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[pic] ANSWER KEY

|This Unit Answer Key includes answers for the Teacher Resources available for each selection. |

|Please consult the Teacher's Edition Planning pages for a list of resources available with each |

|text. Answers for Selection Tests are available online in Assessments. |

WHOLE CLASS LEARNING

Barrington Irving, Pilot and Educator

National Geographic 2

Three Cheers for the Nanny State

Sarah Conly 8

Ban the Ban! • Soda’s a Problem but...

SidneyAnne Stone • Karin Klein  12

SMALL GROUP LEARNING

Words Do Not Pay

Chief Joseph 17

from Follow the Rabbit-Proof Fence

Doris Pilkington 22

The Moth Presents: Aleeza Kazmi 27

INDEPENDENT LEARNING

from Through My Eyes

Ruby Bridges 29

The Unknown Citizen

W. H. Auden 31

Harriet Tubman: Conductor on the Underground Railroad

Ann Petry 32

ANSWER KEY

[pic] CHARACTERIZATION IN NONFICTION

Barrington Irving, Pilot and Educator

National Geographic

Possible responses:

1. In paragraph 1, the writer uses direct characterization.

2. In the topic sentence, the writer states that Irving has been a success by rising about all obstacles.

3. In paragraph 7, the writer uses indirect characterization.

4. Irving has had a successful life and now wants to help others to be a success.

RETEACH ANSWER KEY

[pic] CHARACTERIZATION IN NONFICTION

Possible responses:

1. Upset, Janelle is puzzled and thinking about Aggie’s behavior.

2. The incident is in Janelle’s thoughts and it’s bothering her: Why is Aggie doing that? Janelle wonders.

PRACTICE ANSWER KEY

[pic] CHARACTERIZATION IN NONFICTION

A. 1. A—a take-charge leader

2. Zac led his group through four main points he knew were important to Mr. Hami. Some of the group members disagreed with Zac’s choices, but Zac held firm.

3. B—someone who enjoys people

4. Alexi’s group divided up tasks and collaborated. Alexi made sure that each group member was allotted time to contribute some ideas.

Possible responses:

B. 1. This paragraph is describing Ray using indirect characterization. The writer never specifically tells the reader Ray’s character but does describe his actions and thoughts.

2. Ray is not respectful of his parents’ decisions and is only thinking of his own wishes.

ANSWER KEY

[pic]

Barrington Irving, Pilot and Educator

National Geographic

Possible responses:

A. 1. A person with determination is one who always seems to be working and stays focused. People with determination always seem to get what they want.

2. If a person wants to pursue a specific career it would be important to learn what opportunities there are, what education is required, and to interview people who actually work in that field.

3. This expression means that if you stay focused on your goal and keep working towards it, you can accomplish whatever you set your mind to.

4. A person who achieves a goal is one who is focused. An unmotivated person typically does not have goals or care to achieve anything specifically.

5. Another word for tackling a big job would be to undertake or deal with.

6. A person who is purposeful is not indecisive. This type of person is unwavering or resolute in what happens.

B. 1. fateful; It was fateful that the experts had examined the new aircraft before learning that there was a serious design flaw.

2. useful; It was very useful to have someone explain why those gases react the way they do.

3. skillful; Carla was so skillful she knew that in a very short period of time she would earn her pilot’s license.

4. successful; The pilot finally felt successful after completing the solo trip around the world.

RETEACH ANSWER KEY

[pic] OLD ENGLISH SUFFIX -FUL

A. 1. D; frightful

2. B; slothful

3. F; skillful

4. C; deceitful

5. E; armful

6. A; neglectful

B. 1. F; a misleading or fraudulent person or action

2. A; being sluggish or lazy

3. E; characterized by being careless or negligent

4. B; the ability to do something with talent

5. D; as much as one person can hold

6. C; something that is horrible or shocking

PRACTICE ANSWER KEY

[pic] OLD ENGLISH SUFFIX -FUL

A. 1. D; colorful

2. C; sorrowful

3. A; bountiful

4. F; delightful

5. E; scornful

6. B; fretful

Possible responses:

B. 1. F; abundant, ample, generous

2. A; being irritable or peevish

3. E; sad, distressing, or mournful

4. B; displaying vividness or beauty

5. D; a derisive or scornful look

6. C; giving great pleasure or highly pleasing

ANSWER KEY

[pic] NOUNS AND PRONOUNS

Barrington Irving, Pilot and Educator

National Geographic

A. 1. the pilot’s

2. Barrington’s

3. parents’

4. school’s

5. kids’

Possible responses:

B. 1. their

2. He

3. their

4. my

5. you

RETEACH ANSWER KEY

[pic] NOUNS AND PRONOUNS

A. 1. Teresa’s

2. Joneses’

3. bloodhound’s

4. children’s

5. artist’s

Possible responses:

B. 1. me

2. hers

3. she

4. we

5. us

PRACTICE ANSWER KEY

[pic] NOUNS AND PRONOUNS

A. Possible responses:

1. Berkley Street

2. Lincoln High School

3. Emily Dickinson

4. Brad Pitt

5. White House

B. Possible responses:

1. us

2. it

3. them

4. She

5. them

C. 1. twins’; I like their knitted hats.

2. twins’; Have you seen hats as unusual as theirs?

3. Jenny’s; The pink scarf is hers too.

4. Maria’s; Which hat in that pile is hers?

ANSWER KEY

[pic] CLASS PRESENTATION

Barrington Irving, Pilot and Educator

National Geographic

Answers will vary. Students should complete the chart in preparation for their presentation. First, they should choose a position on the claim that Barrington Irving achieved success through his ability to recognize and solve problems. Next, students should come up with reasons that support their position and quotes from the text that support those reasons. Remind students to look for direct quotations from Irving himself. Finally, students should craft a conclusion.

