‘Your course comes with resources on the Pearson English Portal. To access the Portal: 1. Goto englsh.comfactivate 2 Sign in or create your Portal account 3 Enter the access code below and click activate ACCESS CODE This code can only be used once and the user subscription is valid for 24 months from the date of registration, Need help? Go to english.com/help for support with: + Creating your account + Activating your access code + Checking technical requirements@ PearsonNEW Keystone © Copyright © 2019 by Pearson Education Inc. llrightsreserved. No part of this publication may be reproduced, stored ina retrieval system, ‘or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or ‘otherwise, without the prior permission of the publisher, Pearson, 221 River Street, Hoboken, Ni 07030 ‘Smithsonian American Art Museum contributors: Project director and writer: Elizabeth K. Eder, Ph.D; Writer: Mary Collins; mage research assistants Laurel Fehrenbach, Katherine G. Stil, and Sally Otis: Rights and reproductions: Richard H. Sorensen and Leslie G. Green; Building photograph by Tim Hursley. Cover creit: Colin HawkinsCultura/Getty Images Library of Congress Cataloging-in-Publication Data A catalog record forthe print edition is available from the Library of Congress. ‘The publishers would like to recognize the contributions of our original Series Consultants, ‘Anna Uhl Chamot, John De Mado, and Sharroky Hollie. Tis edition fs published in memory of Dr. Chamot, an extraordinary educator, writer, and scholar. Printed in the United States of America |SBN-10:0-13-523278-3 (with Digital Resources) |SBN-13: 978-0-13-523278-1 (with Digital Resources) 22019 wwurwenglish com/keystoneWelcome to NEW Keystone New Keystone has been specially designed to help you succeed in all areas of ‘your school studies. This program will help you develop the English language skills you need for language arts, social studies, math, and science. You will discover new ways to use and build upon your language skills through your interactions with classmates, friends, teachers, and family members, [New Keystone includes a mix of many subjects. Each unit has four different reading selections that include literary excerpts, poems, and nonfiction articles about science, math, and social studies. These selections will help you understand the vocabulary and organization of different types of texts, They will also give you the tools you need to approach the content ofthe different subjects you take in school. Asyou use this program, you will discover new words, use your background knowledge of the subjects presented, relate your knowledge to the new information, and take part in creative activities. You will learn strategies to help you understand readings better. You will work on activities that help you. improve your English skills in grammar, word study, and spelling, Finally, you will be asked to demonstrate the listening, speaking, and writing skills you have learned through fun projects that are incorporated throughout the program. Learning a language takes time, but just like learning to skateboard or learning to swim, itis fun! Whether you are learning English for the first. time, or increasing your knowledge of English by adding academic or literary language to your vocabulary, you are giving yourself new choices for the future, anda better chance of succeeding in both your studies and in everyday life. ‘We hope you enjoy New Keystone, and we wish you success on every step of your learning journey.Consultants and Reviewers SSharena Adebiyi Fallon County Sehoots Stone Ciy, GA, USA Hien chung YOLA Eaveation Ho Chi Min Cy, Vietnam Carlos Eduardo Aguilar Cortés Unversdad de lo Salle Bogeté, Colombia Jose Augusto Lugo eros Bogotd, Colombia Jennifer Benavides ‘orond Is Gorton, TX, USA Tracy Bunker ‘Shearer Cheror Sehoot Nopo, GA, USA Gabriela Cecilia Diaz Gill Canning Cotege Buenos Ales, Argentina Dan Fichtner UCLA Ed. Ext. TESOL Program Redondo Beoch, CA, USA ‘Trudy Freer-Alvare Houston ISD Houston, Tx, USA Helena K. Gandelt ‘Duvol County JJacksonvile, FL, USA Valerio Gotuza Gril Conning Conege Buenos Ares, Argentina Glenda Hartt “Jhnston County Schoo! Dis. ‘Smite, NO, USA Michelle Lond Foandolph Mile School Fondoiph, NJ, USA ‘Joseph E. Leaf NNomistown Area High School Nostown, PA, USA Le Tue Minn Wellspring International Bingo! Schoo! Hanoi, Vietnam ‘Min Phuong Nguyen CIEN-Edvoaton Hane, Vietnam Richard Niekless Kong Chow Schoo! Thailand Aone Olancin| Colier County Schools Naples, FL, USA Patricia Partoquiono Gimnasio Campestre Reino Bitanico Bogotd, Colombia Jeanne Perrin Boston Unied School Dis, Boston, MA, USA Cchery! Quadreti-Jones ‘Anaheim Union High Schoo! Dit, Fulton, CA. USA Sergio Rivera Lee Hermano Miguel Le Salle Bogotd, Colombia Mary Sehmiat ‘Riverwood High Schoo! ‘onto, GA, USA Kampanart Thommaphat Wieitana Wiaya Academy Theiland Daniel Thatcher Goran ISD Gertond, Tx, USA Denise Tttany ‘Wes! High Schoo! Towa Giy. 14, USA Lisa Troute oim Beach County Schoo is. West Palm, FL, USA.SE e Ciera Smithsonian American Art Museum Dear Student, [At the end of each unit in this book, you will earn about some artists and artworks that relate to the theme you have just read about. These artworks are all in the Smithsonian American Art Museum in Washington, D.C. That means they belong to ‘you, because the Smithsonian is America’s collection. The artworks were created over ‘a perlod of 300 years by artists who responded to thelr experiences in personal ways, “Their world lives on through thelr artworks and, as viewers, we can understand them and ourselves in new ways. We discover that many of the things that concerned these artists still engage us today. Looking at an artwork is different from reading a written history. Artists present few facts or dates, Instead, they offer emotional insights that come from their own lives and experiences, They make thelr own decisions about what matters, without worrying if others agree or disagree. This isa rare and useful kind of knowledge that ‘wecan all learn from, Artists inspire us to respond to our own lives with deeper insight ‘There are two ways to approach art. One way is through the mind—studying the artis learning about the subject, exploring the context in which the artwork was ‘made, and forming a personal view. This way is deeply rewarding and expands your understanding ofthe world. The second way Is through the senses—Ietting your {imagination roam as you