers can vary the tone, vol- and facial expressions to communicate
ume, and emphasis of their voices. Point the characters’ emotions.
out that facial expression is also an effec-
tive means of communication, especially
in response to someone else’s speech.
24
Prospector pans for gold in
Northern California, c. 1890.
Hand-tinted photograph.
Teach
How might
the lonely pursuit of
prospecting for gold have
influenced Henry to react
the way he did when his S
wife never returned home?
Answer: Some students may say
that as a prospector, Henry was
unusually lucky to have a wife at
all, so when he lost her, he went
crazy. Others may say the lonely
pursuit of prospecting did not affect
the way Henry reacted.
To check students’ understanding of the

selection, see Unit 1 Teaching Resources
They helped him to the sofa. He began “That or worse. She went to see her folks Book, p. 45.
to nestle and drowse, but presently spoke half a year after she was married, and on her
like one talking in his sleep, and said: way back, on a Saturday evening, the Indians
“Did I hear horses’ feet? Have they captured her within five miles of this place,
come?” and she’s never been heard of since.”
One of the veterans answered, close to “And he lost his mind in consequence?” Cultural History S
his ear: “It was Jimmy Parrish come to “Never has been sane an hour since.
Sierra Nevada Miwok Before
say the party got delayed, but they’re But he only gets bad when that time of
right up the road a piece, and coming the year comes round. Then we begin to the gold rush, this area was
along. Her horse is lame, but she’ll be drop in here, three days before she’s due, inhabited by the Miwok Native
here in half an hour.” to encourage him up, and ask if he’s Americans. The Miwok hunted
“Oh, I’m so thankful nothing has heard from her, and Saturday we all deer and ground acorns into meal
happened!” come and fix up the house with flowers, on Chaw’se, or grinding rocks.
He was asleep almost before the words and get everything ready for a dance. Miners often barred Native Ameri-
were out of his mouth. In a moment those We’ve done it every year for nineteen
years. The first Saturday there was
cans from their hunting and fishing
handy men had his clothes off, and had
tucked him into his bed in the chamber twenty-seven of us, without counting the grounds. Native groups began
where I had washed my hands. They girls; there’s only three of us now, and raiding mining settlements for food
closed the door and came back. Then they the girls are all gone. We drug him to and supplies.
seemed preparing to leave; but I said: sleep, or he would go wild; then he’s all
“Please don’t go, gentlemen. She won’t right for another year—thinks she’s with
know me; I am a stranger.” him till the last three or four days come
They glanced at each other. Then Joe said: round; then he begins to look for her, and
“She? Poor thing, she’s been dead nine- gets out his poor old letter, and we come
teen years!” and ask him to read it to us. Lord, she
“Dead?” was a darling!” m
MARK TWAI N 25
Approaching Level
1 PM DI F F ER E NTIATED I N STR UCTION
0019_0025_U1P1_877979.indd 25 1/18/08 12:44:49 AM
Emerging Identifying the part of speech Say: Imploring means “begging.” Have
of an unfamiliar word can help students students work in pairs to decode several
decode it. On the board, write: The unfamiliar words from the story using this
dog came to the window in the rain method.
and gave its master an imploring
look. Ask: What part of speech is
imploring here? (It is an adjective modify-
ing “look.”) What kind of look might a
dog give its master if it is outside in
the rain? (a look begging to come in)
25
Assess Respond and Interpret 5. (a)Identify three or more ways that Twain
builds suspense. (b)Which do you think was
1. Answers will vary. 1. Did the ending of the story surprise you? Why
most effective?
or why not?
2. (a) He is prospecting when he
6. (a)Why do you think Twain decides not to
finds Henry’s cozy, well- 2. (a)Describe how the narrator comes upon
reveal Henry’s wife’s name? (b)Do you think
Henry’s cottage. How is his cottage different from
kept cottage. Miners’ cottages this makes the story more effective? Explain.
the other dwellings that the narrator has seen in
are dirty and uncomfortable. the area? (b)Why is this difference surprising? Connect
(b) Other cottages are deserted
3. (a)Explain what the narrator learns at the end of
and overgrown. 7. Big Idea Encountering the Unexpected
the story about the woman. (b)Why do Henry’s
(a)In what ways does the final twist in the plot
3. (a) Henry’s wife is dead. friends wait so long to reveal the truth to the
change the way you think about the characters?
narrator?
(b) They may be afraid that (b)Do you think Twain intended you to change
the narrator will tell Henry and Analyze and Evaluate your ideas about the characters? Why or why
not?
upset him. 4. What is the narrator’s attitude toward the men
8. Connect to Today If “The Californian’s Tale”
4. The narrator pities them, calling who live in the log cabins? Support your answer
with evidence from the story. were set in today’s society, how would you
them “living dead men” and expect Henry’s friends to react on the anniver-
“poor fellows.” sary of his wife’s death?
5. (a) Descriptions of the cottage,
Literary Element Foreshadowing Review: Plot
the woman, and Henry; the nar-
Although the ending of the story “The Californian’s As you learned on pages 8–9, writers use exposi-
rator’s desire to see her; Henry’s
Tale” proves to be a surprise for most readers, tion to introduce the setting, the characters, and
waiting; and Tom’s statement, Twain uses foreshadowing to hint at the ending. the plot of a story. In “The Californian’s Tale,” the
“One more drink and she’ll be Foreshadowing can be conveyed by mood or exposition helps readers picture the land along the
here.” (b) Students should give mood shifts, by details of the setting or the charac- Stanislaus River, the cottage, and Henry. The expo-
ters that are strange or jarring, or by plot events sition also helps readers enter into the events wit-
one example of suspense.
that serve as clues as to how the story will be nessed by the narrator once he enters the cottage.
6. (a)To increase the suspense, resolved. Turn to the beginning of “The Californian’s Tale”
or to make her a symbol for 1. Which details related to the setting and the
and reread Twain’s exposition.
women (b) Students may characters foreshadow the ending of the story? Partner Activity Work with a classmate to fill in a
respond to her universality, or Explain how each detail you mention provides a graphic organizer like the one shown. In the
say that a named character hint about the ending. graphic organizer, record details of the story that
help readers gain their first impressions of the set-
would make Henry’s grief more 2. Which plot events help foreshadow the ending
ting, characters, and plot. Share your organizer with
poignant. of the story? Explain how each event hints at
the class.
this ending.
7. (a) The miners are kind and
Exposition
sensitive. (b) Answers will vary.
Setting Characters Plot
8. Answers will vary. Some stu-
➞ The narrator,
➞
dents may say that friends in a prospector
for gold
today’s society would be less
likely to lie to Henry every year,
and would probably help him to 26 U N IT 1 THE S HO RT S TO RY
find psychological help.

0026_0027_U1P1_877979.indd 26 3/13/08 11:28:10
Progress Check Literary Element Review: Plot

Can students understand the Encourage students to identify the
1. B is the correct answer. The immacu-
significance of foreshadowing mood that Twain conveys through the
late condition of the home seems
in this selection? details of plot and setting.
too perfect and creates an uneasy
If No ➔ See Unit 1 Teaching feeling in the reader.
Resources Book, p. 40. 2. A is the correct answer. Henry seems
apprehensive without reason.
26
Reading Strategy Analyze Cause-and- Connect to Science After You Read
Effect Relationships
ACT Skills Practice Oral Research Report
1. What is a result of the trick Henry’s friends play
Assignment Research the processes by which
miners extracted gold from the land. Create a
Assess
on him?
visual aid that helps to explain the process.
A. Henry goes mad with grief. Present the information in an oral report that
Reading Strategy
B. Henry’s wife is captured by Indians. includes a visual aid.
1. Answers should include ques-
C. Henry enjoys a party with his neighbors Investigate Generate four or five research tions raised by the surprise
once a year. questions, and derive your search terms from
ending and whether the causes
D. Henry is all right for another year. them. Use an Internet search engine and a library
catalog. Decide which sources are most reliable presented in the story have
Vocabulary Practice by looking at the credentials of the author or multiple effects.
sponsoring institution, as well as at the amount 2. Students may find it implausible
Practice with Word Parts For each boldfaced and kind of documentation given. Do not use
vocabulary word in the left column, identify the unsigned sources or sources that do not come
that Henry’s friends have main-
related word with a shared root in the right col- from reputable institutions or authorities. Take tained their deception for nine-
umn. Write both words and underline the part notes, and make an outline. teen years.
they have in common. Use a printed or online
dictionary to look up the meaning of the related Create Create a visual to integrate into your word-
word. Explain how it is related to the root of the processed document. Consider a flowchart showing Vocabulary Practice
vocabulary word. steps in the process for different types of mining.
Make your visual clear and precise. Provide a title,
1. predecessor forebode 1. predecessor, deceased
and number and/or label parts of the process. Place
2. solace deplorable a source line (such as Source: Glencoe The A predecessor is someone
3. sedate deceased American Vision, McPhearson, et al at the bottom of who has come, or lived, before.
4. imploring sedentary the graphic to give credit for information you used. Someone deceased who lived
5. boding inconsolable EXAMPLE: before but is dead now.
EXAMPLE 2. solace, inconsolable
malady, malfunction Mining for Gold
Solace means “comfort.” Some-
Panning for Gold
A malady is a disease or disorder; it is something one inconsolable cannot be
1. 2. 3.
physically wrong with the body. To malfunction
Source: comforted.
is to function imperfectly or badly; it occurs
when something goes wrong with a machine. 3. sedate, sedentary
Report As you compile information in your report, Sedate means “quiet and
cite your sources and evaluate their validity by using
terms such as “well-researched” or “carefully docu- restrained.” Someone who
mented.” Use technical terms that are specific to is sedentary is quiet and not
your topic, but explain them for your audience. active.
4. imploring, deplorable
Imploring means “begging” or
Literature Online “crying out for help.” People
Selection Resources For Selection Quizzes, eFlash- cry out against something that
is deplorable because it is
unacceptable.
MARK TWAI N 27 5. boding, forebode
A boding is a warning. Forebod-
ing is a sense of coming danger.
0026_0027_U1P1_877979.indd 27
0 PM 3/26/08 6:38:11 AM
Connect to Science • cite sources and reflect on their validity For additional assessment, see
• use and explain technical terms Assessment Resources, pp. 39–40.
Oral Research Report • include a visual aid with a title; a source
Encourage students to use both print and attribution; and clear labels, numbers,
For grammar practice, see Unit 1
online resources to research the gold and a caption, as appropriate Teaching Resources Book, p. 44.
deposits.
Students’ oral reports should:
• explain geological forces or a mining
process
• be based on reliable sources; avoid
unsigned sources and sources that do
not come from reputable authorities
27
Literary Perspective
Literary Perspective on Mark Twain Learning Objectives
on Mark Twain
For pages 28–31
Focus focus on the following

objectives:
Reading:
Summary Evaluating historical

influences.
In this excerpt, Joyce Carol Oates Analyzing informational text.
argues that Mark Twain and other Joyce Carol Oates
American writers infused written
stories with the vernacular of oral
tradition. Storm In A Teacup. Cathy McKinty.
For summaries in languages other

than English, see Unit 1 Teaching National Book Award Winner
Resources Book, pp. 47–52.
T
Set a Purpose for Reading he “literary” short story, the meticu-
Read to discover the history of the short story and ele- lously constructed short story,
ments of fiction used by writers such as Mark Twain. descends to us by way of the
Teach Build Background
phenomenon of magazine publication,
beginning in the nineteenth century, but
A contemporary short story is a fictional narrative in
has as its ancestor the oral tale.
Reading Strategy 1 We must assume that storytelling is as
prose containing the elements of plot, character,
setting, theme, and point of view. In this excerpt old as mankind, at least as old as spoken
Evaluate Historical Influ- from the introduction to the Oxford Book of language. Reality is not enough for us—we
ences Before students read, American Short Stories, Joyce Carol Oates traces the crave the imagination’s embellishments
ask them to consider what effect history of the short story and how it has evolved upon it. In the beginning. Once upon a time.
the invention of the printing press with the voices of such writers as Mark Twain. A long time ago there lived a princess who.
might have had on the short story. How the pulse quickens, hearing such
Reading Strategy beginnings! such promises of something
Have them include this cultural
new, strange, unexpected! . . .
event on their time lines. Evaluate Historical Influences
Like a river fed by countless small streams,
Ask: How does the author sup- When you examine the social influences of a histori-
the modern short story derives from a multi-
cal period on a literary work or genre you are evalu-
port her claim that storytelling ating historical influences. As you read, ask
plicity of sources. Historically, the earliest
is “as old as mankind”? (Oates literary documents of which we have
1 yourself, How has history influenced the short story?
knowledge are Egyptian papyri1 dating from
argues that the human imagi- Take notes on a timeline like the one below.
4000–3000 b.c., containing a work called, most
nation demands that reality be
intriguingly, Tales of the Magicians. The Middle
embellished with stories. Human Mark Twain achieves Ages revered such secular works as fabliaux,2
Egyptians write Canterbury Tales
cultural history is filled with folk- on papyri popularity as an
American writer
tales and stories written thousands 1. Papyri are papers made from the stems or pith of the
papyrus, which is a tall aquatic plant.
of years ago.) 2. Fabliaux are medieval verse tales with comic themes
about life.
A P P ROAC H I N G If students have
difficulty understanding how to 28 U N IT 1 THE S HO RT S TO RY
locate supporting statements,
Writing Practice
review Oates’s thesis statement and
explain how the details that follow 0028_0031_U1LP_877979.indd 28 3/20/08 12:01:11
support the thesis. explain why they do or not agree with

Interpretation On the board, write
Oates’s sentiment.
the following sentence about storytelling
from Oates’s essay: Reality is not enough
selection, use Listening Library
Audio CD-ROM.
for us—we crave the imagination’s
embellishments on it.
Ask students to write a two-paragraph
Readability Scores personal response to Oates’s statement.
Dale-Chall: 12.9 In the first paragraph, students should
DRP: 74 offer their interpretation of the quotation.
Lexile: 1520 In the second paragraph, students should
28
Informational Text
on Mark Twain
Teach
Big Idea 2
pected Say: Keep the follow-
ing questions in mind as you
read: What assumptions does
the author make about the short
story? (It is an ancient form that
comes naturally with language
and once existed mainly as a folk-
tale or ballad. The “flavor” of the
Book of the Dead: Four Rudders of Heaven, Offerings to Osiris.
Egyptian Art. Papyrus. British Museum, London. oral tale makes a written story bet-
ter.) What characteristics make
Mark Twain’s writing unique in
ballads,3 and verse romances; the Arabian non-literate cultures, for obvious reasons. 2 American literature, according
Thousand and One Nights4 and the Latin tales Even the prolongation of light (by artificial
and anecdotes of the Gesta Romanorum,5 means) had an effect upon the storytelling to the author? (He brought the
collected before the end of the thirteenth tradition of our ancestors. The rise in literacy vernacular flavor to written stories.
century, as well as the one hundred tales of marked the ebbing of interest in old fairy His stories were read by people at
Boccaccio’s The Decameron,6 and Chaucer’s tales and ballads, as did the gradual stabiliza- all levels of culture.)
Canterbury Tales,7 were enormously popular tion of languages and the cessation8 of local
for centuries. Storytelling as an oral art, like dialects in which the tales and ballads had
the folk ballad, was, or is, characteristic of been told most effectively. (The Brothers
Grimm9 noted this phenomenon: if, in High
German, a fairy tale gained in superficial clar-
3. Ballads are short narrative poems that are supposed to be
sung. They have simple stanzas and a refrain and are
ity, it “lost in flavor, and no longer had such a
firm hold on the kernel of meaning.”)
often folk in origin.
4. The Thousand and One Nights is a collection of tales about One of the signal accomplishments of S
Aladdin, Ali Baba, and Sinbad the Sailor. Their author and American literature, most famously exempli- In addition to writing on papyrus,
the date when they were written are unknown.
5. Gesta Romanorum is a collection of anecdotes and tales
fied by the great commercial and critical suc- Egyptians also told stories by
in Latin. cess of Samuel Clemens, is the reclamation painting words and pictures on
6. Giovanni Boccacio (1313–1375) was an Italian poet and
scholar. He most likely wrote The Decameron from 1348 stone walls. Their written language,
to 1353. The Decameron, which means “Ten Days’ Work,” 8. Cessation means “the act of coming to a stop.” hieroglyphics, began as pictures
contains one hundred stories. 9. The Brothers Grimm was the nickname for Jacob Ludwig
7. Geoffrey Chaucer (1342/43–1400) was a famous English Carl Grimm (1785–1863) and Wilhelm Carl Grimm but evolved into a system in which
poet. The Canterbury Tales, his seminal work, tells the story (1786–1859), who wrote collections of folktales, certain images stood for certain
of about thirty pilgrims who convene at a London Inn to including Kinderund Hausmärchen, which is commonly
travel to and from Thomas à Becket of Canterbury’s shrine. known as Grimm’s Fairy Tales. sounds. This language system is
the ancestor of our own phonetic
J OYC E C AROL OATE S 29 alphabet.
English Learners
DI F F ER E NTIATED
PM0028_0031_U1LP_877979.indd 29 I N STR UCTION 3/13/08 11:37:08 PM
Advanced Because of Oates’s complex

Title Author Date Notes
sentence structure and potentially confusing
list of historical works, ask English learners to Tales of the Musicians Egyptians 4000–3000 B.C. First Literary Work
create a chart on a separate sheet of paper
that organizes the examples Oates provides.
In the first column, have students write the
work’s title; in the second, the work’s author;
in the third, the year or time period in which
the work was written; and in the fourth,
notes about the work.
29
Informational Text
Literary Perspective of that “lost” flavor—the use, as style, of newspapers and subscription book sales
on Mark Twain dialect, regional, and strongly (often comi- made this success possible, but it was the
cally) vernacular10 language. Of course, brilliant reclamation of the vernacular in
before Samuel Clemens cultivated the Twain’s work (the early “The Celebrated
Teach ingenuous-ironic persona of “Mark
Twain,” there were dialect writers and tale-
Jumping Frog of Calaveras County,”12 for
instance) that made him into so uniquely
tellers in America (for instance, Joel American a writer, our counterpart to
Reading Strategy 1 Chandler Harris, creator of the popular Dickens. 1
“Uncle Remus” stories11); but Mark Twain Twain’s rapid ascent was by way of pop-
Evaluate Historical was a phenomenon of a kind previously ular newspapers, which syndicated
unknown here—our first American writer features coast to coast, and his crowd-
Influence Ask: Why do you
to be avidly read, coast to coast, by all pleasing public performances, but the more
think Mark Twain’s writing is still classes of Americans, from the most high- typical outlet for a short story writer,
popular today? (His writing is born to the least cultured and minimally particularly of self-consciously “literary”
clear and has a distinctive voice. literate. The development of mass-market work, was the magazine. Virtually every
His characters seem to act, speak, writer, from Washington Irving13 and
and think like real people. Such Nathaniel Hawthorne14 onward, began his
characteristics appeal to readers or her career publishing short fiction in
magazines before moving on to book pub-
across time.)
lication; in the nineteenth century, such
A P P ROAC H I N G For approaching- highly regarded, and, in some cases, high-
level students who do not under- paying magazines as The North American
stand the comparison between Review, Harper’s Monthly, Atlantic Monthly, 2
Twain and Dickens, explain that Scribner’s Monthly (later The Century), The
Dial, and Graham’s Magazine (briefly edited
Dickens was a nineteenth-century
by Edgar Allan Poe15) advanced the careers
British writer whose works that of writers who would otherwise have had
include distinctive characters and financial difficulties in establishing them-
themes are still being read today. selves. In post-World War II America, the
majority of short story writers publish in
small-circulation “literary” magazines
Reading Strategy 2 throughout their careers. It is all but
unknown for a writer to publish a book of
Evaluate Historical short stories without having published
Influence Ask: How impor- most of them in magazines beforehand. m
Wooden Type Block. Marco Prozzo.
tant do you think it was that

popular magazines such as
10. Vernacular means “the everyday speech of a country or 12. “The Celebrated Jumping Frog of Calaveras County” is a
Harper’s Monthly paid writers for region.” tall tale that tells of a narrator who goes to the gold mining
their short stories? (It was very 11. Joel Chandler Harris (1848–1908) was an American town of Angel’s Camp and meets Simon Wheeler, who tells
author of folktales. Uncle Remus was a character created him the story of a pet frog that competed in jumping races.
important. Writers had a chance by him in a series of adult and children’s books. 13. Washington Irving (1783–1859) was an American
to support themselves with their novelist and short story writer.
14. Nathaniel Hawthorne (1804–1864) was a well-known
writing if they were paid for their American novelist and short story writer.
stories.) 15. Edgar Allan Poe (1809–1849) was an American short
story writer and poet.
Speaking Practice
These type blocks are similar 0028_0031_U1LP_877979.indd 30 3/13/08 11:37:10
to those used in early printing SMALL GROUP

Summarize Explain that
SPIRAL
REVIEW
to the class, explaining how they orga-
presses. The printer arranged the students may summarize nized information.
blocks in rows to print lines of text. informational text in a
number of ways. Have students work indi-
vidually or in small groups to summarize
Oates’s article by
For activities related to this
selection, see Unit 1 Teaching • creating a chart or graphic organizer
Resources Book, pp 53–54. • drafting a timeline
• listing bulleted notes
After students have created their summa-
ries, ask them to present the summaries
30
Informational Text
on Mark Twain
Teach
In the Western hemisphere, the

invention of the printing press by
Johannes Gutenberg (c. 1395–
c. 1468) changed literature.
Before, texts had to be hand-
written or stamped with carved
wooden blocks.
Assess
The Printer, 1875. Adrien Ferdinand de Braekeleer. Oil on canvas, 78 x 68 cm.
1. Students’ summaries should
Koninklijk Museum voor Schone Kunsten, Antwerp, Belgium.
include the main ideas of the
selection, such as the origins of
storytelling in oral tradition, Mark
Respond and Think Critically Twain’s use of local style and
Respond and Interpret you think that literature printed in magazines is vernacular language, and the
any less significant than literature printed in
1. Write a brief summary of the main ideas in this importance of magazine pub-
books? Explain.
article before you answer the following questions. lishing for aspiring writers.
For help on writing a summary, see page 415. 5. (a)Joyce Carol Oates is a prolific writer of fiction,
including novels and short stories. What biases
2. (a) An oral tale (b) Narrator,
2. (a)What is the earliest “ancestor” of the contem- dialect and vernacular
might she have about the craft of short story writ-
porary short story? (b)How is this heritage appar-
ing? (b)Do you think her biases affect her point 3. (a) Regional dialect and comic
ent in modern short stories you have read?
of view in this excerpt? Why or why not?
3. (a)What are some facets of Mark Twain’s writing
vernacular (b) A conversational,
that recapture, as Oates writes, “that lost flavor” Connect humorous tone
of American writing? (b)What do you think these 6. (a)What did Oates claim made Mark Twain a
elements of writing add to a literary work? “uniquely American writer”? (b)How is this trait
represented in “The Californian’s Tale”?
Analyze and Evaluate
4. (a)Why do you think short stories became popu-
lar selections for contemporary magazines? (b)Do
J OYC E C AROL OATE S 31
0028_0031_U1LP_877979.indd 31
0 PM 1/18/08 12:47:13 AM
4. (a) Short stories can be read quickly, 6. (a) His use of vernacular (b) A casual,
and often complement a magazine’s conversational tone, with many contrac-
theme. (b) Answers will vary. Literature tions, fragments, and interjections
in magazines is not less significant, but
it may be perceived as less valuable. For additional assessment, see Assess-
ment Resources, pp. 41–42.
5. (a) She may think the short story form
is superior. (b) Answers will vary. Her
experience provides a writer’s insight.
31
Vocabulary Workshop Learning Objectives
In this workshop, you will Vocabulary Workshop