RETEACH ANSWER KEY

[pic] CLASS PRESENTATION

Answers will vary. Students should choose someone from history whom they admire and conduct research on that person using the Internet and print materials. Students must come up with questions to be answered during their presentation, claims about their subject, and evidence and sources to support their claims.

PRACTICE ANSWER KEY

[pic] CLASS PRESENTATION

Answers will vary. Students should choose one of the four topics and describe an oral presentation they would give on that topic. They should address such components as the essential information and multimedia they would use in their presentation and their audience’s potential response. Finally, students should craft an introduction for their presentation.

ANSWER KEY

[pic] SUPPORT AN ARGUMENT

Barrington Irving, Pilot and Educator

National Geographic

Answers will vary. Students should complete the chart in preparation for their written arguments. After they have chosen the evidence for their arguments, they must categorize their evidence by type (quotation, anecdote, fact) and rate its reliability.

RETEACH ANSWER KEY

[pic] SUPPORT AN ARGUMENT

Answers may vary. Students may have some slight variations in their ranking of the evidence, but the statistic, the expert quote, and the website should rank higher than the rest.

|TYPE |RANK |EVIDENCE |

|Q |4 |“No one’s pressing records to feel good,” he says. “They’re doing it to make money.” |

|W |3 |Miggy B, who monitors the LP world for |

|A |1 |“What are my kids going to flip through? The password to my account?” |

|S |5 |6.5 percent of its first-week sales—19,000 out of 339,000—were on vinyl |

|AC |2 |First off, the sound is better. |

TYPE KEY: E= Example; A= Anecdote; Q=Quotation from Expert; AC=Author’s Comments; S=Statistics; W=Website

PRACTICE ANSWER KEY

[pic] SUPPORT AN ARGUMENT

Answers may vary. Students may have some slight variations in their rankings. Let the following be an overall guide: (1 = lowest; 5 = highest).

A. 1. low

2. low

3. medium to high

4. low

5. low

6. low to medium

7. high

B. 1. The most useful evidence is the first-hand testimony of the parent of a daughter who was bullied on social media or the newspaper editorial entitled “The Down Side of Social Media.” These pieces of evidence relate most directly to the specific topic—social media is contributing to low self-esteem in teenagers.

2. All the other pieces of evidence are far less useful because they do not relate to the specific topic; they are too general in nature.

ANSWER KEY

[pic] AUTHOR’S ARGUMENT

Three Cheers for the Nanny State

Sarah Conly

Possible responses:

1. The government is trying to protect us from ourselves.

2. The author’s opinion about people’s consumption leads her to argue that one of government’s aims should be to protect us from ourselves.

3. In paragraph 12, the author points out several arguments for not restricting soda, including that some people don’t care about their health, some people won’t drink too many big sodas, and some people like to drink a lot of soda all at once.

4. Fact: New York City attempted to impose a ban on large-sized sodas.

Opinion: “And that’s why, as irritating as it may initially feel, the soda regulation is a good idea.”

RETEACH ANSWER KEY

[pic] AUTHOR’S ARGUMENT

Possible responses:

1. The referee made the wrong call.

2. Anyone at the match, including the players, could corroborate that the referee halted the match and silenced the crowd.

3. It is the author’s judgment or belief and not factual information.

4. Possible answer: No, I do not agree with the author’s argument. There is insufficient evidence to support the stance that the player would have won the match if it had not been stopped.

PRACTICE ANSWER KEY

[pic] AUTHOR’S ARGUMENT

Possible responses:

A. 1. Under certain circumstances, a hospital birth is a wiser choice than a home birth.

2. yes; the Mayo Clinic

3. Possible answer: Since the Mayo Clinic is a well-respected medical institution and the article claims that there are reasons for a hospital birth. However, the writer provides a solution to the argument for home births.

B. 1. Teens’ TV watching habits lead to poor health.

2. One could contact the Nielsen organization and request the data.

3. The passage does not provide any statistical support for this statement.

4. I could agree with the argument if there had been a fact that explains how teens’ health has changed or how many teens are now overweight. It needs data.

ANSWER KEY

[pic]

Three Cheers for the Nanny State

Sarah Conly

Possible responses:

A. 1. Yes, because impose means to force something to be accepted.

2. A rational mayor would be one who listens not only to the voters, but also listens to advisors.

3. It is not justifiable for the government to control anyone’s spending habits.

A government that controls citizens’ spending habits is dictatorial.

4. Another phrase for a person of principle would be a person with a guiding sense of obligation and right.

5. The economic status quo is the current state not the future state of the economy.

B. 1. justly; The students were treated justly since they could explain with evidence the circumstances.

2. justice; Milt could not understand the justice in the court’s decision that he had to serve more community service time.

3. justification; The justification for buying more new shoes was very weak.

4. justify; Rusty could justify his coming home late due to the fact that his car had been towed.

RETEACH ANSWER KEY

[pic] LATIN ROOT -JUST-

A. 1. unjustly

2. readjusting

3. misadjusts

4. adjustable

5. injustices

Possible responses:

B. 1. adjusted; We adjusted his grade after he finally finished his performance task.

2. unjust; It will be unjust if I am not accepted to the college of my choice.

3. unjustifiably; The health resort was known for its unjustifiably dirty drinking water, and the health department shut them down.

4. injustices; The judge was considered to be incompetent after many injustices being served in her court.

5. overadjustment; Each morning after getting up, the overadjustment, they make to the thermostat results in an uncomfortable temperature.