lookat an artwork, losing yourself in colors and shapes, absorbing the meaning through your eyes. This way is called “aesthetic.” The great ‘thing about artis that an artwork may have many different meanings. You ean decide ‘what It means to you. ‘This brief introduction to American art will, Thope, lead to lifetime of enjoyment and appreciation of art Elizabeth Broun ‘The Margaret and Terry Stent Director ‘Smithsonian American Art Museum,Glossary of Terms You will find the following words useful when reading, writing, and talking about art. abstract a styl of art that does not represent things, animal, or people realistically acrylic a type of paint thatis made fom ground pigments and certain chemicals background part of the artwork that looks furthest away from the viewer bbrushstroke the paint orinklefton the surface ofan artwork by the paintbrush canvas a type of heavy woven fabric used asa suppor for painting; another word fora painting ‘composition the way in which the different parts ofan artwork are arranged detail a small part ofan artwork ‘evoke to producea strong feling or memory figure the representation ofa person or animalinan artwork foreground part ofthe artwork that looks ‘closest tothe viewer ‘geometric a type of pattern that has straight lines or shapes suchas squares, circles, te mixed media different kinds of materials such as paint, fabric, objects, ete that areused in a single artwork oil atype of paint that is made from ‘ground pigments and linseed oil paintbrush a special brush used for painting perception the way you understand something you see pigment a finely powdered material (natural or man-made) that gives color topaint, ink, ordye portrait an artwork that showsa specific person, group of people, or animal print an artwork that hasbeen made from a sheet of metal or ablock of wood covered with a wet color and then pressed onto a flat surface like paper, ‘Types of prints include lithographs, etchings, aquatints, etc. symbol an image, shape, or object inan artwork that represents an idea texture the way thata surface or material feels and how smooth or rough it looks tone the shade of a particular color; the effect of light and shade with color watercolor a type of paint that is made from ground pigments, gum, and slycerin and/or honey; another word fora painting done with this mediumUnit Preview Unit Opener The Big Questi What is light? ......... a Reading 1: Myth Prepare to Read Build Background ste Luterary Words: onomatopoeia, repetition, irony. 5 Academic Words: author, culture, text, tradition . 6 Word study: Compound Words debletabepta? Reading Selection “Grandmother Spider Brings the Sun” by Geri Keams. 8 Review and Listening and Speaking: Reader’s Theater and Practice Response to Literature. eeaeeee. 4 Grammar Order of Adjectives... seseeoees 6 Italics, Repetition, and Other Devices Used for Emphasis or Effect. ” Writing Describe a Character. 18 Reading 2: Science Prepare to Read Build Background........+.++++ 20 ey Words: concave, convex, opaque, translucent, transparent, wavelength debdedetesdoL Cad Academe Words: interpret transmit virtua, vsble 2 Word study: Words with al spelled -e and -e. 2 Reading Strategy: Skim. i 2B Reading Selection “Light” ....essssesseeessseess 2 Review and __Ustening and Spealing: in Your Own Words and Read Practice ‘for Fluency. steeeeseeen 30 Grammar ‘Simple Present with When Clause for Facts. 2 Present Passive 3 waiting Describe an Object. dats h u Reading 3: Short Story Prepare to Read Build Background........seessseseees 36 Literary Words: imagery, setting, figurative anguage..... 37 ‘Academic Words: approached, despite, equivalent, visual... 38 Word Study: Antonyms. : 29 Reading Strategy: Visualize. 39Reading Selection “A Game of Light and Shade” by Arturo Vivante.. Review ond Listening and Speaking: Readers Theater and Response Practice to literature. : a Grammar Prepositions of Time and Place: by, in, a, from, t0,0n «.. 46 Prepositions Combined with Verbs . a Writing Describe a Place .....«, 48 Reading 4: Social Studies Prepare to Read Build Background. aeditabdetabled Key Words: devie, equipment, industry, investors, patented, tenacity ‘Academic Words: contribution rejected, injury, Significant vesec sss eennsss 52 Word study: Sufies. aoietaka 3 Reading Strategy: Use Visuals ra Reading Selection “Providing Light in the Darkness” . 5a Review and Listening and Speaking: in Your Ovm Words and Read for Practice Fluency. ists fste 60 Grammar Restrictive Relative Causes ...--esseeeeves 6 Nonrestrctve Relative Causes. 63 Writing Describe an Experience. 6a Unit Wrap-Up Link the Readings Critical Thinking... 66 Discussion ...-....- 55 Media Literacy & Projects delat tO Further Reading .s.essssesssee 6 Put All Together Listening and Speaking Workshop: Description Guessing Game 68 Writing Workshop: Write a Descriptive Essay. 7 Test Preparation % Smithsonian American Art Museu Capturing the Power of Contrasts....++++ %pores heh ‘The Big Question: How are growth and change related?. 7% Reading 1: Science/Folktale Prepare fo Read) Build Background 20 Key Words: develop, myo, germination Inactive protective straighten. iecoatetatat a ‘Academic Words envionment function, potential proces... 82 Word study: Related Words....... aibseedetat Reading Strategy: Recognize Sequence. 3 Reading Selection “How Seeds and Plants Grow” . 8 “A Tale of Two Brothers” . 6 fevlew ard___Ustning and peaking in Your Own Wares and ead for Practice Fluency «+... ad Grammar Sequence Words and Phrases 90 Using Dashes to Explain or Clarity... 1 Writing Write a Story witha Starter... 8 Reading 2: Short Story Prepare to Read Build Background......-+++.-+ 4 Literary Words: point of view, plot suspense .... 95 ‘cadaic Words fet antipaton cssiminaton reaction... 96 ‘Word Study: Homographs 7 Reading Strategy: Compare and Contrast 7 Reading Selection “The Test” 8 Review and Ustening and Speaking: Readers Theater nd Reson Proctice Uteraturess =. veeese M02 Grammar. ‘Simple Past and Present Perfect. 104 Past Perfect: Active and Passive 105 writing Rewrite a Familiar Story. i 108 Reading 3: Science Prepare to Read Build Background. Perret 108 Key ors colony dele, eaten migrate Spd stable. 109 Ace Wor aap dstrbuton end edition 110 region. a Word Study: Long i peng Patterns mReading Selection Review and Practi Reading Strategy: Scan “Climate Change Puts Nature on the Move” Listening and Speaking: in Your Own Words and Read for Fluency eos Grammar Comparison structures: Comparative Adjectives - ‘Adjectives with Too and Enough . i Writing Write a Personal Letter. Reading 4: Short Story Prepare to Read Build Background... 