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CT Grade 9 Unit 6 Meeting the Standards
Care has been taken to verify the accuracy of information presented in this book. However, the
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ISBN 978-0-82195-106-4
© 2009 by EMC Publishing, LLC
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E-mail: educate@emcp.com
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All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
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Mirrors & Windows: Connecting with Literature, Level IV may photocopy complete pages in
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Printed in the United States of America
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Publisher’s Note
EMC Publishing’s innovative program Mirrors & Windows: Connecting with
Literature presents a wide variety of rich, diverse, and timeless literature to help
students reflect on their own experiences and connect with the world around
them. One goal of this program is to ensure that all students reach their maximum
potential and meet state standards.
A key component of this program is a Meeting the Standards resource for each
unit in the textbook. In every Meeting the Standards book, you will find a study
guide to lead students through the unit, with a practice test formatted to match a
standardized test. You will also find dozens of high-quality activities and quizzes for
all the selections in the unit.
EMC Publishing is confident that these materials will help you guide your
students to mastery of the key literature and language arts skills and concepts
measured in your standardized test. To address the needs of individual students,
enrich learning, and simplify planning and assessment, you will find many more
resources in our other program materials—including Differentiated Instruction,
Exceeding the Standards, Program Planning and Assessment, and Technology Tools.
We are pleased to offer these excellent materials to help students learn to
appreciate and understand the wonderful world of literature.
© EMC Publishing, LLC
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CONTENTS
Introduction
xi
Independent Reading Study Guide for Connecticut
(with Practice Test and Master Vocabulary List)
1
Correlation to ACT College Readiness Standards for Reading xii
Theme: Journeys
from Song of the Open Road, Walt Whitman
How to Read Independently
Independent Reading
Before, During, and After Reading
19
Analyze Literature: Rhetorical Devices
During or After Reading
21
Analyze Literature: Speaker and Tone
During or After Reading
22
Describe and Critique: Poetry
After Reading
23
Independent Reading
Before Reading
24
I Wandered Lonely as a Cloud, William
Wordsworth
Analyze Literature: Sound Devices
Use Reading Strategies: Visualization
During or After Reading
25
Describe and Critique: Poetry
After Reading
26
Homeless, Anna Quindlen
Use Reading Strategies: Make Connections
Independent Reading
After Reading
27
from Learning Joy from Dogs Without Collars,
Lauralee Summer
Analyze Literature: Memoir
Independent Reading
After Reading
28
from Blue Highways: A Journey into America,
William Least Heat-Moon
Analyze Literature: Travelogue
Independent Reading
After Reading
29
After Reading
30
Analyze Literature: Character
Journey, Joyce Carol Oates
Analyze Literature: Main Idea and Details
Independent Reading
After Reading
31
New Directions, Maya Angelou
Analyze Literature: Cause and Effect
Independent Reading
After Reading
32
The Road and the End, Carl Sandburg
Analyze Literature: Denotation
and Connotation
Describe and Critique: Poetry
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Independent Reading
After Reading
33
After Reading
34
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Theme: Visions of the Future
All Watched Over by Machines of Loving Grace,
Richard Brautigan
Analyze Literature: Rhetorical Devices Describe and Critique: Poetry
Minister Without Portfolio, Mildred Clingerman
Analyze Literature: Point of View
Independent Reading
After Reading
35
After Reading
36
Independent Reading
During or After Reading
37
Analyze Literature: Character
After Reading
38
Describe and Critique: Fiction
After Reading
39
Independent Reading
During or After Reading
40
The Test, Theodore L. Thomas
Analyze Literature: Plot
Analyze Literature: Theme
After Reading
41
Describe and Critique: Fiction
After Reading
42
Independent Reading
After Reading
43
After Reading
44
Independent Reading
During or After Reading
45
After Reading
46
Independent Reading
After Reading
47
After Reading
48
Independent Reading
During or After Reading
49
After Reading
50
Independent Reading
After Reading
51
After Reading
52
Independent Reading
After Reading
53
After Reading
54
A Sound of Thunder, Ray Bradbury
Analyze Literature: Imagery
Use Reading Skills: Cause and Effect
The Feeling of Power, Isaac Asimov
Analyze Literature: Characterization
Analyze Literature: Irony
Harrison Bergeron, Kurt Vonnegut
Analyze Literature: Rhetorical Devices
Use Reading Strategies: Make Connections
The Censors, Luisa Valenzuela
Analyze Literature: Character
Selection Quiz
History Lesson, Arthur C. Clarke
Analyze Literature: Symbols
Analyze Literature: Setting
Designing the Future, Anne Underwood
and William McDonough
Use Reading Skills: Compare and Contrast
viii
Enrichment: Interview
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Answer Key
Independent Reading Study Guide for Connecticut 55
from Song of the Open Road
59
I Wandered Lonely as a Cloud
61
Homeless
61
from Learning Joy from Dogs Without Collars
62
from Blue Highways: A Journey into America
62
Journey
63
New Directions
63
The Road and the End
63
All Watched Over by Machines of Loving Grace
64
Minister Without Portfolio
64
The Test
65
A Sound of Thunder
66
The Feeling of Power
67
Harrison Bergeron
67
The Censors
68
History Lesson
69
Designing the Future
69
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Introduction
The Meeting the Standards Unit Resource supplements for Mirrors & Windows
provide students with the opportunity to practice and apply the strategies and
skills they will need to master state and national language arts standards. For each
selection in the textbook, these resources also supply activities designed to connect
students with the selections and elements of literature.
Unit Study Guide, with Practice Test
Each Unit Resource book begins with a Unit Study Guide focusing on key language
arts standards. For Unit 6 of Levels IV and V, this guide provides in-depth review
and practice on reading the genres represented by the selections. Also included
are instructions to help students prepare for a standardized test, and a practice test
formatted to match that test.
Independent Reading Lessons
For Levels IV and V of Mirrors & Windows, Unit 6 consists entirely of Independent
Readings, providing numerous opportunities for students to apply reading and
literary analysis skills on their own. Activities in the Meeting the Standards book for
this unit focus on literary analysis and expanded writing instruction. Each lesson
ends with a Describe and Critique activity, which helps students review, summarize,
and evaluate the selection.
The Meeting the Standards lessons for the readings in Unit 6 also build on the
reading strategies and skills outlined in the ACT® College Readiness Standards for
Reading. Specific teaching of reading strategies and skills is provided throughout
the textbook.
Preparing to Teach the Lessons
Most of the activities in this book are ready to copy and distribute to students.
However, some activities will require preparation. For example, you may need to
select particular elements from a story, create lists or cards to distribute to students,
or make sure that art supplies or computer stations are available. Be sure to preview
each lesson to identify the tasks and materials needed for classroom instruction.
As you prepare to teach the lessons, consider the reading skills and abilities of
your students. If students need reading support, you can review the instruction and
assign the activities listed in the Correlation to ACT College Readiness Standards
for Reading that follows this introduction.
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Correlation to ACT College Readiness Standards for Reading
The following chart lists Student Text instruction and Meeting the Standards activities that can help
your students master reading skills covered by the ACT College Readiness Standards for Reading.
ACT College
Related Reading
Readiness
Skills
Standards for
Reading
Main Ideas and
• Identify the Main Idea
Author’s Approach • U
nderstand Author’s
Purpose and
Approach
• Summarize Basic
Events and Ideas
Supporting Details • Identify Supporting
Details
• Distinguish Fact from
Opinion
Meaning of Words • Use Context Clues
• Understand
Connotation and
Denotation
• Determine the
Appropriate Meaning
for the Context
xii
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Student Edition
Instruction
Unit 6 Meeting the Standards Activities
Unit 1: Reading Fiction
• from “Song of the Open Road,” Describe
Independently, page 152 and Critique: Poetry, page 23
• “I Wandered Lonely as a Cloud,” Describe
and Critique: Poetry, page 26
• from Blue Highways: A Journey into
America, Analyze Literature: Travelogue,
page 29
• “Journey,” Analyze Literature: Main Idea
and Details, page 31
• “The Road and the End,” Describe and
Critique: Poetry, page 34
• “All Watched Over by Machines of Loving
Grace,” Describe and Critique: Poetry,
page 36
• “Minister Without Portfolio,” Describe and
Critique: Fiction, page 39
• “The Test,” Describe and Critique: Fiction,
page 42
• “Designing the Future,” Enrichment:
Interview, page 54
Unit 2: Reading
• “New Directions,” Practicing Using Reading
Nonfiction Independently, Skills, page 9
• “Journey,” Main Idea and Details, page 31
page 304
• “The Test,” Analyze Literature: Theme,
page 41
• “A Sound of Thunder,” Analyze Literature:
Imagery, page 43
• “The Feeling of Power,” Analyze Literature:
Characterization, page 45; Analyze
Literature: Irony, page 46
• “History Lesson,” Analyze Literature:
Setting, page 52
Unit 3: Reading Poetry
• “The Road and the End,” Analyze
Independently, page 438 Literature: Denotation and Connotation,
page 33
• “The Feeling of Power,” Practicing Using
Reading Strategies, page 6
• “History Lesson,” Practicing Using Reading
Strategies, page 6
Meeting the Standards
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ACT College
Readiness
Standards for
Reading
Sequential,
Comparative,
and Cause-Effect
Relationships
Generalizations
and Conclusions
Review and
Application
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Related Reading
Skills
Student Edition
Instruction
Unit 6 Meeting the Standards Activities
• Recognize the
Unit 4: Reading Drama • from “Song of the Open Road,” Analyze
Sequence of Events
Independently, page 625 Literature: Rhetorical Devices, page 21
• “I Wandered Lonely as a Cloud,” Use
• Identify Relationships
Reading Strategies: Visualization, page 25
• Understand Rhetorical
• “Homeless,” Use Reading Strategies: Make
Devices
Connections, page 27
• from Learning Joy from Dogs Without
Collars, Analyze Literature: Memoir, page 28
• “Journey,” Main Idea and Details, page 31
• “New Directions,” Analyze Literature: Cause
and Effect, page 32
• “All Watched Over by Machines of Loving
Grace,” Analyze Literature: Rhetorical
Devices, page 35
• “A Sound of Thunder,” Use Reading Skills:
Cause and Effect, page 44
• “Harrison Bergeron, Analyze Literature:
Rhetorical Devices, page 47; Use Reading
Strategies: Make Connections,” page 48
• “Designing the Future,” Use Reading Skills:
Compare and Contrast, page 53
• “New Directions,” Practice Using Reading
• Make Generalizations Unit 5: Reading Strategies, page 5
• Draw Conclusions
Folk Literature Indepen- • from “Song of the Open Road,” Analyze
-dently, page 790
Literature: Speaker and Tone, page 22
• “All Watched Over by Machines of Loving
Grace,” Practicing Using Reading Skills,
page 9
• “The Test,” Practicing Using Reading Skills,
page 9
• “A Sound of Thunder,” Practicing Using
Reading Skills, page 9
• “History Lesson,” Analyze Literature:
Symbols, page 51
• Use Reading
Unit 6: Reading
• Practice Using Reading Strategies, page 4
Strategies
Independently, Use
• Practice Using Reading Skills, page 8
• Use Reading Skills
Reading Strategies,
page 826; Reading
Independently, Use
Reading Skills, page 860
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Name: ____________________________________________________ Date: __________________
Independent Reading Study Guide for Connecticut
Completing this study guide will help you understand and remember the reading
skills and strategies presented in Unit 6 and practice using these strategies as you
read the selections in the unit.
After you read the guidelines for reading Unit 6 independently in your text,