PRACTICE ANSWER KEY

[pic] LATIN ROOT -JUST-

A. 1. unjustified

2. justifiably

3. adjustor

4. adjustable

5. unadjusted

Possible responses:

B. 1. justness; The justness of the most recent tax increase was in question.

2. injustice; The injustice of the new regulations to control our eating habits is taking away our individual rights.

3. justifiable; The football team was justifiable in being frustrated by the turnover after scoring a touchdown.

4. maladjusted; It appeared from their erratic behavior that they were maladjusted individuals.

5. adjustment; The lab assistant worked hard to make an adjustment to the procedure that would not alter the end results.

C. Nonjusticiable means that a dispute is not capable of being resolved by laws or a court. The prefix non- means “not.” The base word is justice, meaning “to be fairly judged.” The suffix -able means “to be capable of.” When non- and -able are added to justice, the word then means “not capable of being served justice.”

ANSWER KEY

[pic] CLAUSES

Three Cheers for the Nanny State

Sarah Conly

1. SUB

2. IND

3. IND

4. IND

5. SUB

RETEACH ANSWER KEY

[pic] CLAUSES

A. 1. SUB

2. SUB

3. IND

B. 1. Mammals that bear extremely underdeveloped offspring are called marsupials.

2. Kangaroos are in the macropod family, which also includes wallabies.

3. Kangaroos search for food in the late evening and early morning, which is when they are hungry.

PRACTICE ANSWER KEY

[pic] CLAUSES

A. 1. Until the prices go down, we will not buy that new laptop computer.

2. The contest will begin precisely at 3:00 unless there is a rain delay.

3. After the icebreakers open the channel, the ships can pass through.

4. The journalist double-checked the facts before he sent in his report.

5. Before the campaign ends, the candidates will meet in three debates.

B. 1. The capital that we visited is not a very big city.

2. The book that you mentioned is no longer in print.

3. It is they who should be ashamed.

4. Crickets are known for their songs, which usually consist of a series of trills and chirps.

5. The man whose car is outside will be happy.

Possible responses:

C. 1. Susan B. Anthony published a journal which demanded equal rights for women. (relative clause)

2. Anthony voted in the presidential election of 1872 before she was arrested and fined. (adverb clause)

3. Although she never paid the fine, the authorities did not take further action. (adverb clause)

4. Susan B. Anthony died before women got the right to vote. (adverb clause)

ANSWER KEY

[pic] EVALUATING CONFLICTING ARGUMENTS

Ban the Ban! / Soda’s a Problem but...

SidneyAnne Stone / Karin Klein

Possible responses:

1. The mayor should not create laws that control citizens and limit what they eat and drink.

2. In paragraph 4, the author states that this ban is another step in taking away our freedoms and ultimately we will live in the land of “Big Brother.”

3. In paragraph 2, the author compares the sugar calories of apple juice to soda. Additionally, in in paragraph 3, the author provides documentation as to how a judge ruled that the mayor is ignoring how regulations are passed in New York.

4. The author of “Soda’s a Problem but...” presents stronger evidence because it is based on facts and actual examples that demonstrate why the mayor is wrong. The other article is based on overgeneralizations and personal bias without any facts to support the argument.

RETEACH ANSWER KEY

[pic] EVALUATING CONFLICTING ARGUMENTS

Possible responses:

1. Martial arts are a legitimate after-school activity because they promote good qualities not violent ones.

2. “Research shows it builds strength and coordination”; “the masters show

self-control, not violence.”

3. Martial arts provokes violence.

4. A conflicting passage could support the argument of the martial arts provoking violence by adding facts showing how many acts of violence involve students of the martial arts.

PRACTICE ANSWER KEY

[pic] EVALUATING CONFLICTING ARGUMENTS

Possible responses:

A. 1. C; Hurricanes are powerfully destructive.

2. B; Sentence 2

3. C; The impact of a hurricane’s winds and rains is not as extensive as the media would lead you to believe.

B. 1. Hybrid cars are popular because they are economical. It is stated in Sentences

1 and 2.

2. Hybrid cars are more expensive to purchase.

3. It will take a long time to equalize the cost of a hybrid when you can buy a traditional car that costs $6000 less and gets over 30 mpg.

AN ANSWER KEY

[pic]

Ban the Ban! / Soda’s a Problem but...

SidneyAnne Stone / Karin Klein

Possible responses:

A. 1. A mayor might mandate a time people need to be off the streets if there was a disaster.

2. A person with great intentions would be trying to do the right things for themselves and others.

3. When a politician implements a program, he or she is putting a series of tasks or events in place.

4. If the principal dictates to the students, he or she is telling the students they have to do something. It is a required activity.

5. When a person intervenes, a person inserts oneself into a situation to help find a solution.

6. Lawmakers might make an exemption for a certain group of people if they felt that that group could be hurt and/or be put at a disadvantage due to the requirements of the law.

B. 1. extinct- In New York City, the citizens fear that soon soda will soon become extinct.

2. except- Everyone except the mayor believes that it is the individual’s right to make the decision about what he or she drinks and eats.

3. exact- The people knew the exact point when the government had exercised too much authority over what they ingest.

4. export- To have a balanced economy, it is important to strike a balance between the number of products we export and the number we import.