12 Literary Words characterization, dialogue, sarcasm, 13 Acaclemic Words: conduct, ignore, instruct, reluctance .... 126 Word Study: Idioms. as Reading Strategy: Make inferences sees BS: Reading Selection “Abuela Invents the Zero” by Judith Ortiz Cofer .. 126 Review and Listening and Speaking: Reader’ Theater and Response to Practice Literature - sladebaleens 132 Grammar Have to + Verb ...... 134 Conditional Sentences ..... 135 writing Write a Personal Narrative. cnee 136 Unit Wrap-Up Link the Readings Critical Thinking . 138 Discussion «........-. 138 Media Literacy & Projects, 139 Further Reading ......+.++ 139 Put It All Together Listening and Speaking Workshop: Skit .. 40 Writing Workshop: Fictional Narrative. 12 Test Preparation ahesebaaa “7 ‘Smithsonian American Art Museum: Cycles of Nature rhe Language of Art 148Contents Unit Preview Unit Opener The Big Questi How can we tell what's right? .. 150 Reading 1: Folktale Prepare to Read Build Background. 182 Literary Words: moral, motivation. oo. vsce+ 153 ‘Academic Words: adviser, collection, recognize, wisdom... 154 Word Study: regular Plurals : 155 Reading Strategy: Identity Problems and Solutions....... 158 Reading Selection “The Beggar King” 156 Review and Listening and Speaking: Reeders Theater and Response 0 Practice Literature... 7 162 Grammar The Modal must 164 ‘The Modal would for Repeated Actions in the Past...... 165 Writing 165 Reading Prepare to Read Build Background. 168 Ky Woe eles exten organs, reveluton rover terrestrial 169 ‘Academic Words: Base, debate, define, objectively 170 Word study: Prefixes. m Reading Strategy: Distinguish Fac from Opinion . m Reading Selection “Mars: Pro and Con" .. m Listening and Speaking: n Your Own Words and Read for Fluency 176 Grammar Transition Words, Phases, and Clauses for Opinions)... 178 The Uses ofthe Modal ould. 179 Writing Write a Letter to the Editor... 180 Reading 3:Fable Prepare to Read ulld Background, 182 Lterary Words theme, mora, irony ...-s+sseee00s 183 ‘academic Words: analyze, ethical, justify, principle... 184 Word Study: Long and Short Vowels...» 185 Reading Strategy: Identify the Purpose of @ Fable... 185Reading Selection “The Golden Serpent” by Walter Dean Myers...-..++-+ 186 Review and Listening and Speaking: Reader’ Theater and Response to Practice Literature, ae letehesdsh viesseeee 192 Grammar (Other Uses of would in the Past. 194 Subjunctive......+. 195 Writing Write a Persuasive Paragraph 196 Reading 4: Social Studies Propare to Read Build Background. Key Words: atts sbi, sere marathon, acim, 198 referee . ‘| 199 ‘Academic Words: addres, controversial, determined, witness an 200 Word Study: Synonyms. 201 Reading Strategy: Summarize 201 Reading Selection “When Is a Winner a Hero?” 202 Review and_—_stening and Speaking: n Your wn Word and Read for Practice Fluencjevssessevvsssassesseesesns 206 Grammar Superlative adjective 208 Reciprocal and Reflexive Pronouns « 209 Writing Wirite an Advertisement x0 Unit Wrap-Up Link the Readings Critical Thinking 22 Discussion ah 212 Media Literacy & Projects... 23 Further Reading 213 Putt all Together Listening and Speaking Workshop: Radio Commer 24 Writing Workshop: Speech ve 216 Test Preparation... te 22 Smithsonian Ameria Art Museum: The Language of rt That’ Aart? startet 22_ bers ey Unit Preview Unit Opener The Big Question: Can we think with the heart?.. 224 Reading 1: Social Studies Prepare to Read Bull 26 Key Words: bitternes, defects, eventful imitate, sensation, tangible abate 27 ‘Academic Words: communicate, concept persistence, transformation Word Study: The Suffix ful... Reading Strategy: Identify Main tdea and Details. Reading Selection from The Story of My Life by Helen Keller... Review and Ustening and Speaking: n Your Own Words and Read for Practice Fluency 236 Grammar Possestve Adjectives... 238 Adjectives and Adjectival Phrases . (239 Writing White a Critique ....2--ssseeeeess : ve 240 Reading 2: Play Prepare to Read) Build Background, ....... : 242 Literary Words: narrator solfoguy stage drecions....... 243 Ace Word: abandon, aerate, eames confit, convince. 24a Word study: Synonyms 24s Reading Strategy: Analyze Text Structure 245 Reading Selection To Capture the Wild Horse 206 Review ent ——Ustning and peaking rama Resang or espns to Practice Lteraturessssaress 250 Grammar Simple and Compound Sentences ....... ce 252 Complex and Compound-Complex Sentences.......-... 253 Wetting Write a Summary. 254 Reading 3: Social Studies Prepare to Read Build Background, 256 Key Words: arteries, cholesterol, craton nutrients, rgans, sensations. peti 257 Academie Words: contribute, evaluate, function, source, struggle - fAdelahde del dad cto 1258. ‘Word Study: Related Words 259 Reading Strategy: Monitor Comprehension 259Reading Selection “The Heart's Wisslom” . : 260 “Nourishing Your Heart and Your Brain” ....-..ece-- 265 fevgyyend—stening and Speaking: n Your Ou wera an Reader Practice ‘Fluency. 266 Grammar Imperatives... : 268 ‘Adverb Phrases and Clauses to Describe aProcess....... 269 Writing Write Instructions ...... 270 Reading 4: Short Story Prepare to Read Build Background........esesseeeeesseeeeess vee 7 Literary Words characterization, fouatve longue, symbol . 23 Academic Words: bond, devoted, mutual, significance ..... 274 Word Study! The fe! Sound....+.-ssseesesese+ ce OS Reading Strategy: Recognize and Ale Cultural Context .. 27s Reading Selection “Ginger forthe Heart” by Paul Yee ..s.sscssssssseees 276 Review and Listening and Speaking: Readers Theater and Response to tice Uteraturesss..- S280 Grammer Present and Past Perfect 222 Adjective Phrases (-ing, -ed) 283 Wetting Write a critial Analysis 288 Unit Wrap-Up Link the Readings Critical Thinking Discussion . Media Literacy & Projects. Further Reading Put It all Together LUstening and Speaking Workshop: How-To Demonstration 288 Writing Workshop: Expository Essay. ...- 290 Test Preparation ... 295 ‘Smithsonian American Art Museum: The Language of Art Bonding or Breaking ....... -. 296Contents Unit Preview Unit Opener The Big Questior What can we learn from times of war?. . Reading 1: Social Studies Prepare to Read Build Background . Sarees 7 300 ‘Key Words: alliance, armistice, assassination, civilians, surrendered, trenches 301 ‘Academic Words: neutral resources, technology, tension, vehicle . satebabaat setetataatatvie[- 902) Word Study: Roots. . 