complete the corresponding Using section in the study guide—Use Reading
Strategies and Use Reading Skills. Try to answer the questions without referring to
the text. The completed section provides an outline of strategies and skills that you
can use as you read.
After you read all the selections in Unit 6, complete the Practicing sections in
the study guide. Refer to the selections as you answer the questions.
After you complete these sections, take the Practice Test. This test is similar to
the state assessment reading test you will take this year. In both tests, you will read
passages and answer multiple-choice questions about the passages.
Self-Checklist
Use this checklist to help you track your progress through Unit 6.
CHECKLIST
Literary Comprehension
You should understand and apply the following
literary elements:
❏ Plot
❏ Setting
❏ Point of View
❏ Theme
❏ Character
Reading
You should know the following three parts of
the Independent Reading Model:
❏ Before Reading
❏ After Reading
❏ During Reading
Literary Appreciation
You should understand how to relate the
selections to
❏ Other texts you’ve read ❏ The world today
❏ Your own experiences
Vocabulary
In the Master Vocabulary List at the end of
this study guide, list any new words that you
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learned while reading the selections. How
many did you learn?
❏ 10 or more
❏ 30 or more
❏ 20 or more
Writing
❏ You should be able to write a research
paper. The response should use various sources
to explore a personal talent.
Speaking and Listening
❏ You should be able to deliver or listen to an
original descriptive piece of writing.
Test Practice
❏ You should be able to answer questions that
test your writing, revising and editing, and
reading skills.
Additional Reading
❏ You should choose a work about journeys to
read on your own. See For Your Reading list
on page 918 of your textbook.
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Using Reading Strategies
Complete this page after you read about using reading strategies on pages 826–827.
Try to answer the questions without looking at your book.
What six items should you look at, read, or scan to preview a selection?
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
5. ________________________________________________________________________________
6. ________________________________________________________________________________
How do you think making connections to a selection before reading it will help you
understand it better?
Explain how you might use previewing to set your purpose for reading a selection.
You can ask questions about things that puzzle you as you read. What other types of
questions might you ask as you read a selection?
What three things should you visualize as you read a selection?
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
Explain how you make an inference.
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What are two ways to clarify text you are reading?
1. ________________________________________________________________________________
2. ________________________________________________________________________________
Explain how rereading a selection can help you.
Explain the process of summarizing a piece of fiction. How does it differ from
summarizing a piece of nonfiction?
Explain the difference between skimming and scanning a selection.
Describe two specific methods you might use to understand vocabulary words in a
selection.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
Explain how you draw a conclusion.
How can you use the process of drawing a conclusion to determine the theme of a
selection?
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Practicing Using Reading Strategies
Think about what you have learned about using reading strategies. Then answer
the following questions after you have read the selections in Unit 6.
Read “Song of the Open Road” aloud to yourself or a partner. Then list three
techniques, elements, or ideas that the reading helps you clarify.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
Make an inference about the speaker of “I Wandered Lonely as a Cloud.” Support
your inference with details from the poem.
Preview “Homeless” by Anna Quindlen. Describe what you can predict about the
author’s point of view. Identify the elements that support your predictions.
Complete the chart to describe your visualizations about “Learning Joy from Dogs Without Collars.”
Settings
Visualization
Characters
Images
Describe a connection you make to “Blue Highways: A Journey into America.”
Reread “Journey” by Joyce Carol Oates. Summarize two ideas or details you missed
in your first reading.
4
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Draw a conclusion about Annie Johnson’s character in “New Directions.” Then
explain how the conclusion helps you determine the theme of the essay.
Ask two questions about “The Road and the End.” Then answer the questions.
Preview “All Watched Over by Machines of Loving Grace.” What can you predict
about the tone of the poem? Identify specific details to support your prediction.
Summarize “Minister Without Portfolio.”
State a prediction you made about “The Test” before the accident occurred. Then
state a prediction you made about the story after the protagonist realized he was in
a “virtual” accident. How did the correctness or incorrectness of your predictions
affect your appreciation of the story?
Describe a vivid visualization you had while reading “A Sound of Thunder.” How
did the visualization affect your appreciation of the story?
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Identify two vocabulary words that you found difficult in “The Feeling of Power.”
Then use each word in a sentence of your own.
Ask a question you had while reading “Harrison Bergeron.” Tell whether the
question was answered in the text, whether you had to make an inference to answer
it, or whether it is still unanswered.
Make a connection to “The Censors” based on the story’s introduction and/or the
story itself.
Review the vocabulary words defined in footnotes in “History Lesson.” Use each
word in a sentence of your own.
What purpose did you set for reading the interview “Designing the Future”? How
did your purpose change as you read the interview?
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Applying Reading Skills
Complete this page after you read about applying reading skills on pages 860–861.
Think about the reading skills you have practiced throughout Units 1–5.
What is an important element to consider when determining an author’s approach
in a work of fiction? What is an important element to consider when determining
an author’s approach in a work of nonfiction? _____________________________________________
Write a question you might ask about a text to help you determine the importance
of specific details. ___________________________________________________________________
List three specific elements you might compare and contrast as you read a selection.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
Describe how you can use context to help determine the meaning of unfamiliar words.
How can you determine an author’s purpose?
What are two literary elements that might help you determine the main idea in a
work of fiction? ______________________________________________________________________
Explain why drawing conclusions can help you better understand and appreciate
a selection. _ _______________________________________________________________________________________
Create your own symbol that you might add to the list of symbols for coding a text.
Explain what the symbol means.
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Practicing Using Reading Skills
Think about what you have learned about using reading skills. Then complete
these pages after you have read the selections in Unit 6.
Use context to define the French word allons in “Song of the Open Road.”
Determine the importance of the following detail from “I Wandered Lonely as a
Cloud”:
“For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude: . . . ”
Find the main idea of “Homeless” by Anna Quindlen. State it below.
Compare and contrast the Wings of Love shelter and the Salvation Army shelter in
“Learning Joy from Dogs Without Collars.”
What is the author’s purpose in “Blue Highways: A Journey into America”?
Explain the author’s approach in “Journey” by Joyce Carol Oates, including the
narrative point of view.
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Determine the importance of the following detail from “New Directions”: “She told
herself that she wasn’t a fancy cook but that she could ‘mix groceries well enough to
scare hungry away and from starving a man.’ ”
Determine the author’s purpose in “The Road and the End.”
What conclusions can you draw about the speaker in “All Watched Over by
Machines of Loving Grace”?
Determine the author’s purpose in “Minister Without Portfolio.” Explain why you
think she accomplished the purpose or not.
Draw a conclusion about the government described in “The Test.”
What conclusions can you draw about the character of Eckels in “A Sound of Thunder”?
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State the main idea of “The Feeling of Power.”
Determine the author’s approach in “Harrison Bergeron.” How do mood, tone, and
characterization contribute to this approach?
Compare and contrast the government portrayed in “The Censors” to today’s
American government.
Code the text of the interview “Designing the Future.” Write a symbol from page
861 next to each number below. Each number corresponds to one of McDonough’s
responses, beginning with the one to the question “Why do we need a new
industrial revolution?”
1. __________________________________
9. __________________________________
2. __________________________________
10. __________________________________
3. __________________________________
11. __________________________________
4. __________________________________
12. __________________________________
5. __________________________________
13. __________________________________
6. __________________________________
14. __________________________________
7. __________________________________
15. __________________________________
8. __________________________________
16. __________________________________
10
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Connecticut-Based Practice Test
During high school, students take tests to measure how well they meet the
Connecticut standards. These tests include English language arts tests in which
you are asked to read a passage and answer multiple-choice questions to test your
understanding of the passage.
The practice test on the following pages is similar to the Connecticut English
language arts test. It contains passages, each followed by multiple-choice questions.
You will fill in circles for your answers on a separate sheet of paper. Your answer
sheet for this practice test is below on this page.
Questions on this practice test focus on the historical background and literary
elements you studied in this unit. The questions also address learning standards
such as these Connecticut English language arts standards:
Standard 1: Reading and Responding
Students read, comprehend and respond in individual, literal, critical and
evaluative ways to literary, informational and persuasive texts in multimedia
formats.
1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation. Students will:
f. identify and discuss the underlying theme or main idea in texts.
Standard 2: Exploring and Responding to Literature
Students read and respond to classical and contemporary texts from many
cultures and literary periods.
2.1 Students recognize how literary devices and conventions engage the
reader. Students will:
a.identify the various conventions within a genre and apply this understanding to
the evaluation of the text.
b.identify and analyze the differences between the structures of fiction and
nonfiction.
d.analyze literary conventions and devices an author uses and how they
contribute meaning and appeal.
2.3 Students recognize and appreciate that contemporary and classical
literature has shaped human thought. Students will:
a.discuss, analyze and evaluate how characters deal with the diversity of human
experience and conflict.
2.4 Students recognize that readers and authors are influenced by individual,
social, cultural and historical contexts. Students will:
e.interpret, analyze and evaluate the influence of culture, history and ethnicity on
themes and issues in literature.
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Practice Test Answer Sheet
Name: ____________________________________ Date: ____________________________________
Fill in the circle completely for the answer choice you think is best.
1.
2.
3.
4.
5.
6.
a 
b 
c 
d
7.

