common core coach english language arts7 · cc12_ela_g7_lr_final.indd 9 12/06/12 10:30 am. 10 •...

Common Core CoachEnglish Language

Arts7 INDEPENDENT LEVELED PRACTICE

Resource Book

First EditionFirst Edition

CC12_ELA_G7_LR_Final.indd 1 12/06/12 10:30 AM

Common Core Coach, English Language Arts, Independent Leveled Practice Resource Book, First Edition, Grade 7T106NAL

ISBN-13: 978-1-61997-506-4

Cover Design: Q2A/Bill Smith Cover Illustration: Paul Garland

Triumph Learning® 136 Madison Avenue, 7th Floor, New York, NY 10016

© 2013 Triumph Learning, LLC Buckle Down and Coach are imprints of Triumph Learning

Permission is hereby granted to duplicate the reproducibles in this publication in complete pages for classroom use only. Any other use requires written permission from the publisher.

Printed in the United States of America.

10 9 8 7 6 5 4 3 2 1

The National Governors Association Center for Best Practices and Council of Chief State School Officers are the sole owners and developers of the Common Core State Standards, © Copyright 2010. All rights reserved.


Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Answer Key and Standards Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Independent Leveled Practice Reading Selections . . . . . . . . . . . . . . . . . . . . . 11

Lesson 1 Reading FictionLevel 1 . The .Mystery .of .the .Tides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Level 2 . The .Mystery .of .the .Tides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Level 3 . The .Mystery .of .the .Tides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Standards: RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.6, RL 7.10

Lesson 3 Reading Literary NonfictionLevel 1 . From .Awful .Rail .to .Awesome .Trail: .A .Community .Proposal . . . . . . . . . . . 23Level 2 . From .Awful .Rail .to .Awesome .Trail: .A .Community .Proposal . . . . . . . . . . . 26Level 3 . From .Awful .Rail .to .Awesome .Trail: .A .Community .Proposal . . . . . . . . . . . 29

Standards: RI.7.1, RI.7.2, RI.7.4, RI.7.5, RI.7.8, RI.7.10

Lesson 5 Reading Historical TextsLevel 1 . Shadow .and .Stone: .Europe’s .Medieval .Castles . . . . . . . . . . . . . . . . . . . . 33Level 2 . Shadow .and .Stone: .Europe’s .Medieval .Castles . . . . . . . . . . . . . . . . . . . . 37Level 3 . Shadow .and .Stone: .Europe’s .Medieval .Castles . . . . . . . . . . . . . . . . . . . . 41

Standards: RH.6–8.4, RH.6–8.5, RH.6–8.7, RH.6–8.8, RH.6–8.9, RI.7.10

Lesson 6 Reading DramaLevel 1 . The .Torn .Tapestry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Level 2 . The .Torn .Tapestry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Level 3 . The .Torn .Tapestry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Standards: RL.7.4, RL.7.5, RL.7.6, RL.7.10

Contents • 3


4 • Contents

Lesson 7 Reading PoetryLevel 1 . The .Fool’s .Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Level 2 . To .Wish .Myself .Courage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Level 3 . Blizzard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Standards: RL.7.4, RL.7.5, RL.7.10

Lesson 9 Reading Scientific and Technical TextsLevel 1 . Global .Warming, .Local .Warning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Level 2 . Global .Warming, .Local .Warning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Level 3 . Global .Warming, .Local .Warning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Standards: RST.6–8.4, RST.6–8.5, RST.6–8.7, RST.6–8.8, RI.7.10

Lesson 11 Reading Persuasive NonfictionLevel 1 . Changing .the .Laws .for .Teenage .Driving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75Level 2 . Changing .the .Laws .for .Teenage .Driving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78Level 3 . Changing .the .Laws .for .Teenage .Driving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Standards: RI.7.2, RI.7.6, RI.7.8, RI.7.9, RI.7.10


Introduction • 5

Independent Leveled Practice Reading Selections

Welcome to the Common Core Coach, English Language Arts, Independent Leveled Practice Resource Book, First Edition. The purpose of this component is to provide students with the opportunity for independent reading practice. It allows students to apply the skills they have learned in a particular reading lesson to a short, topically related selection.

Each reading lesson in the Student Edition has a corresponding Independent Practice Reading Selection that is the third step of the research-proven, three-step “gradual release model.” The Independent Practice Reading Selection is available in three versions written at different reading levels to meet the needs of a wide range of students. Level 1 passages are written below grade level; Level 2 passages are written at grade level; Level 3 passages are written above grade level. The comprehension questions are the same for each leveled passage within a selection, so regardless of reading level, all students have the opportunity to apply higher-level critical thinking skills and strategies independently. (Exception: In the Reading Poetry lesson, three different poems, at three different reading levels, are provided to give students the opportunity to read poetry independently. In this case, the comprehension questions are specific to the poem.)