303 Reading Strategy: Identify Cause and Effect. 303 Reading Selection “World War I". 304 Review and Listening and Speaking: Your Own Words and Reed for Practice Fluency. : 310 Grammar Appositives oe BND Prepositions of Time: in, on, at, by, before, and until..... 313 writing Write a Cause and Effect Paragraph . 34 Reading 2: Poetry, Song, Prose Prepare to Read Bulld Background. ....... 316 Literary Words: extended metaphor, ore longuage personification « 317 ‘Academic Words content create, impact similar. 318 Word Study: Homophones. 319 Reading Strategy: Recognize Historical Context . 319 Reading Selection “In Flanders Fields” ... seseessiesessesesees 320 “anthem for Doomed Youth”, 321 “Three Wonderful Letters from Home” 322 “Letter Home” .. 323 Review and Listening and Speaking: Dramatic pening and ed epost © Practice Literature. 324 Grammar Contrast....... 7 vee 326 Pronouns and Antecedents 327 writing Write to Compare and Contrast 328 Reading 3: Social Studies Prepare to Read Build Background. ....... cecetteieieieees 380 Key Words: consulate, diplomat, heroism, honor, lecture, refugees. see 3B‘Academic Words document estimate, explo integrity, sympathetic. Word Study: The Suffix -ness. Reading Strategy: Draw Conclusions Reading Selection “In the Name of His Father” by Fred Tasker: Review and Listening and Spe: Practice Fluency’ Grammar Passive. 332 333 334 338 340 3a 342 Using Quotations. writing ‘Write a News Article Reading 4: Poetry Prepare to Read Build Background. ... 304 Literary Words: sonnet, ballad, symbol, magery......e++. 345 ‘Academie Words: Bond, indicate, tragic, universal... 346 ‘Word Study: Spelling Long e. 347 Reading Strategy: Read Aloud. 347 Reading Selection "Sonnet to My Brother, a Soldier” . 348 “He Died at His Post™ by J.W. Holman .. 349 Review and Listening and Speaking: Dramatic. oe and peor to Practice Literature 350 Grammar ‘Comparison Structures. 352 Inverted Word Order in Poems. 353 Writing ‘Write to Support a Postion 354 Unit Wrap-Up Link the Readings tical Thinking 356 Discussion 356 Media Literacy & Projects... 337 Further Reading ...... 357 Put It All Together Listening and Speaking Workshop: Oral Report Writing Workshop: Expository Essay: News Article Test Preparation .. Smithsonian American Ar Museum: The Language of Art Citizens on the Home Front .. 358 360 365bots Unit Preview Unit Opener) The Big Question: What makes animals so amazing? . .. 368 Reading 1: Short Story Prepare fo Read Build Background... 270 Literary Words: archetype, protagonist, antagonist foil... 371 ‘Academic Words attached comple, consequence, thrive» an Word study: Suffies. 373 Reading Strategy: Connect ideas... 373 Reading Selection. "The Talking Bird”. 374 Review and__Ustening and Speaking: Reoers Theater and Response to Practice Literature... vee 378 Grammar Reduction of Adjective Causes to Adjective Phrase 380 7 Inverted Word Order in Prose... 381 Waiting Write an introductory Paragraph . 382 Reading 2: Science Prepare to Read) Build Background. . 384 Key Words: echolocation, mammals nocturnal prey, the wld, wingspan 7 385 Academic Words: acaurte Benfica features Ignorance ... 386 Word Study: Compound Words seveeesees 387 Reading Strategy: Evaluate New Information «0... 387 Reading Selection "Getting to Know Real Bats” by Laurence Pringle ..... 388 Review and _istening and Speaking: n Your Own Words and Read for Practice Fluency. see 394 Grammar Relative Pronouns as Subjecs...... 396 Noun Clauses with that . 297 Writing Write Classifying Paragraphs. ..... 398 Reading 3: Poetry Prepare to Read Build Background. ...-....+++ 400 Litwrary Words igure fanguage, megery. metaphor simile - 401 ‘Academic Words: appreciation, attitude, category, vehicle... 402 Word Study: Words with Double Letters...... Reading Strategy: Read Aloud.Reading Selection “A Narrow Fellow in the Grass” by Emily Dickinson ... 404 “Daybreak” by Galway Kinnell . 406 "Birdfoot’s Granclpa” by Joseph Bruchec. . 407 fever __Ustening and Speaking: Crate easing an Response wo Practice Literature rinkshdadatond slab shad 408 Grammar Typical ancl Atypical Word Order . cesses 810 Simple Past (regular) and Past Progressive ... an ‘Writing ‘Support the Main Idea a2 Reading 4: Novel Prepare to Read Build Background. aa Literary Wor: seting point of view flshback, foreshadowing - rors 4s ‘Academic Words: abandon, committed resist ceveal....... 416 Word Study: Frequently Misspelled Words. 47 Reading Strategy: Sequence. set 47 Reading Selection from White Fang by Jack London fee 818 Review and)__Ustening an pean: Readers Tester and Reszorse to Practice Literature setadatatetd aun Grammar Gerunds. 26 Infinitives o @7 Using Quotation Mark for Exact Words 28 Quotation Marks: Terms, Expressions, and Titles ........ 429 Writing ‘Write an interpretive Response . 430 Unit Wrap-Up Link the Readings tical Thinking severe MB Discussion . dts 432 ‘Media Literacy & Projects stilt behiethdodetahe 433 Further Reading a) Put It All Together Listening and Speaking Workshop: TV Documentary. Writing Workshop: Research Report Test Preparation ......cssssesesessees : The Language of Art ‘Animals in Human SocietyWhat is td This unit is about light and the absence of light. You'll find out what light is and how it behaves. You'll read stories showing different ways in which light is important to us. Reading, writing, and talking about this topic will give you practice using academic language and help you become a better student. Reading 2 Reading 3 Science Short Story “Grandmother Spider ‘A Game of Light and Brings the Sun” retold by Shade" by Arturo Vivante Geri Keams PredictAt the end of this unit, you will pl description guessing game. ‘At the end of this unit, you will write a descriptive essay. This type of writing provides vivid details that appeal to the senses and help readers visualize. To help you write your essay, you will write four paragraphs to describe a character, an object, a place, and an experience. In your notebook, write the word Light at the top of a page. What things do you associate with light? List as many ideas as you can, Then are your ideas with a partr Darknes Go to your ‘Watch the video and anPrepare to Read What You Will Learn Reading * Vocabulary building: Literary terms, word study + Reading strategy Prodict Text type: Literature (myth) Grammar + Order of asecives * tales, reettion, and