g
j
f
h
8.

 

a
b
c
d
9.
   
g
j
f
h
10.
   
a 
b 
c 
d
11.

g 
j
f 
h 
12.

a 
b 
c 
d
13.

g
j
f
h
14.

 

a
b
c
d
15.
   
g
j
f
h
16.
   
a 
b 
c 
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17.
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g 
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f 
h 
18.

a

f

a

f

a

f

b 
c 
d

g 
j
h 

b 
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d

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This test has 18 questions. Read each passage/story and choose the best answer for each question.
Fill in the circle in the spaces provided for questions 1 through 18 on your answer sheet.
Read the following passage. Then mark your answers to the questions on your answer sheet.
1 Traveling across the United States has changed a great deal in the last 50
2 years. It’s not just that cars are more luxurious and gasoline is more expensive. The
3 entire road-trip experience is completely different.
4 If you had embarked upon a drive from Los Angeles to Chicago in the 1950s,
5 you probably would have taken U.S. Route 66. It went through southern California,
6 Arizona, New Mexico, Texas, Oklahoma, Kansas, Missouri, and Illinois, bypassing
7 large cities such as St. Louis. Travelers could find a plethora of small cafés and
8 restaurants along the way and enjoy regional specialties such as tacos in New
9 Mexico and barbecue in Texas. They could stop for the night at one of many small,
10 privately owned motels, including several built like wigwams. Route 66 travelers
11 passed near landmarks such as the Grand Canyon, but they could also stop at less
12 grand but still amusing attractions such as a reptile farm and a leaning water tower.
13 Shops that sold souvenirs such as jewelry and clothing made by Native Americans
14 were popular all along the way. Driving across Route 66 was a unique way to
15 sample regional differences in the United States.
12
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16 In the late 1950s, the government began replacing stretches of Route 66 with
17 safer, more direct highways. In the next 20 years, Interstate 40 replaced much of
18 Route 66. Now, instead of winding two-lane roads that went through a myriad of
19 small towns, four-lane highways bypassed these towns. National chains of fast-food
20 restaurants and motels grew up along the interstate highways. Many of the Route 66
21 gas stations, restaurants, and motels were bulldozed or abandoned.
22 Today, Route 66 is commemorated with road signs in many locations. In
23 addition, some of its motels and gas stations have been renovated. Many
24 Americans, and not just those who owned businesses along the highway, are
25 nostalgic for the incomparable attractions along Route 66.
26 The next time you travel rapidly between cities on a modern interstate
27 highway with the car air conditioner on and a DVD playing on the car TV, imagine
28 traveling in a different era. Imagine driving along Route 66 with the wind blowing
29 through open car windows, enjoying a soft drink from a roadside stand while taking
30 in the charming sights of small-town America.
1. The selection is
5. In line 7, the word plethora means
a.a persuasive essay.
b.a personal essay.
c.a memoir.
d.an expository essay.
a.scarcity.
b.unusual.
c.abundance.
d.confederation.
2. Which detail does not specifically support
the author’s main idea?
6. Which word from the passage might be
considered a loaded word?
f. motels built like wigwams
g.the states Route 66 went through
h.a leaning water tower
j.tacos in New Mexico and barbecue in Texas
3. Which was an effect of replacing Route 66?
a.more unique restaurants
b.fewer motels for travelers
c.more expensive gasoline
d.safer automobile travel
4. The main organization of the selection is
f. comparison and contrast.
g.chronological.
h.cause and effect.
j. order of importance.
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Meeting The Standards
f. Line 2 (luxurious)
g.Line 21 (abandoned)
h.Line 10 (wigwams)
j. Line 8 (regional)
7. Which statement best expresses the author’s
viewpoint?
a.Interstate highways should not have
replaced Route 66.
b.Modern highways lack the charm of
Route 66.
c.Route 66 was dangerous and needed to be
replaced.
d.Change should be avoided if possible.
Level iv, unit 6
13
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Read the following passage. Then mark your answers to the questions on your answer sheet.
1 The gray sea and the long black land;
2 And the yellow half-moon large and low;
3 And the startled little waves that leap
4 In fiery ringlets from their sleep,
5 As I gain the cove with pushing prow,
6 And quench its speed i’ the slushy sand.
7 Then a mile of warm sea-scented beach;
8 Three fields to cross till a farm appears;
9 A tap at the pane, the quick sharp scratch
10 And blue spurt of a lighted match,
11 And a voice less loud, through its joys and fears,
12 Than the two hearts beating each to each!
8. The speaker of the poem is
10. The mood created by the setting is
f. a pirate or smuggler.
g.a sailor on a battleship.
h.a man meeting his sweetheart.
j. a man on a business trip.
f. frightening.
g.peaceful.
h.amusing.
j. suspenseful.
9. Identify the figure of speech in lines 3–4
(And the startled little waves that leap / In
fiery ringlets from their sleep).
11. Identify the sound device in lines 2–3 (And
the yellow half-moon large and low; / And
the startled little waves that leap).
14
a.metaphor
b.personification
c.simile
d.hyperbole
Level iv, unit 6
0001-0018_MTS_G9_U6_SG_CT.indd 14
a.alliteration
b.rhyme
c.onomatopoeia
d.imagery
Meeting The Standards
© EMC Publishing, LLC
6/10/09 9:29:00 AM
Read the following passage. Then mark your answers to the questions on your answer sheet.
1 I am afraid I cannot convey the peculiar sensations of time travelling. They
2 are excessively unpleasant. There is a feeling exactly like that one has upon a
3 switchback—of a helpless headlong motion! I felt the same horrible anticipation,
4 too, of an imminent smash. As I put on pace, night followed day like the flapping of
5 a black wing. The dim suggestion of the laboratory seemed presently to fall away
6 from me, and I saw the sun hopping swiftly across the sky, leaping it every minute,
7 and every minute marking a day. I supposed the laboratory had been destroyed and
8 I had come into the open air. I had a dim impression of scaffolding, but I was
9 already going too fast to be conscious of any moving things. The slowest snail that
10 ever crawled dashed by too fast for me. The twinkling succession of darkness and
11 light was excessively painful to the eye. Then, in the intermittent darknesses, I saw
12 the moon spinning swiftly through her quarters from new to full, and had a faint
13 glimpse of the circling stars. Presently, as I went on, still gaining velocity, the
14 palpitation of night and day merged into one continuous greyness; the sky took on a
15 wonderful deepness of blue, a splendid luminous color like that of early twilight;
16 the jerking sun became a streak of fire, a brilliant arch, in space; the moon a fainter
17 fluctuating band; and I could see nothing of the stars, save now and then a brighter
18 circle flickering in the blue . . .
19 Fruit, by the by, was all their diet. These people of the remote future were
20 strict vegetarians, and while I was with them, in spite of some carnal cravings, I had
21 to be frugivorous also. Indeed, I found afterwards that horses, cattle, sheep, dogs,
23 had followed the Ichthyosaurus into extinction. But the fruits were very delightful;
24 one, in particular, that seemed to be in season all the time I was there— a floury
25 thing in a three-sided husk—was especially good, and I made it my staple. At first I
26 was puzzled by all these strange fruits, and by the strange flowers I saw, but later I
27 began to perceive their import.
28 The calm of evening was upon the world as I emerged from the great hall, and
29 the scene was lit by the warm glow of the setting sun. At first things were very
30 confusing. Everything was so entirely different from the world I had known—even
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31 the flowers. The big building I had left was situated on the slope of a broad river
32 valley, but the Thames had shifted perhaps a mile from its present position. I
33 resolved to mount to the summit of a crest perhaps a mile and a half away, from
34 which I could get a wider view of this our planet in the year Eight Hundred and
35 Two Thousand Seven Hundred and One A.D. For that, I should explain, was the
36 date the little dials of my machine recorded.
37 As I walked I was watching for every impression that could possibly help to
38 explain the condition of ruinous splendour in which I found the world—for ruinous
39 it was. A little way up the hill, for instance, was a great heap of granite, bound
40 together by masses of aluminium, a vast labyrinth of precipitous walls and
41 crumpled heaps, amidst which were thick heaps of very beautiful pagoda-like
42 plants—nettles possibly—but wonderfully tinted with brown about the leaves, and
43 incapable of stinging. It was evidently the derelict remains of some vast structure, to
44 what end built I could not determine. It was here that I was destined, at a later date,
45 to have a very strange experience—the first intimation of a still stranger
46 discovery—but of that I will speak in its proper place.
47 Looking round with a sudden thought, from a terrace on which I rested for a
48 while, I realized that there were no small houses to be seen. Apparently the single
49 house, and possibly even the household, had vanished. Here and there among the
50 greenery were palace-like buildings, but the house and the cottage, which form such
51 characteristic features of our own English landscape, had disappeared.
16
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Meeting The Standards
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12. The literary form of this passage is
16. Which word best describes the author’s style?
f. memoir.
g.personal essay.
h.expository essay.
j. fiction.
f. formal
g.humorous
h.sarcastic
j. slangy
13. What is the primary conflict in this passage?
17. In line 21, the word frugivorous means
a.A person believes he has been transported
to the future.
b.A visitor to the future is confused by the
changes he finds.
c.A space traveler’s journey goes awry.
d.A time traveler finds the future exactly like
the past.
14. Which word best describes the passage’s
narrator?
f. curious
g.fearful
h.suspicious
j. creative
a.eating meat.
b.flexible.
c.eating fruit.
d.forgiving.
18. What literary technique is used in lines 44–46?
f. flashback
g.exposition
h.resolution
j. foreshadowing
15. Which is not a situation that the narrator
observes?
a.England’s main river has changed its path.
b.Many animals are extinct.
c.No buildings are intact.
d.There are new varieties of fruit.
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Meeting The Standards
Level iv, unit 6
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Master Vocabulary List
As you read each selection, list any new words that you learn.
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Name: ____________________________________________________ Date: __________________
from Song of the Open Road, page 828
How to Read Independently
The Reading Process
Reading is an active process that can be broken down into three stages: before
reading, during reading, and after reading.
• Before reading, you build background and determine your own purpose and
develop expectations for what you are about to read. These activities are related
to what you already know and what you have experienced.
• During reading, you use reading strategies and critical thinking skills to
understand and make connections with what you are reading.
• After reading, you reflect on what you have read and extend your
understanding beyond the text.
When you read independently, the specific activities performed in each stage of
the reading process will vary, depending on the genre you are reading. The Reading
Independently lesson on page 827 provides an overview of applying the steps in the
reading process as you read on your own.
Framework for Reading Independently
When you read independently, reading actively will improve your comprehension
and retention of what you read. The following checklist offers a framework for
reading independently. As you read the stanzas from “Song of the Open Road,” ask
yourself the following questions.
Before, During, anD afTer reaDing
Before Reading
❑ In what genre or form is the selection written?
❑ What can I learn by previewing the selection? What do I already know about this topic?
❑ What do I want to know or to find out from my reading?
During Reading
❑ What reading strategies or skills will work best with the structure of this selection?
❑ What literary techniques does the writer use? What is the tone of the selection?