Denotation and Connotation focus on the following
objective:
Vocabulary: Understanding Denotation and Connotation
denotation and connotation.
Focus Literature Connection Mark Twain is a master at conveying sugges-

tions both directly (through denotation, the literal meaning of words)
Ask: What feelings and ideas do
and indirectly (through connotation, or implication).
you associate with these words:
“Pretty soon Tom and Joe arrived, and then all hands set about
cloudy, chains, bluebirds, and adorning the house with flowers”
Halloween? (Students may sug- —Mark Twain, from “The Californian’s Tale”
gest negative or positive feelings
In the quotation above, Twain uses the word adorning, instead of decorating,
for each.) Explain the difference ornamenting, or embellishing. Although these words have a similar deno-
between the denotations and tation, the connotations of adorning best fit the context. Adorning implies
connotations. enhancing the appearance of something that is already beautiful in itself--
namely, the “rose-clad” cottage that delighted the narrator.
Vocabulary Terms A chart like the one below can help you analyze, or look more closely
Teach The denotation of a word is
its literal meaning; the
at, words—at their similarities, their differences, and their shades of
meaning. Follow these instructions to create the chart:
Recognize Connotations connotation of a word is its • In the left-hand column of the chart, place the words you will
implied meaning, with the analyze.
Ask students to suggest words with emotions it evokes. • Consult a dictionary to find definitions, or denotations, for them.
similar denotations but different Tip • In the second column of the chart, enter the definition for each
connotations, such as slender, slim, If, during a test, you are term.
skinny, and bony. Discuss how asked about the denotation • In the third column of the chart, record ideas, images, or feelings
of a word, think about how that you associate with each word. Such associations are the
an author can select connotative
you would define the word word’s connotations.
words to contribute to a certain for someone else. To
mood, tone, characterization, or describe the word’s A Semantic Features Chart
connotation, think about the
purpose. Word Denotation Connotation
images and ideas the word
brings to mind.
famishing suffering from a starving, enduring
lack of something terrible hunger
Assess necessary
Practice Students’ charts will

vary. Students should understand
and demonstrate the difference
between denotation and
connotation in their discussions. Literature Online
Practice On a separate sheet of paper, copy and complete the
Vocabulary For more vocabu- chart. With your classmates, discuss the denotations and the
For additional vocabulary lary practice, go to glencoe.com connotations of the words you have chosen. Below the chart,
and enter the QuickPass code
practice, see Glencoe Interactive GL59794u1. explain briefly how words such as bodings contribute to the mood
Vocabulary CD-ROM. of the story and foreshadow its ending.
Vocabulary Practice
0032_U1VW_877979.indd 32 3/20/08 12:02:48
Analyze Connotation Write the fol- Explain that authors use connotation to
lowing sentences on the board: Amelia establish character, tone, and mood in
was miserly. Amelia was thrifty. Ask a vol- their texts.
unteer to read the sentences aloud. Point
out that the words miser and thrifty have
the same denotation. However, they have
different connotations. Ask students which
of the two words has a negative connota-
tion. (miserly)
32
Contents of the Dead
Man’s Pocket Focus
Meet Jack Finney Bellringer Options
(1911–1995)
Daily Language Practice
Transparency 5
T
he author of novels, short stories, and
television screenplays, Jack Finney is Or write on the board: When
most famous as a science-fiction writer. is it worth the risk? Ask: How
Perhaps his best-known work is the novel The
Body Snatchers, which he published in 1955.
far would you go to protect a
Renamed and reissued a year later as Invasion possession that is very impor-
of the Body Snatchers, this science-fiction tant to you? Then have students
thriller was adapted into a film three times. discuss the kinds of things they
Each version became a cult classic.
think they or others might risk
When the novel was first released in the mid-
1950s, the age of McCarthyism, critics were
their lives for. Why would this be
quick to interpret it as an allegory based on the worth it?
real fears of a Communist takeover in the an Ellery Queen’s Mystery Magazine contest.
United States. Finney scoffed at that interpreta- After that breakthrough, he continued to
tion, claiming that his novel was nothing more write and publish short stories in many popu-
than popular entertainment. “It was just a story lar magazines, including The Saturday Evening
meant to entertain, and with no more meaning Post, Collier’s, and McCall’s.
than that,” Finney once stated, adding that “the In the early 1950s, Finney, his wife, and their
idea of writing a whole book in order to say two children moved from New York City to
that it’s not really a good thing for us all to be Marin County, California. In 1954, he pub-
alike . . . makes me laugh.” lished his first novel, 5 Against the House. That
novel, Assault on a Queen (1959), and Good
Neighbor Sam (1963) were all adapted into
“One should never use the word ‘fun’ popular films.
as an adjective except when referring After the success of Invasion of the Body
Snatchers, Finney continued to write science
to the writings of Jack Finney.” fiction, although he resisted classification as a
—The San Francisco Examiner science-fiction author, considering himself a
fantasy writer who was most interested in
ordinary people’s responses to extraordinary
situations. In 1957 he published a short-story
Born in Milwaukee, Wisconsin, Finney grew
collection entitled The Third Level, which con-
up in suburban Chicago. After graduating
tains the story you are about to read.
from Knox College in Galesburg, Illinois,
Finney moved to New York City, where he
Literature Online
worked as a writer for an advertising agency.
Author Search For more about Jack Finney, go to
In 1946 he published his first short story, “The glencoe.com and enter QuickPass code GL59794u1.
Widow’s Walk,” which won a special prize in
J AC K FI NNE Y 33
0033_0034_U1P1_877979.indd 33 3/25/08 9:51:43 AM
Literary Elements
• Conflict (SE pp. 34, 36, 39, 42, 47, Listening/Speaking/Viewing Skills
48, 50) Contents of the • Analyze Art (SE pp. 36, 40, 44;
• Foreshadowing (SE p. 50) Dead Man’s Pocket TE p. 35)
• Point of View (TE p. 46)

• Respond to Characters (SE pp. 34, Vocabulary Skills • Summary (SE p. 51)
36, 38, 39, 40, 42, 44-46, 48) • Analogies (SE p. 50, TE p. 34) • Create Suspense (TE p. 40)
• Understand Sequence (TE p. 42) • Academic Vocabulary (SE p. 50)
33
Learning Objectives
For pages 33–51

Connect to the Story
Focus
What are your priorities in life and how well do you divide
objectives:
your attention among them? List your priorities. After each
Summary priority write a comment about whether you should spend
more time less time or are spending the right amount of time
conflict.
Reading: Responding to
Tom, an ambitious young profes- on that priority.
characters.
sional, plans to work late on an Build Background
important project while his wife This story takes place in New York City, probably during the
goes alone to the movies. A gust 1950s—a time before personal computers and widespread use
of wind whisks the only copy of his of photocopying machines. Therefore, the main character types
documents on a portable typewriter and uses carbon paper— Vocabulary
notes out the window. The paper
thin, ink-coated sheets of paper placed between two pieces of convoluted (konvə lō ̄ṓ̄ tid) adj.
settles on a ledge fifteen feet from writing paper—to make a copy of a typewritten document. turned in or wound up upon itself;
the window of Tom’s eleventh-
coiled; twisted; p. 37 Instead of a
floor apartment. Afraid of losing Set Purposes for Reading flat piece of wood, the ornate,
his research, Tom goes out on the Big Idea Encountering the Unexpected antique railing was convoluted.
ledge to get the paper. His near- As you read ”Contents of the Dead Man’s Pocket,“ ask yourself, improvised (imprə vɪ̄zd́) adj.
death experience causes him to How does the main character react when he encounters the invented, composed, or done
rethink his priorities in life. unexpected? without preparation; p. 38 I was
unprepared for John’s strange ques-
Literary Element Conflict tion and had to give an improvised
For summaries in languages other answer.
Conflict is the struggle between opposing forces in a drama or
than English, see Unit 1 Teaching
story. An external conflict exists when a character struggles taut (tôt) adj. tense; tight; p. 39
Resources Book, pp. 56–61.
against an outside force, such as another person, nature, or The leash grew taut and straight
society. An internal conflict is a struggle that takes place within when the dog leaped forward.
the mind of a character who is torn between opposing feelings
or goals. As you read, ask yourself, Which type of conflict does pent-up (pent up) adj. not
Vocabulary Tom experience in this story? expressed or released; held in;
p. 42 I remained calm until I hung
Analogies Analogies often Reading Strategy Respond to Characters up the phone, but then my pent-up
involve synonyms and antonyms. feelings made me burst into tears.
When you respond to what you are reading, you interact with
Ask students to find the vocabulary the text in an important way. To respond to characters in a reveling (revəl ing) adj. taking
words in a thesaurus and to list literary work, ask yourself questions about what you like, what great pleasure; p. 42 Reveling in
you do not like, what surprises you, and how you feel about delight, the little boy ran up and
both the synonyms and antonyms
the characters in a story. As you read “Contents of the Dead down the aisle of toys.
for the given words. Caution Man’s Pocket,” ask yourself, How does Tom make you feel?
students that a synonym may not Tip: Analogies To solve an anal-
have exactly the same meaning as Tip: Take Notes To better understand your responses to ogy, remember that the relationship
characters, take notes about your reactions to characters as might be a synonym, an antonym,
a given word, and that an antonym a part to whole, or an object and a
you read.
is not always the exact opposite of key quality of the object.
a word.
Writing Practice
0033_0034_U1P1_877979.indd 34 3/21/08 3:36:59 P
For additional vocabulary practice, SPIRAL Respond to Literature In the
see Unit 1 Teaching Resources REVIEW Page Reaction to Tom
course of the story, Tom goes
Book, p. 64.
through an experience that changes 35
his character. As they read, students may
For additional context, see Glencoe 36
have different reactions to Tom. Suggest
Interactive Vocabulary CD-ROM.
that students create a two-column chart
like the one shown to track their reactions.
Instruct students to list the page numbers
of the story in the left column, and their
reactions to Tom for each page of the
story in the right column.
34
Teach
Big Idea
Making Choices Say: Keep
these questions in mind as
you read: What are the conse-
quences of the main character’s
choices? How do his choices
lead to a change in what he
considers most important? (His
Room in New York, 1932. Edward Hopper. Oil on canvas,
choice to dedicate himself to
29 x 36 in. Sheldon Memorial Art Gallery, University of his work means that he doesn’t
Nebraska–Lincoln, F. M. Hall Collection. 1936.H-166.
Jack Finney spend much time with his wife.
His choice to retrieve his important
paper puts his life in danger. This
danger causes him to re-evaluate
t the little living-room desk Tom staring down through the autumn night at his priorities.)
Benecke rolled two sheets of flimsy Lexington Avenue, eleven stories below. He
and a heavier top sheet, carbon paper was a tall, lean, dark-haired young man in
sandwiched between them, into his a pullover sweater, who looked as though
portable.1 Inter-office Memo, the top sheet he had played not football, probably, but
was headed, and he typed tomorrow’s date basketball in college. Now he placed the
just below this; then he glanced at a creased heels of his hands against the top edge of Have students study the painting
yellow sheet, covered with his own hand- the lower window frame and shoved on this page. Ask: What does
writing, beside the typewriter. “Hot in upward. But as usual the window didn’t
this painting suggest about the
here,” he muttered to himself. Then, from budge, and he had to lower his hands and
the short hallway at his back, he heard the then shoot them hard upward to jolt the relationship between the man
muffled clang of wire coat hangers in the window open a few inches. He dusted his and the woman? (Students
bedroom closet, and at this reminder of hands, muttering. may say that the man is ignor-
what his wife was doing he thought: Hot, But still he didn’t begin his work. He ing the woman and that she
hell—guilty conscience. crossed the room to the hallway entrance looks sad or lonely.)
He got up, shoving his hands into the and, leaning against the doorjamb, hands
back pockets of his gray wash slacks,2 shoved into his back pockets again, he
stepped to the living-room window beside called, “Clare?” When his wife answered, For an audio recording of this
the desk and stood breathing on the glass, he said, “Sure you don’t mind going selection, use Listening Library
watching the expanding circlet of mist, alone?” Audio CD-ROM.
“No.” Her voice was muffled, and he
knew her head and shoulders were in the
1. Before the laptop computer, one might type on a bedroom closet. Then the tap of her high Readability Scores
compact, fairly lightweight typewriter called a portable. heels sounded on the wood floor and she
2. Wash slacks are pants that, because they are cotton, can Dale-Chall: 6.7
be washed instead of dry-cleaned.
appeared at the end of the little hallway,
DRP: 59
Lexile: 1190
J AC K FI NNE Y 35
English Learners
PM 0035_0048_U1P1_877979.indd 35 1/18/08 12:51:54 AM
Beginning The dense visual descriptions book. Have them make sketches quickly
in this story may cause confusion for less and then return to make their favorites into
proficient readers. Ask these students to finished drawings later on.
focus on mental images as they read and
to use sketching to record these mental
pictures. Students with strong spatial abili-
ties who create detailed mental images as
they read will also benefit from this activ-
ity. Encourage students to sketch the most
important images from the story in a note-
35
Teach He smiled. “You won’t mind
though, will you, when the
money comes rolling in and
I’m known as the Boy Wizard
Reading Strategy 1 of Wholesale Groceries?”
“I guess not.” She smiled
Respond to Characters and turned back toward the
Answer: Some students will bedroom.
disapprove of Tom’s decision to
work instead of spending time At his desk again, Tom lighted
with his wife. a cigarette; then a few moments
later as Clare appeared,
dressed and ready to leave, he
Literary Element 2 set it on the rim of the ash tray.
“Just after seven,” she said. “I
Conflict Answer: Clare wishes can make the beginning of the
first feature.”
that Tom would spend more time
He walked to the front-door
with her, but Tom is ambitious and closet to help her on with her
thinks that earning more money coat. He kissed her then and,
will compensate for his neglect of for an instant, holding her
his wife. Reference, 1991. Jeremy Annett. Oil on canvas. Private collection. close, smelling the perfume
This painting shows a room filled with papers and books. What she had used, he was tempted
do these items tell you about the personality traits of the room’s occupant? Are to go with her; it was not
any of these traits shared by Tom?
actually true that he had to
work tonight, though he very
wearing a slip, both hands raised to one much wanted to. This was his
ear, clipping on an earring. She smiled at own project, unannounced as yet in his
Answer: Students may say that
him—a slender, very pretty girl with light office, and it could be postponed. But then
the person who uses this room brown, almost blonde, hair—her prettiness they won’t see it till Monday, he thought
is messy because the room is a emphasized by the pleasant nature that once again, and if I give it to the boss
mess, or intelligent because there showed in her face. “It’s just that I hate tomorrow he might read it over the week-
are so many books, or very busy you to miss this movie; you wanted to see end . . . “Have a good time,” he said aloud.
because so much is going on. Tom it too.” “Yeah, I know.” He ran his fingers He gave his wife a little swat and opened
shares the qualities of being intel- through his hair. “Got to get this done the door for her, feeling the air from the
though.” building hallway, smelling faintly of floor
ligent and busy.
She nodded, accepting this. Then, wax, stream gently past his face.
glancing at the desk across the living room, He watched her walk down the hall,
she said, “You work too much, though, flicked a hand in response as she waved,
Tom—and too hard.” and then he started to close the door, but it
For additional practice using the resisted for a moment. As the door opening
reading skill or strategy, see Unit 1 narrowed, the current of warm air from the
Teaching Resources Book, p. 63.
Respond to Characters How do you feel about Tom’s
1 decision to miss the movie? Would you have made the Conflict What exterior conflict is implied by the dialogue
2
same choice? between Tom and his wife, Clare?
Reading Practice
0035_0048_U1P1_877979.indd 36 3/13/08 11:49:22
Predict Ask students to make predic- a stifling atmosphere and a feeling of

tions about what will happen in the story tension.) Remind students to revise their
based on what they have read so far. Ask: predictions as they read.
What kinds of conflicts do you expect
might develop in the story? (Students
may expect conflicts between Tom and
his wife, possibly related to the work that
he is doing.) Ask: What mood does the
setting create, and how do you think
this might relate to future events? (Stu-
dents may answer that the setting creates
36
hallway, channeled through this smaller
opening now, suddenly rushed past him
was stopped by the projecting blank wall
of the next apartment. It lay motionless, Teach
with accelerated force. Behind him he then, in the corner formed by the two
heard the slap of the window curtains walls—a good five yards away, pressed
against the wall and the sound of paper firmly against the ornate corner ornament
fluttering from his desk, and he had to of the ledge, by the breeze that moved past Writer’s Technique S
push to close the door. Tom Benecke’s face. Setting Finney’s meticulous
Turning, he saw a sheet of white paper He knelt at the window and stared at the
attention to detail and his colorful
drifting to the floor in a series of arcs, and yellow paper for a full minute or more,
another sheet, yellow, moving toward the waiting for it to move, to slide off the ledge descriptions create a vivid set-
window, caught in the dying current flowing and fall, hoping he could follow its course ting for his story. The focus on a
through the narrow opening. As he watched, to the street, and then hurry down in the detailed and realistic portrayal of
the paper struck the bottom edge of the win- elevator and retrieve it. But it didn’t move, Tom’s world contributes to the
dow and hung there for an instant, plastered and then he saw that the paper was caught story’s powerful suspense.
against the glass and wood. Then as the firmly between a projection of the convo-
moving air stilled completely the curtains luted corner ornament and the ledge. He
swinging back from the wall to hang free thought about the poker from the fireplace,
again, he saw the yellow sheet drop to the then the broom, then the mop—discarding
window ledge and slide over out of sight. each thought as it occurred to him. There
He ran across the room, grasped the bot- was nothing in the apartment long enough
tom edge of the window and tugged, staring to reach that paper.
through the glass. He saw the yellow sheet, It was hard for him to understand that
dimly now in the darkness outside, lying on he actually had to abandon it—it was
the ornamental ledge a yard below the win- ridiculous—and he began to curse. Of all
dow. Even as he watched, it was moving, the papers on his desk, why did it have to be
scraping slowly along the ledge, pushed by this one in particular! On four long Saturday
the breeze that pressed steadily against the afternoons he had stood in supermarkets
building wall. He heaved on the window counting the people who passed certain dis-
with all his strength and it shot open with a plays, and the results were scribbled on that
bang, the window weight rattling in the yellow sheet. From stacks of trade publica-
casing. But the paper was past his reach and, tions, gone over page by page in snatched
leaning out into the night, he watched it half hours at work and during evenings at
scud3 steadily along the ledge to the south, home, he had copied facts, quotations and
half plastered against the building wall. figures onto that sheet. And he had carried it
Above the muffled sound of the street traffic with him to the Public Library on Fifth
far below, he could hear the dry scrape of its Avenue, where he’d spent a dozen lunch
movement, like a leaf on the pavement. hours and early evenings adding more. All
The living room of the next apartment to were needed to support and lend authority
the south projected a yard or more farther to his idea for a new grocery-store display
out toward the street than this one; because method; without them his idea was a mere
of this the Beneckes paid seven and a half opinion. And there they all lay, in his own
dollars less rent than their neighbors. And
now the yellow sheet, sliding along the
Vocabulary
stone ledge, nearly invisible in the night,
convoluted (kon və lō ̄ō ̄́ tid) adj. turned in or
wound up upon itself; coiled; twisted
3. To scud is to run or move swiftly.
J AC K FI NNE Y 37
English Learners
Beginning English learners may have Have students share with a partner the
difficulty understanding the story’s complex sentences they identified. Ask partners to
sentences, many of which contain depen- explain to each other the meanings of the
dent and independent clauses. Suggest complex sentences.
that the students identify the challenging
sentences and find the core of the sen-
tence (subject, verb, and object). Once
students understand the basic meaning of
the sentence, they should consider what
additional meaning each clause adds.
37
Teach improvised shorthand—countless hours of
work—out there on the ledge.
By a kind of instinct, he instantly began
making his intention acceptable to himself by
For many seconds he believed he was laughing at it. The mental picture of himself
going to abandon the yellow sheet, that sidling along the ledge outside was absurd—
Big Idea 1 there was nothing else to do. The work it was actually comical—and he smiled. He
could be duplicated. But it would take two imagined himself describing it; it would
Making Choices months, and the time to present this idea, make a good story at the office and, it
Answer: He will either go out on was now, for use in the spring displays. He occurred to him, would add a special interest
the ledge to retrieve the paper or struck his fist on the window and importance to his memo-
redo his research. ledge. Then he shrugged. Even randum, which would do it no
though his plan were adopted, harm at all.
he told himself, it wouldn’t To simply go out and get
Reading Strategy 2 bring him a raise in pay—not his paper was an easy task—
immediately, anyway, or as a he could be back here with it
Respond to Characters direct result. It won’t bring me in less than two minutes—
a promotion either, he argued— and he knew he wasn’t
Answer: Tom’s career goals are
not of itself. deceiving himself. The ledge,
his highest priority. Students may he saw, measuring it with his
say that Tom should value time But just the same, and he eye, was about as wide as the
with his wife more. couldn’t escape the thought, length of his shoe, and per-
this and other independent fectly flat. And every fifth
projects, some already done and others row of brick in the face of the building,
Big Idea 3 planned for the future, would gradually he remembered—leaning out, he verified
mark him out from the score of other this—was indented half an inch, enough
Making Choices young men in his company. They were for the tips of his fingers, enough to
Answer: Students will probably the way to change from a name on the maintain balance easily. It occurred to
payroll to a name in the minds of the him that if this ledge and wall were only
say that he is trying to avoid
company officials. They were the begin- a yard aboveground—as he knelt at the
becoming paralyzed by fear or ning of the long, long climb to where he window staring out, this thought was the
to trick himself into thinking that was determined to be, at the very top. final confirmation of his intention—he
he is safe. And he knew he was going out there in could move along the ledge indefinitely.
the darkness, after the yellow sheet fif- On a sudden impulse, he got to his
teen feet beyond his reach. feet, walked to the front closet and took
out an old tweed jacket, it would be cold
outside. He put it on and buttoned it as
he crossed the room rapidly toward the
open window. In the back of his mind he
Encountering the Unexpected How has the unexpected
knew he’d better hurry and get this over
1 experience of dropping the yellow paper affected the
author so far? with before he thought too much, and at
the window he didn’t allow himself to
Respond to Characters What is Tom’s highest priority? hesitate.
2 How do you feel about his priorities?
Vocabulary
improvised (imprə vı̄zd́) adj. invented, composed, Encountering the Unexpected How does Tom try to 3
or done without preparation combat his fear of falling?
Reading Practice
0035_0048_U1P1_877979.indd 38 3/13/08 11:49:28
SPIRAL
REVIEW
Analyze Character Tom
SMALL GROUP sible consequences. As a class, discuss
has a choice in this story: this question: Did Tom make a logical
to painstakingly duplicate choice? What choice would students
two months of work or attempt to retrieve have made?
his paper. His career ambitions spur him
to go after the paper, but is this a logical
choice? What kinds of considerations does
Tom make before deciding to go out on
the ledge? Have small groups of students
make charts in which they compare the
advantages of each option with the pos-
38
He swung a leg over the sill, then felt for
and found the ledge a yard below the win-
and secure, and moving along the ledge
was quite as easy as he had thought it Teach
dow with his foot. Gripping the bottom of would be. He could hear the buttons of his
the window frame very tightly and carefully, jacket scraping steadily along the rough
he slowly ducked his head under it, feeling bricks and feel them catch momentarily, Literary Element 4
on his face the sudden change from the tugging a little, at each mortared crack.
warm air of the room to the chill outside. He simply did not permit himself to look Conflict Answer: Tom’s
With infinite care he brought out his other down, though the compulsion to do so conflict is between thinking and
leg, his mind concentrating on what he was never left him; nor did he allow himself instinct. When he thinks about his
doing. Then he slowly stood erect. Most of actually to think. Mechanically—right foot, predicament, he becomes para-
the putty, dried out and brittle, had dropped left foot, over and again—he shuffled along lyzed by fear. Only by not thinking
off the bottom edging of the window frame, crabwise, watching the projecting wall is he able to move.
he found, and the flat wooden edging pro- ahead loom steadily closer. . . .
A DVA N C E D Ask students who are
vided a good gripping surface, a half inch or Then he reached it and, at the corner—he’d
more deep, for the tips of his fingers. decided how he was going to pick up the strong critical thinkers to categorize
Now, balanced easily and firmly, he paper—he lifted his right foot and placed it Tom’s dilemma up to this
stood on the ledge outside in the slight, carefully on the ledge that ran along the pro- point. Ask: What do we know
chill breeze, eleven stories above the street, jecting wall at a right angle to the ledge on about Tom that would force him
staring into his own lighted apartment, which his other foot rested. And now, facing
out his window after this piece
odd and different-seeming now. the building, he stood in the corner formed by
First his right hand, then his left, he care- the two walls, one foot on the ledging of each, of paper? Is he thinking about
fully shifted his finger-tip grip from the a hand on the shoulder-high indentation of his future? His wife? (Some
puttyless window edging to an indented each wall. His forehead was pressed directly students may say that, according
row of bricks directly to his right. It was into the corner against the cold bricks, and to Tom’s previous comments, this
hard to take the first shuffling sideways now he carefully lowered first one hand, then paper is his future. His familial
step then—to make himself move—and the the other, perhaps a foot farther down, to the
success is tied to his professional
fear stirred in his stomach, but he did it, next indentation in the rows of bricks.
again by not allowing himself time to
success.)
think. And now—with his chest, stomach, Very slowly, sliding his forehead down the
and the left side of his face pressed against trough of the brick corner and bending his Reading Strategy 5
the rough cold brick—his lighted apart- knees, he lowered his body toward the paper
ment was suddenly gone, and it was much lying between his outstretched feet. Again he Respond to Characters
darker out here than he had thought. lowered his fingerholds another foot and
Answer: Tom gets his first
Without pause he continued—right foot, bent his knees still more, thigh muscles taut,
left foot, right foot, left—his shoe soles his forehead sliding and bumping down the
glimpse of Lexington Avenue,
shuffling and scraping along the rough brick V. Half squatting now, he dropped his eleven stories below, with its
stone, never lifting from it, fingers sliding left hand to the next indentation and then throbbing vitality from which Tom
along the exposed edging of brick. He slowly reached with his right hand toward has excluded himself.
moved on the balls of his feet, heels lifted the paper between his feet.
slightly; the ledge was not quite as wide as
he’d expected. But leaning slightly inward
toward the face of the building and pressed Respond to Characters What is your reaction to Tom’s
against it, he could feel his balance firm current situation? 5
Vocabulary
4 Conflict What is Tom’s internal conflict in this passage? taut (tôt) adj. tense; tight
J AC K FI NNE Y 39
English Learners
Beginning Help English learners under- the sentence in which the verb appears
stand the ways that Tom moves and reacts and another student to act out the motion.
while he is on the window ledge. Write
these phrases on the board: he shuffled
along crabwise (p. 39); he began to
tremble violently, his body swayed out-
ward (p. 40); he slid his left foot (p. 41);
he saw himself striding (p. 42). For each
of the verbs, ask one student to read aloud
39
Teach
Reading Strategy 1
Respond to Characters
Answer: Tom gets his first
glimpse of Lexington Avenue,
eleven stories below, with its
throbbing vitality from which Tom
has excluded himself.
Writer’s Technique S
Metaphor Say: A metaphor is
a figure of speech that compares
or equates two seemingly unlike
things. Point out the sentence
“And a violent instantaneous
explosion of absolute terror roared
through him.” Ask: What pur-
pose do these metaphors serve?
(The image of a violent explosion Crystallized Abstraction (Day), 2001. Diana Ong. Computer graphics.
coupled with the word roared viv- How does Diana Ong’s use of color, lines, and shapes reflect the mood of the
idly conveys the suddenness and story and the crisis that Tom is facing?
power of Tom’s fear.)