RETEACH ANSWER KEY

[pic] LATIN PREFIX EX-

A. 1. exceed

2. exceptionally

3. excavate

4. exclusive

5. expel

6. excerpt

B. 1. D. shutting out all others from participating

2. A. a quotation taken from a specific piece of text

3. F. to go beyond the established limits

4. C. exposing or laying bare by digging

5. E. to force out or drive away

6. B. opposition of someone’s opinion

PRACTICE ANSWER KEY

[pic] LATIN PREFIX EX-

A. 1. C. adverb

2. B. noun

3. D. verb

4. A. adjective

B. Answers may vary. Possible responses:

1. The foundation of the house was determined to have termite damage so they needed to hire an exterminator.

2. There is much controversy about extracting coal and the impact on the environment.

3. Due to the age of the students, they were exempt from paying taxes on their purchases.

4. It can be considered to be discriminatory to exclude people from participation in school activities.

C. Answers may vary. Possible responses:

1. exalt- Definition: “to praise or honor.”

Some celebrities will exalt any product as long as they are paid enough money.

2. expire- Definition: “to breathe out or come to an end.”

The terms of the contract clearly state that at the end of seven days the contract will expire.

3. exonerated- Definition: “to have taken away the blame.”

Raymond was exonerated by the judge for all charges since the evidence was not adequate to support his guilt.

4. extinguish- Definition: “to put out or quench.” When camping in the woods, it is important to extinguish all campfires.

ANSWER KEY

[pic] BASIC SENTENCE STRUCTURES

Ban the Ban! / Soda’s a Problem but...

SidneyAnne Stone / Karin Klein

A. 1. complex

2. complex

3. compound-complex

4. compound

5. simple

Possible responses:

B. 1. (complex) Because it is just soda, some people are not worried.

2. (compound-complex) This leaves one wondering who can dictate the citizens’ meal, the portion sizes for each aspect, and how much they will spend; there are many unanswered questions.

3. (compound) The school cafeteria is overseen by the state and would be exempt, but a Burger King across the state would be restricted.

4. (complex) If people are so helpless against soda, the mayor’s decision would be meaningless.

RETEACH ANSWER KEY

[pic] BASIC SENTENCE STRUCTURES

A. 1. compound

2. simple

3. complex

4. compound-complex

Possible responses:

B. 1. (simple) We followed the birds’ flight with our binoculars.

2. (complex) Since the blizzard ended, the weather has been delightful.

3. (compound) Some of them will return next year, but most of them won’t.

PRACTICE ANSWER KEY

[pic] BASIC SENTENCE STRUCTURES

A. 1. complex

2. compound

3. compound

4. complex

5. compound-complex

6. compound

Possible responses:

B. 1. The article was interesting, but it did not have the information I needed.

2. Cats vary in size, and many have wild colorings.

3. We had been traveling for ten hours, so we were happy to reach the motel.

C. 1. Because a snowstorm hit, school closings were announced on TV and radio.

2. If you want to go to the movies, do your homework first.

ANSWER KEY

[pic] EVALUATING CONFLICTING ARGUMENTS

Three Cheers for the Nanny State / Ban the Ban! / Soda’s a Problem but...

Sarah Conly / SidneyAnne Stone / Karin Klein

Answers will vary. Using the chart, groups should explore each writer’s claim, supporting evidence and reasons, and response to conflicting viewpoints. Then each group should decide which claim was the most convincing and why. In preparation for their presentation to the class, remind the groups that they must first present the claim from each text in their own words and identify the strongest evidence and reasons from each selection before they discuss the viewpoint they feel is the most logical.

ANSWER KEY

[pic]

Words Do Not Pay

Chief Joseph

Possible responses:

1. By using “good words” at the beginning of several statements in a row, Chief Joseph makes the point that words and promises without action are meaningless. DOK 3

2. According to Chief Joseph, the white men fail to see that all men are brothers and should be treated equally under the law. DOK2

3. Chief Joseph means that it is unnatural for a person, especially one born free, to be happy when denied freedom. DOK 2

4. Responses will vary, but many students will observe that the final paragraph, in which Chief Joseph makes a deep-felt plea for freedom, is the particularly effective. DOK 3

ANSWER KEY

[pic] PERSUASIVE TECHNIQUES

Words Do Not Pay

Chief Joseph

Possible responses:

1. The repetition emphasizes the anger that Chief Joseph is feeling and the hardship and unfairness he and his people have endured.

2. The connotation is negative: these “good words” are empty words, nothing more than empty promises.

3. Chief Joseph appeals to logic when he writes: “Good words do not last long unless they amount to something.”

4. Chief Joseph is appealing to emotion when he spells out the suffering of his people: “Good word will not stop them from dying” or “get my people a home where they can live in peace.”

RETEACH ANSWER KEY

[pic] PERSUASIVE TECHNIQUES

1. A; It is your responsibility as a citizen of Mother Earth to treat her with respect.

2. C; According to experts, the plan will cost twice as much as the mayor says.

3. B; I told my seven-year-old daughter about the plan, and she started to cry.

PRACTICE ANSWER KEY

[pic] PERSUASIVE TECHNIQUES

A. 1. B; Studies show that fewer people use the park if there is a lot of litter there.

2. C; Show some pride in our town, and do not litter.

Answers will vary. Possible responses:

B. 1. Students should be allowed to remain on sports teams even if their grades are not good.

2. Logical appeal: Being allowed to remain on a team will actually motivate poor students to do better academically.

Ethical appeal: Society owes all students a well-rounded education, complete with extracurricular activities, even if that student is facing academic difficulties.

Emotional appeal: Imagine the heartbreak and anguish you will be causing students if you kick them off a team!

ANSWER KEY

[pic]

Words Do Not Pay

Chief Joseph

Possible responses:

A. 1. False; a group of people with misunderstanding would not be in agreement. They would not understand each other.

2. Some people today still don’t treat Native Americans as equals. In addition, Native American images are still used as mascots for sports teams. There are still cigar store Indians in front of tobacco shops.