❑ What vocabulary words are unfamiliar to me? Can I determine the meaning from the
context or do I need to look the word up in a dictionary?
After Reading
❑ What parts do I have questions about? Are there sections I need to reread to clarify?
❑ What are the main events or ideas presented? What are the supporting details?
❑ What conclusions can I draw from my reading? What is the point or the main idea the
author wants to communicate?
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5/4/09 11:27:52 AM
Apply the Model
Use Reading Skills: Understand Literary Elements
A variety of strategies and skills can help you understand and appreciate your
reading. For “The Song of the Open Road,” try applying the reading skill
Understand Literary Elements in all three stages of the reading process.
Literary elements are the terms and techniques that are used in literature. When
you read literature independently, you need to be able to identify literary elements
such as mood and tone, point of view, character and characterization, plot, and theme.
Before reading, preview the structure of the poem. In what poetic form is this
poem written? How many lines are in each stanza?
During reading, determine which point of view the poem is written in. What tone does the writer use?
After reading, examine the theme, or main idea, that Whitman expresses. Write
the theme in the center circle of the cluster chart below. Then write evidence that
supports the theme from the text in the outer circles. One example is provided.
Before, During, and AfTER READING
Theme
The earth never tires.
What does the open road represent?
20
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Meeting the Standards
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Name: ____________________________________________________ Date: __________________
Song of the Open Road, page 828
Analyze Literature: Rhetorical Devices
Complete the chart to analyze the rhetorical devices in “Song of the Open Road.”
Then answer the questions.
Repeated Words
Repeated Phrases
and Clauses
Figurative
Language:
Personification
Figurative
Language:
Hyperbole
Questions
1. How do the repeated words and passages and questions help characterize the
speaker?
During or afTer READING
2. State a theme of the poem. How does the speaker’s use of figurative language
contribute to the theme?
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Meeting the Standards
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21
5/4/09 11:27:53 AM
Name: ____________________________________________________ Date: __________________
Song of the Open Road, page 828
Analyze Literature: Speaker and Tone
Complete the chart to analyze the speaker and tone in each stanza of “Song of the
Open Road.” Under Speaker and Tone, draw conclusions about these aspects of the
poem. Under Details, quote or summarize details that support your conclusions.
Speaker
Details
Tone
Details
Stanza 1
Stanza 9
During or afTer reaDing
Stanza 15
22
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Meeting the Standards
© eMC Publishing, llC
5/4/09 11:27:54 AM
Name: ____________________________________________________ Date: __________________
Song of the Open Road, page 828
Describe and Critique: Poetry
Describe the selection from “Song of the Open Road.” Write the information to fill
in this chart.
title and Author _____________________________________________________________________________________________________________
Summary ____________________________________________________________________________________________________________________
Which poetic features does the author use especially effectively?
What is your opinion of the poem? (What do you like and dislike about it? Why?)
afTer reaDing
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Meeting the Standards
level iv, unit 6
23
5/4/09 11:27:54 AM
Name: ____________________________________________________ Date: __________________
I Wandered Lonely as a Cloud, page 830
Analyze Literature: Sound Devices
Complete the chart. Give one or more examples of each of the following sound
devices in “I Wandered Lonely as a Cloud.” In the last column, identify the poem’s
rhythm and meter (for example, trochaic trimeter).
Assonance
Consonance/
Alliteration
Repetition
Rhythm & Meter
Before reaDing
Rhyme Scheme
24
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Meeting the Standards
© eMC Publishing, llC
5/4/09 11:27:55 AM
Name: ____________________________________________________ Date: __________________
I Wandered Lonely as a Cloud, page 830
Use Reading Strategies: Visualization
Complete the imagery chart for “I Wandered Lonely as a Cloud.” Make a sketch and
write a brief description of what you visualize as you read the poem.
During or afTer READING
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Meeting the Standards
level iv, unit 6
25
5/4/09 11:27:56 AM
Name: ____________________________________________________ Date: __________________
I Wandered Lonely as a Cloud, page 830
Describe and Critique: Poetry
Describe the poem “I Wandered Lonely as a Cloud.” Write the information to fill in
this chart.
title and Author _____________________________________________________________________________________________________________
Summary ____________________________________________________________________________________________________________________
Which poetic features does the author use especially effectively?
afTer reaDing
What is your opinion of the poem? (What do you like and dislike about it? Why?)
26
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Meeting the Standards
© eMC Publishing, llC
5/4/09 11:27:56 AM
Name: ____________________________________________________ Date: __________________
Homeless, page 833
Use Reading Strategies: Make Connections
Choose two connections that you connect with after reading “Homeless” by Anna
Quindlen. Write your responses in the space provided.
Text-to-Self
Describe experiences you have had with homeless people or homelessness. What are your personal thoughts, feelings,
and responses to this problem?
Text-to-Text
Compare and contrast the experience of homelessness described in “Homeless” and in “Learning Joy from Dogs Without
Collars” by Lauralee Summer. Which view of homelessness is more enlightening? Which is more engaging? Support your
viewpoint by analyzing the form and narrative point of view of each selection.
Text-to-World
In “Homeless,” Anna Quindlen says that homelessness “is a difficult problem.” What solutions for homelessness exist in
your community and in our country as a whole? What solutions would you propose?
afTer reaDing
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Meeting the Standards
level iv, unit 6
27
5/4/09 11:27:57 AM
Name: ____________________________________________________ Date: __________________
from Learning Joy from Dogs Without Collars, page 836
Analyze Literature: Memoir
afTer reaDing
Complete the sequence chart for the selection from Learning Joy from Dogs Without
Collars. Make a sketch and write a brief description of each important event that the
author experiences.
28
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Meeting the Standards
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5/4/09 11:27:58 AM
Name: ____________________________________________________ Date: __________________
from Blue Highways: A Journey into America, page 840
Analyze Literature: Travelogue
In William Least-Heat Moon’s travelogue, he quotes conversations with people he
meets on his journey. He uses dialect to recreate these conversations. Complete the
chart to analyze the people he describes. In the last column, summarize a lesson
about people or life that you think Least-Heat Moon learns from the person.
Person
Example of Dialect Quoted by
Author
What Author Learns
Waitress
Madison Wheeler
thurmond Watts
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afTer reaDing
Miss Ginny
Meeting the Standards
level iv, unit 6
29
5/4/09 11:27:58 AM
Name: ____________________________________________________ Date: __________________
Blue Highways: A Journey into America, page 840
Analyze Literature: Character
Describe the character of William Least Heat-Moon in “Blue Highways: A Journey
into America.” Write the information to fill in these charts.
Characterization
What he says
Least Heat-Moon
What Is Revealed
What he does
afTer reaDing
How others treat him
30
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Meeting the Standards
© eMC Publishing, llC
5/4/09 11:27:59 AM
Name: ____________________________________________________ Date: __________________
Journey, page 849
Analyze Literature: Main Idea and Details
In “Journey,” Joyce Carol Oates communicates several ideas about the road of life.
Analyze the selection to locate three or four main ideas about life in the story.
Summarize each idea. Then quote and interpret the part of the story that supports
this idea.
Main Idea
Story Quote
Write a metaphorical description of a journey down a road that makes a statement
about something you have learned about life.
afTer reaDing
© eMC Publishing, llC
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Meeting the Standards
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5/4/09 11:28:00 AM
Name: ____________________________________________________ Date: __________________
New Directions, page 853
Analyze Literature: Cause and Effect
Complete the chart by writing either a cause or effect found in “New Directions” by
Maya Angelou.
Cause
Effect
Annie lives alone in a one-room house with her
children.
Annie doesn’t want to have others care for her
children.
Annie starts cooking meat pies in fat just before the
lunch bell rings.
afTer reaDing
Workers at the cotton gin and the lumber mill
become dependent on Annie.
Annie doesn’t like the road behind her or the road
ahead.
32
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Meeting the Standards
© eMC Publishing, llC
5/4/09 11:28:00 AM
Name: ____________________________________________________ Date: __________________
The Road and the End, page 858
Analyze Literature: Denotation and Connotation
Complete the chart to identify the denotation and connotation of each word
below from “The Road and the End.” Then tell whether the word’s connotation is
positive, negative, or neutral.
Word
Denotation
Connotation
Positive, Negative, or
Neutral?
dusk
fugitives
slur
boulders
commemorate
processionals
afTer reaDing
1. What generalization can you make about how Sandburg makes use of words’
connotations in the poem?
2. How does Sandburg’s diction help communicate the poem’s themes?
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Meeting the Standards
level iv, unit 6
33
5/4/09 11:28:01 AM
Name: ____________________________________________________ Date: __________________
The Road and the End, page 858
Describe and Critique: Poetry
Describe the poem “The Road and the End.” Write the information to fill in this
chart.
title and Author _____________________________________________________________________________________________________________
Summary ____________________________________________________________________________________________________________________
Which poetic features does the author use especially effectively?
afTer reaDing
What is your opinion of the poem? (What do you like and dislike about it? Why?)
34
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Meeting the Standards
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5/4/09 11:28:02 AM
Name: ____________________________________________________ Date: __________________
All Watched Over by Machines of Loving Grace, page 862
Analyze Literature: Rhetorical Devices
Complete the chart to analyze the rhetorical devices in “All Watched Over by
Machines of Loving Grace.” Then answer the questions.
Repeated Words
and Passages
Figurative
Language: Simile
Sight Imagery
Diction: Nature
Diction: Machines
1. What role do the parenthetical comments in each stanza play in
communicating the poem’s theme?
afTer reaDing
2. State a theme of the poem. How does the speaker’s use of rhetorical devices
help communicate the theme?
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Meeting the Standards
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35
5/4/09 11:28:02 AM
Name: ____________________________________________________ Date: __________________
All Watched Over by Machines of Loving Grace, page 862
Describe and Critique: Poetry
Describe the poem “All Watched Over by Machines of Loving Grace.” Write the
information to fill in this chart.
title and Author _____________________________________________________________________________________________________________
Summary ____________________________________________________________________________________________________________________
Which poetic features does the author use especially effectively?
afTer reaDing
What is your opinion of the poem? (What do you like and dislike about it? Why?)
36
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Meeting the Standards