He couldn’t quite touch it, and his knees of people. And a violent instantaneous
now were pressed against the wall; he explosion of absolute terror roared through
could bend them no farther. But by duck- him. For a motionless instant he saw him-
ing his head another inch lower, the top of self externally—bent practically double,
his head now pressed against the bricks, he balanced on this narrow ledge, nearly half
lowered his right shoulder and his fingers his body projecting out above the street far
had the paper by a corner, pulling it loose. below—and he began to tremble violently,
Answer: The jagged shapes At the same instant he saw, between his panic flaring through his mind and mus-
reflect the confusion and panic legs and far below, Lexington Avenue cles, and he felt the blood rush from the
that Tom is experiencing. They also stretched out for miles ahead. surface of his skin.
project a sense of fragmentation, He saw, in that instant, the Loew’s the- In the fractional moment before horror
ater sign, blocks ahead past Fiftieth Street; paralyzed him, as he stared between his legs
as of broken glass or a change
the miles of traffic signals, all green now;
in perspective on life, like Tom the lights of cars and street lamps; count- Respond to Characters Why does Tom feel a surge of
is facing. less neon signs; and the moving black dots terror when he actually grasps the yellow paper? 1
Writing Practice
0035_0048_U1P1_877979.indd 40 12/14/07 11:25:31 AM
Create Suspense. Offer students it actually takes place, leaving readers to

this definition of suspense: wonder what’s coming next.
A feeling of tense excitement about what Have students choose a situation that
is about to happen or how something, contains an element of suspense and
such as a short story or a movie, will end. write a few paragraphs using chronological
Explain that Finney uses chronological order to describe the sequence of events.
order to create suspense in his story. Encourage students to use transitional
Chronological order helps the reader words and phrases to signal the order of
understand exactly what is happening events: before, next, meanwhile, and so
when. The future remains obscured until on.
40
at that terrible length of street far beneath
him, a fragment of his mind raised his body
step or two, if he tried to move, he knew
that he would stumble clumsily and fall. Teach
in a spasmodic jerk to an upright position Seconds passed, with the chill faint wind
again, but so violently that his head scraped pressing the side of his face, and he could
hard against the wall, bouncing off it, and hear the toned-down volume of the street Big Idea 2
his body swayed outward to the knife edge traffic far beneath him. Again and again he
of balance, and he very nearly plunged slowed and then stopped, almost to silence; Making Choices
backward and fell. Then he was leaning far then presently, even this high, he would hear Answer: Even though there are
into the corner again, squeezing and push- the click of the traffic signals and the subdued hundreds of people in apartments
ing into it, not only his face but his chest and roar of the cars starting up again. During a or on streets nearby, no one will
stomach, his back arching; and his fingertips lull in the street sounds, he called out. Then hear Tom’s cries. If he waits too
clung with all the pressure of his pulling he was shouting “Help!” so loudly it rasped
long for help, he may lose his
arms to the shoulder-high half-inch indenta- his throat. But he felt the steady pressure of
tion in the bricks. the wind, moving between his face and the strength.
He was more than trembling now; his blank wall, snatch up his cries as he uttered
whole body was racked with a violent them, and he knew they must sound direc-
shuddering beyond control, his eyes tionless and distant. And he remembered
squeezed so tightly shut it was painful, how habitually, here in New York, he himself
though he was past awareness of that. His heard and ignored shouts in the night. If any-
teeth were exposed in a frozen grimace, the one heard him, there was no sign of it, and
strength draining like water from his knees presently Tom Benecke knew he had to try
and calves. It was extremely likely, he knew, moving; there was nothing else he could do.
that he would faint, to slump down along Eyes squeezed shut, he watched scenes in
the wall, his face scraping, and then drop his mind like scraps of motion-picture film—
backward, a limp weight, out into nothing. he could not stop them. He saw himself
And to save his life he concentrated on hold- stumbling suddenly sideways as he crept
ing onto consciousness, drawing deliberate along the ledge and saw his upper body arc
deep breaths of cold air into his lungs, fight- outward, arms flailing. He saw a dangling
ing to keep his senses aware. shoestring caught between the ledge and the
Then he knew that he would not faint, sole of his other shoe, saw a foot start to
but he could not stop shaking nor open his move, to be stopped with a jerk, and felt his
eyes. He stood where he was, breathing balance leaving him. He saw himself falling
deeply, trying to hold back the terror of the with a terrible speed as his body revolved in
glimpse he had of what lay below him; and the air, knees clutched tight to his chest, eyes
he knew he had made a mistake in not squeezed shut, moaning softly.
making himself stare down at the street, Out of utter necessity, knowing that any
getting used to it and accepting it, when he of these thoughts might be reality in the
had first stepped out onto the ledge. very next seconds, he was slowly able to
It was impossible to walk back. He sim- shut his mind against every thought but
ply could not do it. He couldn’t bring him- what he now began to do. With fear-
self to make the slightest movement. The soaked slowness, he slid his left foot an
strength was gone from his legs; his shiver- inch or two toward his own impossibly
ing hands—numb, cold and desperately
rigid—had lost all deftness; his easy ability
to move and balance was gone. Within a Encountering the Unexpected What other unexpected
experiences does Tom have once he is on the ledge? 2
J AC K FI NNE Y 41
Approaching Level
DI F F ER E NTIATED
Emerging To help less proficient readers affect you if you were in Tom’s situation?
become more engaged in the story and (Students might respond that these sensa-
relate to Tom’s predicament and terror, tions might make them nervous, or make
encourage them to imagine the sights, it hard to concentrate on not falling.)
sounds, physical feelings, and smells that
Tom might have encountered while on
the window ledge. Ask students to recount
the sights and sounds described by the
author while Tom is outside and then to
imagine other details not mentioned in the
story. Ask: How would these sensations
41
Teach distant window. Then he slid the fingers of
his shivering left hand a corresponding
He didn’t know how many dozens of
tiny sidling steps he had taken, his chest,
distance. For a moment he could not bring belly and face pressed to the wall; but he
himself to lift his right foot from one ledge knew the slender hold he was keeping on
Reading Strategy 1 to the other; then he did it, and became his mind and body was going to break. He
aware of the harsh exhalation of air from had a sudden mental picture of his apart-
Respond to Characters his throat and realized that he was panting. ment on just the other side of this wall—
Answer: Tom tries to cope with As his right hand, then, began to slide warm, cheerful, incredibly spacious. And
his fear by drawing upon his sense along the brick edging, he was astonished he saw himself striding through it, lying
of purpose, forcing himself to inch to feel the yellow paper pressed to the down on the floor on his back, arms spread
closer toward his window. bricks underneath his stiff fingers, and he wide, reveling in its unbelievable security.
uttered a terrible, abrupt bark that might The impossible remoteness of this utter
have been a laugh or a moan. He opened safety, the contrast between it and where
his mouth and took the paper in his teeth, he now stood, was more than he could
pulling it out from under his fingers. bear. And the barrier broke then, and the
Literary Element 2 By a kind of trick—by concentrating his fear of the awful height he stood on
entire mind on first his left foot, then his left coursed through his nerves and muscles.
Conflict Answer: He is hand, then the other foot, then the other
struggling to prevent himself hand—he was able to move, almost imper- A fraction of his mind knew he was going
from fainting. ceptibly, trembling steadily, very nearly with- to fall, and he began taking rapid blind
E NG LI S H LE A R N ERS Explain that out thought. But he could feel the terrible steps with no feeling of what he was
strength of the pent-up horror on just the doing, sidling with a clumsy desperate
phrases such as “fear-soaked
other side of the flimsy barrier he had swiftness, fingers scrabbling along the
slowness” and “shivering left erected in his mind; and he knew that if it brick, almost hopelessly resigned to the
hand” show Tom’s fear. Then, draw broke through he would lose this thin artifi- sudden backward pull and swift motion
students’ attention to the begin- cial control of his body. outward and down. Then his moving left
ning of the next paragraph, which During one slow step he tried keeping his hand slid onto not brick but sheer empti-
describes how Tom has begun eyes closed; it made him feel safer, shutting ness, an impossible gap in the face of the
to move steadily closer to the him off a little from the fearful reality of wall, and he stumbled.
where he was. Then a sudden rush of giddi- His right foot smashed into his left
window.
ness swept over him and he had to open his anklebone; he staggered sideways, began
eyes wide, staring sideways at the cold rough falling, and the claw of his hand cracked
brick and angled lines of mortar, his cheek against glass and wood, slid down it, and
tight against the building. He kept his eyes his finger tips were pressed hard on the
open then, knowing that if he once let them puttyless edging of his window. His right
flick outward, to stare for an instant at the hand smacked gropingly beside it as he
lighted windows across the street, he would fell to his knees; and, under the full
be past help. weight and direct downward pull of his
sagging body, the open window dropped
Respond to Characters How does Tom try to cope with

1 his fear? Conflict What feeling is Tom attempting to overcome in
this passage? 2
Vocabulary
Vocabulary
pent-up (pent up) adj. not expressed or released;
held in reveling (revəl ing) adj. taking great pleasure
Reading Practice
0035_0048_U1P1_877979.indd 42 12/7/07 12:04:21 PM
SPIRAL
REVIEW
Understand Sequence To Review the story by choosing cards nam-
monitor students’ comprehension, ing events that students have already read
review key events every few pages. about. Also, shuffle the cards and have
Write events, including but not limited to students arrange them in chronological
the following, on a set of note cards: order.
• Tom’s wife leaves for the movie.
• The paper blows out the window.
• Tom steps onto the ledge.
• Tom bends down to grasp the paper.
• Terror overcomes him when he sees
the street below.
42
shudderingly in its frame till it closed
and his wrists struck the sill and were
ment from his desk caught his eye and
he saw that it was a thin curl of blue smoke; Teach
jarred off. his cigarette, the ash long, was still burning
For a single moment he knelt, knee in the ash tray where he’d left it—this
bones against stone on the very edge of was past all belief—only a few minutes
the ledge, body swaying and touching before. Writer’s Technique S
nowhere else, fighting for balance. Then he His head moved, and in faint reflection Portrayal of Time When Tom
lost it, his shoulders plunging backward, from the glass before him he saw the yel-
first glances back into his apart-
and he flung his arms forward, his hands low paper clenched in his front teeth.
smashing against the window casing Lifting a hand from the sill he took it from ment and sees that his cigarette
on either side; and—his body moving his mouth; the moistened corner parted is still burning, he is shocked to
backward—his fingers clutched the from the paper, and he spat it out. realize how little time has actually
narrow wood stripping of the upper pane. passed since he stepped out onto
For an instant he hung For a moment, in the the ledge. Ask: As you read this
suspended between balance light from the living selection, what sense do you
and falling, his finger room, he stared wonder-
get of the passage of time in the
tips pressed onto the ingly at the yellow sheet
quarter-inch wood strips. in his hand and then story? What techniques contrib-
Then, with utmost delicacy, crushed it into the side ute to the way that time seems
with a focused concentra- pocket of his jacket. to pass? (Students may say that
tion of all his senses, he He couldn’t open the the dense and detailed descrip-
increased even further the window. It had been tions of Tom’s every movement
strain on his finger tips pulled not completely
and panicked thought give the
hooked to these slim edg- closed, but its lower edge
ings of wood. Elbows was below the level of the impression that much time has
slowly bending, he began to draw the full outside sill; there was no room to get his gone by. They may point out that
weight of his upper body forward, know- fingers underneath it. Between the upper this selection is surprisingly long
ing that the instant his fingers slipped off sash and the lower was a gap not wide for portraying only a few minutes
these quarter-inch strips he’d plunge back- enough—reaching up, he tried—to get his of a man’s life.)
ward and be falling. Elbows imperceptibly fingers into; he couldn’t push it open. The
bending, body shaking with the strain, the upper window panel, he knew from long
sweat starting from his forehead in great experience, was impossible to move, fro-
sudden drops, he pulled, his entire being zen tight with dried paint.
and thought concentrated in his finger tips. Very carefully observing his balance, the
Then suddenly, the strain slackened and finger tips of his left hand again hooked to
ended, his chest touching the window sill, the narrow stripping of the window casing,
and he was kneeling on the ledge, his fore- he drew back his right hand, palm facing
head pressed to the glass of the closed the glass, and then struck the glass with
window. the heel of his hand.
Dropping his palms to the sill, he stared His arm rebounded from the pane, his
into his living room—at the red-brown dav- body tottering, and he knew he didn’t dare
enport across the room, and a magazine he strike a harder blow.
had left there; at the pictures on the walls But in the security and relief of his new
and the gray rug; the entrance to the hall- position, he simply smiled; with only a
way; and at his papers, typewriter and sheet of glass between him and the room
desk, not two feet from his nose. A move- just before him, it was not possible that
J AC K FI NNE Y 43
English Learners
DI F F ER E NTIATED
Intermediate You may need to review shifts tense to describe possible future
the future tense with some English Learn- events. (Possible examples: He actually
ers. At several points throughout the would lie on the floor . . . . He would liter-
story, Finney shifts to the future tense to ally run across the room. . . .)
contemplate what Tom’s life might be like
later in the evening. Students who do not
recognize this switch in tense are not likely
to understand that Tom is still standing
on the ledge outside his apartment. Have
students identify instances in which Finney
43
Teach
Answer: Some students may

say that the building is like the
one Tom is in because it is fairly
tall and has adequate ledges for
climbing out of windows; other
students may say that the building
is not tall enough because they
think Tom lives in a skyscraper. In
either case, students will prob-
ably agree that the ledges in this
building would be dangerous and
deadly to fall from.
William Street at Night, 1981. Richard Haas. Watercolor, 331/4 x 23 in.

This painting depicts a grand city building. Is this the sort of building you imagine
Tom living in? Why or why not?
Grammar Practice
0035_0048_U1P1_877979.indd 44 12/14/07 11:25:50 AM
SPIRAL
REVIEW
Compatibility of Tenses 2. thawed, had frozen (Although the
Occasionally, a writer may have to water had frozen, it thawed quickly
shift tenses to show that one event once the sun came out.)
precedes or follows another. Ask students
to write sentences using compatible
tenses of verbs, for example:
1. called, had heard (I called to warn him,
but they had already heard the alarm.)
44
there wasn’t a way past it. Eyes narrowing,
he thought for a few moments about what
face astounded and frightened, and hear
himself shouting instructions: “Never Teach
to do. Then his eyes widened, for nothing mind how I got here! Just open
occurred to him. But still he felt calm: the the wind—” She couldn’t open it, he
trembling, he realized, had stopped. At the remembered, she’d never been able to; Reading Strategy 1
back of his mind there still lay the thought she’d always had to call him. She’d have
that once he was again in his home, he to get the building superintendent or a Respond to Characters
could give release to his feelings. He actu- neighbor, and he pictured himself smiling Answer: Many students will
ally would lie on the floor, rolling, clench- and answering their questions as he say that they judged Tom more
ing tufts of the rug in his hands. He would climbed in. “I just wanted to get a breath harshly at the beginning of the
literally run across the room, free to move of fresh air, so—” story, and in light of his predica-
as he liked, jumping on the floor, testing He couldn’t possibly wait here till Clare ment, they now feel sorry for him.
and reveling in its absolute security, letting came home. It was the second feature she’d
the relief flood through him, draining the wanted to see, and she’d left in time to see
fear from his mind and body. His yearning the first. She’d be another three hours or—He
for this was astonishingly intense, and glanced at his watch; Clare had been gone
somehow he understood that he had better eight minutes. It wasn’t possible, but only
Big Idea 2
keep this feeling at bay. eight minutes ago he had kissed his wife
He took a half dollar from his pocket good-by. She wasn’t even at the theater yet!
Making Choices
and struck it against the pane, but without It would be four hours before she could
Answer: Either he is trying to
any hope that the glass would break and possibly be home, and he tried to picture calm himself down with humor,
with very little disappointment when it did himself kneeling out here, finger tips or he is planning to downplay the
not. After a few moments of thought he hooked to these narrow strippings, while disaster to Clare so that she will
drew his leg up onto the ledge and picked first one movie, preceded by a slow listing not be frightened or angry at him.
loose the knot of his shoelace. He slipped of credits, began, developed, reached its Tom may also be ashamed that
off the shoe and, holding it across the climax and then finally ended. There’d be a
he put himself in such great risk
instep, drew back his arm as far as he newsreel next, maybe, and then an ani-
dared and struck the leather heel against mated cartoon, and then interminable for a piece of paper.
the glass. The pane rattled, but he knew scenes from coming pictures. And then,
he’d been a long way from breaking it. His once more, the beginning of a full-length
foot was cold and he slipped the shoe back picture—while all the time he hung out
on. He shouted again, experimentally, and here in the night.
then once more, but there was no answer. He might possibly get to his feet, but he
The realization suddenly struck him was afraid to try. Already his legs were
that he might have to wait here till Clare cramped, his thigh muscles tired; his knees
came home, and for a moment the hurt, his feet felt numb and his hands were
thought was funny. He could see Clare stiff. He couldn’t possibly stay out here for
opening the front door, withdrawing her four hours, or anywhere near it. Long before
key from the lock, closing the door behind that his legs and arms would give out; he
her and then glancing up to see him would be forced to try changing his position
crouched on the other side of the window. often—stiffly, clumsily, his coordination and
He could see her rush across the room, strength gone—and he would fall. Quite
Respond to Characters How have your feelings toward Encountering the Unexpected What does Tom do on
1 Tom changed? Explain. the ledge to try to regain his composure? 2
J AC K FI NNE Y 45
English Learners
DI F F ER E NTIATED
Intermediate Finney uses many par- to think about it,” “kneeling here on the
ticipial phrases to describe Tom on the ledge,” “clenched tight,” and “flinging his
ledge. Explain that a participial phrase func- arm back”)
tions as an adjective. It includes a present
or past participle and any complements
needed to complete its meaning. For
example, “maintaining his balance on the
ledge” is a participial phrase that modifies
“his arms.” Have students look for other
examples of participial phrases. (“refusing
45
Teach realistically, he knew that he would fall;
no one could stay out here on this ledge
match flame with his thumb and forefinger,
careless of the burn, and replaced the book
for four hours. in his pocket. Taking the paper twist in his
A dozen windows in the apartment hand, he held it flame down, watching the
Reading Strategy 1 building across the street were lighted. flame crawl up the paper, till it flared
Looking over his shoulder, he could see bright. Then he held it behind him over the
Respond to Characters the top of a man’s head behind the news- street, moving it from side to side, watching
Ask: What do you predict that paper he was reading; in another win- it over his shoulder, the flame flickering and
Tom will do next, after he fails dow he saw the blue-gray flicker of a guttering in the wind.
to attract attention by burning television screen. No more than twenty- There were three letters in his pocket and
the letters? (Answers will vary. odd yards from his back were scores of he lighted each of them, holding each till the
Some students may say that Tom people, and if just one of them would flame touched his hand and then dropping it
walk idly to his window and glance to the street below. At one point, watching
will try to gain people’s attention
out. . . . For some moments he stared over his shoulder while the last of the letters
some other way before giving up over his shoulder at the lighted rectan- burned, he saw the man across the street put
completely.) gles, waiting. But no one appeared. The down his paper and stand—even seeming, to 1
man reading his paper turned a page and Tom, to glance toward his window. But when
then continued his reading. A figure he moved, it was only to walk across the
passed another of the windows and was room and disappear from sight.
immediately gone.
Reading Strategy 2
In the inside pocket of his jacket he There were a dozen coins in Tom Benecke’s
Respond to Characters found a little sheaf of papers, and he pocket and he dropped them, three or four
pulled one out and looked at it in the at a time. But if they struck anyone, or if
Answer: Compared with the light from the living room. It was an old anyone noticed their falling, no one con-
life-threatening situation Tom is in, letter, an advertisement of some sort; his nected them with their source, and no one
a little burn scarcely matters. He name and address, in purple ink, were on glanced upward.
may be so charged with adrena- a label pasted to the envelope. Gripping His arms had begun to tremble from the
line that he does not feel the burn. one end of the envelope in his teeth, he steady strain of clinging to this narrow
twisted it into a tight curl. From his shirt perch, and he did not know what to do
pocket he brought out a book of matches. now and was terribly frightened. Clinging
He didn’t dare let go the casing with to the window stripping with one hand, he
both hands but, with the twist of paper again searched his pockets. But now—he
in his teeth, he opened the matchbook had left his wallet on his dresser when he’d
with his free hand; then he bent one of changed clothes—there was nothing left
the matches in two without tearing it but the yellow sheet. It occurred to him
from the folder, its red-tipped end now irrelevantly that his death on the sidewalk
touching the striking surface. With his below would be an eternal mystery; the
thumb, he rubbed the red tip across the window closed—why, how, and from
striking area. where could he have fallen? No one would
He did it again, then again, and still be able to identify his body for a time,
again, pressing harder each time, and the either—the thought was somehow unbear-
match suddenly flared, burning his thumb. able and increased his fear. All they’d find
But he kept it alight, cupping the match-
book in his hand and shielding it with his
body. He held the flame to the paper in his Respond to Characters What does this action suggest
about Tom’s state? 2
mouth till it caught. Then he snuffed out the

0035_0048_U1P1_877979.indd 46 3/13/08 11:49:36
SPIRAL
REVIEW
Point of View Point of view is apartment across the street looks out his
an important element in this story. window and sees Tom on the ledge. Ask
Because the events are related students to write an ending for the story
by a narrator who describes all of Tom’s told from the point of view of this man.
thoughts and feelings as they occur, the
readers exist in the moment with Tom and
feel the strong suspense of not knowing
what will happen next or whether Tom
will make it to safety. Have students write
a short piece after reading to the end of
page 46, imagining that the man in the
46
in his pockets would be the yellow sheet.
Contents of the dead man’s pockets, he
break, the rebound, flinging his arm back,
would topple him off the ledge. He was Teach
thought, one sheet of paper bearing penciled certain of that.
notations—incomprehensible. He tested his plan. The fingers of his left
He understood fully that he might actu- hand clawlike on the little stripping, he Literary Element 3
ally be going to die; his arms, maintaining drew back his other fist until his body
his balance on the ledge, were trembling began teetering backward. But he had no Conflict Answer: He has
steadily now. And it occurred to him then leverage now—he could feel that there determined not to succumb to
with all the force of a revelation that, if he would be no force to his swing—and he despair.
fell, all he was ever going to have out of moved his fist slowly forward till he rocked
life he would then, abruptly, have had. forward on his knees again and could sense
Nothing, then, could ever be changed; and that his swing would carry its greatest force. Big Idea 4
nothing more—no least experience or Glancing down, however, measuring the
pleasure—could ever be added to his life. distance from his fist to the glass, he saw Making Choices
He wished, then, that he had not allowed that it was less than two feet. Answer: He needs to hit the win-
his wife to go off by herself tonight—and It occurred to him that he could raise his dow to break it. If he doesn’t break
on similar nights. He thought of all the arm over his head, to bring it down against the window with his hit, he will fall
evenings he had spent away from her, the glass. But, experimenting in slow motion, to his death.
working; and he regretted them. He he knew it would be an awkward girl-like
thought wonderingly of his fierce ambition blow without the force of a driving punch,
and of the direction his life had taken; he and not nearly enough to break the glass. Big Idea 5
thought of the hours he’d spent by himself,
filling the yellow sheet that had brought Facing the window, he had to drive a blow Making Choices
him out here. Contents of the dead man’s from the shoulder, he knew now, at a dis- Answer: He figures that a few
pockets, he thought with sudden fierce tance of less than two feet; and he did not
more guaranteed seconds of life
anger, a wasted life. know whether it would break through the
He was simply not going to cling here heavy glass. It might; he could picture it are better than immediate death..
till he slipped and fell; he told himself that happening, he could feel it in the nerves of
now. There was one last thing he could try; his arm. And it might not; he could feel
he had been aware of it for some moments, that too—feel his fist striking this glass and
refusing to think about it, but now he faced being instantaneously flung back by the
it. Kneeling here on the ledge, the finger tips unbreaking pane, feel the fingers of his
of one hand pressed to the narrow strip of other hand breaking loose, nails scraping
wood, he could, he knew, draw his other along the casing as he fell.
hand back a yard perhaps, fist clenched He waited, arm drawn back, fist balled,
tight, doing it very slowly till he sensed the but in no hurry to strike; this pause, he
outer limit of balance, then, as hard as he knew, might be an extension of his life. And
was able from the distance, he could drive to live even a few seconds longer, he felt,
his fist forward against the glass. If it broke, even out here on this ledge in the night, was
his fist smashing through, he was safe; he
might cut himself badly, and probably
would, but with his arm inside the room, he Encountering the Unexpected What other unexpected 4
would be secure. But if the glass did not experiences do you think Tom will face in the future?
Encountering the Unexpected How might Tom be 5

3 Conflict How has Tom resolved an interior conflict? about to take a leap into the unknown?
J AC K FI NNE Y 47
English Learners
Intermediate Finney uses chronological Suggest that they use words that denote
order throughout this story. This structure time order, such as before, then, next,
helps the reader understand precisely what after, meanwhile, yesterday, later, now,
is happening when and is an excellent way and soon.
to create suspense. Have students choose
a topic that contains an element of sus-
pense and write a few paragraphs describ-
ing the sequence of events.
47
Teach He heard the sound, felt the
blow, felt himself falling forward,
and his hand closed on the living-
room curtains, the shards and
Reading Strategy 1 fragments of glass showering onto
the floor. And then, kneeling there
Respond to Characters on the ledge, an arm thrust into
Answer: Tom’s wife and mar- the room up to the shoulder, he
riage are most important to him. began picking away the protrud-
For most students, this will cause ing slivers and great wedges of
them to have a positive opinion glass from the window frame,
of Tom. tossing them in onto the rug. And,
as he grasped the edges of the
empty window frame and climbed
into his home, he was grinning in
Literary Element 2 triumph.
He did not lie down on the floor
Conflict Answer: His brush infinitely better than to die a moment earlier or run through the apartment, as he had
with death has made Tom realize than he had to. His arm grew tired, and he promised himself; even in the first few
that his relationship with his wife brought it down and rested it. moments it seemed to him natural and
is more important than money or Then he knew that it was time to make normal that he should be where he was.
professional ambition. By meet- the attempt. He could not kneel here He simply turned to his desk, pulled the
ing his wife at the theater, he will hesitating indefinitely till he lost all cour- crumpled yellow sheet from his pocket
age to act, waiting till he slipped off the and laid it down where it had been,
salve his guilty conscience and
ledge. Again he drew back his arm, smoothing it out; then he absently laid a
appease his wife’s resentment of pencil across it to weight it down. He
knowing this time that he would not
being neglected. bring it down till he struck. His elbow shook his head wonderingly, and turned
A DVA N C E D Ask students to look protruding over Lexington Avenue far to walk toward the closet.
back at Tom’s description of work below, the fingers of his other hand There he got out his topcoat and hat
pressed down bloodlessly tight against and, without waiting to put them on,
at the beginning of the story.
the narrow stripping, he waited, feeling opened the front door and stepped out, to
Then, ask them to predict what a go find his wife. He turned to pull the
the sick tenseness and terrible excitement
typical day at work might look like building. It grew and swelled toward the door closed and warm air from the hall
now that Tom has survived this moment of action, his nerves tautening. rushed through the narrow opening
ordeal and changed his priorities. He thought of Clare—just a wordless, again. As he saw the yellow paper, the
(Answers will vary.) yearning thought—and then drew his pencil flying, scooped off the desk and,
arm back just a bit more, fist so tight his unimpeded by the glassless window, sail
fingers pained him, and knowing he was out into the night and out of his life, Tom
going to do it. Then with full power, with Benecke burst into laughter and then
every last scrap of strength he could closed the door behind him. m
bring to bear, he shot his arm forward
toward the glass, and he said, “Clare!”
Respond to Characters What do you think is most