B. 1. misjudge: “to form a wrong opinion”

2. mislead: “cause someone to have a wrong impression”

3. misfortune: “bad luck”

RETEACH ANSWER KEY

[pic] PREFIX MIS-

Possible responses:

A. 1. F; misfire

2. B; misheard

3. A; misusing

4. C; misinform

5. D; misdialing

6. E; mislabeled

B. 1. misusing; “use something in the wrong way.”

2. misheard; “fail to hear correctly.”

3. misinform; “give someone false information.”

4. misdialing; “dial a phone incorrectly.”

5. mislabeled; “label incorrectly.”

6. misfire; “fail to fire properly.”

PRACTICE ANSWER KEY

[pic] PREFIX MIS-

A. 1. misremembered

2. misshapen

3. misgoverned

4. misconstrue

B. Possible responses:

1. I thought I had a nice outfit on, until I realized my socks were mismatched.

2. Lorne triple-checked his math for fear of miscalculating the total.

3. Looking back, jumping into the pool fully clothed was a bad idea; my sister misadvised me.

4. I need to wear a watch because I tend to mismanage my time.

C. Possible responses:

1. misconceive; “judge or plan badly”; I had many misconceived ideas about my neighbor; mainly, that he was a robot.

2. misbehave; “act inappropriately”; The children were warned repeatedly to keep their hands to themselves and not misbehave.

3. misquote; “quote a person inaccurately”; Darryl was misquoted by the paper as saying, “I hate this new store!” when, in fact, he said, “I love this new store.”

4. misprint; “an error in printed text”; I was embarrassed to find that my name had been misprinted as “Chase Stankley” instead of “Jase Hankley.”

ANSWER KEY

[pic] PARALLELISM

Words Do Not Pay

Chief Joseph

A. 1. Chief Joseph is impassioned, eloquent, and honest in his speech.

2. Chief Joseph says words are not paying for his country, protecting his father’s grave, or paying for his horse and cattle.

3. Too many misrepresentations have been made, too many misunderstandings have come up, too much talking has occurred by men without answers.

4. His words are strong, powerful, and moving.

5. Let him be free to travel, free to stop, and free to work.

Possible responses:

B. 1. Good words will not give me back my children, make the promise of war, or give my people good health.

2. Correct

3. We are discussing Chief Joseph’s words and thinking about them critically.

4. All people should have equal rights, all people are brothers and sisters, and all people should be given freedom.

5. Correct

RETEACH ANSWER KEY

[pic] PARALLELISM

Possible responses:

A. 1. The Hollywood celebrity was charming, witty, and beautiful.

2. Every player can help the team by practicing hard, studying the plays, and concentrating on the signals.

3. Mary thinks her supervisor is grouchy, boring, and sarcastic.”

B. 1. Scott’s new car is flashy, showy, and expensive.

2. Correct

3. We will discuss Sandy’s proposal and consider alternate plans.

PRACTICE ANSWER KEY

[pic] PARALLELISM

Possible responses:

A. 1. verbs with direct objects; The birds were turning their heads and extending their tail feathers.

2. prepositional phrases; He asked us for money and for advice.

3. adverb phrase; I went to Chicago because of its football team, not because of its history.

B. 1. C; would increase the number of state holidays

2. B; for enrolling in a course at the local art school, and

3. C; his purpose in buying an old, condemned apartment house

C. 1. Many gases are invisible, colorless, and tasteless.

2. Her aim was teaching college English or becoming a journalist.

ANSWER KEY

[pic] RESEARCH REPORT

Words Do Not Pay

Chief Joseph

Answers will vary.

Using the chart, groups should formulate one or more claims about this history of the Nez Percé tribe or the life of Chief Joseph. Students should then find supporting evidence to support their claims. Remind students to evaluate the reliability of each piece of evidence they use and to cite all sources in the report.

RETEACH ANSWER KEY

[pic] RESEARCH REPORT

Possible responses:

1. to make sure that they are reputable and trustworthy

2. choice of words, the level of emotion in the writing, the facts the author presents—or doesn’t present, the organization that sponsors the website

PRACTICE ANSWER KEY

[pic] RESEARCH REPORT

Answers will vary. Students should identify information they might use for their research report. They should choose a topic, identify potential sources and evidence, and list three ways to ensure the reliability of their sources.

ANSWER KEY

[pic]

from Follow the Rabbit-Proof Fence

Doris Pilkington

Possible responses:

1. The sisters seem to be in a crowded, chaotic place in which older girls boss around the younger girls. It seems as if the sisters will get into trouble if they don’t get to school on time. DOK 2

2. Gracie and Daisy seem to be surprised and scared; Jigalong is a long way from the settlement, and are probably worried about getting home safely. DOK 2

3. Responses will vary. Some students will say that Molly is acting responsibly because she has carefully planned their route home; some will say Molly is not acting responsibly because the escape puts her two younger sisters at risk. DOK 3

4. Responses will vary. Students may say that the journey will not end in success because the girls are too young to survive; others may say that Molly is determined and that she will ensure the safety and success of their journey. Students can find out what actually happens by doing a web search or by reading the rest of the narrative. DOK 3

ANSWER KEY

[pic] DESCRIPTIVE WRITING

from Follow the Rabbit-Proof Fence

Doris Pilkington

Possible responses:

1. The author uses vivid words to convey the girls’ actions (“snatched,” “pulled,” and “slung”), their poverty (“meager positions”), and details (“calico bag,” “drawstrings”) to create a word picture.