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5/4/09 11:28:03 AM
Name: ____________________________________________________ Date: __________________
Minister Without Portfolio, page 864
Analyze Literature: Point of View
The chart below shows the possible points of view from which a story is told. Find
the point of view used in “Minister Without Portfolio” on the chart. In that section
of the chart, write the pronoun(s) used by the narrator in the story. Then briefly
explain how you can tell that this point of view describes the story’s narration.
Finally, answer the questions below the chart.
First Person
Point of View
Second Person
third Person limited
third Person Omniscient
1. Rewrite the following passage from the story, using a different point of view.
Mrs. Chriswell tried to remember if she had ever read of the Harmony Hills, but
Mr. Chriswell had always told her she was lamentably weak in geography, and she
supposed that this was one of her blank spots, like where on earth was Timbuktu?
During or afTer READING
2. What advantages and/or disadvantages does the author’s chosen point of view
have in effectively telling the story and communicating the themes?
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Meeting the Standards
level iv, unit 6
37
5/4/09 11:28:04 AM
Name: ____________________________________________________ Date: __________________
Minister Without Portfolio, page 864
Analyze Literature: Character
Answer the following questions about characters in “Minister Without Portfolio.”
1. Who is the protagonist of the story? Explain why this character is considered the protagonist.
2. Is Clara a round character or a flat character? Explain.
3. Is Mrs. Chriswell a dynamic character or a static character? Explain.
4. Identify one positive and one negative character trait that describe Mrs. Chriswell.
5. What traits of Mrs. Chriswell cause Jord to respond to her as he does?
afTer reaDing
6. What are the two main ways in which the author characterizes Mrs. Chriswell?
7. Identify some character traits of Jord and the other young men.
8. What connection does Mrs. Chriswell’s character have with the story’s themes?
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Meeting the Standards
© eMC Publishing, llC
5/4/09 11:28:04 AM
Name: ____________________________________________________ Date: __________________
Minister Without Portfolio, page 864
Describe and Critique: Fiction
Describe the story “Minister Without Portfolio.” Write the information to fill in this
chart.
title and Author _____________________________________________________________________________________________________________
Summary ____________________________________________________________________________________________________________________
Which elements of fiction does the author use especially effectively?
What is your opinion of the story? (What do you like and dislike about it? Why?)
afTer reaDing
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The Test, page 870
Analyze Literature: Plot
Write about the events that occur in each part of the plot of “The Test.” Use the plot
diagram to help you remember the function of each part.
Climax
Rising Action
Falling Action
Exposition
Resolution
1. Exposition: ____________________________________________________________________
2. Rising Action: __________________________________________________________________
During or afTer reaDing
3. Climax: _______________________________________________________________________
4. Falling Action: __________________________________________________________________
5. Resolution: ____________________________________________________________________
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The Test, page 870
Analyze Literature: Theme
Complete the web by writing important details of the story “The Test” in the
appropriate parts of the web. Then write the theme of the story based on these
details in the center section.
Detail: Character
Detail: Plot
Theme
Detail: Symbol
Detail: Dialogue
afTer reaDing
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The Test, page 870
Describe and Critique: Fiction
Describe the story “The Test.” Write the information to fill in this chart.
title and Author _____________________________________________________________________________________________________________
Summary ____________________________________________________________________________________________________________________
Which elements of fiction does the author use especially effectively?
afTer reaDing
What is your opinion of the story? (What do you like and dislike about it? Why?)
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A Sound of Thunder, page 876
Analyze Literature: Imagery
Complete the sensory details chart for “A Sound of Thunder” by quoting details
from the story that appeal to each sense shown on the chart.
Sight
Sound
Smell
Touch
1.
1.
1.
2.
2.
2.
2.
3.
3.
3.
3.
4.
4.
4.
4.
5.
5.
5.
5.
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A Sound of Thunder, page 876
Use Reading Skills: Cause and Effect
Complete the chart by writing either a cause or effect found in “A Sound of
Thunder” by Ray Bradbury.
Cause
Effect
Eckels wants the biggest thrill a big game hunter
could ever have.
The Safari Leader warns the men not to step off
the path.
afTer reaDing
Travis threatens not to let Eckels back on the Time
Machine.
When the men return, Deutscher and not Keith
has won the election.
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The Feeling of Power, page 886
Analyze Literature: Characterization
Complete the characterization chart for “The Feeling of Power” by quoting two or
more details from the story that characterize the story’s protagonist.
Protagonist: _______________________________________________________________________
Indirect Characterization
What the Protagonist Says, Does, or What Others Say or think About the
thinks
Protagonist
Direct Characterization
Descriptions of the Protagonist’s
Physical Features, Dress, and
Personality
During or afTer READING
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The Feeling of Power, page 886
Analyze Literature: Irony
Irony of situation occurs in fiction when an event happens that violates the
expectations of the characters, the reader, or the audience. Complete the web by
writing important details of the story “The Feeling of Power” in the appropriate
parts of the web. Then identify the irony of the story based on these details in the
center section.
Detail: Character
Detail: Plot
Irony
Detail: Dialogue
afTer reaDing
Detail: Symbol
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Harrison Bergeron, page 894
Analyze Literature: Rhetorical Devices
Analyze the rhetorical devices in the story “Harrison Bergeron.” Write examples
from the story to fill in these charts.
Figurative Language:
Metaphor
Figurative Language:
Simile
Imagery
Humor
afTer reaDing
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Harrison Bergeron, page 894
Use Reading Strategies: Make Connections
Choose two connections that you connect with after reading “Harrison Bergeron”
by Kurt Vonnegut. Write your responses in the space provided.
Text-to-Self
How would you feel if you lived in a society in which everybody was absolutely equal? What parts of your life, if any,
might be better? What parts would be worse?
afTer reaDing
Text-to-Text
Compare and contrast the government described in “Harrison Bergeron” to the one described in “The Censors” by
Luisa Valenzuela. How are the motives of the two governments similar and different? What effects does each one have
on personal freedom and individuality? Is one government less harmful than the other? Support your viewpoint with
examples from both stories.
Text-to-World
What specific aspects of contemporary American life is Vonnegut criticizing? Explain why you agree or disagree with his
viewpoint.
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The Censors, page 900
Analyze Literature: Character
Complete the chart to show how Juan’s character changes throughout the story.
Write character traits of Juan and examples that show these traits in chronological
order from the beginning of the story.
Character Trait
Example
During or afTer READING
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The Censors, page 900
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. What figure of speech is illustrated
in the following excerpt from “The
Censors”?
Well, you’ve got to . . . do what
everyone tries to do: sabotage the
machinery, throw sand in its gears,
get to the bottom of the problem
so as to stop it.
A. simile
B. hyperbole
C. symbol
D. metaphor
_____ 2. The protagonist’s main conflict in the
story is
A. internal.
B. external, against society.
C. external, against nature.
D. external, against an antagonist.
_____ 3. Juan’s character is considered
dynamic because
A. he seems fully human.
B. he causes events to happen.
C. his character changes significantly.
D. he is the character at the center of
the story.
_____ 4. What is the author’s tone in the
following excerpt from the story?
It’s true that on the third day, a fellow
worker had his right hand blown
off by a letter, but the division chief
claimed it was sheer negligence on the
victim’s part.
A. regretful
B. determined
C. impassioned
D. satirical
Short Answer
Write your answer to each of the following questions in the space provided.
afTer reaDing
5. Summarize what happens in the resolution of the story.
6. State a major theme of the story.
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History Lesson, page 904
Analyze Literature: Symbols
Identify and explain the symbols in the story “History Lesson.” (Three of the
possible symbols are listed.) Identify their meanings. Then identify four other
symbols and their meanings.
Symbol
Meaning
glaciers
mountains
atlas
afTer reaDing
How do the symbols help communicate the story’s theme?
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History Lesson, page 904
Analyze Literature: Setting
Complete the concept web below by quoting or summarizing details that describe
the setting in the first half of “History Lesson.” Find details that appeal to as many
senses as possible. Then define the mood created by these details.
Setting Detail
Setting Detail
Mood
Setting Detail
afTer reaDing
Setting Detail
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Designing the Future, page 912
Use Reading Skills: Compare and Contrast
Complete the chart by summarizing the pros and cons of each topic below as
discussed by William McDonough in Anne Underwood’s interview “Designing the
Future.”
Pros
Cons
industrial Revolution
recycling
aluminum
books made of plastic-resin pages
25-year car
afTer reaDing
new technology
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Designing the Future, page 912
Enrichment: Interview
1. Summarize one idea of McDonough’s that you think has merit. Explain why
you think so.
2. Summarize one idea of McDonough’s that you think is poorly conceived or
impractical. Explain why you think so.
3. Write an additional question you would ask William McDonough in an
interview.
4. Suppose you are interviewing a person who does not believe it is necessary to
make major changes in industry and other aspects of our lives to protect the
environment. What is one question you would ask the person?
afTer reaDing
5. Suppose you are interviewing a person who works hard to make Earth
“greener,” or more ecologically sound. Write a question you would ask the
person based on a statement or opinion made by William McDonough in
“Designing the Future.”
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ANSWER KEY
Independent Reading Study Guide for Connecticut
Using Reading Strategies
What six items should you look at, read, or scan to preview a selection?
1. title
2. art
3. quotations
4. subheads
5. sidebars
6. footnotes
How do you think making connections to a selection before reading it will help you
understand it better? Possible answer: Looking for elements that are familiar personally or from
one’s reading helps readers understand and remember texts as they read.
Explain how you might use previewing to set your purpose for reading a selection.
Possible answer: Previewing helps you find out what type of literature you will be reading, what
types of characters and settings may be included, and the tone and style to expect. All these
elements will help you set a purpose for reading.
You can ask questions about things that puzzle you as you read. What other types of
questions might you ask as you read a selection?
Possible answer: What will happen next? What traits do the people or characters have? What is
the main idea or theme?
What three things should you visualize as you read a selection?
1. setting
2. characters
3. images
Explain how you make an inference.
Make an educated guess about something in the text based on a fact or detail in the text and your
own experience.
What are two ways to clarify text you are reading?
