Table of Contents - Perfection Learning [PDF]

Table of Contents Features of the Student Book . . . . . . . . Features of the Teacher Guide . . . . . . . . Selections by Ethnic Group and Genre . . . Literary,Thinking, and Reading Skills . . . . Introducing the Book . . . . . . . . . . . . . Anticipation Guide (student reproducible) .

THEME ONE

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Families: Comfort and Conflict

Introducing the Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Families: Comfort and Conflict (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Theme One Vocabulary (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Theme One Selections L o o k i n g f o r Wo r k T h e Wa r r i o r s

Gary Soto

memoir. . . . . . . . . . . . . . . . . . . . . . . . 1 9

Anna Lee Walters

short story . . . . . . . . . . . . . . . . . . . . . . 2 0

Nikki-Rosa

Nikki Giovanni

poem . . . . . . . . . . . . . . . . . . . . . . . . 2 1

from Roots

Alex Haley

autobiography . . . . . . . . . . . . . . . . . . . . . 2 2

Immigrant Picnic Housepainting

Gregory Djanikian

Lan Samantha Chang

T h e H o r n e d To a d

poem . . . . . . . . . . . . . . . . . . . . . . . . 2 3 short story . . . . . . . . . . . . . . . . . . . . . . 2 4

Gerald Haslam

short story . . . . . . . . . . . . . . . . . . . . . . 2 5

Responding to Theme One . . . . . . . . . . . . . . . . . . . . . . . . Literary Analysis: Memorable Characters (student reproducible) . . Creative Craft: Family Matters (student reproducible) . . . . . . . . Theme One Vocabulary Test . . . . . . . . . . . . . . . . . . . . . . . Theme One Objective and Essay Test . . . . . . . . . . . . . . . . . .

T H E M E T WO

. . . . . . . . . . . . . . . . . . . . 26 . . . . . . . . . . . . . . . . . . . . 27 . . . . . . . . . . . . . . . . . . . . 28 . . . . . . . . . . . . . . . . . . . . 29 . . . . . . . . . . . . . . . . . . . . 31

Traditions and Customs

Introducing the Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Traditions and Customs (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Theme Two Vocabulary (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Theme Two Selections The Real Thing

Marilou Awiakta

Gentleman of Río en Medio S u n d ay

poem . . . . . . . . . . . . . . . . . . . . . . . . 3 6 Juan Sedillo

Angela Shannon

F o r t u n e Te l l e r

poem . . . . . . . . . . . . . . . . . . . . . . . . 3 8

Nguyen Duc Minh

Little Things Are Big

short story . . . . . . . . . . . . . . . . . . . . . . 3 9

Jesús Colón

The Cutting of My Long Hair T h e L i o n S l e e p s To n i g h t Magic

short story . . . . . . . . . . . . . . . . . . . . . . 3 7

essay. . . . . . . . . . . . . . . . . . . . . . . . . 4 0 ˘ Zitkala-Sa

Egyirba High

Liz Rosenberg

memoir. . . . . . . . . . . . . . . . . . . . . . . . 4 1 memoir. . . . . . . . . . . . . . . . . . . . . . . . 4 2 short story . . . . . . . . . . . . . . . . . . . . . . 4 3

Responding to Theme Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Literary Analysis:Watch That Tone (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Perfection Learning® (800)831-4190 2

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

Many Voices

Creative Craft:Trading Places (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Theme Two Vocabulary Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Theme Two Objective and Essay Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Becoming Me

THEME THREE

Introducing the Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Becoming Me (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Theme Three Vocabulary (student reproducible). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Theme Three Selections D a v i d Ta l a m á n t e z o n t h e L a s t D a y o f S e c o n d G r a d e Rosemary Catacalos

poem . . . . . . . . . . . . . . . . . . . . . . . . 5 4

A W h o l e N a t i o n a n d a Pe o p l e Harry Mark Petrakis

short story . . . . . . . . . . . . . . . . . . . . . . 5 5

f ro m B l a c k B oy

autobiography . . . . . . . . . . . . . . . . . . . . . 5 6

Richard Wright

Indian Education Chitterling

Sherman Alexie

Henry Van Dyke

Not Knowing, in Aztlán Fox Hunt

short story . . . . . . . . . . . . . . . . . . . . . . 5 8 Tino Villanueva

Lensey Namioka

this morning Tiffany

short story . . . . . . . . . . . . . . . . . . . . . . 5 7 poem . . . . . . . . . . . . . . . . . . . . . . . . 5 9 short story . . . . . . . . . . . . . . . . . . . . . . 6 0

Lucille Clifton

poem . . . . . . . . . . . . . . . . . . . . . . . . 6 1

as told to Rebecca Carroll

personal essay . . . . . . . . . . . . . . . . . . . . . 6 2

Responding to Theme Three . . . . . . . . . . . . . . . . . . . Literary Analysis:Writing a Review (student reproducible) . . Creative Craft:Where Are They Now? (student reproducible) Theme Three Vocabulary Test . . . . . . . . . . . . . . . . . . Theme Three Objective and Essay Test . . . . . . . . . . . . .

THEME FOUR

. . . . . . . . . . . . . . . . . . . . . . . . 63 . . . . . . . . . . . . . . . . . . . . . . . . 64 . . . . . . . . . . . . . . . . . . . . . . . . 65 . . . . . . . . . . . . . . . . . . . . . . . . 66 . . . . . . . . . . . . . . . . . . . . . . . . 68

Between Two Worlds

Introducing the Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Between Two Worlds (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Theme Four Vocabulary (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Theme Four Selections Monkeyman

Walter Dean Myers

T h a n k Yo u i n A r a b i c

R e a d i n g Po e m s i n P u b l i c American Hero A Shot at It

short story . . . . . . . . . . . . . . . . . . . . . . 7 3

Naomi Shihab Nye Maurice Kenny

Essex Hemphill

Esmeralda Santiago

memoir. . . . . . . . . . . . . . . . . . . . . . . . 7 4 poem . . . . . . . . . . . . . . . . . . . . . . . . 7 5 poem . . . . . . . . . . . . . . . . . . . . . . . . 7 6 memoir. . . . . . . . . . . . . . . . . . . . . . . . 7 7

Achieving the American Dream Mario Cuomo

essay. . . . . . . . . . . . . . . . . . . . . . . . . 7 8

The Winter Hibiscus

short story . . . . . . . . . . . . . . . . . . . . . . 7 9

Minfong Ho

Responding to Theme Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 . . . . . . . . . . . . . . . . . . . . . . . . 81 . . . . . . . . . . . . . . . . . . . . . . . . 82 . . . . . . . . . . . . . . . . . . . . . . . . 83 . . . . . . . . . . . . . . . . . . . . . . . . 85

Literary Analysis: Conflicting Worlds (student reproducible) . Creative Craft:Your American Dream (student reproducible) Theme Four Vocabulary Test . . . . . . . . . . . . . . . . . . . Theme Four Objective and Essay Test . . . . . . . . . . . . . .