2. The mood helps the selection by recreating the sounds the girls heard as they fled.

3. The adjectives are very sensory—the coarseness of the sand, the sliminess of the leeches, the heat of the mud.

RETEACH ANSWER KEY

[pic] DESCRIPTIVE WRITING

A. Possible responses:

1. warm, stinging raindrops; deafening thunder

2. muscular; lean; fast

3. thick air; rustling leaves; dark; trees

B. 2, 3, 6, 4, 5—This sequence begins with the sunbathers on the beach and extends farther and farther out into the distance. Sentence 5 expresses the overall impression and ends the paragraph.

PRACTICE ANSWER KEY

[pic] DESCRIPTIVE WRITING

Possible responses:

1. automobile: polished and gleaming, fiery red, revving its engine, filling the air with the smell of exhaust

2. a powerfully built antique car with the size and strength of a tank

3. I would organize the details by sense: how it looked, sounded, smelled, moved.

4. There it stood, proudly, at the top of the hill: polished, gleaming, fiery red—an automobile to be reckoned with. The driver revved its engine and the sound echoed through the air, and the tailpipe let out a cloud of smoke. Then it started moving, slowly at first, a powerfully built antique car with the strength of a tank.

ANSWER KEY

[pic]

from Follow the Rabbit-Proof Fence

Doris Pilkington

A. Possible responses:

1. Yes; you would probably be feeling nervous and would want to quickly and urgently create an embankment to prevent flooding.

2. The sisters were frightened and confused. When people are frightened, they sometimes talk nervously.

3. Molly would be able to speak confidently because she knew what to do and had a plan. She was not nervous like the sisters.

4. No, Molly did not move cautiously. It says that she crashed into the trees, which indicates she moved with force and without fear.

B. 1. conveniently; “to be easily accessible”

2. essentially; “underground necessary element”

3. graciously; “to be pleasantly kind or courteous

RETEACH ANSWER KEY

[pic] LATIN SUFFIX -LY

A. Possible responses:

1. Yes; If I was gaily skipping I would be happy. Winning a large sum of money would make me happy.

2. Yes; If people steal something that is sacred they need to run quickly and might be running crazily or wildly.

3. No; Daniel thinks that the cost of college tuition is too high and that is why he thinks it is a ghastly amount.

4. Speaking coherently means that you are speaking clearly and thoughtfully so your parents would be able to understand what you are saying.

5. No; if he did not save money on a regular basis, he would not be fiscally sound.

B. 1. approximately

2. legibly

3. fundamentally

4. manually

5. ordinarily

PRACTICE ANSWER KEY

[pic] LATIN SUFFIX -LY

A. 1. humbly

2. jointly

3. untimely

4. completely

Possible responses:

B. 1. We had to make several adjustments to make the wooden frame fit together cleanly.

2. After the hot-air balloon crashed, Luis casually wandered around the field trying not to alarm the tourists.

3. The medicine was administered orally because the pharmacist recommended that it be taken that way.

4. We all walked briskly in order to increase our heart rates.

5. An adventure story was cleverly written and included suspense and a twist at the end.

C. Mark, eleven years old, was probably cooped up in his bed rapidly recuperating from his most recent ailment when he heard a soft knock at the door. “Come in,” Mark said happily. It was Christian, his nine-year-old brother. Christian entered the room sheepishly. They’d had an argument two days before and hadn’t really spoken since. “Hey Mark.” Silence ensued. “Hey Chris, wudda you want?” “I generously brought you nourishment, manna from the Gods,” Chris replied humorously. Mark let out a heavy sigh, “I don’t see anything Chris, so if you’re messin’ with me please, promptly go.” “No, for real Mark, look!” And with that, Christian produced what he’d hope would ease his brother’s confinement, a Dodecahedron Candy Bar, Mark’s favorite. Mark’s eyes lit up, “Alright, you win. That’s pretty cool. Thanks man.”

ANSWER KEY

[pic] ADJECTIVES AND ADVERBS

from Follow the Rabbit-Proof Fence

Doris Pilkington

A. 1. Daisy nervously told Molly how she felt.

2. Molly is Daisy and Gracie’s big sister.

3. They crossed the swiftly flowing river.

4. She is the bossy sister.

5. Molly confidently told her sisters the plan.

B. 1. what kind: She waited under the large pine tree.

2. how many: They walked through several banks.

3. what kind: The banks were slippery.

4. how many: Two sisters wanted to rest.

5. what kind: They passed thick tree shrubs.

RETEACH ANSWER KEY

[pic] ADJECTIVES AND ADVERBS

1. The older man stopped us on the street.

2. The crew competed enthusiastically for first prize.

3. He flew to the airport in a supersonic jet.

4. Did you return the call immediately?

5. She listened to the colorful flags flapping loudly.

PRACTICE ANSWER KEY

[pic] ADJECTIVES AND ADVERBS

A. 1. The vast, flat desert stretched before him.

2. This fine novel was written by my friend.

3. The long, narrow column of soldiers marched through the pass.

4. Every qualified person can enter the contest.

5. Bob loaded the plate with four large sandwiches.

B. 1. when: Greg wrote the newspaper article yesterday.

2. in what manner: The crash happened suddenly.

3. to what extent: Lauren studied for a very difficult history test.

4. in what manner: That night she slept silently.

5. where: Lights flashed outside.

c. 1. how many: Several athletes complained about the stadium.

2. what kind: We packed the glassware in a reinforced container.

3. what kind: The car was parked on a noisy street.

4. how much, whose: She deposited a huge sum of money into her bank account.

5. which: I made an attempt to contact that man.