1 important to Tom? How does this affect your opinion of Conflict How has Tom resolved both an interior and an
2
him? exterior conflict?
Research Practice
0035_0048_U1P1_877979.indd 48 3/13/08 11:49:36
SPIRAL
REVIEW
Life-Threatening
SMALL GROUP ask them to share their findings with a
Situations Have discussion group. Students should answer
students locate a maga- questions like these: Who is the subject of
zine or newspaper article that describes the article? What did this person do, and
someone who has experienced a life- why? What challenges did he or she face?
threatening situation. Possible subjects What was the outcome, and was it worth
to research include acts of heroism, the risk?
such as those of lifeguards or firefight-
ers; natural disasters; or adventure sports,
such as mountain climbing or sky surfing.
When students have found such articles,
48
Respond and Interpret 5. (a)Do you think his decision is realistic or does the Assess
author create an unbelievable situation? (b)What
1. Which part of the story did you react to most 1. Students may say that they
inferences can you draw about Tom, based on his
strongly? Explain. reacted most strongly to Tom’s
decision to retrieve the paper? Explain.
2. (a)After Tom begins work, what happens to interrupt terror on the ledge.
him, and what does he decide to do? (b)What Connect
2. (a) The piece of paper flies out
rules does he make up for himself, and why?
6. Big Idea Encountering the Unexpected the window, and he decides to
3. (a)Briefly summarize Tom’s risky adventure. What message is the author presenting about
the unexpected situation that Tom finds himself
retrieve it. (b) He tells himself
(b)What lesson does this adventure teach him?
in? Do you agree with the message? Explain. not to look down or think too
Analyze and Evaluate much. He is trying to keep calm.
7. Connect to the Author Finney was interested in
4. (a)At the beginning of the story, what did Tom
writing suspenseful stories. Do you think he does a 3. (a) He edges along the ledge,
do that might lead someone to judge him as
good job of using suspense and holding the read- almost falling. He tries to draw
untruthful? b)What might he have done to be
er’s attention while Tom is out on the ledge? Give
more honest and fair? people’s attention, but has no
details from the story to support your response.
luck. When he gets back to the
window, he cannot open it and
must smash it. When he gets
back inside, the yellow paper
flies away again. (b) Not to risk
You’re the Critic his life for his career
Allegory or Fantasy? Group Activity Discuss the following questions. 4. (a) He tells his wife that he has
Cite evidence from the story and from the criti-
People often disagree about Finney’s purpose
cal summaries. to work, when he really does
for writing. Read these this summary of the
not have to finish his project
opposing viewpoints. 1. Do you think Finney’s intent was to write
an allegory or entertainment? Explain. that night. (b) He might have
Many critics of Finney’s novel The Body 2. Do you think explained to her why the project
Snatchers interpreted the work as an that “Contents was so important.
allegory, a symbolic literary work in which of the Dead
the characters, settings, and events stand for Man’s Pocket”
5. (a) Some might think that it is
things that are larger than themselves. The fits the descrip- realistic that an ambitious per-
purpose of such an allegory is to teach a tion of Finney’s son might fool himself into tak-
moral lesson. Some critics scoff at the idea of writing as an ing such a terrible risk. (b) He is
allegorical intent in Finney’s work. They say ordinary per-
that Finney’s stories are just fun reading— son’s reaction to confident, ambitious, and will-
suspenseful, thought-provoking fantasies. an extraordi- ing to take risks. He is unwise
Finney was modest about his stories, saying nary situation? in weighing risks with benefits
that he just wanted to write about ordinary
people’s responses to extraordinary situations. and in judging what is most
important.
6. People sometimes give greater
value than necessary to work
J AC K FI NNE Y 49 and other pursuits; their priori-
ties get mixed up. The real value
in Tom’s life is his marriage. Stu-
0049_0051_U1P1_877979.indd 49 3/21/08 3:47:05 PM
6 PM
dents will probably agree.
You’re the Critic Progress Check 7. Students will probably say
Can students identify internal that the author built suspense
1. Students should choose a viewpoint effectively. Students should use
and external conflict?
and support it with evidence from specific details from the story to
the story. If No ➔ See Unit 1 Teaching support their answers.
2. Students will probably say that it Resources Book, p. 62.
fits Finney’s description. Tom, an For additional assessment, see
ordinary man, faces an extraordinary Assessment Resources, pp. 43–44.
situation when he ventures out on
the window ledge.
49
After You Read Literary Element Conflict Reading Strategy Respond to Characters
Sometimes a conflict can be both internal and When you respond to characters as you read,
Assess external. For example, a character’s conflict with

another person or an outside force can trigger an
you are likely to get more from your reading. By
paying attention to how characters make you feel,
inner struggle within the mind of the character. what questions they create for you, and how they
might surprise you as you read, you become more
Literary Element 1. Is Tom’s conflict at the company where he
engaged in your reading. Refer to the notes that
works internal, external, or both? Cite evidence
you took about the characters as you read to
from the text to support your answer.
1. Students should support their answer the following questions.
answers with examples from the 2. When Tom is on the window ledge struggling to
1. How did you feel about Tom Benecke at the
survive, how are his conflicts both internal and
text. external? Provide reasons and examples to sup-
beginning of the story?
2. Tom is externally conflicted with port your answer. 2. Were you surprised by Tom Benecke’s decision
surviving and not falling while to go after the yellow piece of paper? Explain.
on the ledge. He is internally Review: Foreshadowing 3. How did you feel about Tom Benecke at the end
conflicted with his priorities in of the story? Did your opinion of him change?
As you learned on page 18, foreshadowing is a
life and in the end chooses his writer’s use of clues to hint at events that will hap-
wife over his research. pen later in the story.
Vocabulary Practice
Partner Activity Meet with a classmate to find Practice with Analogies Choose the word
Review: Foreshadowing hints in the story that foreshadow later events. that best completes each analogy.
Tom’s guilty conscience → Tom Complete the following diagram.
1. knot : convoluted :: noose :
regrets his neglect of Clare. Hint Later Event a. tight b. looped c. stretched
2. tightrope : taut :: noodle :
Tom stares out the window at Tom has a guilty
conscience a. safe b. delicate c. slack
Lexington Avenue eleven stories 3. improvised : rehearsed :: temporary :
below. → In terror, Tom glimpses a. voluntary b. permanent c. brief
the avenue from the window Tom stares out of the win-
4. pent-up : held in :: soldier :
ledge. dow at Lexington Avenue a. warrior b. war c. weapon
eleven stories below. 5. reveling : pleasure :: weeping :
Tom needs to use force to open a. sadness b. crying c. tears
the apartment window. → Tom
Tom needs to use force
recalls that Clare is not strong Academic Vocabulary
to open the apartment
window.
enough to save him by opening Tom’s document represented so much effort—and
the window. so much expectation—that he risked his life for it.
Document is a multiple-meaning word. In every-
day conversation, someone might refer to any
Reading Strategy file on a computer as a document. Using con-
text clues, try to figure out the meaning of the
1. Some will disapprove of his word in the sentence above about the story.
apparent priorities. Some may Literature Online Check your guess in a dictionary.
see him as normal. Selection Resources For Selection Quizzes, eFlash- For more on academic vocabulary, see pages
cards, and Reading-Writing Connection activities, go to 52 and 53.
2. Many will say they were not glencoe.com and enter QuickPass code GL59794u1.
surprised, because Tom was so
determined to move ahead in 50 U N IT 1 THE S HO RT S TO RY
the company.
3. Many will say that they felt bet-
0049_0051_U1P1_877979.indd 50 3/25/08 9:53:05 A
ter about Tom after he re-evalu-
ated his priorities. Vocabulary Practice
1. b 2. c 3. b 4. a 5. a
Academic Vocabulary
Vocabulary
In the sentence about the story, docu-
ment means a written record, but also-
implies a work of great value, such as a
written record with substantial support
for a hypothesis.
50
Learning Objectives
After You Read
Respond Through Writing In this assignment, you will
objectives:
Summary Writing: Writing a summary. Respond Through

Grammar: Using tenses
correctly.
Writing
Report Story Events When you write a summary of a story, you tell a Students’ plot summaries should:
short version of the original and report the main events in sequence. A
summary does not include personal opinions. In about 100 words, write • name the story and the author in
a plot summary of “Contents of the Dead Man’s Pocket.” Write your plot the first sentence
summary in the present tense. Grammar Tip • report events in story sequence
Correct Verb Tenses • present details about the char-
Understand the Task When summarizing a story, acters, setting, or conflict that are
• When you report events in sequence, you present them in the order you should use the present
crucial to understanding the story
they occur. tense:
• In a plot summary, you report the main story events and also • omit personal opinions and minor
Henry invites him to his
explain the main characters’ problems and how they are resolved.
house.
details
Prewrite List the main events. Pare down the story to its key events. At the same time, you must
For each event, add details about the characters, setting, or conflict that make it clear that some story A student who meets all of these
are crucial to understanding what happens. This organizer shows the key events occurred before others, criteria should receive the equiva-
events and details needed to summarize “The Californian’s Tale.” which may require the use of
the present perfect tense
lent of a 4-point response
1. Narrator meets 2. Henry & others 3. Narrator learns truth
(formed with has or have) in
Henry await wife –Henry falls asleep
–miners –play music before arrival the same sentence as the
–CA gold rush –toast –wife dead 19 years present tense. This tense
A student who fully meets three or
shows an action that occurred partially meets all of these criteria
Draft Use an objective tone throughout your summary. After naming the in the past but continues or should receive the equivalent of a
story and its author, introduce information that is at the core of the story, such still affects the present.
3-point response
as the main character, the conflict, or the setting; then retell the events in The narrator learns that
order. Use the following sentence frame to get started. Henry’s wife has been dead
The story begins with . for nineteen years. A student who fully meets one
or two, or partially meets three of
Revise Ask a peer reader to identify the story, author, main character, these criteria, should receive the
conflict or problem, main events, and ending. Add or clarify anything your equivalent of a two-point response
reader could not identify. Also ask your reader to identify any unneces-
sary details, and revise accordingly.
A student who partially meets one
Edit and Proofread Proofread your paper, correcting any errors in
grammar, spelling, and punctuation. Use the Grammar Tip in the side
of these criteria should receive the
column for help with using tenses correctly. equivalent of a 1-point response
For grammar practice, see Unit 1

J AC K FI NNE Y 51
PM 0049_0051_U1P1_877979.indd 51 3/21/08 3:47:15 PM
To create custom assessments

online, go to Progress Reporter
Online Assessment.
To create custom assessments

using software, use ExamView
Assessment Suite.
51
For pages 52–53 Vocabulary Workshop

Academic Vocabulary In this workshop, you will
objective: Academic Vocabulary
Focus
Vocabulary: Understanding
academic vocabulary. What Is Academic Vocabulary? Words that are commonly used in
academic texts, such as textbooks, directions, and tests, are called aca-
Activity Say: Many of the demic vocabulary. Learning academic vocabulary is important because
Academic Vocabulary words these words will help you read, write, and research in many academic
areas. These words will also help you succeed on standardized tests.
name skills with which you are
Different Kinds of Words Some words are specific to certain disci-
already familiar. Let’s skim the
For a complete list of plines, or areas of study. For example, the words alliteration, foreshad-
list of Academic Vocabulary on academic vocabulary words, owing, and metaphor pertain to literature. Other words, such as
pages 52–53. Consider how you see pages R80–R82. concept, structure, and theory, are used in many areas of study. The
use skills like comparing in life. charts below show more examples of both kinds of words.
Test-Taking Tip
What do you compare when These key academic
Discipline-Specific Words
you plan to buy something vocabulary words often
appear on standardized tests.
new? (Possible responses: prices, Discipline Words
features, appearances) Analyze: to systematically Math circumference, percentage, rectangle

and critically examine all parts
of an issue or event Science mitosis, chlorophyll, genus
Classify or categorize: to put

Teach
Social Studies confederation, federalism, antebellum
people, things, or ideas into
groups, based on a common
General Academic Vocabulary
Use the Glossary set of characteristics
Tell students that discipline-specific Compare: to show how process perceive

things are alike
words will often appear in a book’s survey relevant
Contrast: to show how
glossary. Say: If the word econ- things are different research interpret
omy is used in a literature book, indicate tradition
Describe: to present a sketch
“the efficient use of nonmaterial or an impression
resources, such as language” Discuss: to systematically Academic Words in This Book You will learn about discipline-
is the definition that will most write about all sides of an specific and general academic vocabulary words in this book. Words
likely appear in the glossary. issue or event that are specific to literature and language arts will most often be
If the word economy is used Evaluate: to make a judgment introduced and explained in Literary Element and Reading Strategy
and support it with evidence features before and after you read literature texts. You will encounter
in a social science book, “the
more general academic vocabulary words in a feature called Academic
thrifty or efficient use of material Explain: to clarify or make plain
Vocabulary. This feature appears in the After You Read pages following
resources, such as money” is the most literature texts.
definition that will most likely Literature Online
appear in the glossary. Explain to Vocabulary For more vocabu-
lary practice, go to glencoe.com
students that if a book does not and enter QuickPass code
have a glossary, they can check the GL59794u1.
dictionary and use context clues

to determine which meaning is 52 U N IT 1 THE S HO RT S TO RY
intended. Vocabulary Practice
For additional vocabulary 0052_0053_U1VW_877979.indd 52 3/25/08 9:54:36 A
practice, see Glencoe Interactive Expand Vocabulary Provide students

Vocabulary CD-ROM. with several writing prompts from stan-
dardized tests. (Test practice prompts can
be found online at the state educational
department website.) Have students read
the prompts and identify the academic
vocabulary included in them. Allow stu-
dents to take turns explaining what each
prompt asks by addressing the academic
vocabulary.
52
Vocabulary Workshop
Multiple-Meaning Words Many academic vocabulary words, such
as economy, have more than one meaning. The first meaning is a literal,
more common definition that you may be familiar with (economy Academic Vocabulary
means “the thrifty or efficient use of a material resource, such as
money”). The second definition is more academic and may be unfamil-
iar to you (economy also means “the efficient use of a nonmaterial
resource, such as language”). These two definitions are often related. In
the case of economy, the two definitions are linked by the “efficient use
Assess
Test-Taking Tip
of a resource.” The chart below lists additional examples of academic Possible responses:
These key academic
words with more than one meaning. vocabulary words often 1. • When Framton Nuttel sees
Word Definitions Relationship
appear on standardized the hunting party return, he
tests.
responds by fleeing from the
select v. to choose Both definitions involve
Illustrate: to provide house.
adj. chosen because of excellence or choosing
examples or to show with a
preference
picture or another graphic • When I saw my dog dressed
range n. the extent to which something varies Both definitions involve
Infer: to read between the
up as a teddy bear for Hal-
variation within certain limits
v. to vary within specified limits lines or to use knowledge or loween, I responded with
conduct n. a standard of personal behavior Both definitions involve the
experience to draw much laughter.
correct way to do something conclusions, make
v. to lead from a position of power
generalizations, or form 2. • To establish mood in “The
predictions
As you encounter academic vocabulary words in this book, you will mas- Californian’s Tale,” Twain
ter the words through various activities. You will have a chance to prac- Justify: to prove or to includes descriptive details
tice these activities in the exercise below. support a position with
specific facts and reasons about the setting.
Predict: to tell what will
• My family established a
Exercise happen in the future based home in Ohio after moving
on an understanding of prior from a West Virginia dairy
1. respond (ri spond) v. to act in response to
events and behaviors
In Saki’s “The Open Window,” how does Framton Nuttel respond farm.
when the men return from hunting? State: to briefly and
concisely present 3. • To construct her argument,
Use the word respond in a sentence of your own in which you information
Joyce Carol Oates uses
explain how you reacted during a humorous encounter.
Summarize: to give a brief chronological order and
2. establish (es tablish) v. to bring into existence overview of the main points
of an event or issue
examples from literature.
What details does Twain include to help establish the mood in
“The Californian’s Tale”? Trace: to present the steps
• Both definitions involve
or stages in a process or an the making or forming of
Use the word establish in a sentence of your own in which you
describe how your ancestors came to live in your town, state, or
event in sequential or something.
chronological order
country.
3. construct (kən strukt) v. to make or form from disparate parts
What techniques does Joyce Carol Oates use to construct her
essay “Storytelling Is As Old As Mankind”?
Another meaning of construct is “a theoretical entity” as in the
sentence “Class is a social construct.” This definition of construct
is pronounced (konstruct́). How is this definition related to the
one given above?
VO C ABUL ARY WO RKS HOP 53
Approaching Level
DI F F ER E NTIATED
PM0052_0053_U1VW_877979.indd 53 I N STR UCTION 3/13/08 11:59:56 PM
Established To help students solidify What do you do when you compare?

their understanding of academic language, (show how things are alike) Contrast?
focus on the literary vocabulary listed on (show how things are different) What
pp. 52–53. Ask students the following must you do when you evaluate some-
questions after they have read through the thing? (make and support a judgment)
Academic Vocabulary words: If you ana- What do you need to include when you
lyze something, what do you do? (criti- summarize? (give a brief overview of the
cally examine it) What is it called when main points)
you group things according to common
characteristics? (classify or categorize)
53
Before You Read
World Literature
Before You Read India
Focus An Astrologer’s Day
Bellringer Options Meet R. K. Narayan

(1906–2001)
Selection Focus
Transparency 3
A
s a young boy, R. K. Narayan (nä rä́
Daily Language Practice yan) had absolutely no use for school.
Transparency 7 “Going to school seemed to be a never-
ending nuisance each day,” he once wrote.
Or write the word astrologer on Narayan much preferred spending time with
the board. his pet monkey, who liked to hang by its tail
from the roof, and his pet peacock, who acted
Ask: What does an astrologer as the family watchdog. Despite his aversion to
do? Write students’ responses on school, Narayan’s family placed a high value
the board. Discuss what type of on education. But Narayan never changed his
person might work as an astrolo- opinion that school was too serious. Today,
Narayan’s stories are regularly assigned to stu- Graham Greene. Narayan went on to publish
ger. Have students consider this dents in schools around the world. Considering numerous other works.
astrologer’s character as they his unenthusiastic view of formal education,
A Literary Voice of India Narayan is probably
read. Narayan might have enjoyed this irony.
best known as the creator of Malgudi, a fic-
tional South Indian village that has been called
a “zany, eccentric and, at the same time, true to
“I want a story to be entertaining, life world.” It is the setting for almost all of
enjoyable, and illuminating in Narayan’s novels and short stories, including
“An Astrologer’s Day.” Of his invented village,
some way.” Narayan remarked, “Malgudi was an earth-
shaking discovery for me, because I had no
—R. K. Narayan
mind for facts and things like that, which
would be necessary in writing about . . . any
real place.” Narayan’s stories about Malgudi
The Decision to Be a Writer Rasipuram are often comic considerations of individuals
Krishnaswami Narayan was born in Madras, trying to find peace in a turbulent world.
India, and brought up by his grandmother.
After graduating from college, he turned to Critic Judith Freeman writes that Narayan
fiction writing as a career. He chose to write “takes a Western reader into the very heart of an
in English, a language that he was fond of Indian village. . . . The foreignness of the setting,
and knew well. “English is a very adaptable rituals and traditions may seem to us exotic, but
language. And it’s so transparent it can take the underlying humanity of Narayan’s dramas
on the tint of any country.” Narayan did not can’t fail to strike a familiar chord.”
find immediate success as a writer and once
said that writing “was all frustration and Literature Online
struggle for more than fifteen years.” His first Author Search For more about R. K. Narayan, go to
novel, Swami and Friends, was finally pub- glencoe.com and enter QuickPass code GL59794u1.
lished in 1935 with the help of British writer
0054_0055_U1P1_877979.indd 54 3/25/08 9:57:09 A
Literary Elements
Listening/Speaking/Viewing Skills
• Mood (SE pp. 55, 57–59, 61) • Analyze Art (SE p. 59)
• Flashback (SE p. 61) An Astrologer’s Day
• Characterization (TE p. 56)

• Analyze Cultural Context • Apply Description (SE p. 62)
(SE pp. 55–57, 62) Vocabulary Skills • Create Dialogue (TE p. 58)
• Interpret Imagery (TE p. 60) • Word Origins (SE p. 62; TE p. 55)
• Academic Vocabulary (SE p. 62)
54
Learning Objectives
Before You Read
For pages 54–62
Connect to the Short Story
Focus
In your opinion, how much of one’s future is decided by the
objectives:
choices one makes, by fate, or by coincidence? Freewrite for a
few minutes about an event, a coincidence, or a choice you
made that changed the course of your life.
mood. Summary
Reading: Analyzing cultural
context. An astrologer who knows little about
Build Background
fortune-telling is about to end an
Astrology is a form of fortune-telling. It originated in ancient
Babylonia and has been practiced in many cultures, including
ordinary day. After leaving his village
those of ancient Rome, Greece, India, and China. Some astrolo- under mysterious circumstances, he
gers claim the ability to foretell an individual’s future by drawing Vocabulary has managed to earn a living by tell-
and studying a chart called a horoscope. A horoscope shows ing his customers what they want to
the configuration of the planets and stars at the moment of an enhance (en hans) v. to make
individual’s birth. greater, as in beauty or value; p. 56 hear. When he tries to lure in one last
Wearing too much makeup may customer, he makes a wager with a
Set Purposes for Reading detract from your beauty, not man who suspects that he is a fake.
enhance it.
Big Idea Matters of Life and Death
impetuous (im pechō ̄ō̄ əs) adj. Interactive Read and Write
As you read ”An Astrologer’s Day,” ask yourself, What is rushing headlong into things; rash;
revealed when a man asks about his future? Other options for teaching this
p. 57 It was an impetuous decision,
made without any thought. selection can be found in
Literary Element Mood • Interactive Read and Write for
paraphernalia (paŕə fər nālyə) n.
The mood is the overall emotional quality of a literary work. The EL Students, pp. 1–12
things used in a particular activity;
writer’s choice of language, subject matter, setting, diction, and
equipment; p. 58 The traveling chef • Interactive Read and Write for
tone all contribute to conveying a mood that helps draw the
carried his own pots, pans, and other Approaching-Level Students,
reader into the experience of the characters.
cooking paraphernalia. pp. 1–12
As you read, ask yourself, How does Narayan create a perva-
piqued (pēkt) adj. aroused in • Interactive Read and Write for
sive mood that helps me relate to a time and a culture differ-
anger or resentment; offended; On-Level Students, pp. 1–12
ent from my own?
p. 58 The director was piqued by
Reading Strategy Analyze Cultural Context the play’s disastrous reviews.
incantation (ińkan tāshən) n. For summaries in languages other
When you analyze cultural context, you pay attention to
words spoken in casting a spell; than English, see Unit 1 Teaching
details that reveal the setting, dress, speech, mannerisms, and
behaviors characteristic of a particular culture at a particular p. 58 In Shakespeare’s Macbeth, Resources Book, pp. 69–74.
time in history. As you read, ask yourself, What details does witches utter an eerie incantation.
Narayan use to show the customs of 1940s India?
Tip: Word Origins You can find a Vocabulary
Tip: Take Notes As you read, take notes about cultural details word’s origin and history, or etymol-
that relate to the setting, characters, and main events in the plot. ogy, in a dictionary, usually near the Word Parts and Origins
beginning or end of an entry. If the Have students use a dictionary to
origin does not appear there, look find the meaning of the prefix en-
at the preceding word. If the two
are closely related, your word most in the word enhance. (En- means
likely shares the same origin. “to cause to be.”) Have students
define two additional words that
have this prefix. Ask students to
R. K. NARAYAN 55
identify the similarities in mean-
English Learners ing among the words. (Examples:
DI F F ER E NTIATED
PM0054_0055_U1P1_877979.indd 55 I N STR UCTION 3/20/08 12:40:08 PM
enamor, endear, and enlighten.)
Advanced Students often confuse the casting of events based on the supposed
meaning of astronomy and astrology. Both influences of the stars and planets.
words contain the Greek root astr-, which Tell English learners to create a list of other
means “star.” Astronomy, a scientific disci- words that consist of the Greek root astr-
pline, is the study of objects beyond Earth’s or the suffix -logy, along with the words’
atmosphere, such as stars and planets. The definitions. Ask volunteers to share their
suffix of astrology, -logy, means “study” and lists with the class. For additional vocabulary practice,
is commonly used in the names of scientific see Unit 1 Teaching Resources
disciplines, such as biology and psychology. Book, p. 77.
Astrology is not a science but is the fore-
55
Teach
Big Idea 1
Encountering the
Unexpected Answer: The
astrologer gives advice based on
what his customers reveal about
themselves and on his knowledge of
what troubles most people. He tricks
his customers into believing he has
a special ability to read their future.
R. K. Narayan
Reading Strategy 2
Analyze Cultural Context Indian Star Chart, ca. 1840. By permission of the British Library.
Answer: He chooses a bright,

saffron-colored turban, which is a
P
unctually at midday he opened his enhanced by their position—placed as they
traditional Indian headdress but bag and spread out his professional were between the painted forehead and the
in a flashy color, to attract atten- equipment, which consisted of a dark whiskers which streamed down his
tion, appear unconventional, and dozen cowrie1 shells, a square piece of cheeks: even a half-wit’s eyes would sparkle
fit people’s expectations of how an cloth with obscure mystic charts on it, a in such a setting. To crown the effect he
notebook and a bundle of palmyra writ- wound a saffron-colored3 turban around his
astrologer should look.
ing. His forehead was resplendent with head. This color scheme never failed. People
Ask: What would have hap- sacred ash and vermilion,2 and his eyes were attracted to him as bees are attracted
pened to the astrologer’s business sparkled with a sharp abnormal gleam to cosmos or dahlia stalks. He sat under the
if he had worn a suit or dressed which was really an outcome of a contin- boughs of a spreading tamarind tree which
in more common attire? (His ual searching look for customers, but flanked a path running through the Town
which his simple clients took to be a Hall Park. It was a remarkable place in
customers would have doubted his
prophetic light and felt comforted. The many ways: a surging crowd was always
authenticity and probably would not power of his eyes was considerably moving up and down this narrow road
have done business with him.) morning till night. A variety of trades and
occupations was represented all along its
For and audio recording of this 1. A cowrie (kourē) is a small snail commonly found in
selection, use Listening Library warm, shallow waters of the Pacific and Indian Oceans.
Audio CD-Rom. 2. Here, obscure means “difficult to understand” and mystic 3. Saffron is an orange-yellow color.
means “having hidden or secret meanings.” Palmyra
(pal mı̄rə) refers to paper made from the leaves of the Analyze Cultural Context How does the astrologer’s
palmyra tree. The man’s forehead is full of splendor manner of dress suit his character? 2
Readability Scores (resplendent) in that it is painted with dark ash and a red
pigment called vermilion. Vocabulary
Dale-Chall: 9.2
DRP: 62 Encountering the Unexpected What do customers enhance (en hans) v. to make greater, as in beauty
Lexile: 940
1 misunderstand about the astrologer? or value