Many Voices

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

3

Defining Moments

THEME FIVE

Introducing the Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Defining Moments (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Theme Five Vocabulary (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Theme Five Selections American History hate

Judith Ortiz Cofer

short story . . . . . . . . . . . . . . . . . . . . . . 9 0

Tato Laviera

poem . . . . . . . . . . . . . . . . . . . . . . . . 9 1

L e t t e r t o a Yo u n g R e f u g e e f r o m A n o t h e r Andrew Lam

letter . . . . . . . . . . . . . . . . . . . . . . . . . 9 2

N o t Po o r, J u s t B r o k e

autobiography . . . . . . . . . . . . . . . . . . . . . 9 3

A New Story Foul Shots

Dick Gregory

Simon J. Ortiz

poem . . . . . . . . . . . . . . . . . . . . . . . . 9 4

Rogelio R. Gomez

article . . . . . . . . . . . . . . . . . . . . . . . . 9 5

I Thought About This Girl A Mason-Dixon Memory

Jerome Weidman

Clifton Davis

short story . . . . . . . . . . . . . . . . . . . . . . 9 6 memoir. . . . . . . . . . . . . . . . . . . . . . . . 9 7

Responding to Theme Five . . . . . . . . . . . . . . . . . . Literary Analysis: Before and After (student reproducible) Creative Craft: Acrostic Poetry (student reproducible) . . Theme Five Vocabulary Test . . . . . . . . . . . . . . . . . Theme Five Objective and Essay Test . . . . . . . . . . . .

THEME SIX

. . . . . . . . . . . . . . . . . . . . . . . . . . 98 . . . . . . . . . . . . . . . . . . . . . . . . . . 99 . . . . . . . . . . . . . . . . . . . . . . . . . 100 . . . . . . . . . . . . . . . . . . . . . . . . . 101 . . . . . . . . . . . . . . . . . . . . . . . . . 103

Outside Influences

Introducing the Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Outside Influences (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Theme Six Vocabulary (student reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Theme Six Selections Cross Over

Rita Williams-Garcia

F i e l d Wo r k

Rose del Castillo Guilbault

Ta t t o o

drama . . . . . . . . . . . . . . . . . . . . . . . 1 0 8 short story. . . . . . . . . . . . . . . . . . . . . . 1 0 9

Gregg Shapiro

poem . . . . . . . . . . . . . . . . . . . . . . . . 1 1 0

from I Know Why the Caged Bird Sings Maya Angelou

autobiography . . . . . . . . . . . . . . . . . . . . 1 1 1

H a v e Yo u H e a r d A b o u t A m e r i c a ? D. L. Birchfield

poem . . . . . . . . . . . . . . . . . . . . . . . . 1 1 2

A Haircut

I. S. Nakata

The Phone Booth at the Corner Americans All

Michael Dorris

short story. . . . . . . . . . . . . . . . . . . . . . 1 1 3 Juan Delgado

poem . . . . . . . . . . . . . . . . . . . . . . . . 1 1 4 essay . . . . . . . . . . . . . . . . . . . . . . . . 1 1 5

Responding to Theme Six . . . . . . . . . . . . . . . . . . . . Literary Analysis: Digging for Dialect (student reproducible) Creative Craft: Hard Work (student reproducible) . . . . . . Theme Six Vocabulary Test . . . . . . . . . . . . . . . . . . . Theme Six Objective and Essay Test . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . 116 . . . . . . . . . . . . . . . . . . . . . . . . 117 . . . . . . . . . . . . . . . . . . . . . . . . 118 . . . . . . . . . . . . . . . . . . . . . . . . 119 . . . . . . . . . . . . . . . . . . . . . . . . 121

Understanding, Exploring, and Celebrating Multiculturalism . General Standards . . . . . . . . . . . . . . . . . . . . . . . . . Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

. . . . . . . . . . . . . . . . . . . . . . . 123 . . . . . . . . . . . . . . . . . . . . . . . 127 . . . . . . . . . . . . . . . . . . . . . . . 128 . . . . . . . . . . . . . . . . . . . . . . . 130

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

Many Voices

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Features of the Student Book Introducing the Book Introductory Essay This essay answers the question “Why read multicultural literature?” Use it to introduce the topics and themes of the units. Concept Vocabulary The words defined in this extensive list will help students extend the conversation about the issues and topics of multicultural literature.

Themes and Selections Themes The selections in the anthology are grouped into six themes. The selections in each theme offer a mixture of fiction, nonfiction, poetry, and drama grouped around a common topic or concept presented on the opening pages of each theme. The theme openers combine a strong visual image with a thematically relevant quotation designed to set the tone for study of the theme. Literary Lens Each selection in the anthology is preceded by a short pre-reading “assignment” designed to set a purpose for reading. A similar Literary Lens question follows each selection to extend the thinking about the selection. Footnotes & Vocabulary Foreign terms and other cultural references that students are likely to be unfamiliar with are footnoted at the bottom of the page. Challenging words of a more general usage are highlighted in bold type in the text and a definition of the word as used in context is provided in the margin. These same vocabulary words are listed by selection in this teacher guide. Reproducible vocabulary quizzes based on the words in each theme are also available in this teacher guide. Responding to the Theme Rather than interrupting the flow of reading with questions after every selection, anthologies in the Many Voices Literature Series present discussion questions at the end of each theme. Many of these discussion questions address more than one selection, giving students the opportunity to address a group of literary selections as a whole rather than as unconnected parts. The following items accompany the discussion questions. • Another Way to Respond is a multi-modal activity that prompts for listening, speaking, visual arts, or other ways of responding to literature. • It’s Debatable is a debate topic relevant to the theme. • Writing Prompts are included in each theme. One prompts for literary analysis and one prompts for creative writing. • Telling Your Own Story is a journal-type prompt in which students are asked to write about their own lives based on the theme.

End Matter At the end of the anthology you will find author biographies, a glossary of literary terms, and an index of titles and authors.