ANSWER KEY

[pic] FIRST-PERSON ACCOUNT

from Follow the Rabbit-Proof Fence

Doris Pilkington

Answers will vary. Students should rewrite the excerpt as a first-person account in Molly’s voice. Encourage students to be creative and inventive, to use details, and to remain true to the spirit of the original. It might be helpful to instruct students to imagine that they are walking in Molly’s shoes and seeing things through her eyes. Students may choose to write the account as a letter or journal entry.

RETEACH ANSWER KEY

[pic] FIRST-PERSON ACCOUNT

Possible responses:

1. The event is a Yankee attack on a Southern home during the Civil War.

2. The writer feels trapped and claustrophobic.

3. The letter might be written later in time and might not feel as immediate.

PRACTICE ANSWER KEY

[pic] FIRST-PERSON ACCOUNT

Possible responses:

A. 1. my cousin

2. how I feel about school, a conflict with my sister, winning the baseball tournament

3. no; I would not need to be formal with a relative.

B. 1. being caught at telling a lie

2. First: who was involved and why I needed to lie

Next: the lie itself

After that: getting caught at lying

Finally: the consequences

3. Answers will vary. Students should write a compelling journal entry that follows their outline.

ANSWER KEY

[pic]

The Moth Presents: Aleeza Kazmi

The Moth

Possible responses:

1. Aleeza initially likes Ms. Harrington and expects her to praise her work, but after Aleeza colors her self-portrait in peach, and her teacher hands her a brown crayon, saying that peach was “not her color,” Aleeza comes to feel a sense of confusion and betrayal. DOK 2

2. Aleeza is only six years old. She doesn’t have the courage or maturity to question what adults say and do. DOK 2

3. Aleeza is taking charge of her own story and identity. When asked about her race by a boy in sixth grade, Aleeza replies that she is “brown.” When the boy questions her response, Aleeza tells him to “deal with it.” DOK 3

4. Responses will vary. During the conversation, Aleeza might bring up the past and point out to Ms. Harrington how her past actions and words hurt her. DOK 2

ANSWER KEY

[pic]

The Moth Presents: Aleeza Kazmi

The Moth

Possible responses:

A. 1. I would have the story memorized backwards and forwards. That way, if I got lost or wanted to improvise, I would know the arc of the tale. I would prefer that the audience be all strangers. If I knew anyone in the audience, that would make me extremely nervous.

2. “Danny & Annie,” a podcast from StoryCorps. It’s about an elderly couple and their history together: how they met, how they lived their lives together, and how they dealt with Danny’s diagnosis of terminal cancer.

3. When there are points in my speech that are sad or poignant, I will lower my voice to convey my pain. When there are points when I am angry or frustrated I will raise my voice so that the audience will understand the change in my feelings.

4. In addition to changing my volume, I will pace my speech with a few hesitations to show myself thinking about my situation. Speeding up the pace when I am angry or slowing the pace when I am sad will add to the effect that I want the audience to feel.

B. Answers may vary. Possible response:

So my buddies and I were riding our bikes to school. I was ten at this time and had just been granted the esteemed privilege of actually riding beyond the block, so this is a big deal. We’re nearing school and my friend Don starts chasing me, so I speed up. I think I’m really cool right now. I think I’m the hottest thing on two wheels. I mean I’m flying. Well, I decide to jump the curb and cut through the woods—a move that would maybe save me five minutes. So I’m at the curb, ready to jump and . . . I don’t get the wheel up. It slams into the curb and I fly over the handlebars, breaking my wrist and chipping a tooth. Needless to say, I was not allowed past the end of the block for a long time.

ANSWER KEY

[pic] GROUP DISCUSSION

The Moth Presents: Aleeza Kazmi

The Moth

Answers may vary. Students should use the chart to help formulate their group discussion about Aleeza Kazmi’s story. They should plan how they will incorporate the criteria for each of the possible topics listed by adding their notes to each column.

INDEPENDENT LEARNING

ANSWER KEY

[pic]

from Through My Eyes

Ruby Bridges

Possible responses:

1. A federal court in New Orleans ruled that two all-white schools had to admit black students, starting with first graders; the test was made difficult so that the black students taking it would find it hard to pass, which would therefore delay the start of integration.

2. Ruby does well on the test; as a result, she is chosen to attend the all-white William Frantz Public School.

3. Her father opposes her going to the school on the grounds that it is too dangerous; her mother believes it is the best thing for her daughter.

4. The federal marshals are there to protect Ruby from potential violence by protestors.

5. Students’ summaries should include details about Ruby’s admission into William Frantz; the different reactions of her parents; background on school segregation; Ruby’s first day at the school; and the involvement of federal marshals.

Research to Clarify If students struggle to come up with a detail to research, you may want to suggest they focus on one of the following topics: the NAACP (National Association for the Advancement of Colored People), segregation in the armed forces, or racial tensions in New Orleans in the early 1960s.

Research to Explore If students are not sure how to go about formulating a research question, suggest that they use their findings from Research to Clarify as a starting point. For example, if they researched the NAACP, they might formulate a question about how the organization fought segregation.

ANSWER KEY

[pic]

from Through My Eyes

Ruby Bridges

Possible responses:

1. (a) Ruby’s perspective is limited because she was so young when the events actually happened. For example, Ruby was unaware of being involved in desegregation; she didn’t know why she was taking the test; she had no idea why she spent the first day at William Frantz in the principal’s office. DOK2 (b) In writing this memoir as an adult, Ruby provides more detail than she was able to when she was five, but she includes the conclusions she had reached as a child to emphasize contrast her innocence with the horrific events taking place. DOK 3

2. Answers will vary. Some students may say that Ruby should have been given a choice because her life might be at risk. Others may say that Ruby’s parents were right to make the decision for her because Ruby was too young to take on that burden. DOK 2

3. Answers will vary. Students may say that the quotations help to make the events more real and that they offer personal insights into the events that happened. DOK 3

4. Answers will vary. Students may respond by saying that the parents were right to shield Ruby and alleviate worry. Others may say that the parents should have helped Ruby to understand the possibility of danger so that she could protect herself if the need arose. DOK 3

5. Answers will vary. Sometimes, when a person takes a stand for himself or herself, he or she is actually taking a stand for others as well.