1. Write comments about literary techniques and elements.
2. Reread the selection aloud.
Explain how rereading a selection can help you.
You may have missed or forgotten details in the first reading.
Explain the process of summarizing a piece of fiction. How does it differ from summarizing
a piece of nonfiction? When you are summarizing fiction, you describe the main events of the
plot. When you are summarizing nonfiction, you summarize the main ideas.
Explain the difference between skimming and scanning a selection.
When you skim, you read through a text quickly, picking up the main ideas. When you scan, you
look quickly through a text to locate a particular detail.
Describe two specific methods you might use to understand vocabulary words in a selection.
Possible answers:
1. Look the words up in a dictionary
2. Use the words in sentences of your own.
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Explain how you draw a conclusion. Use two or more pieces of information in a text to come up
with an idea of your own.
How can you use the process of drawing a conclusion to determine the theme of a selection?
Ask questions such as what the point of a story is.
Practicing Using Reading Strategies
Read “Song of the Open Road” aloud to yourself or a partner. Then list three techniques,
elements, or ideas that the reading helps you clarify.
1–3 Students’ answers will vary.
Make an inference about the speaker of “I Wandered Lonely as a Cloud.” Support your
inference with details from the poem.
Possible answer: The speaker loves nature; he is sensitive and thinks about things around him.
Preview “Homeless” by Anna Quindlen. Describe what you can predict about the author’s
point of view. Identify the elements that support your predictions.
Possible answer: The illustrations show that the author appreciates home and is saddened by
homelessness. The quotation under the title shows she is sensitive to the plight of homeless people.
Complete the chart to describe your visualizations about “Learning Joy from Dogs Without
Collars.”
Students’ answers will vary.
Describe a connection you make to “Blue Highways: A Journey into America.” Students’
answers will vary.
Reread “Journey” by Joyce Carol Oates. Summarize two ideas or details you missed in your
first reading. Students’ answers will vary.
Draw a conclusion about Annie Johnson’s character in “New Directions.” Then explain how
the conclusion helps you determine the theme of the essay.
Possible answer: Annie is inventive and determined, illustrating the essay’s theme that if you do
not like the way your life is going, you have the ability to change it.
Ask two questions about “The Road and the End.” Then answer the questions.
Answers will vary. Possible answers: Where is the speaker going? Why is he or she going?
Preview “All Watched Over by Machines of Loving Grace.” What can you predict about the
tone of the poem? Identify specific details to support your prediction.
Possible answer: Based on the title, the author picture, and the illustration, a reader can infer that
the poem will be unusual and whimsical.
Summarize “Minister Without Portfolio.”
Possible answer: A middle-aged woman, Mrs. Chriswell, goes bird-watching. While looking for her
hat, she meets a group of young men. The men get nostalgic, telling Mrs. Chriswell she reminds
them of their homes and families. The men have unusual abilities, such as enabling her to feel, smell,
and hear their home. The leader asks her to answer some questions, such as whether she believes
in God and in the dignity of man. She goes home, where she hears news reports that beings from
another world had appeared on Earth, and after finding one good woman, Mrs. Chriswell, had left
instead of taking over or destroying Earth. Mrs. Chriswell had not recognized that the men were not
from Earth; her color-blindness prevented her from noticing their strange green color.
State a prediction you made about “The Test” before the accident occurred. Then state a
prediction you made about the story after the protagonist realized he was in a “virtual”
accident. How did the correctness or incorrectness of your predictions affect your
appreciation of the story?
Possible answers: Robert will be involved in a traffic accident. Robert will go home happily after
realizing he has not killed anyone in the accident.
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Describe a vivid visualization you had while reading “A Sound of Thunder.” How did the
visualization affect your appreciation of the story?
Students’ answers will vary.
Identify two vocabulary words that you found difficult in “The Feeling of Power.” Then use
each word in a sentence of your own.
Students’ answers will vary.
Ask a question you had while reading “Harrison Bergeron.” Explain whether the question
was answered in the text, whether you had to make an inference to answer it, or whether it is
still unanswered.
Possible answers: Why was Harrison taken from his parents? He was a genius who was
accused of plotting against the government. The question is answered in the text. He was
underhandicapped so that he was superior rather than equal to others. Why does the society fear
excellence? An inference is needed to answer the question. Society fears excellence because the
government has strived to achieve total equality.
Make a connection to “The Censors” based on the story’s introduction and/or the story itself.
Students’ answers will vary.
Review the vocabulary words defined in footnotes in “History Lesson.” Use each word in a
sentence of your own.
Possible answers: The burial ground was marked by a cairn. The sailors spotted flotsam on the
ocean waves. Flu is an endemic disease.
What purpose did you set for reading the interview “Designing the Future”? How did your
purpose change as you read the interview?
Possible answer: Read to find out the specific ways McDonough hopes to change the world in
the future.
Applying Reading Skills
What is an important element to consider when determining an author’s approach in a work
of fiction? In nonfiction? Possible answers: In fiction, it is important to determine the narrative
point of view. In nonfiction, it is important to determine the author’s purpose.
Write a question you might ask about a text to help you determine the importance of specific
details. Possible answer: How does this detail help the author communicate the theme or main idea?
List three specific elements you might compare and contrast as you read a selection.
Possible answers:
1. characters
2. settings
3. moods
Describe how you can use context to help determine the meaning of unfamiliar words.
Possible answer: Look for words or phrases near the unfamiliar word that can help you guess the
meaning. Sentences before and after the sentence may provide clues to meaning as well.
How can you determine an author’s purpose?
Answers will vary. Possible answers: Consider the literary form the author is using; consider the
author’s tone; consider important details, symbols, and events.
What are two literary elements that might help you determine the main idea in a work of
fiction?
Answers will vary. Possible answers: plot and characterization
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Explain why drawing conclusions can help you better understand and appreciate a selection.
Answers will vary. Possible answer: Drawing conclusions makes you think actively as you read;
it makes you synthesize text elements.
Create your own symbol that you might add to the list of symbols for coding a text. Explain
what the symbol means.
Students’ answers will vary.
Practicing Using Reading Skills
Use context to define the French word allons in “Song of the Open Road.”
“Come on”; “Let’s go.”
Determine the importance of the following detail from “I Wandered Lonely as a Cloud”:
“For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude:  . . . ”
Possible answer: The flowers not only affect the speaker when he sees them, but later when he
remembers them; the poet is describing the pleasure of the memory or imagination.
Find the main idea of “Homeless” by Anna Quindlen. State it below.
Possible answer: Referring those without homes as the “homeless” dehumanizes the very real
individuals who do not have a home to enjoy and to build their lives around.
Compare and contrast the Wings of Love shelter and the Salvation Army shelter in “Learning
Joy from Dogs Without Collars.”
Possible answer: The Wings of Love shelter was homey, and living in a room with another family
gave the author the chance to form friendships. The Salvation Army shelter was not homey but
big and depressing, with harsh lighting and rows of cots. It had no places to be alone.
What is the author’s purpose in “Blue Highways: A Journey into America”?
Possible answer: to show that there are interesting, warm people even on the most neglected
backroads of our country
Explain the author’s approach in “Journey” by Joyce Carol Oates, including the narrative
point of view.
Possible answer: The author uses the second person point of view to pull the reader in. She
describes a journey that has specific realistic details but that can be read symbolically as a
journey to find one’s individuality.
Determine the importance of the following detail from “New Directions”: “She told herself
that she wasn’t a fancy cook but that she could ‘mix groceries well enough to scare hungry
away and from starving a man.’ ”
Possible answer: Annie does not undertake her project because she is especially talented in the
field or feels she has a “calling” but because she wants to change her life and finds a skill she can
use to change it.
Determine the author’s purpose in “The Road and the End.”
Possible answer: to communicate the hopefulness of setting off on a real or a metaphorical journey
What conclusions can you draw about the speaker in “All Watched Over by Machines of
Loving Grace”?
Possible answers: He is imaginative; he is not crazy about new technology; he loves nature; he
has a sense of humor.
Determine the author’s purpose in “Minister Without Portfolio.” Explain why you think she
accomplished the purpose or not.
Possible answer: to make people think about how someone from another world would regard
Earthlings; and to make people consider whether their own beliefs and attitudes would represent
humans in a positive light
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Draw a conclusion about the government described in “The Test.”
Possible answer: It values public safety at the expense of human freedom.
What conclusions can you draw about the character of Eckels in “A Sound of Thunder”?
Possible answers: He is a thrill seeker; he is a coward; he is careless; he does not care about saving
the world.
State the main idea of “The Feeling of Power.”
Possible answer: People who seek to rule the world have used technology not to advance culture
and civilization but to gain power at the expense of human life and dignity.
Determine the author’s approach in “Harrison Bergeron.” How do mood, tone, and
characterization contribute to this approach?
Possible answer: The author’s approach is to use satire to present an outrageous view of the
future that will shock people into thinking about our current ideas about excellence and equality.
Compare and contrast the government portrayed in “The Censors” to today’s American
government.
Possible answer: The American government is entirely different because our rights to privacy
and to self-expression are protected by our Constitution. However, in both governments, citizens
must continue to work to protect their rights.
Code the text of the interview “Designing the Future.” Write a symbol from page 861 next to
each number below. Each number corresponds to one of McDonough’s responses, beginning
with the one to the question “Why do we need a new industrial revolution?”
1–16 Students’ answers will vary.
Connecticut-Based Practice Test
1.
2.
3.
4.
5.
6.
d
g
d
f
c
f
7.
8.
9.
10.
11.
12.
b
h
b
j
a
j
13.
14.
15.
16.
17.
18.
b
f
c
f
c
j
from Song of the Open Road
How to Read Independently
Framework for Reading Independently
Before Reading
❑The poem is written in free verse; it does not use regular rhyme, meter, or stanza divisions.
❑Responses will vary. Students might learn from previewing the poem that it is an excerpt of
a longer poem, because not all of the sections are included.
❑Students’ purposes for reading will vary.
During Reading
❑For poetry, the reading strategies and skills of visualizing, reading aloud, identifying text
organization and main idea or theme will be helpful.
❑The author uses figurative language, imagery, symbolism, and personification. The writer’s
tone is light-hearted and full of adventure.
❑Responses will vary. Students may be unfamiliar with the words henceforth, querulous,
constellations, incomprehensible, and envelop’ d.
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After Reading
❑Students’ questions will vary.
❑The main idea is that life is full of adventure and beauty that should be experienced. The