Many Voices

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

5

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Features of the Teacher Guide P l a n n i n g a n d S c h e d u l i n g A i d s The selections in the anthology have been charted two ways: by ethnic group and genre. Use the Selections by Ethnic Group chart if you plan to focus your study on one or more ethnic groups. If you plan a more literary focus, refer to the Selections by Genre chart. Te a c h i n g S k i l l s Charts for each theme identify the Literary, Thinking, and Reading Skills that are exercised in discussion and pre- and post-reading questions and activities in the student book. Also included are skills presented on the selection pages in this teacher guide. I n t ro d u c i n g t h e B o o k Use the strategies listed on page 14 to introduce the book and the study of multicultural literature. This feature includes ideas for teaching the introductory essay and the concept vocabulary. A n t i c i p at i o n G u i d e To help set the tone and context of the book, administer the anticipation guide on page 15 of the teacher guide. I n t ro d u c i n g t h e T h e m e Each of the six themes in the teacher guide opens with a lesson plan and a reproducible handout/overhead designed to set the tone and focus of the theme. T h e m e Vo c a b u l a r y H a n d o u t s All of the vocabulary terms defined in the margins of the anthology are listed and sorted by selection title on this resource. Pass these lists out to help students prepare for the vocabulary tests. Selection Resources Each selection in the anthology is supported with a one-page teacher resource with the following elements: selection summary; a reading hint, making connections, or extension activity; a list of vocabulary words and definitions; discussion questions with suggested answers; the Literary Lens question that appears after each selection and a suggested answer; and special focus sections that provide historical, literary, cultural, or bibliographic background on the selection. Poetry Workshop Pages Selection pages that deal with poems are specially designed to probe and extend the study of poetry, providing activities that both analyze and prompt for poetic language and techniques. R e s p o n d i n g t o t h e T h e m e This resource page provides sample answers to the discussion questions at the end of each theme. W r i t i n g A c t i v i t i e s ( s t u d e n t re p ro d u c i bl e s ) These lessons provide teacher support and handouts for the Literary Analysis and Creative Craft writing assignments. T h e m e A s s e s s m e n t s Two tests accompany each of the six themes: a 25-question vocabulary test based on the vocabulary words highlighted in the anthology and a 25-point reading comprehension test with 20 objective questions and a 5-point essay prompt. Understanding, Exploring, and Celebrating Multiculturalism This is a four-page compilation of research, writing, and discussion topics as well as project ideas on the issues raised in this multicultural book. G e n e ra l S t a n d a rd s a n d C r i t e r i a fo r P ro j e c t E va l u at i o n Use or adapt this convenient rubric prior to assigning, and while assessing, student work. R e l at e d L i t e rat u re Choose from this list of fiction and nonfiction to enhance and extend your discussion of multicultural literature. 6

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

Many Voices

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The selections in the anthology have been charted two ways: by ethnic group and genre. Use the Selections by Ethnic Group chart if you plan to focus your study on one or more ethnic groups. If you plan a more literary focus, refer to the Selections by Genre chart.

Selections by Ethnic Group PAGE NUMBER: STUDENT BOOK

AFRICAN AMERICAN

PAGE NUMBER: TEACHER GUIDE

American Hero

Essex Hemphill

poem. . . . . . . . . . . . . . . . 2 1 4 . . . . . . . . . 7 6

f ro m B l a c k B oy

Richard Wright

autobiography . . . . . . . . . . . . 1 4 0 . . . . . . . . . 5 6

Chitterling

Henry Van Dyke

short story . . . . . . . . . . . . . 1 5 1 . . . . . . . . . 5 8

Cross Over

Rita Williams-Garcia

drama . . . . . . . . . . . . . . . 2 9 8 . . . . . . . . 1 0 8

from I Know Why the Caged Bird Sings Maya Angelou

autobiography . . . . . . . . . . . . 3 1 4 . . . . . . . . 1 1 1

T h e L i o n S l e e p s To n i g h t

memoir . . . . . . . . . . . . . . . 1 1 3 . . . . . . . . . 4 2

Little Things Are Big

A Mason-Dixon Memory Monkeyman

N o t Po o r, J u s t B r o k e

poem . . . . . . . . . . . . . . . . 3 6 . . . . . . . . . 2 1

Dick Gregory

autobiography . . . . . . . . . . . . 2 6 8 . . . . . . . . . 9 3

Alex Haley

autobiography . . . . . . . . . . . . . 3 8 . . . . . . . . . 2 2

Angela Shannon

this morning

memoir . . . . . . . . . . . . . . . 2 8 6 . . . . . . . . . 9 7 short story . . . . . . . . . . . . . 1 8 6 . . . . . . . . . 7 3

Nikki Giovanni

from Roots

Tiffany

essay . . . . . . . . . . . . . . . . 1 0 5 . . . . . . . . . 4 0

Clifton Davis

Walter Dean Myers

Nikki–Rosa

S u n d ay

Egyirba High

Jesús Colón

poem . . . . . . . . . . . . . . . . 8 2 . . . . . . . . . 3 8

Lucille Clifton

poem. . . . . . . . . . . . . . . . 1 7 6 . . . . . . . . . 6 1

as told to Rebecca Carroll

personal essay . . . . . . . . . . . . 1 7 7 . . . . . . . . . 6 2

ASIAN AMERICAN F o r t u n e Te l l e r Fox Hunt

Nguyen Duc Minh

short story . . . . . . . . . . . . . . 8 4 . . . . . . . . . 3 9

Lensey Namioka

A Haircut

short story . . . . . . . . . . . . . 1 6 6 . . . . . . . . . 6 0

I. S. Nakata

Housepainting

short story . . . . . . . . . . . . . 3 2 0 . . . . . . . . 1 1 3

Lan Samantha Chang

short story . . . . . . . . . . . . . . 4 8 . . . . . . . . . 2 4

L e t t e r t o a Yo u n g R e f u g e e f r o m A n o t h e r Andrew Lam

letter . . . . . . . . . . . . . . . . 2 6 3 . . . . . . . . . 9 2

The Winter Hibiscus

short story . . . . . . . . . . . . . 2 3 1 . . . . . . . . . 7 9

Minfong Ho

H I S PA N I C American History

Judith Ortiz Cofer

short story . . . . . . . . . . . . . 2 5 2 . . . . . . . . . 9 0

D a v i d Ta l a m á n t e z o n t h e L a s t D a y o f S e c o n d G r a d e Rosemary Catacalos

poem. . . . . . . . . . . . . . . . 1 3 0 . . . . . . . . . 5 4

F i e l d Wo r k

Rose del Castillo Guilbault

short story . . . . . . . . . . . . . 3 0 6 . . . . . . . . 1 0 9

Foul Shots

Rogelio R. Gomez

article . . . . . . . . . . . . . . . 2 7 6 . . . . . . . . . 9 5

Gentleman of Río en Medio hate

Juan Sedillo

Tato Laviera

short story . . . . . . . . . . . . . . 7 8 . . . . . . . . . 3 7 poem. . . . . . . . . . . . . . . . 2 6 2 . . . . . . . . . 9 1

T h e H o r n e d To a d

Gerald Haslam

short story . . . . . . . . . . . . . . 6 0 . . . . . . . . . 2 5

L o o k i n g f o r Wo r k

Gary Soto

memoir . . . . . . . . . . . . . . . . 1 4 . . . . . . . . . 1 9

Not Knowing, in Aztlán

Tino Villanueva

The Phone Booth at the Corner A Shot at It Many Voices

Esmeralda Santiago

Juan Delgado

poem. . . . . . . . . . . . . . . . 1 6 5 . . . . . . . . . 5 9 poem. . . . . . . . . . . . . . . . 3 2 5 . . . . . . . . 1 1 4 memoir . . . . . . . . . . . . . . . 2 1 5 . . . . . . . . . 7 7 A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