0056_0060_U1P1_877979.indd 56 1/18/08 1:01:39 AM
SPIRAL
REVIEW
Characterization Through the that Narayan reveals the astrologer’s
details on this page, Narayan traits through direct characterization. The
reveals some of the traits of the narrator comments that the astrologer is
astrologer. Writers use several techniques punctual and provides details about the
to develop characters in a story. In direct astrologer’s costume. These details reveal
characterization, the narrator identifies that the astrologer works hard to attract
the traits of a character outright. Ask: customers. The narrator states that the
Which details at the start of the story astrologer succeeds at bringing in clients.)
reveal the traits of the astrologer?
How does Narayan reveal these traits?
(Answers will vary. Students should note
56
way: medicine-sellers, sellers of stolen hard-
ware and junk, magicians and, above all, an
there he would have carried on the work of
his forefathers—namely, tilling the land,
4
Teach
auctioneer of cheap cloth, who created living, marrying and ripening in his cornfield
enough din all day to attract the whole and ancestral home. But that was not to be.
town. Next to him in vociferousness4 came a He had to leave home without telling anyone, Literary Element 3
vendor of fried groundnuts,5 who gave his and he could not rest till he left it behind a
ware a fancy name each day, calling it couple of hundred miles. To a villager it is a Mood Answer: An air of mys-
Bombay Ice-Cream one day, and on the next great deal, as if an ocean flowed between. tery, the exotic, and the occult
Delhi Almond, and on the third Raja’s He had a working analysis of mankind’s
Delicacy, and so on and so forth, and people troubles: marriage, money and the tangles
flocked to him. A considerable portion of of human ties. Long practice had sharp-
this crowd dallied before the astrologer too. ened his perception. Within five minutes Reading Strategy 4
The astrologer transacted his business by he understood what was wrong. He
the light of a flare which crackled and charged three pice6 per question and Analyze Cultural Content
smoked up above the groundnut heap never opened his mouth till the other had Ask: What can you infer about
nearby. Half the enchantment of the place spoken for at least ten minutes, which
the customs of people in the
was due to the fact that it did not have the provided him enough stuff for a dozen
benefit of municipal lighting. The place was answers and advices. When he told the
astrologer’s village? (Men farmed
lit up by shop lights. One or two had hissing person before him, gazing at his palm, “In and lived in the family home after
gaslights, some had naked flares stuck on many ways you are not getting the fullest marrying.)
poles, some were lit up by old cycle lamps results for your efforts,” nine out of ten AP P ROAC H I N G Some students may
and one or two, like the astrologer’s, man- were disposed to agree with him. Or he not be familiar with the term infer.
aged without lights of their own. It was a questioned: “Is there any woman in your
Explain that inferences are guesses
bewildering criss-cross of light rays and family, maybe even a distant relative, who
moving shadows. This suited the astrologer is not well disposed7 towards you?” Or he based on information in the story.
very well, for the simple reason that he had gave an analysis of character: “Most of Ask: Which information from the
not in the least intended to be an astrologer your troubles are due to your nature. How story would you use to make this
when he began life; and he knew no more can you be otherwise with Saturn where inference? (the astrologer’s descrip-
of what was going to happen to others than he is? You have an impetuous nature and tion of what his life would have
he knew what was going to happen to him- a rough exterior.” This endeared him to
been like had he not left the village)
self next minute. He was as much a stranger their hearts immediately, for even the
to the stars as were his innocent customers. mildest of us loves to think that he has a
Yet he said things which pleased and aston- forbidding exterior.
ished everyone: that was more a matter of The nuts-vendor blew out his flare and
study, practice and shrewd guesswork. All rose to go home. This was a signal for the
the same, it was as much an honest man’s astrologer to bundle up too, since it left
labor as any other, and he deserved the him in darkness except for a little shaft of
wages he carried home at the end of a day.
He had left his village without any pre- 6. A pice is a coin of India of very small value. Writer’s Technique S
vious thought or plan. If he had continued 7. In this paragraph, disposed is used twice with slightly
different meanings. The first time, you might substitute
Foreshadowing Foreshadowing
likely or inclined. The second time, substitute favorable for increases suspense and makes
the phrase “well disposed.”
4. Vociferousness (vō sifər əs nəs) means “noisy outcrying.” readers keep reading. Here the
5. Groundnuts are peanuts. Vocabulary author alludes to a mystery in the
Mood What does this description of lights add to the impetuous (im pechō ō ̄ ̄ əs) adj. rushing headlong astrologer’s past. Ask students how
3 mood—the feeling—of the story? into things; rash
this allusion might foreshadow
what will happen next in the story.
R. K. NARAYAN 57
(The astrologer may have done
English Learners something that will come back to
0056_0060_U1P1_877979.indd 57 12/7/07 12:30:02 PM haunt him.)
Intermediate When students encounter work) Ask: What is guesswork? (using

an unfamiliar word in their reading, it can guesses to come to a solution)
slow down their progress or inhibit their
understanding of the material. By breaking
down a word into its smaller parts, stu-
dents may be able to better determine its
meaning. Explain this process to students.
Then ask them to apply it to specific
words from the selection. Ask: What
are gaslights? (lights that use gas to
57
Teach green light which strayed in from some-
where and touched the ground before
a cheroot.9 The astrologer caught a
glimpse of his face by the matchlight.
him. He picked up his cowrie shells and There was a pause as cars hooted on the
paraphernalia and was putting them road, jutka10 drivers swore at their horses
Literary Element 1 back into his bag when the green shaft of and the babble of the crowd agitated the
Answer: One would expect light was blotted out; he looked up and semi-darkness of the park. The other sat
saw a man standing before him. He down, sucking his cheroot, puffing out,
serene surroundings that might
sensed a possible client and said: “You sat there ruthlessly. The astrologer felt
serve as an aid to contempla- look so careworn. It will do you good to very uncomfortable. “Here, take your
tion, not the chaos of a bustling sit down for a while and chat with me.” anna back. I am not used to such chal-
marketplace. The other grumbled some vague reply. lenges. It is late for me today. . . .” He
E NG LI S H LE A R N ERS Check to make The astrologer pressed his invitation; made preparations to bundle up. The
whereupon the other thrust his palm other held his wrist and said, “You can’t
sure that English learners understand
under his nose, saying: “You call yourself get out of it now. You dragged me in
the meaning of the words babble an astrologer?” The astrologer felt while I was passing.” The astrologer shiv-
(“loud, excited speech that cannot challenged and said, tilting the other’s ered in his grip; and his voice shook and
be understood”) and agitated (“dis- palm towards the green shaft of light: became faint. “Leave me today. I will
turbed”). Explain that the darkness of “Yours is a nature . . .” “Oh, stop that,” speak to you tomorrow.” The other thrust
the park at day’s end suggests calm the other said. “Tell me something his palm in his face and said, “Challenge
and quiet, but the noise and activity worthwhile. . . .” is challenge. Go on.” The astrologer pro-
Our friend felt piqued. “I charge only ceeded with his throat drying up. “There
has “agitated” the peace.
three pice per question, and what you get is a woman . . .”
ought to be good enough for your money. . . .” “Stop,” said the other. “I don’t want all
At this the other withdrew his arm, took out that. Shall I succeed in my present search
an anna and flung it out to him, saying, “I or not? Answer this and go. Otherwise I
have some questions to ask. If I prove you will not let you go till you disgorge11 all
are bluffing, you must return that anna to me your coins.” The astrologer muttered a few
Cultural History S with interest.” incantations and replied, “All right. I will
“If you find my answers satisfactory, will speak. But will you give me a rupee if
The rupee is the basic unit of you give me five rupees?”8 what I say is convincing? Otherwise I will
India’s currency. It has been used “No.” not open my mouth, and you may do what
in India since the sixteenth century. “Or will you give me eight annas?” you like.” After a good deal of haggling the
The coins are either copper-nickel “All right, provided you give me twice other agreed. The astrologer said, “You
or silver, and the banknotes display as much if you are wrong,” said the were left for dead. Am I right?”
the likeness of Mohandas Gandhi, stranger. This pact was accepted after a
little further argument. The astrologer
who helped free the country from
sent up a prayer to heaven as the other lit 9. A cheroot (shə ro
ot) is a cigar cut square at both ends.
the British in the twentieth century. 10. A jutka (jo
ot kə) is a two-wheeled, horse-drawn vehicle.
Like American currency, Indian cur- 8. The anna is a former coin of India that was equal to four
11. Here, disgorge means “to give up or hand over.”
rency comes in a variety of denom- pice. The rupee is a coin of India (and other countries) Mood Why is the din in this scene so unsuited to the
equal to sixteen annas.
inations. The word rupee comes atmosphere one would associate with astrological consul-
tation?
1
Vocabulary
from the word for silver in Sanskrit,
paraphernalia (paŕə fər nālyə) n. things used in a
an ancient Indian language. particular activity; equipment Vocabulary
piqued (pēkt) adj. aroused in anger or resentment; incantation (ińkan tāshən) n. words spoken in
offended casting a spell
Writing Practice
0056_0060_U1P1_877979.indd 58 12/7/07 12:30:03 PM
SPIRAL
PARTNERS REVIEW
Create Dialogue Dis-
cuss with students some
of the phrases the astrolo-
ger uses with his ordinary customers.
Pair off students and have them write an
exchange between the astrologer and one
of these customers. Students can use the
phrases mentioned in the story as a start-
ing point. Each pair should perform their
dialogue for the rest of the class.
58
Teach
Answer: Some may say that the

figure could represent the enig-
matic quality of the astrologer or
the fact that his customers believe
he is in communion with the stars.
Others may say that the figure
could represent Guru Nayak when
he was trapped and dying in the
well or that it could represent the
loneliness he felt at that time.
Untitled, 20th century. Image zoo.

This abstract painting shows a solitary figure suspended in what could be water or
the night sky. How might the figure represent the astrologer? How might it represent Guru Nayak?
R. K. NARAYAN 59
Approaching Level
0056_0060_U1P1_877979.indd 59 1/18/08 1:04:01 AM
Established In the story, the astrologer able to lie? (Answers will vary. Possible
lies to Guru Nayak about his skills as an response: If someone said something
astrologer and about the fate of Guru hurtful about my friend, I might lie about it
Nayak’s attacker. Although students may to my friend to protect his or her feelings.)
disapprove of the astrologer’s dishonesty, Ask students whether they can understand
they may also recognize that the astrolo- why the astrologer lied to Guru Nayak.
ger lies to protect himself and to bring Have students explain their responses.
peace to Guru Nayak. Ask students to
identify situations in which a person may
be tempted to lie. Ask: Is it ever accept-
59
Teach “Ah, tell me more.”
“A knife has passed through you once?”
was crushed under a lorry.”14 The other
looked gratified to hear it.
said the astrologer. The place was deserted by the time the
“Good fellow!” He bared his chest to astrologer picked up his articles and put
Big Idea 1 show the scar. “What else?” them into his bag. The green shaft was also
“And then you were pushed into a well gone, leaving the place in darkness and
Encountering the nearby in the field. You were left for dead.” silence. The stranger had gone off into the
Unexpected Answer: Some “I should have been dead if some night, after giving the astrologer a handful
students may be surprised passerby had not chanced to peep into the of coins.
because the astrologer has no well,” exclaimed the other, overwhelmed It was nearly midnight when the astrolo-
extraordinary powers. Other’s by enthusiasm. “When shall I get at him?” ger reached home. His wife was waiting
might have predicted that the he asked, clenching his fist. for him at the door and demanded an
“In the next world,” answered the astrol- explanation. He flung the coins at her and
astrologer recognized the client.
oger. “He died four months ago in a far-off said, “Count them. One man gave all that.”
town. You will never see any more of him.” “Twelve and a half annas,” she said,
The other groaned on hearing it. The counting. She was overjoyed. “I can buy
Literary Element 2 astrologer proceeded. some jaggery15 and coconut tomorrow. The
Answer: The mood now, in “Guru Nayak—” child has been asking for sweets for so
contrast with the chaos earlier, is “You know my name!” the other said, many days now. I will prepare some nice
taken aback.12 stuff for her.”
one of calm.
“As I know all other things. Guru “The swine has cheated me! He prom-
Discuss how the change in the Nayak, listen carefully to what I have to ised me a rupee,” said the astrologer. She
description contributes to the say. Your village is two days’ journey due looked up at him. “You look worried. What
mood of the story. north of this town. Take the next train and is wrong?”
be gone. I see once again great danger to “Nothing.”
your life if you go from home.” He took After dinner, sitting on the pyol,16 he
out a pinch of sacred ash and held it out told her, “Do you know a great load is
Writer’s Technique S to him. “Rub it on your forehead and go
home. Never travel southward again, and
gone from me today? I thought I had the
blood of a man on my hands all these
Dramatic Irony Say: Dramatic you will live to be a hundred.” years. That was the reason why I ran
irony occurs when the reader “Why should I leave home again?” the away from home, settled here and mar-
recognizes something that a other said reflectively.13 “I was only going ried you. He is alive.”
character does not. Ask: What away now and then to look for him and to She gasped, “You tried to kill!”
choke out his life if I met him.” He shook “Yes, in our village, when I was a silly
example of dramatic irony do
his head regretfully. “He has escaped my youngster. We drank, gambled and quar-
you see in the conclusion? (The hands. I hope at least he died as he reled badly one day—why think of it
astrologer is annoyed because he deserved.”“Yes,” said the astrologer. “He now? Time to sleep,” he said, yawning,
was robbed of a few cents, but he and stretched himself on the pyol. m
almost robbed the other man of
his life.) 12. The expression taken aback means “suddenly surprised
or startled.”
13. Here, reflectively (ri flek tiv lē) means “in a way that
shows serious and careful consideration.” 14. Here, a lorry is a long, flat, horse-drawn wagon.
15. Jaggery is unrefined sugar made from palm tree sap.
To check student’s understanding Encountering the Unexpected Did it surprise you when 16. A pyol (pı̄ ȏl) is a low bench.
of the selection, see Unit 1 1 the astrologer called his client by the correct name?
Teaching Resources Book, Explain. Mood How has the mood of the piece changed here? 2
p. 80.
Reading Practice
0056_0060_U1P1_877979.indd 60 3/14/08 12:06:03
SPIRAL
REVIEW
Interpret Imagery Explain to stu- story’s mood? (Narayan uses descrip-
dents that imagery is language that tions of light and color to create a mood
appeals to the five senses. Writ- that is otherworldly and slightly magi-
ers use imagery to evoke an emotional cal. Later, the mood becomes dark and
response and help readers understand a foreboding as the light fades to a single
story’s meaning and mood. For example, “green shaft.”)
Narayan describes the “criss-cross of light
rays and moving shadows” to add an air
of “enchantment” to the area in which
the astrologer works his trade. Ask: How
does Narayan use imagery to create the
60
Respond and Interpret 6. (a)How would you characterize the astrologer’s Assess
attitude toward the stranger after their
1. (a)What was your reaction to the conversation 1. Students’ answers will vary.
encounter? (b)What attitude did the astrologer
between the astrologer and his wife? (b)Does
seem to have about the incident from his past? 2. (a) He looks unusual and other-
this new knowledge reinforce or change your
opinion of the astrologer? Explain. 7. How do you think the astrologer would respond worldly. (b) He listens to them
to these questions: What makes you such a and tells them what they want
2. (a)According to the narrator, how does the astrolo-
successful astrologer? Why do most people to hear.
ger’s appearance help him attract customers? (b)In
want to know the future?
your opinion, how does the astrologer help the 3. (a) He is poor. He sits under a
customers and satisfy their needs? Connect tree every day, telling people’s
3. (a)Describe the astrologer’s current life. (b)How fortunes. (b) He expected to get
8. Big Idea Encountering the Unexpected
does this differ from the life he expected to
Suspense is the feeling of anticipation you may married in his home village and
live?
have as you read. In this story, what details con- farm there for his entire life.
4. (a)What details does the astrologer give the tributed to your feelings of suspense and sur-
stranger about his past? (b)Why does he advise prise? Explain. 4. (a) The stranger had been
the stranger to go home immediately? stabbed, pushed into a well,
9. Connect to Today How might the astrologer’s
fate have been different if he had commited his and left for dead. (b) The astrol-
Analyze and Evaluate
crime in today’s technologically advanced world oger does not want the man to
5. (a)Why is it important that this story takes place in
instead of in a rural Indian village many years ago? recognize him and get revenge.
the evening? (b)How would the story have been
different if it had taken place earlier in the day? 5. (a) In the dark, the stranger can-
not recognize the astrologer. (b)
Literary Element Mood Review: Flashback The stranger might have killed the
Mood helps the reader imagine the feeling of A flashback is an interruption in the chronological astrologer; the astrologer would
being in the scene and experience the events as order of a narrative to describe an event that hap- not have been able to trick him.
the characters do. Writers use diction, descriptive pened earlier.
6. (a) The astrologer calls the
language, and sensory details to help create mood.
Partner Activity Meet with a classmate and imag- stranger a cheat, but his words
1. Which descriptive and sensory details help you ine that you are the writer and director of a film
mask his fear of a man who
experience the marketplace in which the astrol- version of “An Astrologer’s Day.” Collaborate on a
oger conducts his business? film script for the scene in which the astrologer could have killed him. (b) He
realizes that Guru Nayak is his former victim but was ashamed.
2. (a)Describe the mood of the scene in which
still has to act as his astrologer. Include a flashback 7. He might say he analyzes people
Guru Nayak visits the astrologer in one or two
sequence in your scene in which the astrologer
sentences. (b)Which details in this scene did
remembers the attempted murder. Write a descrip-
and tells them pleasing things
you draw on to write your description? about the future. Most people
tion of and dialogue for the flashback sequence
and integrate it into your film script. want assurance that the future
will be better than the present.
8. Students may mention the hints
of the astrologer’s past or the
mood of mystery.
9. Possible response: The astrolo-
R. K. NARAYAN 61 ger most likely would have been
caught soon after his crime
0061_0062_U1P1_877979.indd 61
3 AM 12/14/07 8:25:26 PM
because of advances in crime-
fighting techniques.
Literary Element Review: Flashback
1. Answers will vary. Students should Students’ film scripts should include: Progress Check
include any descriptive or sensory • description
details of the marketplace. • dialogue Can students identify mood?
2. (a) Answers will vary. (b) Students • a flashback sequence If No ➔ See Unit 1 Teaching
should include details from the scene Resources Book, p. 75.
in question that helped them write their
description of the mood.
61
After You Read Reading Strategy Analyze Cultural Write with Style
Context
The cultural details that relate to setting, characters, Apply Description
Reading Strategy and plot in “An Astrologer’s Day” add authenticity
to the story and make the characters and events Assignment Describe a place you know well.
1. Answers will vary.
believable. Review the notes you took as you read Use details to create a recognizable mood.
2. The people believe in the and answer the following items.
Get Ideas Think of a place you know well. Then
powers of astrology and are 1. Compare the author’s depiction of the astrologer’s think back to how details help create mood in “An
impressed with the astrolo- street to open markets you have seen. Astrologer’s Day.” For example, the green shaft of
ger’s predictions. 2. How does the astrologer please his customers? light and the ensuing darkness not only help to
establish a time and place, they also create a
Progress Check mood of mystery.
Vocabulary Practice EXAMPLE
Can students analyze cultural Practice with Word Origins Study the ety- “The nuts-vendor blew out his flare and rose to go
context? mology, or origin and history, of a word to help home. This was a signal for the astrologer to bun-
you explore its meaning. Create a word map dle up too, since it left him in darkness except for
If No ➔ See Unit 1 Teaching for each vocabulary word from the text. a little shaft of green light which strayed in from
Resources Book, p. 76. somewhere and touched the ground before him.”
enhance impetuous paraphernalia
piqued incantation Create a chart like the one below in which you list
your place and some of the sensory details that
Vocabulary Practice EXAMPLE:
create its atmosphere. Use your chart to help you
Definition to pretend Etymology French write your description.
Answers will vary. to be sick or incapable malingre means
of working “sickly”
enhance: Definition: to make Place Sensory Details
greater Etymology: Latin in + altus, Malinger
meaning “raise” Sample sentence:
The use of color will enhance the Sample Sentence While others worked, Dan malingered. Give It Structure All the details in your descrip-
presentation. tion should come together to create the mood.
The details should appear in a logical order. You
impetuous: Definition: rash; may choose to organize the details of your
Academic Vocabulary
rushing headlong into things description around a central character or event. If
Etymology: Latin in + petere, The reader must decide whether the astrolo- you are telling a story, consider using chronologi-
meaning “to go to, seek” Sample ger’s youth at the time of his crime against cal order, problem/solution, or cause-and-effect
Guru Nayak can, in any way, negate his guilt. relationships to organize your writing. If you are
sentence: Mehmet was so impetu-
simply describing the place, consider moving from
ous that he never gave much Negate is an academic word. More familiar
general to specific, or vice versa, as you write.
words that are similar in meaning are deny and
thought to any decision. Look at Language Too many adjectives are like
abolish. Create and affirm are its antonyms.
paraphernalia: Definition: equip- Answer this question in one or more complete too much frosting on a piece of cake. Don’t load
ment; things used in a particular sentences that use the word negate: Who or them on. Focus on fewer, more precise words.
activity Etymology: Greek pherein what could negate one of your accomplish-
ments? Explain. Literature Online
means “to bear” [as in carry]
For more on academic vocabulary, see pages Selection Resources For Selection Quizzes, eFlash-
Sample sentence: Among Rachel’s cards, and Reading-Writing Connection activities, go to
52 and 53.
golfing paraphernalia were balls, glencoe.com and enter QuickPass code GL59794u1.
tees, scorecards, and a glove.

piqued: Definition: aroused in 62 U N IT 1 THE S HO RT S TO RY
anger or resentment; offended

Etymology: French piquer means 0061_0062_U1P1_877979.indd 62 3/25/08 10:00:12
“to prick” Sample sentence: The Academic Vocabulary • describe a place
negative criticism of her book • create a recognizable mood
piqued the author. Answers will vary. Possible response:
• follow a logical order
incantation: Definition: words A mistake at the competition on Saturday • use precise words
spoken in casting a spell Etymol- could negate the hours of practice I have
ogy: Latin incantare means “to spent preparing for this event. For additional assessment, see Assess-
ment Resources, pp. 45–46.
enchant” Sample sentence: The
incantation at the beginning of Write with Style
the story makes the reader expect For grammar practice, see Unit 1 Teaching
supernatural events. Students’ descriptions should do the Resources Book, p. 79.
following:
62
Learning Objectives Grammar Workshop
Grammar Workshop In this workshop, you will
focus on the following Apostrophes in Possessives
objective:
Apostrophes in Possessives Grammar: Understanding
how to use apostrophes in
Literature Connection In the following quotation, the possessive
case of the singular noun mankind is mankind’s.
possessives.
Focus
“He had a working analysis of mankind’s troubles: marriage, Write on the board:
money and the tangles of human ties.” • the children’s playground
—R. K. Narayan, from “An Astrologer’s Day” • three year’s ago
An important use of the apostrophe is to form the possessive of nouns Ask: Which uses an apostrophe
and indefinite pronouns. The possessive case is formed by adding either Vocabulary Terms correctly? (The first phrase uses
an apostrophe or an apostrophe and s. A possessive noun shows
an apostrophe correctly in a pos-
possession, ownership, or a
relationship between two sessive, while the second uses an
Examples
nouns that is similar to that apostrophe incorrectly in a plural.)
The noise of the bus agitated the semi-darkness of the park. of ownership.
Make sure that students can
To form the possessive of a singular noun that ends in s, add Tip distinguish between plurals and
an apostrophe and s. To decide whether a noun
possessives.
needs an apostrophe alone
The bus’s noise agitated the semi-darkness of the park.
or an apostrophe and s,
The astrologer answered the questions of the clients. consider the number of the
To form the possessive of a plural noun that ends in s, add

noun. A plural noun that
ends in s needs only an
apostrophe to make it
Teach
only an apostrophe.
possessive.
The astrologer answered the clients’ questions. Possessives On the board,
Language Handbook list: singular noun, plural noun
The paraphernalia of his bag was with the astrologer. For more on using
ending in s, plural noun not ending
apostrophes to form
To form the possessive of a plural noun that does not end in possessives, see the in s, and indefinite pronoun.
s, add an apostrophe and s. Language Handbook p. R 51. Have students give examples of
The bag’s paraphernalia was with the astrologer.
how to make possessives for each.
The astrologer answered the questions of everybody.
To form the possessive of an indefinite pronoun (such as

somebody), add an apostrophe and s. Assess
The astrologer answered everybody’s questions.
Exercise
1. The fishermen’s catch was
Revise If the sentence is correct, write C. If the sentence is incorrect, brought to the market each
rewrite it correctly. Literature Online
morning.
1. The fishermens catch was brought to market each morning. Grammar For more grammar
practice, go to glencoe.com and 2. Other vendors’ stalls were clean
2. Other vendors’s stalls were clean and bright. enter QuickPass code
GL59794u1.
and bright.
3. Each day the astrologer told everyone’s fortune.
3. C
GRAMMAR WO RKS HOP 63
For additional grammar practice,
English Learners see Unit 1 Teaching Resources
DI F F ER
Book, p. 82.
0063_U1GW_877979.indd 63 E NTIATED I N STR UCTION 3/20/08 12:42:08 PM
Beginning Explain to students that they Ask students to circle to whom the sons
can use apostrophes to show whether belong. Explain that now the sons belong
something is possessed jointly or individu- to the individuals—Jim’s sons and Linda’s
ally. Write this sentence on the board: sons. Give students more examples to
Jim and Linda’s sons are tall. Explain that determine possession, such as Jake and
the sons belong to both Jim and Linda. Kim’s project is hard or Jake’s and Kim’s
The apostrophe is placed only after the smiles are nice, and so on.
word following and to show joint posses-
sion. Now have students write the sen-
tence Jim’s and Linda’s sons are strong.
63
Before You Read Before You Read World Literature
Africa
Focus Civil Peace
Bellringer Options Meet Chinua Achebe