ater dovons used for emphasis and eect, Writing + Describe a character Many cultures have told myths about ‘the northem lights, or aurora borealis. In China, the myth was that the ight was created by dragons fighting. In France, seeing the lights predicted war. a THE BIG QUESTION What is light? Light often represents different things in literature. For example, it might stand for knowledge or hope. Why do you think this is $o? Can you think of some other examples? Discuss with a partner. Build Background In this unit you will read a myth called “Grandmother Spider Brings the Sun.” Myths are fictional tales that explain how things in nature came to be or describe the actions of gods or heroes. People probably created myths as a way of explaining things they didn’t understand about the world around them. Different ancient cultures each had their own myths. People told these myths to their children generation after generation. Because myths were passed down orally, or by word of mouth, we say that they are part of the oral tradition. Luckily for us, many myths have been written down, The myth you are about to read comes to us from the Native American people known as the Cherokee. It explains some facts about the natural world in an amusing way.Vocabulary ©) eee Learn Literary Words As part of the oral tradition, “Grandmother Spider Brings the Sun” is written the way a storyteller would tel ‘One way that storytellers make a story interesting to hear is, through words that imitate sounds. The word Whoosh! sounds Listening Tip like the noise water makes when poured on a fire. We call the use Of words that imitate sounds onomatopoeia. Other examples ‘of onomatopoeia include the words buzz, clic, jingle, bang, iomeuaoren and boom. of mouth They were ‘Another technique storytellers use is repetition. In the story you | ineant abe lene ‘onomatopoeia Myths were passed ‘own from generation are about to red the character Coyote says, “Calm down, calm | Urea’ don, calm down” Her repetition shows how coyotes teelng | Ices tools about the stunton epeiion canals be sed forerphass orto | orate sn crate humee maton et Irony is the difference between what the reader expects to aur tase Bosiceo tained happen andwhatactualy happens inastory Wterscuae | Several amth nlc stuatonsin toes cece supiseoremusemenc in| ate cece “Grandmother pier rings the Sun the athor endothe story | MNES menorale with an ironic situation. them? =a Work with a partner. Tak turns reading thelnes below aloud. Ident the examples as onomatopoeia or repeton. Then we a sentence using onomatopoeia anda sentence using repeitionn your notebook 1. The og jumped into the pond witha loud splash, “onomadzopocia 2, “Please, please please don’ chase me anymore,” cred the frightened rabbit 3. There was nothing todo but stent the ptter patter of then 4. The coyote raised his head and howled, 5. After the game was ove, the ile gi cheered won! won! won! |wonlt 6. “Wit Wat Wat” the boy sid ashe ran to catch upLearn Academic Words ‘Study the purple words and their meanings. You will find these words useful when talking and writing about literature. Write each word and its meaning in your notebook. After you read “Grandmother Spider Brings the Sun,” try to use these words to respond to the text. ere author culture text tradition author mean who wes took, |. | Ga Kean iste author who rtd he |@) Surya oy => mnyouare att toveed culture = hear, Hate, ms, iy inte Cherokee etre ine betta, ard prcteesoperuer group s=> ana artes, roel eee ee “ext =the words ina pind pice of. Golson go wth he text of wing ate traction =a ble cusionorway of Tig sori sa Cherokae ado, son sonebingtathsexvied ora ==> tongtng zz" Work with a partner to answer these questions. Try to include Got the purple word in your answer. Write the sentences in your othe! notebook. Wich question words ave used inthe Practice 1. Who is your favorite author? ne 2. Which celebrations are common in your culture? does each question word 3, Do you prefer reading text with illustrations or without ask for? What Kind of them? information wll you give toanswer each question? ‘4, What tradition is important to you and your family? ‘Making clay pots isa tradition inthe Cherokee culture.Word Study: Compound Words ‘A compound word is made up of more than one word. Some compound words are written as one word, as in sunshine. Some are written as two words, as in peanut butter. Some are written with hyphens between the words, as in mother-in-law, oun © “brush “2every plane ae grand school | 5. some. cycle | nee Indapan aman teaches his father | it i aoe cgranddaughitor about bonsai trees. ] Growing and trimming bonsai eng 7 ‘oes isa Vadition in Japan. body @ Prec a youre aps yo a focal es you Unertand tt beter los you‘ec pret or gues ht theory wl be about Yau can Sa anew padctons sou ‘eng Yo pred oon ese eps © Lokst the tile and pre what might happen. + ras romtine ote and tab what ill appen net * tokio cin he oy anditstratons * Thnk about your own expences ac what you ake know Bovey + Fy dcoveyourpton wasnt caret, make neon. Asyou read “Cranmer Side ngs the un” tap om te to tinea chek ose your pedo was corect Dou an ening new ht made you wane cange our Peden? resira @= Set a purpose for reading This myth is about light. Read Literature to discover a traditional Cherokee explanation for where light Myth ‘came from.Along time ago its said that half the world had the sun, but the other side ofthe world was very dark. It was so dazk that all the animals Were always bumping into each other and getting lst, Wolf lived on this side of the world, He was tired of everybody bumping into him and asking him for dections, for you see, Wolf could see in the nighttime. ‘Wolf gathered all the animals together ina big cave. He got up infront of them and crossed hisarms, and he said, “Iam tired of, everybody bumping into me and asking me for directions” “Thave an idea,” he said, “I think we should goto the other side of the world and ask them for a piece of thelr sun. I thinkif we're nice, they'Ilgive usa piece.” Another animal jumped up. This was Coyote, known as the ‘trickster because he lies and cheats and steals, Coyote said, “No, no, no, no, no! [don’t think we should be o nice! If they're so nice, how come they haven't offered usa piece of their ‘The other animals nodded in agreement. “Thave a better idea,” Coyote sad. “I think we should sneak over there and just steal a piece.” ‘Steal a piece!” said Wolf, “What are you talking about, Coyote?” ‘Calm down, calm down, calm down,” Coyote said. “We're not {going to steal a big piece, We'll only take alittle piece. They'll never even miss it” And that is what they decided todo. ‘Then all the animals began asking, “Who is going to go to the other side of the world? How will they get there?” Everybody had an Idea, but none seemed quite right. ‘Then from the back ofthe room came a small voice. “Hey, Il go! Piigo!