7

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PAGE NUMBER: STUDENT BOOK

N AT I V E A M E R I C A N Americans All

Michael Dorris

PAGE NUMBER: TEACHER GUIDE

essay . . . . . . . . . . . . . . . . 3 2 7 . . . . . . . . 1 1 5

The Cutting of My Long Hair

˘ Zitkala-Sa

memoir . . . . . . . . . . . . . . . 1 0 9 . . . . . . . . . 4 1

H a v e Yo u H e a r d A b o u t A m e r i c a ? D. L. Birchfield

poem. . . . . . . . . . . . . . . . 3 1 9 . . . . . . . . 1 1 2

Indian Education

short story . . . . . . . . . . . . . 1 4 6 . . . . . . . . . 5 7

A New Story

Sherman Alexie

Simon J. Ortiz

R e a d i n g Po e m s i n P u b l i c The Real Thing T h e Wa r r i o r s

poem. . . . . . . . . . . . . . . . 2 7 3 . . . . . . . . . 9 4 Maurice Kenny

Marilou Awiakta

poem. . . . . . . . . . . . . . . . 2 1 2 . . . . . . . . . 7 5 poem . . . . . . . . . . . . . . . . 7 6 . . . . . . . . . 3 6

Anna Lee Walters

short story . . . . . . . . . . . . . . 2 1 . . . . . . . . . 2 0

OT H E R Achieving the American Dream Mario Cuomo

essay . . . . . . . . . . . . . . . . 2 2 8 . . . . . . . . . 7 8

I Thought About This Girl

short story . . . . . . . . . . . . . 2 8 1 . . . . . . . . . 9 6

Immigrant Picnic Magic

Jerome Weidman

Gregory Djanikian

Liz Rosenberg

Ta t t o o

poem . . . . . . . . . . . . . . . . 4 6 . . . . . . . . . 2 3 short story . . . . . . . . . . . . . 1 1 8 . . . . . . . . . 4 3

Gregg Shapiro

T h a n k Yo u i n A r a b i c

poem. . . . . . . . . . . . . . . . 3 1 2 . . . . . . . . 1 1 0 Naomi Shihab Nye

A W h o l e N a t i o n a n d a Pe o p l e Harry Mark Petrakis

memoir . . . . . . . . . . . . . . . 1 9 7 . . . . . . . . . 7 4 short story . . . . . . . . . . . . . 1 3 3 . . . . . . . . . 5 5

Selections by Genre A RT I C L E Foul Shots

Rogelio R. Gomez

Hispanic . . . . . . . . . . . . . . 2 7 6 . . . . . . . . . 9 5

A U TO B I O G R A P H Y f ro m B l a c k B oy

Richard Wright

African American . . . . . . . . . . . 1 4 0 . . . . . . . . . 5 6

from I Know Why the Caged Bird Sings Maya Angelou

African American . . . . . . . . . . . 3 1 4 . . . . . . . . 1 1 1

N o t Po o r, J u s t B r o k e

African American . . . . . . . . . . . 2 6 8 . . . . . . . . . 9 3

from Roots

Dick Gregory

Alex Haley

African American . . . . . . . . . . . . 3 8 . . . . . . . . . 2 2

Rita Williams-Garcia

African American

DRAMA Cross Over

. . . . . . . . . . 298 . . . . . . . . 108

E S S AY Achieving the American Dream Mario Cuomo

Other. . . . . . . . . . . . . . . . 2 2 8 . . . . . . . . . 7 8

Americans All

Native American . . . . . . . . . . . 3 2 7 . . . . . . . . 1 1 5

Michael Dorris

L e t t e r t o a Yo u n g R e f u ge e f ro m A n o t h e r Andrew Lam

Asian American. . . . . . . . . . . . 2 6 3 . . . . . . . . . 9 2

Little Things Are Big

African American . . . . . . . . . . . 1 0 5 . . . . . . . . . 4 0

Tiffany

8

Jesús Colón

as told to Rebecca Carroll

African American . . . . . . . . . . . 1 7 7 . . . . . . . . . 6 2

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

Many Voices

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PAGE NUMBER: STUDENT BOOK

MEMOIR Zitkala-S˘ a

The Cutting of My Long Hair T h e L i o n S l e e p s To n i g h t L o o k i n g f o r Wo r k

Gary Soto

A Mason-Dixon Memory A Shot at It

Egyirba High

Native American . . . . . . . . . . . 1 0 9 . . . . . . . . . 4 1 African American . . . . . . . . . . . 1 1 3 . . . . . . . . . 4 2 Hispanic . . . . . . . . . . . . . . . 1 4 . . . . . . . . . 1 9

Clifton Davis

Esmeralda Santiago

T h a n k Yo u i n A r a b i c

PAGE NUMBER: TEACHER GUIDE

African American . . . . . . . . . . . 2 8 6 . . . . . . . . . 9 7 Hispanic . . . . . . . . . . . . . . 2 1 5 . . . . . . . . . 7 7

Naomi Shihab Nye

Other. . . . . . . . . . . . . . . . 1 9 7 . . . . . . . . . 7 4

P O E T RY American Hero

Essex Hemphill

African American . . . . . . . . . . . 2 1 4 . . . . . . . . . 7 6

D a v i d Ta l a m á n t e z o n t h e L a s t D a y o f S e c o n d G r a d e Rosemary Catacalos

Hispanic . . . . . . . . . . . . . . 1 3 0 . . . . . . . . . 5 4

hate

Hispanic . . . . . . . . . . . . . . 2 6 2 . . . . . . . . . 9 1

Tato Laviera

H a v e Yo u H e a r d A b o u t A m e r i c a ? D. L. Birchfield

Native American . . . . . . . . . . . 3 1 9 . . . . . . . . 1 1 2

Immigrant Picnic

Other . . . . . . . . . . . . . . . . 4 6 . . . . . . . . . 2 3

A New Story Nikki-Rosa

Gregory Djanikian

Simon J. Ortiz

Native American . . . . . . . . . . . 2 7 3 . . . . . . . . . 9 4

Nikki Giovanni

African American . . . . . . . . . . . . 3 6 . . . . . . . . . 2 1

Not Knowing, in Aztlán

Tino Villanueva

Hispanic . . . . . . . . . . . . . . 1 6 5 . . . . . . . . . 5 9

The Phone Booth at the Corner Juan Delgado

Hispanic . . . . . . . . . . . . . . 3 2 5 . . . . . . . . 1 1 4

R e a d i n g Po e m s i n P u b l i c

Native American . . . . . . . . . . . 2 1 2 . . . . . . . . . 7 5

The Real Thing

Maurice Kenny

Marilou Awiakta

Native American . . . . . . . . . . . . 7 6 . . . . . . . . . 3 6

S u n d ay

Angela Shannon

African American . . . . . . . . . . . . 8 2 . . . . . . . . . 3 8

Ta t t o o

Gregg Shapiro

Other. . . . . . . . . . . . . . . . 3 1 2 . . . . . . . . 1 1 0

this morning

Lucille Clifton

African American . . . . . . . . . . . 1 7 6 . . . . . . . . . 6 1

S H O R T S T O RY American History

Judith Ortiz Cofer

Chitterling

Henry Van Dyke

F i e l d Wo r k

Rose del Castillo Guilbault

F o r t u n e Te l l e r Fox Hunt

African American

Nguyen Duc Minh

Housepainting

I Thought About This Girl Magic

Jerome Weidman

Sherman Alexie

Liz Rosenberg

Monkeyman T h e Wa r r i o r s

Hispanic . . . . . . . . . . . . . . . 7 8 . . . . . . . . . 3 7 Asian American. . . . . . . . . . . . 3 2 0 . . . . . . . . 1 1 3