speaker is done with complaining and postponing and is strong and content to travel the
open road. The earth is all that he or she needs and it is full of divine beauty.
❑The author is communicating that life is full of wonder and that people should not be
unhappy and discontented with their lives, but take to the open road to see what beauty and
adventures they might find.
Use Reading Skills: Understand Literary Elements
The poem is written in free verse; it does not use regular rhyme, meter, or stanza divisions. The
number of lines in the stanzas varies from three to five.
The poem is written in first-person point of view. The writer’s tone is light-hearted and full of
adventure.
Theme: Life is full of new adventures to be experienced.
Supporting details: Healthy, free, the world before me; Strong and content I travel the open road;
There are divine things more beautiful than words can tell; Will you come travel with me?
Answers will vary, but students may say that the open road represents the choices that lie ahead
on one’s life journey.
Analyze Literature: Rhetorical Devices
Repeated Words I, road, henceforth, earth, travel, tires, rude, incomprehensible, give
Repeated Phrases and Clauses “the open road”; “good fortune”; “I know . . . ”; “rude, silent,
incomprehensible at first”; “there are divine things”; “I give you”
Figurative Language: Personification “The earth never tires . . . The earth is rude, silent,
incomprehensible; Nature is rude and incomprehensible …”
Figurative Language: Hyperbole Henceforth I . . . need nothing,/Done with indoor complaints
libraries, querulous criticisms”
Questions “Will you give me yourself? will you come travel with me?”/“Shall we stick by each
other as long as we live?”
Possible answers:
1. The repeated words and phrases indicate the speaker’s state of mind; he is starting his
journey in a positive, contemplative mood, looking toward the future; he is also thinking
about the person he is asking to accompany him on the journey.
2. A person does not need a complicated life or possessions; adventurousness and someone to
share life with are more important. The poet’s use of personification indicates his closeness
with and acceptance of nature; his hyperbole indicates his rejection of a conventional life;
his questions indicate his desire to share his life with someone.
Analyze Literature: Speaker and Tone
Possible answers:
Stanza 1
Speaker/Details He is optimistic and content with a simple life. “Afoot and lighthearted I
take to the open road”/“Henceforth I whimper no more . . . need nothing,/ Done with indoor
complaints, libraries”/“The earth, that is sufficient”
Tone/Details positive, optimistic, joyous; “Healthy, free, the world before me”
“Strong and content I travel the open road”
Stanza 9
Speaker/Details He is wise; he is a mentor. “The earth never tires”
“Be not discouraged, keep on . . . ”
Tone/Details cheerful, friendly, encouraging; “Allons! whoever you are come travel with me!”
“Be not discouraged . . . there are divine things more beautiful than words can tell.”
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Stanza 15
Speaker/Details He is loving and romantic. “Camerado, I give you my hand!/ I give you my love
more precious than money . . . ”
Tone/Details tender, romantic; “Shall we stick by each other as long as we live?”
Describe and Critique: Poetry
Title and Author
The Song of the Open Road, Walt Whitman
SummaryA person starts a journey, feeling free from the constraints of a
conventional life; he invites someone he loves to take the journey
with him.
Students’ critiques will vary.
I Wondered Lonely as a Cloud
Analyze Literature: Sound Devices
Rhyme Scheme ababcc
Assonance lonely/floats/host; gay/gazed
Consonance/Alliteration beside/beneath; gay/gazed; bliss/solitude; dances/daffodils
Repetition dancing, dance, danced, dances; “I gazed—and gazed”; waves
Rhythm & Meter iambic tetrameter
Use Reading Strategies: Visualization
Visualizations will vary.
Describe and Critique: Poetry
Title and Author
I Wandered Lonely as a Cloud, William Wordsworth
SummaryThe speaker is taking a walk when he sees a beautiful field of daffodils.
The flowers not only cheer him up at the time, but they brighten his
day anytime later when he revisits them in his imagination.
Students’ critiques will vary.
Homeless
Use Reading Strategies: Make Connections
Text-to-Self
Students’ answers will vary.
Text-to-Text
“Homeless” is an essay written by someone who has never been homeless while “Learning Joy
from Dogs Without Collars” is a memoir by someone who has been homeless. The tone of the
essay is not entirely objective; the author sympathizes with a homeless woman, and meeting
her reminds the author of why her home is so important to her. The author does not propose
solutions to homelessness, but she generalizes about people’s attitudes toward it. The memoir by
Summer is a personal recounting of being homeless, with many specific details. The personal
nature of the memoir may evoke more sadness and sympathy in readers. However, both
selections are thought-provoking and affecting.
Text-to-World
Students’ answers will vary.
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from Learning from Dogs Without Collars
Analyze Literature: Memoir
1. Summer and her mother move from Northern Oregon to Southern California.
2. Summer and her mother live in a shelter in San Jose, in a room known as Yellow Number 3.
3. Summer and her mother move to Santa Barbara and live in a homey shelter, Wings of Love,
in a room with another family.
4. Summer and her mother move to the Salvation Army shelter, where the shower is the only
place she has privacy.
from Blue Highways: A Journey into America
Analyze Literature: Travelogue
Possible answers:
Waitress: Example of Dialect “Cain’t travel without a dog!” What Author learns People are
curious about the author’s seemingly aimless journey; most people are not very adventurous.
Madison Wheeler: Example of Dialect “Then them supermarkets down in Cookeville opened,
and I was buyin’ higher than they was sellin’.” What Author learns “Satisfaction is doin’ what’s
important to yourself ”; people with little are often the most generous.
Thurmond Watts: Example of Dialect “We’ve ate, . . . Cain’t beat a woodstove for flavorful
cookin’.” What Author learns People who are not well educated or sophisticated may enjoy
pleasures such as music as and food as much or more than people who are.
Miss Ginny: Example of Dialect “I hope you don’t get yourself kilt in that durn thing
gallivantin’ around the country.” What Author learns People in out-of-the-way places are often
friendly and generous.
Analyze Literature: Characterization
Possible answers:
Characterization
What he says
Least Heat-Moon
What Is Revealed
No calendar: Same as an interstate pit stop.
One calendar: Preprocessed food assembled in
New Jersey.
enjoys food, is observant, has a good sense of
humor
(“Whata you lookin’ for?”) “I don’t know how to is searching for peace or meaning in his life
describe it to you. Call it harmony.”
What he does
How others treat him
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goes searching for Nameless, Tennessee
is curious, enjoys being off the beaten path
visits the Wattses and has dinner with them
is not snobbish, likes meeting people
Waitress asks many questions about his trip.
is approachable and engaging
The Wattses serve him a big lunch because he
“looks hungry.”
is a kind person whom people want to care for
Meeting the Standards
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Journey
Analyze Literature: Main Idea and Details
Possible answers:
Main Idea Sometimes people take a more difficult road in life because it is more interesting or
challenging.
Story Quote “After several hours on this excellent highway, . . . you become sleepy from the
monotony and wonder if perhaps there is another, less perfect road parallel to this.”
Main Idea Sometimes obstacles or difficulties in life may temporarily obscure your overall goal.
Story Quote “Your turning from left to right . . . makes it impossible for you to look out at the
forest and discover that for some time you have not been able to see the city you are headed
for . . . ”
Main Idea People who take an individual approach enjoy it, so they do not want to turn back
even though it might be difficult.
Story Quote “But the path, though overgrown, is through a lovely forest, . . . and you feel no
inclination to turn back.”
Main Idea Taking your own unique path in life may be difficult, but it is rewarding.
Story Quote “ . . . although you are exhausted and it is almost night, you are not lost . . . You are
really satisfied with yourself.”
Students’ descriptions will vary.
New Directions
Analyze Literature: Cause and Effect
Cause Annie tells her husband she is dissatisfied with her marriage, so he moves away to study
religion.
Effect Annie lives alone in a one-room house with her children.
Cause Annie doesn’t want to have others care for her children.
Effect She makes a plan to cater lunches to factory workers.
Cause Annie starts cooking meat pies in fat just before the lunch bell rings.
Effect The smell of meat cooking attracts customers, so they buy meat pies even though they
have brought lunches.
Cause The factory workers get in the habit of buying their lunches from Annie.
Effect Workers at the cotton gin and the lumber mill become dependent on Annie.
Cause Annie doesn’t like the road behind her or the road ahead.
Effect She creates a new road in a better direction.
The Road and the End
Analyze Literature: Denotation and Connotation
dusk
Denotation; Connotation twilight; a depressing darkness making seeing difficult; negative
fugitives
Denotation; Connotation persons trying to escape; people unlawfully running away; negative
slur
Denotation; Connotation sliding or slipping over; an insult; negative
boulders
Denotation; Connotation detached, worn masses of rock; huge, impassable rocks; neutral/
negative
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commemorate
Denotation; Connotation serve as a memorial; remember good events; positive
processionals
Denotation; Connotation groups of people moving in an orderly, ceremonial way; sad or
solemn religious march; negative
1. Possible answer: Sandburg uses words’ connotations to create a mysterious, melancholy
mood. He uses the negative connotations of many words to show what he will reject.
2. A journey, or life’s road, contains ominous signs and obstacles; however, a positive person
can negotiate these hardships and fully appreciate the journey. Sandburg’s connotative
diction communicates the aspects of life that the speaker is fighting against, so his message
is ultimately positive.
Describe and Critique: Poetry
Title and Author
The Road and the End, Carl Sandburg
SummaryA person plans a journey beset with obstacles but feels confident that
he will fully experience the journey and succeed in it.
Students’ critiques will vary.
All Watched Over by Machines of Loving Grace
Analyze Literature: Rhetorical Devices
Repeated Words and Passages “I like to think”; “of a cybernetic ___”
Figurative Language: Simile “live together . . . like pure water touching clear sky”; “where deer
stroll peacefully past computers as if they were flowers with spinning blossoms”
Sight Imagery “pure water touching clear sky”; “where deer stroll peacefully”
“flowers with spinning blossoms”; “watched over by machines of loving grace”
Diction: Nature meadow; mammals; water; sky; forest; pines; deer; flowers; blossoms; ecology
Diction: Machines cybernetic; programming; electronics; computers; machines
1. The comments in parentheses show that the speaker is anxious to create harmony between
nature and machines because there is no time to waste; he seems dissatisfied with the way
machines fit into our world right now and feels that the situation will only get worse.
2. Man’s increasing dependence on machines is making people live less harmoniously with
nature. The poet’s use of contrasting words describing nature and machines and his
lovely, peaceful images of nature juxtaposed with harsh descriptions of computers help
communicate the theme.
Describe and Critique: Poetry
Title and Author
All Watched Over by Machines of Loving Grace, Richard Brautigan
Summary
The speaker imagines a world in which machines have a kind attitude
and live with nature harmoniously.
Students’ critiques will vary.
Minister Without Portfolio
Analyzing Literature: Point of View
Third Person Limited
she, he, they; The story has a 3rd person narrator; the narrator reports the thoughts and feelings
only of Mrs. Chriswell and not of the other characters.
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Meeting the Standards
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Possible answers:
1. I tried to remember if I had ever read of the Harmony Hills, but my husband had always
told me I was lamentably weak in geography, and I supposed that this was one of my blank