Selection Focus
(born 1930)
Transparency 4
T
he story is our escort; without it, we are
Daily Language Practice blind.” Chinua Achebe (ə chā´bā) wrote
Transparency 7 these words to stress the importance of
keeping Africa’s precolonial stories and culture
Or ask: What kinds of things alive.
are important to you in your
Achebe was born in Ogidi, Nigeria. His fam-
own life? What would you be ily was Ibo and Christian. While growing up, However, his themes revolve around the peo-
willing to leave behind in order Achebe experienced traditional village life. After ple of Africa, their struggles under colonial
to save those things that are graduating from University College in Ibadan, rule, and their fight for independence. Achebe
he worked for more than ten years for the combines the rhythms and speech patterns of
most important to you? Nigerian Broadcasting Company. Achebe left the Ibo with the English language so that
Discuss with students whether this job in 1966 partly because of political prob- English readers will gain a sense of the
lems that led to civil war in Nigeria in 1967. The African people and culture. Achebe writes
their perspectives about what
Ibo, one of Nigeria’s largest ethnic groups, tried about his people honestly, detailing both the
is most important to them will to separate from Nigeria to form the indepen- good and the bad. By communicating his
change as they grow older. dent Republic of Biafra. Achebe worked for the messages about life, Achebe has preserved the
Ibo cause and represented Biafra as a diplomat. African storytelling tradition.
He has since taught in universities in Nigeria, Civil War and Civil Peace Achebe wrote radio
Massachusetts, and Connecticut. Throughout programs that supported the Biafrans during
his career, he has authored five novels, as well the Civil War, but he could not bring himself
as many essays, poems, and children’s stories. to write novels during the war. He did, how-
He was also the director of Heinemann ever, write three short stories about the war.
Education Books Ltd. (now called the “Civil Peace,” which provides a true-to-life
Heinemann African Writers Series) and helped description of the region after the war, is one
develop series to foster publication of African of those stories.
and Caribbean writers.
The title of Achebe’s most popular novel, Things
Fall Apart, is an allusion to the William Butler
Yeats poem “The Second Coming.” Achebe’s
“It is the story that outlives the sound novel, a powerful account of a “strong” man
whose life is dominated by fear and anger, is
of war-drums and the exploits of brave recognized as a masterpiece of modern African
fighters.” literature.
—Chinua Achebe, from Anthills of the Savannah
Literature Online
Author Search For more about Chinua Achebe, go to
The African Voice Achebe writes in English so glencoe.com and enter QuickPass code GL59794u1.
that his stories will have a wider audience.
Selection Skills
0064_0065_U1P1_877979.indd 64 3/20/08 12:43:34

• Dialect (SE pp. 65, 69–71) Civil Peace • Analyze Art (SE p. 69)
• Vary Pace (TE p. 70)
Reading Skills
Writing Skills/Grammar
• Analyze Historical Context
• Write a List (SE p. 71)
(SE pp. 65–71) Vocabulary Skills
• Synthesize Sources (TE p. 66) • Connotation and Denotation ( SE pp.
65, 71)
• Latin Words (TE p. 68)
64
Learning Objectives
Before You Read
For pages 64–71
Focus
If a disaster occurred today, what would you save to ensure
objectives:
your “happy survival”? Respond to this question in your journal.
Build Background dialect. Summary
Reading: Analyzing historical
Nigeria, located on the western coast of Africa, is the most context. At the end of the Biafran Civil War,
densely populated country on the continent. Once a British Jonathan Iwegbu feels fortunate
colony, it became an independent nation in 1960. The
Nigerian civil war began in 1967 when the Ibo tried to sepa-
to be left with his family, a bicycle,
rate from Nigeria to form the Republic of Biafra. After years of and the shell of his house. The
bloody battles, the Ibo were forced to surrender in 1970. This Iwegbus set to work getting back on
story takes place in Nigeria shortly after the end of the war. Vocabulary
their feet and finally trade in their
commandeer (koḿ ən dēr) v. hard-earned Biafran money for 20
Set Purposes for Reading to seize for use by the military or
Nigerian pounds. That same night,
Big Idea Encountering the Unexpected government; p. 66 The general
commandeered the commercial air- a gang of armed thieves steal all
As you read ”Civil Peace,” ask yourself, How does Jonathan
plane for the battle. of the Iwegbu’s money. The next
Iwegbu experience both joy and sorrow in encountering the
unexpected? amenable (ə mē nə bəl) adj. morning, however, the family is
responsive; able to be controlled; back at work without complaint.
Literary Element Dialect p. 66 After being sedated, the animal Money does not bring happiness,
A dialect is a variation of a language spoken by a region often was amenable to being treated by the
Jonathan explains to his neighbors.
within a particular group of people. Understanding a writer’s veterinarian.
use of dialect will give you a richer sense of a scene or charac- retail (re tāl) v. to sell directly For summaries in languages other
ter. As you read, ask yourself, How does Achebe use dialect to to consumers; p. 67 The farmer than English, see Unit 1 Teaching
illustrate both British and African elements in Nigeria? retailed his produce door to door. Resources Book, pp. 83–88.
Reading Strategy Analyze Historical Context fortnight (fô rtnı̄t) n. two weeks;
p. 67 The festival lasted for a fort-
When you analyze a story’s historical context, you think of Vocabulary
night, not just the usual week.
how the characters and events in the story are affected by
what is taking place at the time the story is set. As you read, edifice (ed ə fis) n. a building, Write Sentences Have
ask yourself, How does living through the Nigerian civil war especially a large, important-
students write sentences using
affect Jonathan Iwegbu’s life? looking one; p. 67 The castle was
an impressive edifice. the vocabulary words, taking into
Tip: Analyze Effects Use a web diagram like the one below to account their connotations. Then
list the effects of the Nigerian civil war on Jonathan Iwegbu’s life. Tip: Connotation and have students rewrite the sentences
Denotation As you read, it often
helps to look beyond a word’s
placing blanks where the vocabu-
Family,
bicycle, and house dictionary meaning and consider lary words should be located. Have
survive the emotions and other sugges- student pairs trade sentences and
tions that the word conveys. fill in the blanks with synonyms that
Nigerian
civil war
have the same connotations.
C HI NUA AC HE BE 65
For additional context, see Glencoe
English Learners Interactive Vocabulary CD-ROM.
DI F F ER E NTIATED
PM0064_0065_U1P1_877979.indd 65 I N STR UCTION 3/20/08 12:43:48 PM
For additional vocabulary practice,

Intermediate Spanish-speaking students Explain these cognates to students, and
may recognize that edifice translates easily suggest they use them as a device to Book p. 91.
through its cognate, edificio. They may better remember the English vocabulary
also grasp the meaning of amenable by words.
linking it with ameno, an adjective that
means agreeable. Similarly, commandeer
is related to comandar, a verb that means
to command in a military setting.
65
Teach 1
Reading Strategy 1
Question Write Civil War on the
board. Have students contrast this
phrase with the title “Civil Peace.”
Ask: What might the two com-
pare? Remind students to alter their
thinking as they gain new informa-
tion from the selection.
Reading Strategy 2
Analyze Historical
Context Answer: Jonathan
considered his bicycle important,
but nowhere near as important as
his family. He felt very lucky that his
wife and three of his four children
onathan Iwegbu counted himself a thought had he not had some doubts
were still alive following the war. extraordinarily lucky. “Happy sur- about the genuineness of the officer. It
vival!” meant so much more to him wasn’t his disreputable rags, nor the toes
For additional practice using the than just a current fashion of greeting old peeping out of one blue and one brown
reading skill or strategy, see Unit 1 friends in the first hazy days of peace. It canvas shoes, nor yet the two stars of his
Teaching Resource Book, p. 90.
went deep to his heart. He had come out of rank done obviously in a hurry in biro,1 that
the war with five inestimable blessings— troubled Jonathan; many good and heroic
his head, his wife Maria’s head and the soldiers looked the same or worse. It was
Literary Element 3 heads of three out of their four children. rather a certain lack of grip and firmness in
As a bonus he also had his old bicycle—a his manner. So Jonathan, suspecting he might
Flashbacks Flashbacks tell miracle too but naturally not to be com- be amenable to influence, rummaged in his
about events that happened before pared to the safety of five human heads. raffia bag and produced the two pounds
the start of a story. Ask: What inci- 3 The bicycle had a little history of its
dent does the narrator describe own. One day at the height of the war it 1. The stars signifying the officer’s rank had been hand-drawn
in the flashback on this page? was commandeered “for urgent military in ink. Biro (bi rō) is a British term for a ballpoint pen.
How does the narrator signal the action.” Hard as its loss would have been
Analyze Historical Context Why would Jonathan have
to him he would still have let it go without
start of the flashback? (The narra- let his bicycle go “without a thought”? Why did he think of 2
himself as “extraordinarily lucky”?
tor describes how Jonathan almost
lost his bicycle, signaling the flash- Vocabulary Vocabulary
back by stating, “The bicycle had a commandeer (koḿ ən dēr) v. to seize for use by amenable (ə mē nə bəl) adj. responsive; able to be
the military or government controlled
little history of its own.”)
Reading Practice
0066_0070_U1P1_877979.indd 66 12/14/07 2:59:42 PM
SPIRAL Synthesize Sources Explain to lenge students to include opinion articles

For an audio recording of this REVIEW
selection, use Listening Library students that people in countries in their sources. Have students present
Audio CD-ROM. throughout the world often experi- their findings to the class in oral reports.
ence oppression and upheaval as a result
of civil wars and political revolutions. Have
students search for newspaper and maga-
Readability Scores zine articles that discuss the impact of
Dale-Chall: 6.8
political or social issues in countries other
DRP: 61
than their own. Their search could include
Lexile: 1150
online resources such as Internet versions
of nationally respected newspapers. Chal-
66
with which he had been going to buy fire-
wood which his wife, Maria, retailed to
concrete edifice some wealthy contractor
had put up just before the war was a moun- Teach
camp officials for extra tain of rubble. And here was Jonathan’s little
stock-fish and corn zinc house of no regrets built with mud
meal, and got his bicy- blocks quite intact! Of course the doors and Big Idea 4
cle back. That night he windows were missing and five sheets off
ART <TK>
buried it in the little the roof. But what was that? And anyhow
Encountering the
clearing in the bush he had returned to Enugu early enough to Unexpected Say: Consider
where the dead of the pick up bits of old zinc and wood and this question as you read: Why
camp, including his soggy sheets of cardboard lying around the is Jonathan’s happiness unex-
Visual Vocabulary own youngest son, neighborhood before thousands more came pected? (He has experienced
A raffia bag is one were buried. When he out of their forest holes looking for the same
woven from the fibers great loss and the death of one
dug it up again a year things. He got a destitute carpenter with
of the raffia palm tree. child.)
later after the surren- one old hammer, a blunt plane and a few
der all it needed was bent and rusty nails in his tool bag to turn
a little palm-oil greasing. “Nothing puzzles this assortment of wood, paper and metal Big Idea 5
God,” he said in wonder. into door and window shutters for five
He put it to immediate use as a taxi and Nigerian shillings or fifty Biafran pounds. Encountering the
accumulated a small pile of Biafran money He paid the pounds, and moved in with his Unexpected Answer: The
ferrying camp officials and their families overjoyed family carrying five heads on bicycle needed only some lubricat-
across the four-mile stretch to the nearest their shoulders. ing. It is surprising that Jonathan
tarred road. His standard charge per trip was His children picked mangoes near could have come out of the war
six pounds and those who had the money the military cemetery and sold them to sol-
with something in such good
were only glad to be rid of some of it in this diers’ wives for a few pennies—real pennies
way. At the end of a fortnight he had made a this time—and his wife started making condition.
small fortune of one hundred and fifteen breakfast akara balls2 for neighbors in a
pounds. hurry to start life again. With his family Reading Strategy 6
Then he made the journey to Enugu and earnings he took his bicycle to the villages
found another miracle waiting for him. It around and bought fresh palm wine which Analyze Historical
was unbelievable. He rubbed his eyes and he mixed generously in his rooms with the Context Answer: They are
looked again and it was still standing there water which had recently started running
resuming life after the war.
before him. But, needless to say, even that again in the public tap down the road, and
monumental blessing must be accounted opened up a bar for soldiers and other
also totally inferior to the five heads in the lucky people with good money.
family. This newest miracle was his little At first he went daily, then every other
house in Ogui Overside. Indeed nothing day and finally once a week, to the offices
4 puzzles God! Only two houses away a huge of the Coal Corporation where he used to be Writer’s Technique S
Word Choice A writer’s choice
2. Akara balls are ball-shaped bean cakes. of words influences the reader’s
Encountering the Unexpected Why was Jonathan sur- perceptions. Ask: Why has
5 prised by the condition of his bicycle?
Analyze Historical Context What do the actions of
Jonathan’s family members show? 6 Achebe used the phrase “of
Vocabulary
course” to begin the second
Vocabulary
retail (re tāl) v. to sell directly to the consumer
sentence describing Jonathan’s
edifice (ed ə fis) n. a building, especially a large,
fortnight (fôrt nı̄t) n. two weeks important-looking one house? (If Jonathan is lucky to
have a house without doors and
C HI NUA AC HE BE 67 windows, what must the city look
like?)
English Learners
DI F F ER E NTIATED
0066_0070_U1P1_877979.indd 67 I N STR UCTION 3/14/08 12:18:31 AM
Advanced A large portion of “Civil Peace” footnotes. Then have students make a list
consists of language and references to a of four more words they can identify and
specific region. Students can understand one that puzzles them. Discuss the words
the gist of the language or any new cultural with the entire class.
terms with a little effort. Write the follow-
ing words on the board: ferrying, zinc,
destitute, akara balls. Have students find
these words on this page and deduce
their meanings. If students have difficulty,
remind them to use context clues or the
67
Teach a miner, to find out what was what. The
only thing he did find out in the end was
especially after he pulled out the innards
of his pocket and revealed a hole in it big
that that little house of his was even a enough to pass a thief’s head. But of
greater blessing than he had thought. course he had insisted that the money had
Big Idea 1 Some of his fellow ex-miners who had been in the other pocket, pulling it out too
nowhere to return at the end of the day’s to show its comparative wholeness. So
Encountering the waiting just slept outside the doors of the one had to be careful.
Unexpected Answer: offices and cooked what meal they could Jonathan soon transferred the money to
Students may say that thieves, scrounge together in Bournvita tins. As his left hand and pocket so as to leave his
soldiers, or the police are at the the weeks lengthened and still nobody right free for shaking hands should the
door. Jonathan was wary when he could say what was what Jonathan discon- need arise, though by fixing his gaze at
went to sleep. tinued his weekly visits altogether and such an elevation as to miss all approaching
faced his palm wine bar. human faces he made sure that the need
A P P ROAC H I N G If approaching-
But nothing puz- did not arise, until he got home.
level students have difficulty with zles God. Came the He was normally a heavy sleeper but
the first question, ask: What do day of the windfall that night he heard all the neighborhood
you know about Jonathan’s sur- when after five days noises die down one after another. Even
roundings? (a civil war has just of endless scuffles in the night watchman who knocked the hour
queues and counter on some metal somewhere in the distance
ended, many people are poor and
queues in the sun out- had fallen silent after knocking one o’clock.
desperate) side the Treasury he That must have been the last thought in
Visual Vocabulary
had twenty pounds Jonathan’s mind before he was finally
Reading Strategy 2 Here a queue (kyū)
means a line of people. counted into his palms carried away himself. He couldn’t have
as ex gratia3 award for been gone for long, though, when he was
Analyze Historical the rebel money he had turned in. It was violently awakened again.
Context Ask: What do you like Christmas for him and for many others “Who is knocking?” whispered his wife
think will happen because of like him when the payments began. They lying beside him on the floor.
these cries for help? (Possible called it (since few could manage its proper “I don’t know,” he whispered back
responses: the thieves will leave; official name) egg rasher. breathlessly.
the neighbors will come to help As soon as the pound notes were placed in The second time the knocking came it
his palm Jonathan simply closed it tight over was so loud and imperious that the rickety
the family.)
them and buried fist and money inside his old door could have fallen down.
trouser pocket. He had to be extra careful “Who is knocking?” he asked then, his
because he had seen a man a couple of days voice parched and trembling.
earlier collapse into near madness in an “Na tief-man and him people,” came the
instant before that oceanic crowd because no cool reply. “Make you hopen de door.”
sooner had he got his twenty pounds than This was followed by the heaviest knocking
some heartless ruffian picked it off him. of all.
Though it was not right that a man in such Maria was the first to raise the alarm,
an extremity of agony should be blamed yet then he followed and all their children.
many in the queues that day were able to
remark quietly on the victim’s carelessness,
Encountering the Unexpected What visitors might be

3. Something that is awarded ex gratia (eks gräsh ē ə) is
given as a favor rather than as a legal right. The Latin word
at the door? Are Jonathan and his wife completely sur- 1
prised? Explain.
gratia means “kindness.”
Vocabulary Practice
0066_0070_U1P1_877979.indd 68 1/18/08 1:06:54 AM
SPIRAL
REVIEW
Latin Words Say: Words such source. (nolo contendere: I do not wish
as ex gratia are Latin phrases to contend; prima facie: at first sight; de
that are still used in conventional facto: in reality; pro bono: done for free
English, especially in the legal system. for the public good; quid pro quo: an
List the following words and phrases equal exchange; habeas corpus: bring a
on the board: nolo contendere, prima person before a court; sine quo non: a
facie, de facto, pro bono, quid pro quo, prerequisite)
habeus corpus, sine quo non. First, have
students guess what the words mean,
and then have them find the meanings of
the words in a dictionary or other credible
68
Teach
Reading Strategy 3
Analyze Historical
Context Answer: The neigh-
bors are either scared or used to
such activities. The thieves call for
the police because they know that
no one will come.
Literary Element 4
Dialect Answer: Soja means
“soldier.” This word and others
such as sometaim and dem show
how the dialect sounds. The char-
Children Dancing, c. 1948. Robert Gwathmey. Oil on canvas, 30 x 40 in. The Butler acters are not speaking English
Institute of American Art, Youngstown, OH. with British accents.
Inspired by African culture and Pablo Picasso, Gwathmey uses
vibrant colors and symbolic abstraction to tell stories about his subjects. How AP P ROAC H I N GHelp approaching-
might this painting reflect Jonathan and his family’s outlook on life? level students interpret the dialect
by having them read sentences
“Police-o! Thieves-o! Neighbors-o! Police-o! The silence that followed the thieves’
aloud. Tell them to consider the
2 We are lost! We are dead! Neighbors, are you alarm vibrated horribly. Jonathan all but context of the word as it appears
asleep? Wake up! Police-o!” begged their leader to speak again and be in the sentence to determine the
This went on for a long time and then done with it. meaning of words such as “soja.”
stopped suddenly. Perhaps they had scared “My frien,” said he at long last, “we don
the thief away. There was total silence. But try our best for call dem but I tink say dem
only for a short while. all done sleep-o . . . So wetin we go do
“You done finish?” asked the voice
outside. “Make we help you small. Oya,
now? Sometaim you wan call soja? Or you
wan make we call dem for you? Soja better
S
everybody!” pass police. No be so?” Answer: Some may say that
“Police-o! Tief-man-o! Neighbors-o! we done “Na so!” replied his men. Jonathan Jonathan and his family value the
loss-o! Police-o! . . .” thought he heard even more voices now well-being of the family above all.
There were at least five other voices Despite hardships, they are happy
besides the leader’s. Analyze Historical Context Why does no one in the
together.
Jonathan and his family were now com- neighborhood respond when the thieves pound on 3
Jonathan’s door? Why do the thieves call for the police? Robert Gwathmey (1903–1988)
pletely paralyzed by terror. Maria and the
children sobbed inaudibly like lost souls.
Dialect What does the term “soja” mean? Why are this
was an American artist of the social
Jonathan groaned continuously. and other words presented here with unusual spellings? 4 realist school that flourished in the
1930s and 1940s. He was one of
C HI NUA AC HE BE 69 the first white artists to portray the
Approaching Level dignity of African American life.
DI F F ER E NTIATED
African American Vernacular English dialect, or African pronunciations and dent partners read their sentences aloud to
(AAVE) Approaching-level students who speech patterns, to make the charac- each other, concentrating on pronouncing
use African American Vernacular English ters more authentic. Ask: How would the initial th– correctly.
may be accustomed to pronouncing the Achebe have written the same sentence
initial th– in words as d– or t– because of using Standard Academic English? ( I
the persistence of an African dialect. Write think they are saying they are all asleep.)
the following sentence on the board: I Have students write sentences that include
tink say dem all done sleep-o. Say: In words such as them, their, this, the, and
this sentence, Achebe uses an African other words that begin with th–. Have stu-
69
Teach than before and groaned heavily. His legs
were sagging under him and his throat felt
“To God who made me; if you come
inside and find one hundred pounds, take
like sandpaper. it and shoot me and shoot my wife and
“My frien, why you no de talk again. I de children. I swear to God. The only money
Literary Element 1 ask you say you wan make we call soja?” I have in this life is this twenty-pounds
“No.” egg rasher they gave me today . . .”
Dialect Answer: The dialect “Awrighto. Now make we talk business. “OK. Time de go. Make you open dis
adds a sense of real life—how We no be bad tief. We no like for make window and bring the twenty pound. We
people talked at the time—as well trouble. Trouble done finish. War done fin- go manage am like dat.”
as humor. The thieves seem to ish and all the katakata4 wey de for inside. There were now loud murmurs of dis-
have a mocking sense of No Civil War again. This time na Civil sent among the chorus: “Na lie de man de
Peace. No be so?” lie; e get plenty money . . . Make we go
humor.
“Na so!” answered the horrible chorus. inside and search properly well . . . Wetin
A DVA N C E D For advanced students, “What do you want from me? I am a be twenty pound? . . .”
ask: What is the difference poor man. Everything I had went with this “Shurrup!” rang the leader’s voice like a
between the robbers’ speech war. Why do you come to me? You know lone shot in the sky and silenced the
and Jonathan’s speech? (The rob- people who have money. We . . .” murmuring at once. “Are you dere? Bring
“Awright! We know say you no get the money quick!”
bers speak in dialect, but
plenty money. But we sef no get even anini.5 “I am coming,” said Jonathan fumbling in
Jonathan does not.) Why might So derefore make you open dis window and the darkness with the key of the small
the author have chosen to write give us one hundred pound and we go wooden box he kept by his side on the mat.
this way? (Possible response: commot. Orderwise we de come for inside At the first sign of light as neighbors and
To help readers identify with now to show you guitar-boy like dis . . .” others assembled to commiserate with him
Jonathan) A volley of automatic fire rang through he was already strapping his five-gallon
the sky. Maria and the children began to demijohn to his bicycle carrier and his wife,
weep aloud again. sweating in the open fire, was turning over
“Ah, missisi de cry again. No need for akara balls in a wide clay bowl of boiling
dat. We done talk say we na good tief. We oil. In the corner his eldest son was rinsing
Progress Check just take our small money and go nway- out dregs of yesterday’s palm wine from old
orly. No molest. Abi we de molest?” beer bottles.
Can students identify dialect? “At all!” sang the chorus. “I count it as noth-
“My friends,” began Jonathan hoarsely. ing,” he told his sym-
If No ➔ See Unit 1 Teaching “I hear what you say and I thank you. If I pathizers, his eyes on
Resources Book, p. 89. had one hundred pounds . . .” the rope he was
“Lookia my frien, no be play we come tying. “What is egg
play for your house. If we make mistake rasher? Did I depend
and step for inside you no go like am-o. on it last week? Or is
To check students’ understanding So derefore . . .” it greater than other
of the selection, see Unit 1 things that went with
Teaching Resource Book, Visual Vocabulary
4. The word katakata may be meant to imitate the sound of the war? I say, let egg A demijohn is a large
p. 94. gunfire. The rest of the phrase is Nigerian dialect for “that rasher perish in the earthenware or glass
went with it.”
flames! Let it go bottle, encased in
5. An anini (ä nēē ) is a small Nigerian coin worth less than wicker.
one cent. where everything else
has gone. Nothing
1
Dialect What does the author’s use of dialect here add to puzzles God.” m
the story?
Speaking Practice
0066_0070_U1P1_877979.indd 70 3/14/08 12:18:40
SPIRAL Vary Pace Ask: When reading paragraph that is written in plain English.
REVIEW
aloud, why might you slow the Have students analyze the different pacing
pace of your delivery? (Pos- of each paragraph.
sible responses: to give listeners time to
comprehend a text with many facts or to
comprehend difficult words or sentence
structure; to reflect changes in the mood
of a text) Have students time each other
as they read aloud two paragraphs from
the story. Tell students to read one para-
graph that is made up of dialect and one
70
5. Do you think that the title of this story is
Assess
Respond and Interpret
appropriate, or would “Civil War” have been 1. His attitude is grateful.
1. What is Jonathan Iwegbu’s attitude toward life?
a better title? Explain. 2. He did not appear or act official.
2. Why did Jonathan mistrust the officer who
wanted to take his bicycle? Connect 3. Jonathan starts a bar. He trades
3. In what ways does Jonathan begin to rebuild his 6. Big Idea Encountering the Unexpected Biafran money for Nigerian
life after the war? What message do you think emerges from pounds.
Jonathan’s unexpected, but repeated, good 4. (a) Everything happens for a
Analyze and Evaluate fortune?
reason. (b) He accepts both
4. (a)What does Jonathan mean by his statement, 7. Connect to the Author How might Achebe’s
“Nothing puzzles God”? (b)What does this
good fortune and misfortune.
personal history have influenced his portrayals
statement reveal about Jonathan’s character? of Jonathan and the other characters? 5. Answers will vary. The peace is
full of hardship and lawlessness,
yet Jonathan seems content.
6. Jonathan’s attitude of accep-
Literary Element Dialect Vocabulary Practice tance enables him to experi-
Dialect is regional variation in language. It identi-
Practice with Denotation and ence life gratefully.
fies a group of people and tells about their history.
Connotation Denotation is the literal, or
7. Achebe grew up in Nigeria and
1. What words in the text show the British dictionary, meaning of a word. Connotation is
influence on the Ibo’s language? the implied, or cultural, meaning of a word. For worked for Biafran indepen-
2. Why do you think the thieves who rob Jonathan example, the words confused and flustered dence. His story is sympathetic
speak English with a heavier African accent than have a similar denotation, but flustered suggests to the plight of families like
a nervous, flighty kind of confusion.
Jonathan does? Jonathan’s.
Each of these vocabulary words is listed with a
Reading Strategy Analyze Historical word or term that has a similar denotation.
Context Explain how the words vary in suggestions.
Through historical context, one can clearly picture
the lawless setting of Nigeria. Review the web you
1. commandeer take over Vocabulary Practice
2. amenable responsive
made on page 65. Then answer the questions.
3. retail sell 1. Commandeer has a stronger
1. How would you describe the civil peace in connotation than take over.
4. fortnight two weeks
Nigeria?
5. edifice building 2. Amenable and responsive
2. How does Jonathan feel about the changes that
are similar and have neutral
the war has inflicted on him and his family?
connotations.
3. Retail suggests selling directly to
Writing
Literature Online
consumers.
Write a List Imagine that a police officer has 4. Fortnight is less common in
Selection Resources For Selection Quizzes, eFlash- come to interview Jonathan about the robbery. List
questions that the police officer might ask, and write
modern English but it means
what you imagine Jonathan’s response might be. two weeks.
5. Edifice is a building but suggests
C HI NUA AC HE BE 71
largeness.
0071_0071_U1P1_877979.indd
0 AM 71 3/25/08 10:02:46 AM
Literary Element Reading Strategy Writing