Gerald Haslam

Lan Samantha Chang

Indian Education

Hispanic . . . . . . . . . . . . . . 3 0 6 . . . . . . . . 1 0 9 Asian American. . . . . . . . . . . . 1 6 6 . . . . . . . . . 6 0

Juan Sedillo

I. S. Nakata

T h e H o r n e d To a d

. . . . . . . . . . 151 . . . . . . . . . 58

Asian American . . . . . . . . . . . . 8 4 . . . . . . . . . 3 9

Lensey Namioka

Gentleman of Río en Medio A Haircut

Hispanic . . . . . . . . . . . . . . 2 5 2 . . . . . . . . . 9 0

Hispanic . . . . . . . . . . . . . . . 6 0 . . . . . . . . . 2 4 Asian American . . . . . . . . . . . . 4 8 . . . . . . . . . 2 4 Other. . . . . . . . . . . . . . . . 2 8 1 . . . . . . . . . 9 6 Native American . . . . . . . . . . . 1 4 6 . . . . . . . . . 5 7 Other. . . . . . . . . . . . . . . . 1 1 8 . . . . . . . . . 4 3

Walter Dean Myers

African American . . . . . . . . . . . 1 8 6 . . . . . . . . . 7 3

Anna Lee Walters

Native American . . . . . . . . . . . . 2 1 . . . . . . . . . 2 0

A W h o l e N a t i o n a n d a Pe o p l e Harry Mark Petrakis

Other. . . . . . . . . . . . . . . . 1 3 3 . . . . . . . . . 5 5

The Winter Hibiscus

Asian American. . . . . . . . . . . . 2 3 1 . . . . . . . . . 7 9

Many Voices

Minfong Ho

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

9

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Literary, Thinking, and Reading Skills THEME ONE—F A M I L I E S : C O M F O RT

AND

CONFLICT

Title, Author, and Genre

Literary, Thinking, and Reading Skills

Looking for Work Gary Soto memoir

Description Comparison and contrast Point of view

The Warriors Anna Lee Walters short story

Characterization Predicting Word choice

Nikki–Rosa Nikki Giovanni poem

Tone Interpreting poetry

from Roots Alex Haley autobiography

Understanding vocabulary and footnotes Point of view

Immigrant Picnic Gregory Djanikian poem

Use of language Dialogue Idioms

Housepainting Lan Samantha Chang short story

Symbolism Characterization

The Horned Toad Gerald Haslam short story

Setting Symbolism Characterization Metaphor Turning point

THEME TWO—T R A D I T I O N S

AND

Literary, Thinking, and Reading Skills

The Real Thing Marilou Awiakta poem

Reading for meaning Comparing perspectives Cultural context

Gentleman of Río en Medio Juan Sedillo short story

Conflict Understanding foreign words Symbolism Characterization

Sunday Angela Shannon poem

Action words Mood Rhythm Ambiguity Word choice

Fortune Teller Nguyen Duc Minh short story

Understanding geographical references Cultural context

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Family values Sources of comfort and conflict Family dynamics Class consciousness Popular culture influences Assimilation Traditions, ceremonies, and rituals Generational conflicts

C U S TO M S

Title, Author, and Genre

10

Cultural Concepts

Cultural Concepts Cultural traditions and customs Challenges to traditional values Preserving traditions and customs Sharing and borrowing traditions Stereotyping Comparing and contrasting cultural values Intercultural understanding Icons Cultural holidays Cultural blending Genocide

Many Voices

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Little Things Are Big Jesús Colón essay

Point of view Predicting Genre study (personal essay)

The Cutting of My Long Hair ˘ Zitkala-Sa memoir

Comparison and contrast Repetition

The Lion Sleeps Tonight Egyirba High memoir

Apochryphal stories Contrast Symbolism

Magic Liz Rosenberg short story

Symbolism Word choice

THEME THREE—B E C O M I N G M E Title, Author, and Genre

Literary, Thinking, and Reading Skills

David Talamántez on the Last Day of Second Grade Rosemary Catacalos poem

Action verbs Point of view Intertextual analysis

A Whole Nation and a People Harry Mark Petrakis short story

Dialogue First person voice

from Black Boy Richard Wright autobiography

Personification Predicting Problem-solving

Indian Education Sherman Alexie short story

Humor Satire Genre study (vignette)

Chitterling Henry Van Dyke short story

Characterization Inference

Not Knowing, in Aztlán Tino Villanueva poem

Repetition Interpretation Myth

Fox Hunt Lensey Namioka short story

Fable Rationalization

this morning Lucille Clifton poem

Style Vernacular

Tiffany as told to Rebecca Carroll personal essay

Tone

Many Voices

Cultural Concepts Self-expression Making choices Stereotyping Defining self Ethnic identity and pride Effects of poverty Making predictions about individuals Conformity Intercultural friendship Racial profiling Role models

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

11

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THEME FOUR—B E T W E E N T WO W O R L D S Title, Author, and Genre

Literary, Thinking, and Reading Skills

Monkeyman Walter Dean Myers short story

Conflict Predicting Authenticity

Thank You in Arabic Naomi Shihab Nye memoir

Historical context

Reading Poems in Public Maurice Kenny poem

Juxtaposition Ambiguity

American Hero Essex Hemphill poem

Irony

A Shot at It Esmeralda Santiago memoir

Author’s purpose Evaluating effectiveness

Achieving the American Dream Mario Cuomo essay

Universality

The Winter Hibiscus Minfong Ho short story

Sensory details Clues for foreign words in context Flashback

Cultural Concepts Adapting to a new culture Defining the American Dream Identifying cultural differences Nonviolent resistance The refugee experience Neighborhood pride Ethnic heroes Blending of languages

THEME FIVE—D E F I N I N G M O M E N T S Title, Author, and Genre

Literary, Thinking, and Reading Skills

American History Judith Ortiz Cofer short story

Theme Autobiographical elements of fiction

hate Tato Laviera poem

Implied comparison Metaphor

Letter to a Young Refugee from Another Andrew Lam letter

Genre study (open letter) Author’s purpose

Not Poor, Just Broke Dick Gregory autobiography

Satire Author’s voice

A New Story Simon J. Ortiz poem

Verbal and situational irony Dialogue Meaning of title

Foul Shots Rogelio R. Gomez article

Puns Applying quotation to selection

12

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Cultural Concepts Destructive nature of prejudice Successes and failures of racial integration Blending personal history and politics Bilingualism The refugee experience Prejudice Preservation of cultural authenticity Anti-Semitism The color barrier in sports (historical)