spots, like where on earth was Timbuktu?
2. Choosing a 3rd person point of view gives the author the advantage of letting the reader
view Mrs. Chriswell more objectively than if she narrated the story herself. Using a limited
3rd person point of view lets readers know what Mrs. Chriswell is thinking and feeling.
Analyze Literature: Character
1. Mrs. Chriswell is the protagonist because she has the central role in the story and undergoes
a conflict.
2. Clara is a flat character; she has one main trait, that of the domineering daughter-in-law.
3. Mrs. Chriswell is a static character because she has the same values at the end of the story as
she has at the beginning.
4. Possible answers: Negative: she is not curious; Positive: she is kind.
5. She is kind, friendly, and welcoming.
6. The author characterizes Mrs. Chriswell through what she thinks and what she does.
7. Jord is sentimental; he and the other young men are friendly, open, and curious.
8. Mrs. Chriswell is a good, gentle person, who believes in god. The space men approve of
her because she has the traits of being loving, peaceful, and unprejudiced, reinforcing the
theme that beings from another planet might find the characters of humans flawed and
unattractive.
Describe and Critique: Fiction
Title and Author
Minister Without Portfolio, Mildred Clingerman
SummaryA woman befriends a group of strange young men, who question
her about her values. She discovers that they are from outer space
and, based on their assessment of her as a good, sane human, have
decided not to destroy Earth.
Students’ critiques will vary.
The Test
Analyze Literature: Plot
1 Exposition: Robert Proctor is driving fast on a turnpike with his mother as his passenger.
2 Rising Action: Proctor’s car is hit by another car as he begins to pass it, and he loses
control. Another car with a man and a girl comes head-on toward his car.
3 Climax: The cars collide head-on, and Proctor loses consciousness.
4 Falling Action: Proctor comes to and finds that he was taking a driving test with a
virtual-reality accident.
5 Resolution: The officials do not like Proctor’s nonchalant attitude toward the accident
and lead him away to be institutionalized in a mental health facility.
Analyze Literature: Theme
Possible answers:
Character Detail: Proctor is very upset about the accident’s effects on his mother and the girl in
the other car but does not question the official’s offer to grant him a driver’s license.
Plot Detail: The government has instituted testing under hypnosis to make driving safer.
Detail: Symbol: The car might symbolize freedom and rights that most people expect in a free
society.
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Detail: Dialogue: “We don’t let your kind run around loose in society anymore.”
Theme: Certain laws may lead a society to take away an individual’s basic rights.
Describe and Critique: Fiction
Title and Author
The Test, Theodore L. Thomas
SummaryA man experiences a terrible car accident and finds that it was
only a test under hypnosis. When the officials do not like the man’s
responses to the accident, they take him away to be committed.
Students’ critiques will vary.
A Sound of Thunder
Analyze Literature: Imagery
Possible answers:
Sight
1. “Eckels glanced across the vast office at a mass and tangle, . . . at an aurora that flickered
now orange, now silver, now blue.”
2. “He indicated a metal path that struck off into green wilderness, over streaming swamp,
among giant ferns and palms.”
3. “Each lower leg was a piston, a thousand pounds of white bone, sunk in thick ropes of
muscle, sheathed over in a gleam of pebbled skin like the mail of a terrible warrior.”
4. “Its armored flesh glittered like a thousand green coins.”
5. “Embedded in the mud, glistening green and gold and black, was a butterfly . . . ”
Sound
1. “The jungle was wide and full of twitterings, rustlings, murmurs, and sighs.”
2. “The Monster, at the first motion, lunged forward with a terrible scream.”
3. “The rifles cracked again. Their sound was lost in shriek and lizard thunder.”
Smell
1. “the stink of raw flesh blew down the wilderness”
2. “a windstorm from the beast’s mouth engulfed them in the stench of slime and old blood”
3. “there was a thing to the air, a chemical taint so subtle, so slight . . . ”
Touch
1. Eckels . . . felt the trembling in his arms.”
2. “And there was a feel. His flesh twitched. His hands twitched.”
Use Reading Skills: Cause and Effect
Cause Eckels wants the biggest thrill a big game hunter could ever have.
Effect He goes on a Time Machine journey so he can hunt dinosaurs.
Cause The men could unknowingly kill a plant or animal that is an important link in a growing
species and change the course of natural history.
Effect The Safari Leader warns the men not to step off the path.
Cause Eckels steps off the path and wanders into the jungle.
Effect Travis threatens not to let Eckels back on the Time Machine.
Cause Eckels kills a butterfly when he steps off the path and changes history.
Effect When the men return, Deutscher and not Keith has won the election.
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The Feeling of Power
Analyze Literature: Characterization
Protagonist: Myron Aub
Possible answers:
What the Protagonist Says, Does, or Thinks
“It only seems complicated because you’re not used to it. Actually, the rules are quite simple and
will work for any numbers.”
Technician Aub . . . labored long over the note he was leaving behind. It read finally as follows:
“When Project Number began, I thought that others were wiser than I, that graphitics might be
put to practical use as a benefit to mankind . . . But now I see it is to be used only for death and
destruction. I cannot face the responsibility involved in having invented graphitics.”
What Others Say or Think About the Protagonist
“ . . . Technician Aub, the man who invented the science and who has an amazing intuition in
connection with it, maintains he has the problem almost solved. And he is only a Technician.”
The Technician had done his share and was no longer needed, after all.
Descriptions of the Protagonist’s Physical Features, Dress, and Personality
He inspected the little man with the egg-bald head with amiable curiosity.
He was only an aging, low-grade Technician who had long ago failed all tests designed to smoke
out the gifted ones among mankind and had settled into the rut of unskilled labor.
Analyze Literature: Irony
Possible answers:
Character Detail: Aub’s ability to do math is an “unusual gift” that makes him unique and useful
to military and government leaders.
Plot Detail: Congressman Brant proposes a powerful new project on human computation to
defeat the enemies of the Terrestrial Federal.
Detail: Symbol: Computers suggest the cold, inhuman aspects of expanded human knowledge.
Detail: Dialogue: “The multiplication I just performed for you is an imitation of the workings of
a computer.”
Irony: In an age when computers do everything, computations made by humans are an amazing feat.
Harrison Bergeron
Analyze Literature: Rhetorical Devices
Figurative Language: Metaphor
Her voice was a warm, luminous, timeless melody.
Figurative Language: Simile
A buzzer sounded in George’s head. His thoughts fled in panic, like bandits from a burglar alarm.
. . . their faces were masked, so that no one, seeing a free and graceful gesture, or a pretty face,
would feel like something the cat drug in.
“Sounded like somebody hitting a milk bottle with a ball peen hammer,” said George.
. . . but Harrison looked like a walking junkyard.
Harrison tore the straps of his handicap harness like wet tissue paper.
The bar snapped like celery.
. . . a ballerina arose, swaying like a willow.
Harrison snatched two musicians from their chairs, waved them like batons . . .
They leaped like deer on the moon.
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Imagery
It was such a doozy that George was white and trembling, and tears stood on the rims of his red
eyes.
. . . he wore a tremendous pair of earphones, and spectacles with thick wavy lenses.
. . . the H-G men required that he wear at all times a red rubber ball for a nose, keep his
eyebrows shaved off, and cover his even white teeth with black caps at snaggle-tooth random.
There was the shriek of a door being torn off its hinges.
Humor
April, for instance, still drove people crazy by not being springtime.
Hazel had a perfectly average intelligence, which meant that she couldn’t think about anything
except in short bursts.
“I’d have chimes on Sunday—just chimes. Kind of in honor of religion.”
“ . . . then other people’d get away with it—and pretty soon we’d be right back to the dark ages
again, with everybody competing against everybody else.”
Use Reading Strategies: Make Connections
Text-to-Self
Students’ answers will vary.
Text-to Text
Although the two governments focus on different aspects of individual freedoms, both have
the purpose and effect of dehumanizing people and taking away their personal freedoms. The
government of “Harrison Bergeron” may seem more cruel because it changes people profoundly and
does not allow them to shine in any way. The government in “The Censors” may seem less harmful
because it “merely” opens the personal mail of people. However, this also has the effect of changing
people since they are unable to communicate honestly or have free relationships with others. It also
makes people dishonest. The climax of each story is an execution, which suggests that the ultimate
effect of taking away basic freedoms and individuality is literal death to individuals.
Text-to-World
Students’ answers will vary.
The Censors
Analyze Literature: Character
Possible answers:
friendly; writes Mariana a letter
sensitive; worries that Mariana will get into trouble because of the letter
clever; applies for a job at the censor’s office to outsmart the censors
hard-working; gets promoted to Section E, where he reads letters
paranoid; begins to see secret schemes in innocuous letters
overly impressionable; becomes immersed in being a censor
Selection Quiz
1.
2.
3.
4.
5.
6.
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D
B
C
D
Juan is executed.
Possible answer: A government that censors its citizens may ultimately take away all
personal rights of the citizens.
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History Lesson
Analyze Literature: Symbols
Possible answers:
glaciers a destructive force that will ultimately crush the earth
mountains a defense against enemy forces
atlas geographic learning
Sibelius’s Seventh Symphony; humans’ cultural achievements
auxiliary ignition from Starboard Jet Spaceship; humans’ technological achievements
radio transmitter; humans’ technological and communications achievements
film from Earth; humans’ artistic achievements; the impossibility of knowing a people from one
or two relics
How do the symbols help communicate the story’s theme?
Each symbolic object tells something about Earthlings. However, the objects must be understood
in context, and one by itself may tell a false story about its creators.
Analyze Literature: Setting
Possible answers:
Setting Detail: “The white terror that had come down from the Poles, grinding continents to
dust and freezing the very air before it, was less than a day’s march behind.”
Setting Detail: “They had camped in a lonely valley where the air was thin and the stars shone
with a brilliance no one had ever seen before.”
Setting Detail: “ . . . for three nights slept as best they could on the freezing rocks, and on the
fourth morning there was nothing ahead but a gentle rise to a cairn of gray stones built by other
travelers, centuries ago.”
Setting Detail: “For there at the edge of the world glimmered that deadly light he had seen so
often to the north—the glint of ice below the horizon.”
Setting Detail: “Here and there the dazzling sheet was marred by black specks that revealed the
presence of almost buried mountains.”
Mood: frightening, desolate, mysterious
Designing the Future
Use Reading Skills: Compare and Contrast
Pros
Cons
Industrial Revolution
brought new wealth and easier lives to
industrialized nations
put billions of pounds of toxic materials on
Earth and generates enormous waste
recycling
products are reused to cut down waste
recycled products lose their quality
aluminum
takes tremendous energy to make
easy to recapture and reuse
books made of plastic-resin pages
saves trees
too heavy
25-year car
reduces ecological footprint
still uses compound epoxies and toxic
adhesives; jobs are lost
new technology
people want it; it helps people
can be destructive if you use energy
besides solar energy and toxic chemicals
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Enrichment: Interview
1–4. Students’ answers will vary.
5.Possible answer: William McDonough says that “change requires experimentation.”
What change would you like to make to make our world greener? What kinds of
experimentation would the change require?
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