1. biro, fortnight 1. People are poor and sometimes Students’ lists should:
desperate; there is no effective • include questions and responses
2. They are from a different region and
police force; the conditions are still • attempt to mimic Jonathan’s dialect
speak a different dialect.
dangerous. • reflect the priorities and concerns of
For additional assessment, see Assess- 2. Jonathan not only accepts the nega- authority figures
ment Resources, pp. 47–48. tive repercussions of war but consid-
ers himself blessed to have so much
to call his own.
71
In this workshop, you will Vocabulary Workshop

Dictionary Use focus on the following
objective:
Vocabulary: Understanding Dictionary Use
dictionary use.
Focus “There were now loud murmurs of dissent among the chorus:
‘Na lie de man de lie; e get plenty money…’”
If possible, provide each student —Chinua Achebe, from “Civil Peace”
with a dictionary for his or her Literature Connection In this scene from “Civil Peace,” thieves sur-
personal use during this lesson. round Jonathan’s house and demand payment. Their leader agrees to
If necessary, have students work Tip settle for twenty pounds. They are speaking in a Nigerian dialect. But
Homographs are words that there’s a standard English word that is key to this passage. What does
in small groups to look up words.
are spelled the same but dissent mean? A dictionary can tell you.
Instruct students to look up the have different meanings and Find a Word The main part of a dictionary consists of word entries
word dissent in their dictionaries histories. For example, sole and their definitions. Look for guide words at the top of each page.
and compare the entry with that in can mean “the bottom of a
These tell you the first and last words listed on the page and can help
foot”; it can also mean “a
the student book. type of fish.” Since these
you locate entries much more quickly than if you simply browse.
words are so distinct, they The Main Entry A main entry tells you far more about a word than its
are listed separately. Each definition. Here is what one dictionary says about dissent:
Teach homograph is labeled with a

small number.
Entry word is broken
into syllables.
The pronunciation is indicated
in simplified spelling.
The part or
parts of speech
of the word are
Use the Dictionary After you Technology indicated.
dis∙sent (di sent) v.i. 1. to differ in opinion or feel-
have reviewed the information Using an online dictionary,
ing; withhold approval; disagree (often with from):
you simply enter a search
on the student book page, have Many people dissented from the policy of the government. Example
word to find its definition. Of the ten board members, only one dissented. 2. to sentences
students consult their own diction- Online dictionaries also offer refuse to conform to the rules, doctrines, or beliefs of show how a
word is used.
aries to find instances of words features such as illustrations, an established church. —n. 1. difference of opinion
with multiple meanings, such as word games, language tips, or feeling; disagreement. 2. refusal to conform to
and fun facts. rules, doctrines, or beliefs of an established church.
cow, and words with a preferred The etymology
[Latin dissentíre to disagree.] explains the history
spelling, such as traveled. of a word.
Dictionary entries may also provide
• preferred spellings when alternate forms of words are acceptable
Assess • inflected forms of the main entry word, such as plurals, adverbs,
or adjectives
• cross references to synonyms and antonyms
1. the second • guidelines that show how a word is used in different contexts
2. They show how dissent is used
with and without from. Exercise
3. a noun
Literature Online Use the dictionary entry in this lesson to answer the following questions.
For additional vocabulary Vocabulary For more vocabu- 1. Which syllable of dissent receives an accent?
practice, see Glencoe Interactive lary practice, go to glencoe.com 2. Why might the dictionary have included two example sentences?
and enter QuickPass code
Vocabulary CD-ROM. GL59794u1. 3. Dissent is often a verb. What other part of speech can it be?
Vocabulary Practice
0072_U1VW_877979.indd 72 3/20/08 12:45:42
Use a Dictionary Tell students that in to paraphrase the sentence in their own
order to understand a piece of writing, they words. (Possible response: The cowardly
must understand individual words. They knight tried to appease the king with
can use context to try to determine mean- excuses.)
ing, but if that does not work, they should
consult a dictionary. Write the following
sentence on the board: The pusillani-
mous knight tried to mollify the king with
excuses. Have students use a dictionary to
identify the meanings of the words pusil-
lanimous and mollify. Then challenge them
72
The Masque of the Red Death Focus
Meet Edgar Allan Poe Bellringer Options
(1809–1849)
Selection Focus
Transparency 5
W
ith his dark, deep-set eyes and
intense gaze, Edgar Allan Poe Daily Language Practice
looked the part of a Romantic poet. Transparency 8
The rhythms of his poetry fascinated readers.
His mystery and horror stories, with chilling Or say: Imagine that a serious
plots and memorable characters, set a stan- contagious illness is spreading
dard for subsequent writers. across the country. Hospitals
desperately need volunteers to
“All that we see or seem help care for the sick. But you
have an isolated cabin deep
Is but a dream within a dream.” Messenger in Richmond. The magazine pub-
lished many of his reviews, poems, essays, and in the woods where you could
—Edgar Allan Poe stories. go with a few friends or family
from “A Dream Within a Dream”
Terrifying Tales At twenty-six, Poe married members. What would you do?
Virginia Clemm, his teenage cousin, and lived Have students discuss the risks
with her and her mother. He continued to pro-
Early Struggles Poe was born in Boston,
duce a steady stream of fiction, including the
involved in each option and
Massachusetts, to traveling actors. His father explain their decisions.
haunting horror tales “The Fall of the House of
disappeared when Poe was an infant; his
Usher” and “The Masque of the Red Death.”
mother died when Poe was about two years
“The Murders in the Rue Morgue” is consid-
old. John and Frances Allan of Richmond,
ered to be the first detective story.
Virginia, raised the boy but never legally
adopted him. Poe took the Allans’ surname as By 1844 Poe’s melodic poem “The Raven” had
his middle name. become a great success. However, in 1847 his
cherished young wife died of tuberculosis.
Poe attended the University of Virginia. He
was an excellent student but also a gambler, In 1849 Poe went to Richmond to give a lecture
accumulating debts he could not repay. A and was expected later in Philadelphia. But he
gifted writer, Poe published his first book of was found unconscious on a street in Baltimore
poems at age eighteen. However, he made no and died several days later. The cause of his
money from the book. death remains unknown.
Poe served in the army for two years and then
entered the military academy at West Point,
which dismissed him for skipping classes and
drills. Finally, he moved to New York City and
Literature Online
turned to writing fulltime. His short story
“MS. Found in a Bottle” won a writing prize, Author Search For more about Edgar Allan Poe, go to
which led to a job at the Southern Literary
E D GAR AL L AN P OE 73
0073_0074_U1P1_877979.indd 73 3/25/08 10:04:24 AM
Listening/Speaking/Viewing Skills
Literary Elements
• Analyze Art (SE pp. 78, 80)
• Allegory (SE pp. 74, 76, 77, 81, 83) The Masque of the • Primary Visual Artifact (SE p. 82)
• Setting (SE p. 83) Red Death • Create Dialogue (TE p. 80)

• Interpret Imagery (SE pp. 74, 77, Vocabulary Skills
• Expository Essay: Analyze Symbolism
79, 83) (SE p. 84)
• Analogies (SE p. 83; TE p. 74)
• Analyze Historical Context (TE p. 76) • Academic Vocabulary (SE p. 83) • Write a Journal Entry (TE p. 78)
73
Learning Objectives
For pages 73–84

Focus
What events do you perceive as beyond your control?
objectives:
Freewrite for a few minutes about these events.
Summary Build Background allegory.
Reading: Interpreting
The “Red Death” is raging. People Plague is a contagious bacterial disease that spreads rapidly and is
imagery.
usually fatal. Throughout history it has caused major epidemics.
are dying. Prince Prospero invites
The most widespread epidemic began in Constantinople in 1334
1,000 friends into his abbey and and quickly spread throughout Europe, causing an estimated
locks out the world. There he twenty-five million deaths. At that time, the disease was known
and his friends live, believing that as the Black Death.
Vocabulary
they are safe from the fate that Set Purposes for Reading
has killed so many. One night the profuse (prə fūs) adj. great in
Big Idea Encountering the Unexpected amount, plentiful; p. 75 A pro-
prince holds a special masked ball.
As you read “The Masque of the Red Death,” ask yourself,
fuse rain often leads to flooding.
The costumed revelers party until
How does Poe use setting and plot twists to introduce countenance (koun tə nəns) n.
the stroke of midnight. As the clock unexpected events? the face; p. 77 Her smiling coun-
chimes, an unusual guest appears, tenance revealed her happiness.
dressed in red. The prince pursues Literary Element Allegory
wanton (wont ən) adj. shame-
the guest through the chambers An allegory is a narrative work with two levels of meaning—the lessly unrestrained, immoral; p. 78
of his home until at last he comes literal and the symbolic. All or most of the characters, Sometimes, wild dancing makes
settings, and events in an allegory are symbols that stand for dancers seem wanton.
face to face with—the Red Death. ideas beyond themselves. The overall purpose of an allegory is
to teach a moral lesson. As you read, ask yourself, What moral spectral (spek trəl) adj. ghost-
For summaries in languages other lesson does Poe teach the reader through his use of allegorical like; p. 80 The gleaming snow
than English, see Unit 1 Teaching symbols in this story? gave the scene a spectral quality.
Resource Book, pp. 96–101.
blasphemous (blas fə məs) adj.
Reading Strategy Interpret Imagery showing disrespect or scorn for
Writers often use imagery, which is language that appeals to God or anything sacred; p. 80 As
Vocabulary one or more of the five senses. Imagery utilizes “word pictures” she grew angrier, her words became
Analogies Explain that analo- to evoke emotional responses and help readers understand a increasingly blasphemous.
story’s meaning and mood. As you read, ask yourself, Which of
gies often contain synonyms and Tip: Analogies To solve an analogy,
Poe’s sensory details help generate suspense?
antonyms that create relationships determine the relationship between
between words. Tell students to Tip: List Images Create a chart that lists images from the story the first pair of words. Then apply
use a thesaurus to find synonyms and their emotional impact. that relationship to the second pair
of words.
and antonyms for the vocabulary
Imagery Emotional Response
words. Have students explain to a
partner the relationship between “Blood was its The Red Death is
Avatar and its seal— a horrible disease.
the word pairs they listed.
the redness and the
horror of blood.”
For additional context, see Glencoe Speaking Practice

Interacttive Vocabulary CD-ROM.
0073_0074_U1P1_877979.indd 74 3/20/08 12:47:04
SPIRAL
REVIEW
Retell Moral Lessons Remind reading “The Masque of the Red Death,”
For additional vocabulary practice, students that “The Masque of the have students compare its moral with the
see Unit 1 Teaching Resources Red Death” teaches a moral les- morals of the other stories they heard.
Book p. 104. son. Ask students to identify other stories,
including stories from other cultures, that
teach readers moral lessons. Have them
retell the stories in their own words. Then,
invite other students to identify the moral
lesson that story teaches. After the stories
have been told, write the moral lessons
on the board. When you have finished
74
Teach
Big Idea 1
Encountering the
Unexpected Say: As you
read, keep the following ques-
tions in mind: What does Prince
Prospero expect will happen as
a result of his plan? (He and his
friends will be safe from the Red
Death.) What do you think will
happen to frustrate his expecta-
tions? (The prince’s safety might
be threatened by an enemy
locked inside the abbey.)
Big Idea 2
Bodiam Castle, 1906. Wilfred Ball. Edgar Allan Poe Encountering the
prince and his friends may think
he “Red Death” had long devastated the pest ban3 which shut him out from the they are healthy enough to avoid
the country. No pestilence had ever aid and from the sympathy of his fellow- the disease.
been so fatal, or so hideous. Blood men. And the whole seizure, progress, and
was its Avatar1 and its seal—the redness termination of the disease, were the inci-
and the horror of blood. There were sharp dents of half an hour.
pains, and sudden dizziness, and then pro- But the Prince Prospero was happy and 1 Writer’s Technique S
fuse bleeding at the pores, with dissolu- dauntless4 and sagacious.5 When his Repetition Poe repeats variations
tion.2 The scarlet stains upon the body and dominions6 were half depopulated, he
on the words blood and red sev-
especially upon the face of the victim, were summoned to his presence a thousand
hale and light-hearted friends from eral times. Have students discuss
the effects of such repetition.
1. In Hinduism, an Avatar is a god that takes on human
form. Here, the word means a visible form, or
embodiment, of the disease.
2. Here, dissolution is death. 4. Dauntless means “fearless” or “courageous.”
3. A pest ban is an official declaration that a person has
5. Sagacious means “wise.”
been stricken with plague. Here, the blood stains on the selection, use Listening Library
6. The prince’s dominions are the territories he rules.
victim’s body became his or her own pest ban. Audio CD-ROM.
Encountering the Unexpected From the grim descrip-
Vocabulary
tion of the Red Death, why do you suppose Prince 2
profuse (prə fŪs) adj. great in amount, plentiful Prospero and his friends seem so light-hearted?
Readability Scores
E D GAR AL L AN P OE 75 Dale-Chall: 9.5
DRP: 66
Approaching Level Lexile: 1240
PM0075_0081_U1P1_877979.indd 75 1/18/08 1:14:40 AM
AAVE Approaching-level students who use Underline the verbs was and were in the
African American Vernacular English (AAVE) quoted sentences. Explain that was is
may be accustomed to using singular verbs a singular verb and that were is a plural
with plural subjects. On the board, write verb. Tell students that singular verbs have
the following excerpts from the text: Blood singular subjects and that plural verbs
was its Avatar and its seal . . .; The scarlet have plural subjects. Work with students to
stains upon the body and especially upon identify the subject of each sentence. Have
the face of the victim, were the pest ban. students write original sentences contain-
... ing was and were.
75
Teach among the knights and dames of his
court, and with these retired to the deep
ever, such suites form a long and straight
vista, while the folding doors slide back
seclusion of one of his castellated nearly to the walls on either hand, so that
abbeys.7 This was an extensive and the view of the whole extent is scarcely
Literary Element 1 magnificent structure, the creation of the impeded. Here the case was very differ-
prince’s own eccentric yet august taste. A ent; as might have been expected from the
Allegory Answer: It symbol- strong and lofty wall girdled it in. This duke’s love of the bizarre. The apartments
izes the attempt of the privileged wall had gates of iron. The courtiers, were so irregularly disposed11 that the
classes to isolate themselves from having entered, brought furnaces and vision embraced but little more than one
the outside world and escape the massy hammers and welded the bolts. at a time. There was a sharp turn at every
plague. They resolved to leave means neither of twenty or thirty
ingress nor egress8 to the sudden impulses yards, and at each
of despair or of frenzy from within. The turn a novel effect.
Big Idea 2 abbey was amply provisioned. With such To the right and left,
precautions the courtiers might bid defi- in the middle of each
Encountering the ance to contagion. The external world wall, a tall and nar-
could take care of itself. In the meantime it row Gothic window
was folly to grieve, or to think. The prince looked out upon a
sharp turns and unexpected views had provided all the appliances of plea- closed corridor Visual Vocabulary
add to the sense of foreboding sure. There were buffoons, there were which pursued the
Gothic architecture
developed in Europe
and uncertainty. improvisatori,9 there were ballet-dancers, windings of the between the twelfth
A P P ROAC H I N G Ask students there were musicians, there was Beauty, suite. These win- and sixteenth centu-
ries. A Gothic window
how they would feel if they there was wine. All these and security were dows were of stained
has a pointed arch and
within. Without was the “Red Death.” glass whose color many small panes of
walked through the rooms in the
It was toward the close of the fifth or varied in accordance stained or clear glass.
story. Have them consider their sixth month of his seclusion, and while the with the prevailing
responses as they think about the pestilence raged most furiously abroad, hue of the decora-
story’s atmosphere. that the Prince Prospero entertained his tions of the chamber into which it opened.
thousand friends at a masked ball of the That at the eastern extremity was hung,
most unusual magnificence. for example, in blue—and vividly blue
It was a voluptuous10 scene, that mas- were its windows. The second chamber
Writer’s Technique S querade. But first let me tell of the rooms was purple in its ornaments and tapes-
in which it was held. There were seven— tries, and here the panes were purple. The
Em Dashes The em dash is a an imperial suite. In many palaces, how- third was green throughout, and so were
punctuation mark used to create the casements.12 The fourth was furnished
a noticeable break in a sentence. and lighted with orange—the fifth with
The name “em dash” refers to the 7. A castellated abbey is a fortified structure originally built
as a monastery or intended, as the prince’s was, to
length of the mark; it is as long resemble one.
as the letter “M” is wide. Explain 8. With means neither of ingress nor egress, there is no 11. Bizarre means “that which is extremely strange or odd.”
way in and no way out. A bizarre feature of Prospero’s abbey is the way the
that Poe uses em dashes to shift 9. Buffoons are clowns or comedians, and improvisatori rooms (apartments) are arranged (disposed) so that only
between thoughts within a sen- (im prov ə zə tȏŕ ē) are poets who improvise, or make one is visible at a time.
up, verses as they perform. 12. Casements are windows.
tence. Discuss the effects of the 10. Here, voluptuous (və lup cho o əs) means “giving great
em dashes. pleasure to the senses.” Encountering the Unexpected How does the descrip-
tion of the layout of the rooms highlight the atmosphere in 2
1 Allegory What does the secluded abbey symbolize? the story?
Reading Practice
0075_0081_U1P1_877979.indd 76 3/14/08 12:28:50
SPIRAL
REVIEW
Analyze Historical Context Re- • How does the plague affect the class of the time period? (The upper
mind students that this story takes actions of the characters? (The plague class was accustomed to convenience
place during the time of the plague. causes the people to hide in Prince and entertainment.)
Ask students to locate details in the text Prospero’s home.)
that reference the plague. For example, • What do the characters’ actions reveal
the paragraph beginning “It was toward about the upper class during this time
the close of the fifth or sixth month . . .” period? (They cared only for their own
mentions the plague. Ask the following well-being.)
questions to help students analyze the • What do Prince Prospero’s “appliances
story’s historical context: of pleasure” reveal about the upper
76
white—the sixth with violet. The seventh
apartment was closely shrouded in black
there came from the brazen13 lungs of the
clock a sound which was clear and loud and Teach
velvet tapestries that hung all over the ceil- deep and exceedingly musical, but of so
ing and down the walls, falling in heavy peculiar a note and emphasis that, at each
folds upon a carpet of the same material lapse of an hour, the musicians of the Reading Strategy 3
and hue. But in this chamber only, the orchestra were constrained to pause,
color of the windows failed to correspond momentarily, in their performance, to hear- Interpret Imagery
with the decorations. The panes here were ken to the sound; and thus the waltzers Answer: They feel uneasy, and
scarlet—a deep blood color. Now in no one perforce ceased their evolutions; and there everything stops. Students may
of the seven apartments was there any was a brief disconcert14 of the whole gay say that the chiming means
lamp or candelabrum, amid the profusion company; and, while the chimes of the that death is near and life is
of golden ornaments that lay scattered to clock yet rang, it was observed that the passing.
and fro or depended from the roof. There giddiest grew pale, and the more aged
AP P ROAC H I N G If possible, have
was no light of any kind emanating from and sedate passed their hands over
lamp or candle within the suite of cham- their brows as if in confused revery or students listen to a recording of
bers. But in the corri- meditation. But when the echoes had fully chimes. Ask them how the sounds
dors that followed the ceased, a light laughter at once pervaded make them feel. Then, have them
suite, there stood, oppo- the assembly; the musicians looked at contrast the feeling with the
site to each window, a each other and smiled as if at their own
way their favorite music makes
heavy tripod, bearing a nervousness and folly, and made whis-
brazier of fire, that pro- pering vows, each to the other, that the them feel. Mention that, like the
Visual Vocabulary
jected its rays through next chiming of the clock should produce people in the story, students have
A brazier is a metal
pan used to hold the tinted glass and so in them no similar emotion; and then, different feelings about their
burning coal or char- glaringly illumined the after the lapse of sixty minutes (which favorite music and the sounds of
coal, as a source of room. And thus were embrace three thousand and six hundred
heat and light.
the chimes.
produced a multitude seconds of the Time that flies), there came
of gaudy and fantastic yet another chiming of the clock, and then
appearances. But in the western or black were the same disconcert and tremulous-
chamber the effect of the fire-light that ness and meditation as before.
streamed upon the dark hangings through But, in spite of these things, it was a gay
the blood-tinted panes was ghastly in the and magnificent revel. The tastes of the
extreme, and produced so wild a look duke were peculiar. He had a fine eye for For additional practice using the
reading skill or strategy, see Unit 1
upon the countenances of those who colors and effects. He disregarded the decora
entered, that there were few of the com- of mere fashion. His plans were bold and
pany bold enough to set foot within its
precincts at all.
It was in this apartment, also, that there
stood against the western wall, a gigantic
13. The clock’s outer parts are ebony, a black wood; its inner Literary Element 4
workings are brass (brazen).
clock of ebony. Its pendulum swung to and 14. The musicians feel obliged (constrained) to stop playing,
fro with a dull, heavy, monotonous clang; the waltzers halt their complex patterns of movement Allegory Answer: It is a
and when the minute-hand made the circuit
(evolutions), and everyone experiences temporary reminder of mortality, the brevity
confusion and disorder (disconcert).
of the face, and the hour was to be stricken, of life, and the inexorable passing
Interpret Imagery How do people react to the sound of time. It frightens the revelers, in
of the chimes? What do you think the chiming means? 3
Vocabulary spite of their denials, because they
know that time is bringing them
countenance (koun tə nəns) n. the face Allegory What does the chiming of the clock symbolize? 4
nearer to the inevitable—death.
English Learners
0 AM DI F F ER E NTIATED I N STR UCTION
0075_0081_U1P1_877979.indd 77 12/14/07 2:41:42 PM
Beginning To help students track the Inside the box, have them draw a picture Make sure that students have their pictures
events in the story, have them draw pic- that represents the event. For example, in the correct order. Encourage them to
tures to represent the sequence of events. they could draw a picture of the musicians add to their sequence of events as they
Be sure to provide them with crayons, and revelers who pause in their activities continue reading the story.
markers, colored as they hear the chimes. Allow students
pencils, and paper. Then, instruct students enough time to finish their pictures. When
to draw a large box for each event in the they have finished their work, ask volun-
story. teers to share their drawings with the class.
77
Teach aders. Be sure they were gro-
tesque. There were much
glare and glitter and
piquancy and phantasm—
much of what has been since
S seen in “Hernani.”16 There
were arabesque figures with
Answer: The jumbled bodies, unsuited limbs and appoint-
color scheme, and energy of the ments. There were delirious
scene reflect the situation in the fancies such as the madman
story. fashions. There were much
of the beautiful, much of the
Jean Baptiste Carpeaux (1827–
wanton, much of the bizarre,
1875) was a French sculptor and something of the terrible,
painter. The Tuileries mentioned in and not a little of that which
the title of the painting was a royal might have excited disgust.
palace in Paris, France. Napoleon To and fro in the seven
III, shown in the painting, ruled chambers there stalked, in
France from 1852 to 1870. He fact, a multitude of dreams.
And these—the dreams—
was the nephew of Napoleon
writhed in and about, tak-
Bonaparte. ing hue from the rooms, and
causing the wild music of
the orchestra to seem as the
echo of their steps. And,
anon, there strikes the
ebony clock which stands in
the hall of the velvet. And
Costume Ball in the Tuileries: Napoleon III and the Countess Castiglione, 1867.
Jean Baptiste Carpeaux. Oil on canvas. Musée d’Orsay, Paris. then, for a moment, all is
In this painting Jean Baptiste Carpeaux uses a thick application, still, and all is silent save
visible brushstrokes, and a lack of definition between his subjects to show a the voice of the clock. The
party of revelers. In what ways does this painting and Carpeaux’s techniques dreams are stiff-frozen as
reflect the party in the story?
they stand. But the echoes
of the chime die away—they
fiery, and his conceptions glowed with bar- have endured but an instant—and a light,
baric lustre. There are some who would have half-subdued laughter floats after them as
thought him mad. His followers felt that he they depart. And now again the music
was not. It was necessary to hear and see and
touch him to be sure that he was not.
He had directed, in great part, the 16. Here, piquancy (pē kən sē) refers to what is charming,
movable embellishments of the seven and phantasm to what is fantastic and unreal. Hernani, an
1830 drama and, especially, an opera based on the drama,
chambers, upon occasion of this great
is notable for its use of colorful, imaginative spectacle.
fête; and it was his own guiding taste
15
which had given character to the masquer- Vocabulary