Many Voices

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I Thought About This Girl Jerome Weidman short story

Dramatic techniques

A Mason-Dixon Memory Clifton Davis memoir

Symbolism

THEME SIX—O U T S I D E I N F L U E N C E S Title, Author, and Genre

Literary, Thinking, and Reading Skills

Cross Over Rita Williams-Garcia drama

Characterization Author’s purpose Dialect and slang

Field Work Rose del Castillo Guilbault short story

Visualizing Simile

Tattoo Gregg Shapiro poem

Simile Meaning of title Sensory images

from I Know Why the Caged Bird Sings Maya Angelou autobiography

Reading aloud Symbolism

Have You Heard About America? D. L. Birchfield poem

Style (minimalism) Summarizing

A Haircut I. S. Nakata short story

Classifying

The Phone Booth at the Corner Juan Delgado poem

Empathizing

Americans All Michael Dorris essay

Cultural references Metaphor

Many Voices

Cultural Concepts Issues of us vs. them Group identity vs. individual identity Recognizing differences and similarities Rites of passage Racial pride “Melting Pot” vs. “Salad Bowl”

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

13

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Introducing the Book “Ten Thousand Things” (page 8) This introductory essay attempts to answer the question “Why read multicultural literature?” There is no final answer to such a question, but here are a few of the reasons presented in the essay. • “Literature gives us the opportunity to learn what we otherwise might never know.” • “You read multicultural literature for the same reasons you read other kinds of literature: out of curiosity and because you want to see your own life reflected back . . . in the stories of others.” • “. . . you want to be transported to another world and entertained.” Here are a few prompts to continue the discussion started in the essay. • What are some other reasons besides those mentioned in the essay to read stories, poems, and nonfiction pieces representative of various cultures? • The essay states that “reading ethnic literature is unlikely to make you unlearn all of your prejudices.” Do you agree with this statement? Why or why not. • What does Gwendolyn Brooks mean by her statement, “To not know is to doubt, to shrink from, sidestep or destroy”? • What does it mean to not be “one or ten or even ten thousand things”? Concept Vocabular y (pages 9–11) The terms on these pages will be helpful to students as they read and discuss the literature in this collection. Use one or more of these activities to utilize and extend the topics and issues of multiculturalism. • Discuss terms that may be new to students. • Have students record new concept words in a journal as they read the anthology. • Challenge students to correctly use concept vocabulary in the writing they do during the unit. Anticipation Guide (page 15 of this teacher guide) Discuss the statements on the anticipation guide on page 15 with your students to assess prior knowledge and to stimulate discussion. You may want to administer the anticipation guide again at the end of the unit to see if their answers have changed.

14

A M u l t i c u l t u r a l R e a d e r, C o l l e c t i o n O n e

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

Many Voices

NAME

CLASS

What Do You Think?

D AT E

(Anticipation Guide)

You are about to begin reading selections on the theme of multiculturalism. Mark the following true/false statements by putting a T or F on each line. This is not a test. Think of it as a way to find out what you feel about the themes and issues related to multiculturalism.

True or False ______

1. People of one race cannot possibly understand another race.

______

2. All Americans come from immigrant backgrounds.

______

3. Members of a family share certain values.

______

4. One person can speak accurately for a race or ethnic group.

______

5. Some stereotypes are accurate and fair.

______

6. One small experience can change a person’s self-image forever.

______

7. English should be legally established as the official language of the United States.

______

8. Anyone who is willing to work hard can overcome poverty and succeed in America.

______

9. Our racial or cultural histories don’t matter; what matters is what we do with our lives now.

______ 10. Americans, of whatever backgrounds, are more alike than they are different.

Many Voices

©2002 Perfection Learning Corporation • R E P R O D U C I B L E Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

15

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Introducing the Theme—Families: Comfort and Conflict In this theme, students will read several selections on families as sources of both comfort and conflict. I. Everyone comes from or lives in some kind of family. Discuss the fact that growing up in families influences us in important ways. Whatever racial, ethnic, or cultural group we identify with, the common experience of living in families can serve as a starting place for looking at our similar and different customs, attitudes, and traditions. II. Explain to students that they will begin to examine families as sources of comfort, conflict, influence, and sense of personal identity in this exercise. A. Use the reproducible chart “Families: Comfort and Conflict” on the next page as an overhead transparency or blackline master. B. Ask students to complete columns 2 and 3, based on their observations of their own family and another family they know well. C. Finally, students will use the information from their charts to complete a summary statement about the comforts and conflicts of living in families.

16

Families: Comfort and Conflict

Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

Many Voices

NAME

CLASS

D AT E

Families: Comfort and Conflict Directions: In this theme, you will read several selections on families as sources of both comfort and conflict. Before reading the selections, use your own observations to analyze your own family and another family you know well by answering the questions in the first column. Record your answers in the second and third columns. Question

Your Family

Another Family You Know Well

Who lives in your family?

Comforts:What good things do you count on your family to provide?

Conflicts:Whom do you argue with, and what do you argue about?

Who makes decisions: Do parents decide most things or does each family member decide things for him- or herself? What traditions does your family share?

Does your family tell stories about relatives or ancestors?

Finally, use the information from your chart to complete a summary statement about the comforts and conflicts of living in families. Consider the question “What’s good and bad about living in families?” __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________

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Theme One Vocabulary Watch for the following words as you read the selections in Theme One. Record your own vocabulary words and definitions on the blank lines.

Looking for Work pages 14–20 bewilderment confusion; perplexity contagious infectious; spread by contact contor ted twisted; deformed descent ancestry; family background feigned pretended; gave a false impression mimicked ridiculed by imitation palsied trembling; quivering profanity curses; obscenities rifts breaks; long-term quarrels ___________________________________________ ___________________________________________

The Warriors pages 21–35 collided ran into exasperation irritation; anger haggard gaunt; worn-out lilted swayed cheerfully mar veled felt surprise or amazement poignant painfully touching ravaged ruined; destroyed recitation formal reading or repeating aloud resigned submissive; accepting retor ted countered; answered back sharply simultaneously at the same time tarnished dulled; discolored terrain piece of land war y careful ___________________________________________ ___________________________________________

from Roots pages 38–45 aquiline curved like an eagle’s beak atrocities brutal acts aura atmosphere bedlam scene of chaos or confusion begat produced a child cacophony dissonance; harsh sounds congealed thickened; frozen conical shaped like a cone

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crux main or central point lineage ancestry; history of forebears saga historic narrative transcends rises above visceral instinctive ___________________________________________ ___________________________________________

Housepainting pages 48–59 burble bubble; small burst compelled obligated; forced dialects different versions of a language dislodge drive or force out of hiding dutiful respectful; obedient extraneous unnecessary; irrelevant groveling pleading; begging laboriously with great effort listlessly without energy or enthusiasm speculative questioning; pondering transfixed spellbound; held motionless ___________________________________________ ___________________________________________

The Horned Toad pages 60–71 baffled confused croon sing or murmur gently flinch wince; pull back fodder food for livestock held cour t was the center of attention incongruously inconsistently; not conforming to expectations interred buried peripher y boundary; edges progeny descendants; offspring relented softened; gave in spanning extending across verdancy richness of plant life ___________________________________________ ___________________________________________

R E P R O D U C I B L E • ©2002 Perfection Learning Corporation Many Voices: A Multicultural Reader/Collection One—Teacher Guide sampler

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P O E T RY W O R K S H O P

Nikki-Rosa

by Nikki Giovanni, pages 36–37

Summar y of the Poem Giovanni laments the gap between the actual feelings and issues of growing up black and the perceptions of others. She implies that white biographers can’t see past the outward evidences of poverty and hardship to the love and togetherness that are really important.