ANSWER KEY

[pic]

The Unknown Citizen

W.H. Auden

Possible responses:

1. He is identified as JS/07 M 378.

2. The four main groups: The Bureau of Statistics; The Press; Producers Research and High-Grade Living; and Public Opinion. Note that student may also state that the Union, the Social Psychology workers, and the Eugenist also provide information.

3. Students may identify any of the following: He was retired; he worked in a factory; he was a war veteran, he was never fired; he belonged to a union and paid his dues; he was liked by his mates; he bought a paper daily; he owned a phonograph, a radio, a car, and a Frigidaire; he was married and had five children; he never interfered with education; he was insured; he followed popular opinion about war and peace.

4. Student summaries should mention the variety of agencies keeping track of this one “unknown” deceased citizen and the details those agencies provide.

Research to Clarify If students struggle to come up with a detail to research, you may suggest they learn more about unions and scab workers.

Research to Explore If students are not sure how to go about formulating a research question, suggest that they research the life of the poet W. H. Auden.

ANSWER KEY

[pic]

The Unknown Citizen

W.H. Auden

Possible responses:

1. The use of the pronouns “our” by the speaker suggests that the speaker is a representative of a government agency. DOK 3

2. (a) The agencies exist to monitor behavior on a mass scale. DOK 2 (b) The existence of the agencies suggests that the government was extremely focused on data collection on its citizens. DOK 3

3. (a) “Was he free? Was he happy?” DOK 1 (b) Students may say these questions are not absurd because happiness and liberty are key human rights. DOK 3

4. Students may point out Auden chose that title to make the point that no amount of facts can truly assess the worth and substance of an individual. To the government, perhaps, the citizen was unknown, but to co-workers, friends, and family, the citizen was probably well known and valued. DOK 3

5. Answers will vary. Students might respond that pointing out society’s mistakes (such as through poetry) is one example of taking a stand against overly intrusive government practices.

ANSWER KEY

[pic]

Harriet Tubman: Conductor on the Underground Railroad

Ann Petry

Possible responses:

1. If the discovery of missing slaves happened on a Sunday, the “machinery of pursuit” would have to wait until Monday to be set in motion.

2. She would sing a forbidden spiritual—“Go Down Moses.” People would whisper to each other “Moses is here.”

3. The fugitive slaves, still valuable, would be whipped; Harriet Tubman would probably be hanged.

4. He slammed the door because Harriet had too many slaves with her and, since his place had recently been raided, he thought it was not safe to take in fugitives.

5. Students’ summaries should include details about life on the Underground Railroad, including Harriet Tubman’s efforts to keep the runaways together; the constant threat of mutiny; the stories she told them to keep them focused and positive; the measures Tubman took to protect herself; the group’s arrival and settlement in Canada; and Tubman’s subsequent activities.

Research to Clarify If students struggle to come up with a detail to research, you may want to suggest they focus on one of the following topics: how the Underground Railroad worked, the Fugitive Slave Law, or Frederick Douglass’s life and work.

Research to Explore If students are not sure how to go about formulating a research question, suggest that they use their findings from Research to Clarify as a starting point. For example, if they researched the Underground Railroad, they might formulate a question about how often fugitive enslaved people were able to reach Canada.

ANSWER KEY

[pic]

Harriet Tubman: Conductor on the Underground Railroad

Ann Petry

Possible responses:

1. “Moses” is actually Harriet Tubman. As the narrative progresses, we learn that Tubman actually performed the actions (the running off of slaves; imitating the call of a whippoorwill) that were thought be have been taken by a man called “Moses.” DOK 2

2. (a) Answers will vary. Students may include details such as the following: When the fugitives become discouraged, Tubman keeps “painting wondrous word pictures” of Canada and freedom. Yet, when a fearful fugitive begs to go back, she threatens to kill him. The author describes Tubman as “indomitable,” as illustrated by the fact that she keeps making her trips despite the dangers they involve. The author also gives details describing Tubman’s physical characteristics. For example, the author describes Tubman’s voice as “husky” but also “beautiful.” She also explains that Tubman suffered seizures, a fact that emphasizes Tubman’s courage in leading the runaways. DOK 2 (b) Tubman was brave and idealistic. She may have been a gruff woman on the surface, but she cared very much about the welfare of others and went to great lengths to help people. DOK 3

3. Students may say it means, “Freedom is only achieved through struggle and risk, and freedom comes at great cost and sacrifice.”

4. (a) She points the rifle to show that she will not allow the man to return to the plantation. DOK 1 (b) Students may say that Tubman’s actions were justified because runaway slaves who were caught or retuned to the plantation could be forced to give the names and whereabouts of the others. DOK 2

5. (a) Students may say that the cause of freedom outweighed the dangers Tubman faced. DOK 2 (b) Most students will say that Tubman was not hoping to achieve fame or reward. No story details suggest that Tubman sought recognition; in fact, recognition would probably have led to increased dangers for her. DOK 2

6. Answers will vary. Those rare people who risk their lives to save those they don’t even know set an example for others to follow.

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