wanton (wont ən) adj. shamelessly unrestrained,
immoral
15. A fête (fet) is a large, elaborate party.
Writing Practice
0075_0081_U1P1_877979.indd 78 3/14/08 12:28:53
SPIRAL
REVIEW
Write a Journal Entry Tell When students have finished their work,
students to imagine that they are have them exchange their entries with a
revelers at the masquerade ball. partner. Instruct partners to circle or point
Have students describe in a journal entry out any errors in grammar, spelling, or
the appearance of the rooms and the punctuation. Then, have students correct
costumes. Tell them to describe what the errors. Invite students to read their
they hear and do at the ball and how the revised entries to the class.
masques make them feel. Make sure that
students understand that their entries
should be based on information from the
text.
78
swells, and the dreams live, and writhe to
and fro more merrily than ever, taking
murmur, expressive of disapprobation18 and
surprise—then, finally, of terror, of horror, Teach
hue from the many-tinted windows and of disgust.
through which stream the rays from the In an assembly of phantasms such as I
tripods. But to the chamber which lies have painted, it may well be supposed Big Idea 1
most westwardly of the seven there are that no ordinary appearance could have
now none of the maskers who venture; excited such sensation. In truth the mas- Encountering the
for the night is waning away; and there querade license of the night was nearly Unexpected Answer: The
flows a ruddier light through the blood- unlimited; but the figure in question had chiming of the clock; the “uneasy
colored panes; and the blackness of the out-Heroded Herod,19 and gone beyond cessation” of the music and the
sable drapery appals17; and to him whose the bounds of even the prince’s indefinite dancing
foot falls upon the sable carpet, there decorum. There are chords in the hearts
comes from the near clock of ebony a of the most reckless which cannot be
Ask students to compare Poe’s
muffled peal more solemnly emphatic touched without emotion. Even with the story with others in which a clock
than any which reaches their ears who utterly lost, to whom life and death are strikes twelve or in which time
indulge in the more remote gaieties of the equally jests, there are matters of which is an important factor. (Possible
other apartments. no jest can be made. The whole company, examples include “Cinderella” and
But these other apartments were densely indeed, seemed now deeply to feel that “Rip Van Winkle.” In each of these
crowded, and in them beat feverishly the in the costume and bearing of the
stories, time has a magical quality
heart of life. And the revel went whirlingly stranger neither wit nor propriety
on, until at length there commenced the existed. The figure was tall and gaunt, that affects the characters’ lives.)
sounding of midnight upon the clock. And and shrouded from head to foot in the
then the music ceased, as I have told; and the habiliments20 of the grave. The mask
evolutions of the waltzers were quieted; and which concealed the visage was made so Reading Strategy 2
there was an uneasy cessation of all things as nearly to resemble the countenance of a
before. But now there were twelve strokes to stiffened corpse that the closest scrutiny Interpret Imagery Answer:
be sounded by the bell of the clock; and thus must have had difficulty in detecting the His costume is bright red, draws
it happened, perhaps that more of thought cheat. And yet all this might have been attention, and is deemed inap-
crept, with more of time, into the meditations endured, if not approved, by the mad propriate by the other guests.
of the thoughtful among those who revelled. revellers around. But the mummer had He is dressed as the Red Death,
And thus too, it happened, perhaps, that gone so far as to assume the type of the
something no one finds funny.
before the last echoes of the last chime had Red Death. His vesture21 was dabbled in
utterly sunk into silence, there were many blood—and his broad brow, with all the ENGLIS H LE A R N E R S Refer students
individuals in the crowd who had found lei- features of the face, was besprinkled with to the first paragraph of the story.
sure to become aware of the presence of a the scarlet horror. Have them compare the plague
masked figure which had arrested the atten- symptoms with the costume of the
tion of no single individual before. And the masked figure.
18. Disapprobation means “disapproval.”
rumor of this new presence having spread
19. To have out-Heroded Herod, the mysterious figure has
itself whisperingly around, there arose at done something even more outrageous than Herod the
length from the whole company a buzz, or Great, the tyrant who, in an effort to kill the baby Jesus,
ordered the murder of all male infants in Bethlehem.
20. Habiliments are clothes.
21. A mummer is a person dressed in a mask and costume
17. To appal means “to horrify, dismay, or shock.” for a party or play, and vesture is clothing.
Encountering the Unexpected What clues does the Interpret Imagery In a room full of bizarrely costumed
1 author give that something is about to happen? people, why does this new figure cause such a stir? 2
Advanced Learners
3 AM DI F F ER ENTIATED
0075_0081_U1P1_877979.indd 79 I N STR U C T IO N 3/14/08 12:28:56 AM
Research the Plague Have stu- sources correctly throughout the report and
dents use Internet and print resources in the works cited page.
to research more information about After students have finished their reports,
the plague called the Black Death that have them share those pieces of informa-
appeared in Europe and Asia. Tell them tion that they found most interesting. Lead
to look for details about the disease, the a discussion about why an event such
way it spread, and its effects in Europe as a plague might provide a good subject
and Asia. for a piece of literature. Have students
Have students compile their information support their responses with information
in a report. Make sure that students cite they discovered in their research.
79
Teach
Big Idea 1
Encountering the
Unexpected Ask: Who might
this guest be? (Answers might
include a disgruntled guest who
wants to punish the prince for his
immoral behavior.)
S
Answer: Students may point out
that both the shadowy figure in
the painting and the intruder who
brings the Red Death are “creepy.”
Students should also mention that
the figure in the painting and the
intruder exhibit a similar directness
and confrontational manner.
Eyes in Darkness. Artist Unknown.

In Eyes in Darkness, the artist creates a shadowy figure who gazes directly at the
Cultural History S viewer in an almost confrontational manner. How does the directness that this figure exhibits
compare with the demeanor of the intruder who brings the Red Death?
Black Death As is true in this
story, the plague in Europe during When the eyes of Prince Prospero fell shudder either of terror or distaste; but, in
the mid-1300s did not discrimi- upon this spectral image (which, with a the next, his brow reddened with rage.
1
nate between the upper and lower slow and solemn movement, as if more “Who dares”—he demanded hoarsely of
1 fully to sustain its rôle, stalked to and fro the courtiers who stood near him—“who
classes. For example, both Queen
Eleanor of Aragon and King Alfonso among the waltzers) he was seen to be dares insult us with this blasphemous
convulsed, in the first moment with a strong
XI of Castile both died of plague.
Vocabulary
Religious figures such as priests Vocabulary
blasphemous (blas fə məs) adj. showing disrespect
and bishops also fell victim to spectral (spek trəl) adj. ghostlike or scorn for God or anything sacred
the plague.
Speaking Practice
0075_0081_U1P1_877979.indd 80 12/14/07 2:41:49 PM
SPIRAL
REVIEW SMALL GROUP
Create Dialogue Poe’s • Use voice inflections appropriate to the
story has little dialogue. Help mood and tone.
students brainstorm guide- Have small groups of students write a
lines for adding and presenting dialogue. dialogue to go with the appearance of the
Guidelines might include the following: mysterious guest. Suggest that each group
write the dialogue, practice it, and present
• Use language appropriate to the charac-
it to the class. Remind students to practice
ter, time, and setting.
the type of voice and any hand gestures
• Provide information about events, as
they wish to use in their performances.
well as reactions to them or questions
about them.
80
mockery? Seize him and unmask him—
that we may know whom we have to hang,
that had seized upon all. He bore aloft a
drawn dagger, and had approached, in Teach
at sunrise, from the battlements!” rapid impetuosity, to within three or four
It was in the eastern or blue chamber feet of the retreating figure, when the lat-
in which stood the Prince Prospero as he ter, having attained the extremity of the Big Idea 2
uttered these words. They rang through- velvet apartment, turned suddenly and
out the seven rooms loudly and clearly, confronted his pursuer. There was a Encountering the
for the prince was a bold and robust sharp cry—and the dagger dropped Unexpected Ask: What sur-
man, and the music had become hushed gleaming upon the sable carpet, upon prises you about the identity of
at the waving of his hand. which, instantly afterward, fell prostrate the mysterious guest? (Students
It was in the blue room where stood the in death the Prince Prospero. Then, sum- might be surprised that the guest
prince, with a group of pale courtiers by moning the wild courage of despair, a
is not a person but the Red Death
his side. At first, as he spoke, there was a throng of the revellers at once threw
slight rushing movement of this group in themselves into the
itself.)
the direction of the intruder, who, at the black apartment,
moment was also near at hand, and now, and, seizing the
with deliberate and stately step, made mummer, whose tall
Big Idea 3
closer approach to the speaker. But from figure stood erect
a certain nameless awe with which the and motionless
Encountering the
mad assumptions of the mummer had within the shadow Unexpected Answer: Every-
inspired the whole party, there were of the ebony clock, one is afraid and repulsed. He
found none who put forth hand to seize gasped in unutter- reminds them of something they
him; so that, unimpeded, he passed able horror at finding do not want to think about.
within a yard of the prince’s person; and, the grave cerements
while the vast assembly, as if with one
Big Idea
and corpse-like mask,
3
Visual Vocabulary
Cerements are strips of
cloth used to wrap a
impulse, shrank from the centres of the which they handled
Encountering the dead body. Literary Element 4
rooms to the walls, he made his way with so violent a
uninterruptedly, but with the same sol- Unexpected
rudeness, unten- Answer: Every- Allegory Answer: The
emn and measured step which had dis- one
antedis22afraid
by any and repulsed.
tangible form.He
dropped dagger represents the
tinguished him from the first, through reminds
And now them of acknowledged
was something theythe
impossibility of defeating death.
the blue chamber to the purple—through do not want
presence to Red
of the thinkDeath.
about.He had come
the purple to the green—through the like a thief in the night. And one by one
2
green to the orange—through this again To check students’ understanding
dropped the revellers in the blood-bedewed
of the selection, see Unit 1 Teach-
to the white—and even thence to the vio- halls of their revel, and died each in the
ing Resources Book, p. 107.
let, ere a decided movement had been despairing posture of his fall. And the life
made to arrest him. It was then, however, of the ebony clock went out with that of
that the Prince Prospero, maddening the last of the gay. And the flames of the
with rage and the shame of his own tripods expired. And Darkness and Decay
momentary cowardice, rushed hurriedly and the Red Death held illimitable23
through the six chambers, while none fol- dominion over all. m
lowed him on account of a deadly terror
22. Untenanted means “unoccupied” or “uninhabited.”
3 23. Illimitable means “limitless” or “incapable of being
Encountering the Unexpected Why do you think the bounded.”
figure is able to walk from room to room without anyone
4 stopping him? Allegory What is the significance of the dropped dagger?
English Learners
DI F F ER E NTIATED
SMALL GROUP
Intermediate Organize students member with “setting” could describe the

in small groups. Have each rooms in the castle, the time period, and
group member use detailed sentences to the plague. After each group member has
describe orally one of the following cat- finished speaking, have the other group
egories: plot, characters, setting, or theme. members contribute any details that the
Make sure that the class addresses each person may have missed. Walk around
category. the room to monitor group discussions.
Tell group members to describe their cat- If time allows, have each group share its
egory based on details from “The Masque responses with the class.
of the Red Death.” For example, the group
81
Assess Respond and Think Critically
Respond and Interpret 5. (a)Why do you think the prince is determined
1. Students may say it is selfish to kill the intruder? (b)How does Poe weave
1. Describe your feelings about the masked ball at
and uncaring to host a ball dur- the beginning and as the story progressed.
images from the story together to build the
ing such great suffering. They sense of hopelessness in the scene leading up
2. (a)Why is the “Red Death” such a terrible and to the prince’s death?
may express compassion for the feared disease? (b)What aspect of the “Red
guests’ rising desperation. Death” is portrayed as sinister? Explain. Connect
2. (a) It is contagious, deadly, sud- 3. (a)How does Prince Prospero respond to the 6. Big Idea Encountering the
den, painful, bloody, and dis- costume and behavior of the uninvited guest? Unexpected Does Poe prepare you for the
(b)What details does his response reveal about ending, or is it unexpected? Explain.
figuring. (b) The sudden onset,
his attitude toward death in general?
profuse bleeding, and quick 7. Connect to Today (a)How would you expect
Analyze and Evaluate people in today’s world to react to an
death
epidemic? (b)How might a person’s economic
3. (a) Outraged, he commands 4. (a)How is the seventh room different from the
situation influence his or her decision?
other rooms? (b)Why is the clock in this room?
his men to capture the intruder.
(b) The prince thinks he can
escape death.
4. (a) The room is black with red
windows and has a ghoulish
appearance. (b) It suggests that
time is running out. Primary Visual Artifact
5. (a) The prince is afraid of the Plague Doctors Group Activity Discuss the following ques-
tions with your classmates.
disease. He wants to kill the one Protective uniforms such as these were worn
who reminds him of its power. by doctors during the Great Plague, which 1. What types of mod-
killed 75,000 people in London from 1664 to ern protective cloth-
(b) The gloomy chamber, the 1666. Doctors at the time did not know how ing do these
row of colored rooms, and the diseases spread. Many people thought that protective uniforms
massive clock highlight the con- the plague was punishment from God. Doc- remind you of?
tors did realize that contact with an infected 2. How effective do you
fusion of celebration, darkness,
person often led to the spread of disease. As a think these uniforms
and death. result, they tried to keep the plague at bay by would have been at
6. Students may expect the ending wearing protective uniforms: a long tunic of protecting doctors
linen or waxed cloth, a mask, full-length from the plague?
because of the people’s dread, boots, leather gloves, a leather hat, eyeglasses, Explain.
or they may express surprise and a beak. The beak was filled with aromatic
that the guest is actually Death. herbs thought to filter the air that the doctor
breathed. The herbs also helped to mitigate Protective clothing on display at
7. (a) Answers will vary. (b) As the stench of death. the Welcome Museum worn by
doctors treating patients during
in the story, an affluent person
the Great Plague of 1665.
would probably be able to avoid
an epidemic more effectively
than someone less affluent.
Students should mention spe-
cific tactics that contemporary
people might use in combating 0082_0084_U1P1_877979.indd 82 3/14/08 12:33:07
an epidemic, such as fund-

Primary Visual Artifact For additional assessment, see Assessment
ing research, vaccinations, Resources, pp. 49–50.
and avoiding regions already
1. Answers will vary. Students will likely men-
affected by the epidemic.
tion various biohazard suits that they have
seen in movies or on television.
2. Answers will vary. Students may suggest

that these uniforms would not be as effec-
tive as modern protective clothing.
82
After You Read
Literary Element Allegory Reading Strategy Interpret Imagery
The underlying symbolic meaning of an allegory SAT Skills Practice
has philosophical, social, religious, or political signif-
icance. Characters or material objects stand for
1. The description of Prince Prospero’s seventh Assess
room (pages 76–77) is calculated to remind
something beyond themselves and are often per-
the reader of death because
sonifications of abstract ideas, such as justice, evil,
or truth. The purpose of an allegory is to teach a (A) it has two tall gothic windows
Literary Element
moral lesson. (B) all the light originates from two corridors
1. (a) His name suggests pros-
1. (a) What is the symbolic significance of Prince outside the room
perity, which is appropriate
Prospero’s name? (b) In his representation of (C) alone among the rooms, its window glass
Prince Prospero and the revelers, what lesson is of a different color from the furnishings because of his great wealth. The
does Poe teach about class divisions in society? (D) an enormous ebony clock stands against symbolic meaning in the story
2. What does the abbey’s seventh chamber its western wall is ironic because his prosperity
represent? (E) it is the last in the series of rooms and is cannot protect him from the
furnished entirely in black plague. (b) Prince Prospero and
3. What philosophical truth about human life does
Poe teach in his allegory?
Vocabulary Practice
the revelers arrogantly attempt
to isolate themselves from the
Practice with Analogies Choose the word
Review: Setting that best completes each analogy.
common people and thus avoid
As you learned on page 2, setting is the time and the plague. Their grisly end
1. nose : countenance :: finger :
place in which the events of a story occur. Setting a. thumb b. knuckle c. hand
conveys Poe’s lesson that
can also include the ideas, customs, values, and death is the great leveler of
beliefs of a particular time and place. Setting often 2. generous : stingy :: profuse :
a. sufficient b. meager c. abundant
social divisions because it
helps create an atmosphere or mood that is appro-
priate to the story. 3. blasphemous : reverent :: healthy :
comes to rich and poor alike.
Partner Activity Poe uses the setting mainly to
a. robust b. sickly c. hale 2. The end of life’s journey: death.
evoke moods ranging from the ominous to the 4. jealous : possessive :: spectral : 3. Poe teaches that human life is
grotesque. With a partner, create a chart similar to a. grisly b. gruesome c. ghostly
brief, tenuous, and fraught with
the one below. In the left column, cite examples of 5. bizarre : ordinary :: wanton : peril. Death is the only certainty
descriptive language about the abbey. In the right a. restrained b. immoral c. cruel
column, label each example with an adjective that in life, and those who try to
designates the mood. evade it are victims of delusion.
Example Mood
p. 76 “A strong and lofty wall intimidating Review: Setting
girdled it in”
Answers:
p. 77 “the profusion of
golden ornaments that lay
“the profusion of golden
scattered to and fro” ornaments . . . ” | gaudy
p. 77 “fire-light that
streamed upon the dark
hangings through the blood-
“fire-light that streamed . . .
Literature Online
tinted panes” blood-tinted panes |
Selection Resources For Selection Quizzes, eFlash-
cards, and Reading-Writing Connection activities, go to macabre
Other possible responses:

“There were arabesque

0082_0084_U1P1_877979.indd
7 AM 83 3/25/08 10:06:48 AM figures with unsuited limbs
Reading Strategy Vocabulary and appointments.” |
fantastic
1. E is the correct answer. Its placement 1. c 2. b 3. b 4. c 5. a
suggests finality; its color is symbolic
of death. Academic Vocabulary “. . . there comes from the
Answers will vary. Possible responses: near clock of ebony a
existence; something with a separate muffled peal more solemnly
existence; something with a conceptual emphatic than any which
reality reaches their ears . . . ” |
foreboding
83
Learning Objectives
After You Read
Respond Through Writing For page 84
In this assignment, you will
Assess Expository Essay

objectives:
Writing: Analyzing symbolism
Respond Through in a short story.

Grammar: Using colons with
Analyze Symbolism “The Masque of the Red Death“ is an allegory: a
Writing story in which the character, settings, and events stand for figures beyond
long quotations.
themselves. In an essay, analyze how Poe uses the clock as a symbol in

Students’ essays should: the allegory. Support your ideas with evidence from the story.
• state a thesis about the clock’s
function as a symbol Understand the Task A symbol is something that exists on a literal
• present two or more main points Grammar Tip
level but also represents something on a figurative level.
that support the thesis Colon
Prewrite Locate references to the clock in the story and think about
• quote details about the clock in how the clock functions as a symbol by creating a question-and-answer
Use a colon when you intro-
duce a long quotation.
support of each main point chart like this one.
• explain how the quoted details In the following sentence,
words such as clang, stricken,
relate to and support the thesis Question Answer brazen, and peculiar empha-
What does the size the clock’s eerie power:
For grammar practice, see Unit 1 “Its pendulum swung to and
Teaching Resource Book, p. 92.
clock do?
fro with a dull, heavy, monot-
How do the chimes onous clang; and when the
affect people? minute-hand made the circuit
A student who meets all of these of the face, and the hour was
What is unique or
criteria should receive the equiva- to be stricken, there came
unusual about the
lent of a 4-point response from the brazen lungs of the
clock? clock a sound which was clear
and loud and deep and
A student who fully meets three or exceedingly musical, but
Use your ideas to come up with the thesis, or controlling idea, for your
of so peculiar a note. . .”.
partially meets all of these criteria essay. Then list the main ideas you will use to support your thesis.
should receive the equivalent of a Draft As you draft the body of your essay, incorporate evidence from
3-point response the story. That is, quote details about the clock and its effects and then
explain them. For example, explain why the size of the clock contributes
to its symbolic significance.
A student who fully meets 1–2 or
partially meets three of these crite- Revise Exchange papers with a classmate and evaluate each other’s
essays according to the strategies on page 258. Does each body para-
ria should receive the equivalent of
graph contain at least one piece of quoted evidence? Is each piece of
a 2-point response quoted evidence followed by an explanation of what it means?
Edit and Proofread Proofread your paper, correcting any errors in

A student who partially meets one grammar, spelling, and punctuation. Use the Grammar Tip in the side
of these criteria should receive the column to help you with the use of the colon.
equivalent of a 1-point response
Writing Practice
0082_0084_U1P1_877979.indd 84 3/20/08 12:48:47
SPIRAL
REVIEW
Revise an Essay When student • Does the tone of the essay fit the writer’s
partners are ready to exchange purpose and audience?
essays, suggest that they use the • Does the word choice reflect the audi-
following questions to provide helpful ence and the purpose for writing?
feedback to each other. Have partners write their feedback on a
separate sheet of paper. Then, instruct
• Does the essay contain a clear thesis students to revise their essays on the
statement? basis of the constructive feedback that
• Does the body of the essay follow a logi- they receive.
cal pattern?
84

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U N IT ON E

Skills Scope and Sequence

PA R T 1 : Encountering the Unexpected

Selections and Features Literary Elements

Unit Introduction Plot and Setting SE p. 2

Short Story The Open Window, by Saki Flashback SE p. 11

Short Story The Californian’s Tale, by Mark Twain Foreshadowing SE p. 18

Literary Perspective Storytelling Is As Old As Mankind, by Joyce

Academic Vocabulary Workshop

Short Story An Astrologer’s Day, by R. K. Narayan Mood SE p. 55

Short Story Civil Peace, by Chinua Achebe Dialect SE p. 65

Analyze Plot and Conflict TE p. 8 Create a Plot Diagram SE p. 9

Identify Sequence SE p. 11 Compound Words TE p. 12 Write an Evaluation SE p. 16 Analyze Art SE p. 14

Analyze Cause-and-Effect Word Parts SE p. 27 Make a Chart TE p. 18 Debate TE p. 22

Evaluate Historical Influences SE p. 29 Write a Summary SE p. 31 Presentation TE p. 30

Denotation and Connotation

Respond to Characters SE p. 34 Analogies SE p. 50 Write a Scene TE p. 40 Analyze Art SE p. 36

Academic Vocabulary Write Sentences SE p. 53

Analyze Cultural Context SE p. 55 Word Origins SE p. 62 Write a Dialogue TE p. 58 Analyze Art SE p. 59

Interpret Imagery SE p. 74 Analogies SE p. 83 Write a Journal Entry TE p. 78 Analyze Art SE p. 78

Selections and Features Literary Elements

Literary Focus Theme and Character Theme SE p. 86

Short Story Two Kinds, by Amy Tan Motivation SE p. 89

Short Story To Da-duh, in Memoriam, by Paule Marshall Characterization SE p. 145

Short Story The Censors, by Luisa Valenzuela Satire SE p. 173

Multiple-Meaning Words Parts of Speech TE p. 122

Selections and Features Literary Elements

Literary Focus Narrator and Voice Point of View SE p. 184

Short Story Everyday Use, by Alice Walker Reliable/Unreliable Narrator SE p. 187

Comparing Literature Point of View SE p. 200

Short Story Lullaby, by Leslie Marmon Silko Style SE p. 246

Speaking, Listening, and Viewing Workshop

Recognize Figurative Language Word Origins TE p. 260 Prewrite SE p. 261

Transitions TE p. 266 Oral Presentation of Literary

For school-to-home activities, see

Unit Introduction Skills

Literary Elements Listening/Speaking/Viewing Skills

Reading Skills Writing Skills/Grammar

For diagnostic and end-of-unit

0000_0006_U1_U0_877979.indd 1 3/13/08 10:42:13 PM

For pages 1–6

Plot and Setting in Short Stories

Literary Element Practice

Beginning Review pronouns with English in a diary or personal narrative, second-

See page R20 for folding instructions.

Have students make and label

Encountering the Analyze and

For additional support for English

How do short stories create events

Focus The Open Window

Bellringer Options Meet Saki

Literary Elements Listening/Speaking/Viewing Skills

Reading Skills Writing Skills/Grammar

What words in this sentence

S AKI 11 For additional vocabulary practice,

For additional context, see Glencoe

Reading Practice CA ON LEVEL

fear her guile.

0015_0016_U1P1_877979.indd 16 3/25/08 9:49:07 A

Research and Report Literary Criticism