Analyzing the Poem: The Good and the Bad Giovanni uses contrast in this poem to show how the good outweighed the bad in her childhood. Have students use a chart like the one below to identify some contrasts. An example is given. Good Christmas

Bad father’s drinking

Literar y Lens Do you think the narrator remembers her childhood as difficult? Why or why not? Answers will vary. Nikki-Rosa remembers her childhood as happy, but she remembers the difficult times too. Part of the point of the poem seems to be that she sees African Americans as being able to find joy in love and togetherness, even in hard times.

Looking at Format Note that the poem is written in free verse, without rhyme or regular rhythm, and with almost no capital letters. Have students rewrite the poem in paragraph form, adding punctuation and capitalization as appropriate. Compare the two formats, and share ideas about why Giovanni chose free verse to convey her message.

Activities Differing Perspectives Giovanni says, “I really hope no white person ever has cause to write about me because they never understand…” Have students identify someone they would not want to write their life story for the same reason. Have them list the things in their lives that this unwanted biographer would misunderstand, noting both their perception and what they think the other person would perceive. Finally, have students use their lists to create a poem, song, or work of visual art expressing the different perspectives about their lives.

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Families: Comfort and Conflict

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The Horned Toad

by Gerald Haslam, pages 60–71

Short Story

Summar y A young Hispanic boy is baffled by the sharp-edged, Spanish-speaking great-grandmother who comes to live with his family, but the two develop an unusual bond. Their relationship enables him to speak for her in a vital decision. Appreciating Metaphor Haslam uses many comparisons, usually in the form of metaphors, in this selection. Have students find examples and discuss what they convey.

Vocabular y baffled confused croon sing or murmur gently flinch wince; pull back fodder food for livestock held cour t was the center of attention incongruously inconsistently; not conforming to expectations interred buried peripher y boundary; edges progeny descendants; offspring relented softened; gave in spanning extending across verdancy richness of plant life

Discussing the Shor t Stor y 1. What brought the narrator’s father from Texas to California? (Recall) The discovery of oil created a need for miners. 2. Why did the great-grandma prefer to stay with the narrator’s family rather than other families? (Recall) Because she had raised the narrator’s mother and because she loved the country, while most of the family lived in Los Angeles. 3. How did the great-grandma’s presence in the home change the father’s behavior? (Analysis) Answers may vary. Students may note that the father became more affectionate and came to appreciate his wife’s grandma.

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Topic for Debate Have students debate the following statement, which echoes the father’s opinion in the beginning of this story: Immigrant children should be taught English, and not their parents’ native tongue, because that’s what will help them in school.

4. What do you think the narrator meant when he told of discovering that his great-grandma spoke English and said “that day changed everything”? (Analysis) Answers may vary. The boy’s discovery opened the possibility of communication because he realized her teasing was affectionate. He was no longer afraid of her.

Literar y Lens Why does the great-grandson feel strongly about the place his great-grandmother should be buried? He knows how much she loved the space and greenness of the country, and remembers what she said about the toad belonging “in his own place with his own kind.” More specifically, he remembers her helping him return the toad “to his own place,” and bury him there. He recognizes that she was expressing a longing for herself, not just sympathy for the toad.

Literar y Focus: Adult Recollections Whether fiction or not, several pieces in this theme are written as adult recollections of childhood. Help students explore this genre using these questions. • Identify which selections in this theme chapter fall into the category of “Memoirs” or “Adult Recollections.” • How do these stories mark important turning points in the lives of the narrators? • Why do you think it seemed important for these authors to tell these stories from their childhoods?

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RESPONDING

TO

THEME ONE

Families: Comfort and Conflict Discussion and Activities 1. The sisters in “The Warriors” learn about Pawnee values from Uncle Ralph. What values have you learned from your family that you would like to pass on to the next generation? Answers will vary. 2. A symbol is something that stands for, or represents, something else. A rose, for example, sometimes symbolizes love. In the last selection in this theme, what do you think the horned toad symbolizes? Answers will vary. Students may see the toad as a symbol of the country that the grandma longs for or as a symbol of the grandmother herself—the toad is ornery and somewhat threatening, but he eventually befriends the family. The toad and the grandmother both wish for the freedom to live their own way in the place that feels like home. 3. Pick two selections from this theme. Identify sources of comfort and conflict in each. Students may respond that in “Nikki-Rosa,” the close quarters, happy holidays, and strong sense of love in the family were sources of comfort. The family’s poverty, the father’s drinking, and his pain at giving up his dreams could be sources of conflict. In “Housepainting,” the family’s cultural traditions, foods, and obvious love were sources of comfort. But both daughters felt pressured by their parents’ expectations. The cultural traditions carried over from China were a source of both comfort and conflict. 4. In your opinion, which family in this theme exerts the most influence on its members? Why did you choose this family? Answers will vary. Students may notice that Alex Haley’s search for his ancestors profoundly shaped his life and career. They may also choose “Housepainting” because the parents have such clear expectations for their daughters. 5. If you could spend one week with one of the families in this theme, which one would you choose? Why? Answers will vary. Some students might choose the family in “Looking for Work.” This family is portrayed as being fun, affectionate but not stifling, rowdy, and full of humor. In spite of being “a stupid” at school and having little money, the narrator is obviously happy, confident, and content with his life. 6. To deepen your understanding of the concept of family, use a chart like the one below to define, or describe, each of the families in this theme. Use one descriptive word for each selection. Try not to repeat the defining words you use. Answers will vary. See the examples below. Title

Descriptive Word

Looking for Work

fun

The Warriors

respectful

Nikki-Rosa

togetherness

from Roots

dramatic

Immigrant Picnic

lighthearted

Housepainting

complex

The Horned Toad

growing

Using what you have learned, write an informal, one sentence definition of family. Answers will vary.