™ ‘Wolf said, "Who is that? Come down here. [can't see you." Down to the front of the room came alittle round animal with chubby cheeks, He was shy and quiet. He stood up in front ofall the animals, and as he looked at all those hundreds of eyes looking back at him, he got kind of scared, He looked out over the crowd of animals and he said in his timid voice, "HI, M-m-m-my name is Possum, Ithink Ican goto the other side of the world. You see, Ive got these ong, sharp claws, and I think {can dig a tunnel. And when 1 go al the way to the other side of the world, ll take a piece ofthe sun and I'l hide tin my big, bushy tail” ‘And Wolf sald, “Oh, a tunnel! That's the best idea yet!” So Possum went to the big wall of drt at the back of the cave, stuck in his sharp claws, and began to dig and dig and dig and dig, faster and faster and faster and faster, Possum disappeared inside the tunnel, and soon he had gone all the way tothe other side of the world, fe Pray the audio. Listen for patterns of intonation. Listen to the way a characters oie rises and fal Notice which character ‘isthe trickster. Think about te effet of how the tickster speaks, WV LITERARY CHECK What effect does the repetition ofthe word ‘nohave here? Poor ation 4. What method do the animals decide ‘upon to get part of the sun? 2.What makes Possum qualified {or the task? © onreur own ‘Do you think Coyote's idea is. better than Wolt's? Why or why not? sexing @"Now, Possum had never seen the sun, so when he popped out on the other side, the light hit his eyes, and he was blinded. His eyes got all squinty and he rubbed them with his dity fists, saying, “Hey! can't see!” Well, ou know, Possum’s eyes have been squinty and ringed with dirtever since Possum struggled over to the sun, tooka little piece, and put itinside his big ol bushy tail. Then he turned around and came running back down the tunnel. Possum ran faster and faster and faster and faster. Something started to ‘get hot inside his tail, but Possum kept running, faster and faster. ‘That something got hotter, and Possum kept running faster, and he soon ran into the room where all the animals were waiting, They all saw smoke coming out of his tail, and they screamed, “Possum! Your tall! Your tail!” and threw water on him, Whoosh! Whoosh! Whoosh! The light 'W LITERARY CHECK Wat effect does the repetition of the word fasterhave here? was gone. ea ‘When the smoke had cleared, Wolf looked up and said, "Oh, no, Pay the uo. Possum! Look at your tail! I's all skinny!” Eee, weet ‘And you know, Possum’s tal has been this way ever since. some words imitate ‘Wolt said, “We still don't have any sun. What are we going to do now?" | sounds, and how other ‘Aloud voice from the back of the room said, “Send met I'll go!” ‘words and phrases Down to the front stormed a large bird with long black feathersall over | #8 epeatod. How do hishody,andaciown offetherson opothished. HeBeahishead | Sse main +high and stuck his chest out as he marched importantly past the other een animals Youse,tibind asa He Rough hee he mst beaut irdalve Hestood up in tnt fal the animal pepleand nes, k's me Bg Bod Barr. lgotothe oe seo the weld anat won tae me longa ut wold beso dumb st id the ight in mya nna hide i my bei crown of eater” Durzrd amped intothe tunel and soared though he anes and itd ake lngatall nti he came outon the other sce urzadooka ite lec sun peti icon offers turned aon, and sare back down the anne aster and strand tiserand fer Asecame down hun sometingstarted get toton tp of hse Dcarsoared aster and aster, and somthing got hoter and ote Taster sora scone cet theroom heal the animals were wat They looked par they sa smoke coming rom Duzads hen, Oh, no! Bsa Youre! Yur head” Tey water tnd cx Wins Whovsh The igh wer Waived vpand al "Busan! tal” Mot err eaters ake an fel de he round Ba pura gtso shy and uit hat hen and hi in the back othe oom fAndyou know, Bard as en ald ever since, dest oer ie tnybody looking hi Ov 'v LITERARY CHECK ‘Which word inthe last paragraph isan example of ‘onomatopoeia?Wolf said, “Possums burned his ail off and now Buzzard’s bald, and ‘westill don’t have any sun, What are we going to do now?” tiny voice from up above said, “Send me, I'l go! Hey, send me, I'l go! Tigo!” Wolf looked all around, but he couldn't tell where the voice was ‘coming from, “Who is that? Where are you? Come down where I can see you. Down from the comer ofthe ceiling squeaked the tiny voice: “Send And right there in front of Wolf landed a tiny spider. The spider looked ‘up and Wolf fooked down, and Wolf aid, “Oh, no! Not you, Grandma! You can’t goto the other side of the world. You're too old—and besides that, you're too slow!” ‘Well, this was Grandmother Spider She had done many things to help ‘the animals in her long life. She crossed her little arms and said, "! know 1'm old. You don’t have to tell me I'm old. But | want to help my people ‘one more time. I need a piece of clay about so big, and you'll get me a piece, won’t you, son?” Emote! 4. Did you predic the first two animals would fai? Explain 2 Why does Wol say Grandma can't go? Do you think he's right? © onrour own How do you predict Grandmother Spider wil use the clay? What does ‘this say about ner? reaira @‘Wolf went and got Grandmother Spider a piece of clay, and she satin the middle ofthe room and began to chant. Soon she had worked the clay into alittle bow! ‘he picked up that beautiful clay bowl and disappeared inside the tunnel “They say it took Grandma Spider a long, long, long, long time to get to the other side of the world “The Sun Guards were out now. They knew somebody was trying to steal some of their sun, and they stood in a tight cicle around it, They weren't going to let anybody through, TThe Sun Guards were mean-looking monsters, They had fire coming out of their heads. They had fire coming out of thelr mouths: Hissssss! And they held their weapons, ready fora fight. But Grandmother Spider was so tiny that they didn’teven see her. She