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Literary Analysis: Memorable Characters Uncle Ralph in “The Warriors” and the great-grandmother in “The Horned Toad” are both strong characters. Pick one and analyze the ways the author makes this character come to life in the story. You will want to include background, economic class, lifestyle, speech, personality weaknesses and strengths, and what others learn from the character in your analysis. Begin your analysis by completing the chart below. In the middle column are facts you might want to consider for your analysis. List the corresponding details under the name of the character you have chosen to write about. An example has been done for you. Uncle Ralph

facts background

great-grandmother raised her granddaughter

economic class lifestyle speech weaknesses strengths what others learn from him/her other: other:

Now think about how the author used the facts in the chart above to make your character come to life. Write your analysis in the space below:

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Creative Craft: Family Matters Using “Immigrant Picnic” as a model, write a poem in which family members talk with one another. You might consider writing about conversations at a family gathering, a conflict between two siblings, or a comforting moment between a grandmother and a grandchild. To help you start, complete the chart below with facts that will be included in your poem. Elements you might want to consider have been listed for you in the left column. Element of Poem

Facts You Might Include

setting

characters involved

what they’re saying to themselves or to each other feelings expressed or implied

other

Now think about how you want to incorporate the information from the chart above into your poem. Should the characters speak to each other? Will you only tell one side of the story? Perhaps you will write two poems, each showcasing one character’s point of view? Write your poem in the space below:

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Theme One Vocabulary Test

pages 12–71

I. Multiple Choice Choose the meaning of the bold word in each passage. 1. Embarrassed, I worked without looking up, but I imagined his contorted mouth and the ring of keys attached to his belt—keys that jingled with each palsied step. (“Looking for Work,” p. 16)

7. A kind of visceral surging or churning sensation started up deep inside me; bewildered, I was wondering what on earth was this . . . (“from Roots,” p. 39)

A fearful

C insane

A instinctive

C exhilarating

B trembling

D steady

B weird

D supernatural

2. She feigned a stern posture, her hands on her hips and her mouth puckered. (“Looking for Work,” p. 17) A pretended

C showed anger

B took on

D assumed

3. There were no beatings, no rifts in the family. (“Looking for Work,” p. 18) A quarrels

C illnesses

B lazy people

D punches

4. His melodic voice lilted over us and hung around the corners of the house for days. (“The Warriors,” p. 22) A cheerfully swayed

C lumbered

B rang

D shouted

5. Uncle Ralph talked obsessively of warriors, painted proud warriors who shrieked poignant battle cries at the top of their lungs and died with honor. (“The Warriors,” p. 23)

8. My blood seemed to have congealed. (“from Roots,” p. 42) A heated

C vaporated

B drained

D thickened

9. The driver slowing down, I could see this village’s people thronging the road ahead; they were waving amid their cacophony of crying out something… (“from Roots,” p. 44) A chaos

C harsh sounds

B ceremony

D orderly progress

10. Her gaze ran over my sister in a way that made me feel knobby and extraneous. (“Housepainting,” p. 51) A unattractive

C self-conscious

B unnecessary

D powerful

11. Now he stared transfixed, waiting for her to turn to talk to him, but she did not. (“Housepainting,” p. 51)

A terrifying

C death defying

A angrily

C stunned

B loud

D painfully touching

B threateningly

D spellbound

6. One early morning, Sister and I crossed the tracks on our way to school and collided with a tall, haggard whiteman. (“The Warriors,” p. 24) A dirty

C dignified

B run-down

D heavy-set

12. From the kitchen we heard a burble of laughter. (“Housepainting,” p. 55) A small burst

C riot

B hint

D stifling

continued

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13. To the south, incongruously, flowed the icy Kern River, fresh from the Sierras and surrounded by riparian forest. (“The Horned Toad,” p. 61) A certainly

C unexpectedly

B strongly

D as expected

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15. Finally, after much debate, he relented. (“The Horned Toad,” p. 63) A confessed

C gave in

B apologized

D departed

14. We played our games on its sandy center, and conducted such sports as ant fights and lizard hunts on its brushy periphery. (“The Horned Toad,” p. 62) A sections

C edges

B hillside

D interior

II. Matching Match each vocabulary word in the left column with its definition in the right column.

______ 16. contorted

a. careful

______ 17. descent

b. main point

______ 18. retorted

c. twisted

______ 19. wary

d. buried

______ 20. crux

e. pleading

______ 21. transcends

f. wince

______ 22. groveling

g. pondering

______ 23. speculative

h. ancestry

______ 24. interred

i. countered

______ 25. flinch

j. rises above

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Theme One Objective and Essay Test I. True-False If the statement is true, mark it T; if false, mark it F.

______

1. Alex Haley went to Africa to do research for his book Roots.

______

2. The family in “Immigrant Picnic” celebrates the Fourth of July with traditional Egyptian foods.

______

3. The children in “Looking for Work” share their resources to come up with the money to go to the swimming pool.

______

4. The narrator of “The Warriors” is named Pumpkin Flower.

______

5. In “Housepainting,” Annie’s parents want her to be an artist.

______

6. The horned toad is poisonous.

II. Multiple Choice Select the best answer to complete each statement.

______

7. What does Nikki-Rosa say Black love is? a. Black power b. Black wealth c. family togetherness d. plenty of food

______

8. To what tribe of Indians does Uncle Ralph, in “The Warriors,” belong? a. Sioux b. Iriquois c. Arapahoe d. Pawnee

______

9. Which of the following is a job that the narrator in “Looking for Work” is paid to do? a. rake leaves b. weed a flower bed c. fold clothes d. wash a car

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______ 10. Alex Haley’s ancestor was kidnapped from his village in West Africa while doing which of the following things? a. chopping wood b. fetching water c. hunting for food d. running away ______ 11. A West African griot fulfils what function in the tribe? a. healer b. chief c. historian d. warrior continued

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______ 12. Why didn’t the great-grandmother in “The Horned Toad” come to live with the narrator’s family sooner? a. The father didn’t want her to. b. They lived in the city and she preferred the country. c. Their house was too small. d. They couldn’t afford to take her in.

D AT E

______ 13. In “Housepainting,” why does Wei say he is painting the house? a. to be on the parents’ good side b. to help with a job that needs to be done c. to put the parents in his debt d. to convince them to make Frances marry him

III. Fill in the Blank Complete each sentence or answer by filling in the blank with the appropriate word or words. 14. The narrator in “Looking for Work” thinks his family would be happier in life if they acted more like the family in what TV show? ______________________________________________________________________________________________________________

15. Who does “Nikki-Rosa” hope never has to write about her? ______________________________________________________________________________________________________________

16. What does the word “xiaoxun” mean, as explained in “Housepainting”? ______________________________________________________________________________________________________________

17. The boy in “The Horned Toad” cried when his great-grandmother teased him by not sharing her ___________________________ with him.

18. What type of nuts come to mind for the speaker of “Immigrant Picnic” when his uncle says “You could grow nuts listening to us”? (two possible answers) ______________________________________________________________________________________________________________

19. Uncle Ralph tells the sisters in “The Warriors” that Pawnee Indians live for _____________________________. 20. Alex Haley first hears of his ancestors on his _____________________________'s porch.

IV. Essay Choose any two families featured in the selections from this theme. In two or three paragraphs, compare and contrast the two families and explain how you think each family helps or hinders its young people as they find their place in life.

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