sneaked between them, went up to the sun, took a litle piece, put itn her clay bowl, and sneaked back past the Sun Guards. ‘chant, sing words on one tone OuShe came back down the tunnel very slowly. It took her a long, long, long, Jong time to get to her side ofthe world. And as she got closer, something happened. The light inside her bow! began to grow. The litle rays stretched out of the bowl As she came out ofthe tunnel into the cave, that ball of ight was growing, She could hardly even carry i. All the animals came running to help Grandmother Spider: blind Possum and bald Buzzard, Wolf and Coyote and Bear and Deer and all {the others. But that ball of light just kept getting bigger and bigger and bigger and bigger, and it got so big that the animals had to squeeze it out of the cave, and as it squeezed out into the world it bounced up into the sky: Boinggss! Itis said that from that day on, whenever Grandmother Spider would spin her web, the shape of the sun would be at the center. And you see, Grandmother Spider spins her web that way to this very day. 'W LITERARY CHECK What irony do you find inthe fat that Grandmother Spider is able to bring the sun? Eramat 4. Why doesn’t Grandmother Spider fear the Sun Guards? 2. What explanation oes this myth give {or the shape of 2 Es Geri Keams is an author, storyteller, and actress, Born and raised Jn the Navajo Nation in Arizona, Keams grew up without television, herding sheep and weaving rugs with her grandmother. Also a sonarnene storytle, Keamy’s grandmother aught her grandchden the © on Your own importance peeing and shige stores ot atveamerian | | (ny peoples. Kea tls Native American stores In order to encourage nat dove he my Otherto explore these cultures and op Kep them ave cone! rexia @Review and Practice Reader’s Theater ()) eR, Act out the following scene in smal groups. liciemee Buzzard: What a bad, bad day Ihad took. piece of sun and | crater et abut zoomed back down the tunnel. felt so good. But wats happened as you then I felt something hot on top of my head. Suddenly | sy that character’ ines \ heard, “Buzzard! Your head! Your head!” Then Whoosh! Whoosh! Whoosh! The fire went out, and | ‘was soaking wet. Now, as you can see, 'm bald. My beautiful feathers are gonel Please don’t look at me. Possum: You cal that bad? As soon as the light hit my eyes, | was blinded. But even though | could hardly see, | took a piece of sun and ran back down the tunnel I eit something getting hot inside my til, but | kept running, faster and faster. Then | heard, “Possum! Your tall Your taill” And someone threw water on me. Whoosh! Whoosh! Whoosh! When the fre went ‘out, my tal was all skinny. My big bushy tails naked. And my eyes are all squinty! Wolf; Atleast we have sunlight now, and we can al see where we're going! Possum: You mean everyone except me can see. Wolf: Well, yes, I guess you're right, Possum. Comprehension @ Recall 1. What is Wolf tired of? What does he propose the animals do? 2. What does Coyote say about Wolt’s idea? ‘Comprehend 3. How does Buzzard’s character change in the story? Summarize what happened to him. 4, According to Cherokee myth, why do certain animals look the way they do? OwAnalyze 5. Which character from the text does the myth make you respect the most? Explain your answer. 66. What are two techniques or literary devices that the author uses to show that this is a story meant to be told aloud? Connect 7. To this day, when the Cherokee people make clay bowls, it reminds them of Grandmother Spider's journey. What items in your culture remind you ofa story in your culture's history? 8, What does this myth explain about the natural world? What do you think about this explanation? How do you think people long ago reacted to it? Caen Listen careful to other eople’s ideas so tat you Discussion tanadd newton insights. Discuss with a partner orin a small group. Why do you think the tradition of oral storytelling still survives? What is ight? Having sunlight will change how the animals live. It will bring them warmth and the ability to see things ‘more clearly. In what ways does the light in this story represent more than just physical comfort and convenience? How is light Important to you in your life? Response to Literature Write a newspaper article explaining what happened to “the dark side of the world” where the creatures lived before and after the sun came back. To help you with your article, role-play interviews with animal witnesses and the Sun Guards in a small group. Use responses to the interview in your article. When you have finished your newspaper article, read it aloud to the class. Creating and using clay bowls is a tradition in many cultures. veira @Grammar Order of Adjectives |We often use more than one adjective to describe a noun. The adjectives must be placed in a certain order according to type. Study the different types of adjectives and their correct order. Adjectives Noun | Size | Age | Color | ‘Material beaut “new clay bow! e om [ou | ‘favorite “old wool scarf tong lack “feathers Example: We visited an interesting small white clay home in Taos, New Mexico, which uses only solar power. Gur Circle the correct phrase to complete each sentence 1. Lou made a{Geautifalnew clap, clay beautiful new bowl 2. We lve ina stone white / white stone house. 3. Do you have any wool large / large wool blankets? 4. We took pictures of the brown small / small brown bear. 5S. That bird has beautiful blue / blue beautiful feathers. 6. My grandfather gave me his favorit old gold / gold old watch. ‘Work with a partner. Use each group of words to write sentences with, more than one adjective. Use the chart above to help you place the adjectives in the correct order. Write the sentences in your notebook. 1. old / long / yellow raincoat 2, rubber / black / ugly boots . 3, new / green / tiny leaves 4, huge / brick / red building 5, 6 . clear / plastic / large bottle blue / cotton / favorite tshirt Ge ‘When a noun s used ta describe another noun, functions as an agjectve and comes ret before te noun Itdesrives. Example: @ ‘ig new glass ouling Cees oy Canyou create new sentences using ‘the correct order of, adjectives with the words in the chart? Example: have a ‘beaut old woo! scart ol Work with a partner. Choose items you see In your classroom and lst adjectives | ta describe the | items, Then make | sentences about the “items. Be sure to put the adjectives in the correct order. Example: David is wearing a cool ‘new black sweatshirt. , Native-American clay bow! Ou:Italics, Repetition, and Other Devices Used for Emphasis or Effect Relate tice that you ‘Sometimes writers set words in a special way, especially ina story | might sometimes that has dialogue. For example, they may use italics, repetition, or |g a combination other ways to create an effect, such as by using all capital letters, of techniques used, Look at the chart below. Example: “The bird sang | tweet, tect tweet” Example Device Purpose Coyote said, “We're not going to steal a italics for emphasis. big piece. We'll only take @ litte piece." they screamed, "Possum! Your tall italies to show what Your tail” and threw water on him. | something Whoosh! Whoosh! Whoosh! __sounds ike Coyote said, No, no, no, no, no! don't repetition for emphasis think we shouldbe so nice!” “Hi, Mem-m-my name is Possum..." repetition to show how someone speaks “We're OVER HERE!” capita eters for emphasis G2 © Underline the use of italics or repetition for effect. (SPR EER, 1. Coyote said, “I think we should sneak over there and just steal a piece. Mena ise 2, The tiny voice squeaked: “Send meeeeeee!” Italo or ropettion 3. They had fire coming out of their mouths: Hsssss! for efat what ime paretuation mark an 4. Ie took Grandma Spider along, long, long longtime to get there, | Punalon ma 5. Itbounced up into the sky: Boingggg! eae efec? atch the sentence hahes to make compete sentences We the eet. (TTD 1. When he opened the old door, a. Screeech! Work ith a pare he heard a b. Clang! Clang! Giang! Chose srimal or tems 2. When I won first prize, c. *\men,lwon,twonte —__teamake sound. The, cexdtoned, mr et ¥ Twon, Iwon! make sentences about med, ——§ 4, *HELPI’M OVER HERE! the sounds Use als, 3. Thetirighterfoundher when. aim nota baby anymore!” ptt, rt apa she cred, ——— ete for tect 4, My little brother insisted, Example: We knew there ooo, wer bees when we 5. The bell woke us with its eeeWriting Describe a Character At the end of this unit, you will describe a character. To do this, you'll reed to learn some of the skills authors use in descriptive writing. To describe a character, writers give details about the characters physical traits, or how the character looks. For example: Buzzard has long black feathers all over his body. A writer also gives details about the character's personal traits, or the qualities of a character. For example: Buzzard thinks he is the most beautiful bird alive. Writing Prompt Write a paragraph describing a character from a story, movie, or TV show. Give details that describe the character's physical and personal traits. When you use more than one adjective to describe the character, make sure that the adjectives are in the correct order. ©@ Prewrite Begin by choosinga characterfromastory, movie, or TV show. a * Close your eyes and visualize the character. Think of your, character's physical traits. + Complete a chart with examples of the character’s physical traits and personal + Think about how the character’s physical or personal traits are important to the story, movie, or TV show. Here's a word web created by a student named Bruno. He listed his ideas on a word web.© Draft Use your word web to help you write afirst draft, (UETRPYSTEETTEY + Describe the character's physical tats and personal alts. | igoas: * Use adjectives to describe the character. Ci leeseribed my * Be sure to use the correct order when you use more than character clearly. ‘one adjective. ord Giiek used descriptive @ Revise Read over your draft. Look or places where the etal, including writing is unclear or needs improvement. Complete (7) the adjectives, to reveal Writing Checks to help you dent problems. Then revise | my character's your drat, using the editing and proofreading mark listed on | physical and personal page 467. tras. @ Edit and Proofread Copy yourrevsed draft onto _| Conventions: a dean sheet of poper Read toga Corectanyrrein | CIWhen sed mare ste ing’ ond mechan than one acct grammar, word usage, speling, and mechanics boost ibe © Publish Prepare a clean copy of your final draft. Share your descriptions withthe class. Save your work. You'll need to refer to It in the Writing Workshop at the end of the unit. Bruno Arbogast Possum Possum is a character in “Grandmother Spider Brings the Sun” He isa little round animal with cute chubby cheeks. Though shy and quiet, Possum is brave enough to volunteer to go to the other side of the world to steal a piece of the sun. He plans to use his sharp claws to dig a tunnel and his bushy tail as a hiding place for the piece of sun, He speeds through the long dark tunnel, bout as soon as he pops out, the bright light blinds him, But does that stop him? No. Possum manages to get a bit of the sun, but his tail catches fire. His friends put out the fire, and they end up with no sun. But Possum's valiant efforts do pay off because Grandmother Spider is able to use the tunnel he dug to retrieve a piece of the sun. reat @Prepare to Read What You Will Learn Reading + Vocabulary building Gontext, dletionary skis, word study += Reading strategy Skim Tent ype: Informational txt (science) Grammar “= Simpl present with then clauses for facts + Present pasive Writing «Describe an object What is light? What do you know about light? Where does it come from? How do you use it every day? What are some of the main sources of light? In your notebook, make a K'W-LH chart like the one below: Work in small groups. Complete the first column with information you know about light. Use the questions above as a guide. Then complete the second column with what you want to know about light. As you read the text, you can complete the third column with the new information you are learning. Complete the fourth column by telling how you learned the new information. KO WL «| What dol What dol want What did How did know? I learn it? ‘know “Light” isa science article that tells what light is and how it behaves. Have you ever seen waves moving across the ocean? Different kinds of energy can move through air, water, and even solid materials in the form of waves. In this article you will read about electromagnetic waves. These are the waves that make up light. The article explains how light waves travel and what happens when light waves reflect off objects. It also explains how mirrors work, Natural and artificial ight work with ‘mirrors to iluminate The Hall of Mirors at the Palace of Versalles in France.