Assigning Independent Leveled Practice Reading SelectionsUse your knowledge of each student’s reading level to determine which version of a passage to assign. Reproducibles for each level are provided in the pages that follow. The difficulty level of each passage is indicated by the shading of the three cubes in the margin.

Level 1: Level 2: Level 3:


Answer Key and Standards Correlation Chart • 7

Answer Key and Standards Correlation Chart

The following answer key shows both the correct answers for every question in the practice reading and the standards each question covers. Except where indicated, answer for the practice questions that are the same for each leveled reading are provided once.

Number Correct Answer Common Core State Standard

The Mystery of the Tides

1 Answers will vary. Sample answer: The story takes place in March, 1722, in the sitting room of the London home of Isaac Newton, where he lives with his niece and her husband, the narrator.

RL.7.3

2 Answers will vary. Sample answer: Uncle Isaac’s enthusiasm for telling stories of his discoveries suggests that he is proud of those accomplishments.

RL.7.1

3 Answers will vary. Sample answer: The narrator is respectful of Uncle Isaac’s career and fascinated by his stories. He records Uncle Isaac’s stories for future generations.

RL.7.6

4 C RL.7.4

5 A RL.7.2

From Awful Rail to Awesome Trail: A Community Proposal

1 Answers will vary. Sample answer: The author feels that the Mill Creek Railway is dangerous and unattractive but could be transformed into a beautiful, popular community park and pedestrian and bicycle path.

RI.7.2

2 Answers will vary. Sample answer: “Blight” and “neglect” have strong negative connotations and are used to describe the current conditions at the railway line; “spectacular” and “jewel” have strong positive connotations and are used to describe the proposed Railway Trail.

RI.7.4

3 Answers will vary. Sample answer: The author suggests that critics are pessimistic and that evidence from the nearby town of Madison suggests that the new park should be very popular.

RI.7.1

4 D RI.7.5

5 C RI.7.8


8 • Answer Key and Standards Correlation Chart


Shadow and Stone: Europe’s Medieval Castles

1 Answers will vary. Sample answer: It is a fact that life in castles has changed greatly because many things are different today than they were in medieval times.

RH.6–8.8

2 Answers will vary. Sample answer: For example, the final paragraph in the section about Edinburgh Castle follows chronological order as it describes how the castle changed hands over time.

RH.6–8.5

3 The article is a secondary source. It does not give information from the point of view of someone who actually lived in a medieval castle.

RH.6–8.9

4 B RH.6–8.4

5 C RH.6–8.7

The Torn Tapestry

1 Answers will vary. Sample answer: The audience learns that Lady Anne has always been friendly to Elizabeth in the past, but her behavior has changed recently. They also learn that the castle of Lady Anne’s uncle is under siege.

RL.7.5

2 Answers will vary. Sample answer: Lady Anne’s dialogue reveals that she can be very bossy and abrupt with Elizabeth and Montague; her actions show that she is very nervous about something.

RL.7.6

3 Answers will vary. Sample answer: The mood of the drama is tense and suspenseful. The mystery of Lady Anne’s unusual behavior must be solved.

RL.7.4

4 D RL.7.4

5 A RL.7.4

The Fool’s Song

1 The poem is divided into three stanzas of 5, 5, and 6 lines. There is no regular rhyme scheme.

RL.7.5

2 Answers will vary. Sample answer: The speaker’s tone is playful but also full of regret for past mistakes.

RL.7.4


Answer Key and Standards Correlation Chart • 9


3 Answers will vary. Sample answer: The bird represents truth and the cage represents ways in which people try to confine or limit truth, possibly to meet their own expectations.

RL.7.4

4 D RL.7.4

5 D RL.7.4

To Wish Myself Courage

1 The poem is divided into three stanzas of 4, 3, and 4 lines. There is no regular rhyme scheme, but internal rhymes are used within lines (e.g., long/song, old/cold)

RL.7.5

2 Answers will vary. Sample answer: The youthful speaker creates a mood of joy, excitement, and anticipation.

RL.7.4

3 Answers will vary. Sample answer: The speaker of the poem may be comparing singing with poetry. Since the title is “To Wish Myself Courage,” we can connect the speaker’s description of songs and singing with the poem the author is writing.

RL.7.4

4 A RL.7.4

5 B RL.7.4

Blizzard

1 The 15-line poem has one stanza and no regular rhyme scheme.

RL.7.5

2 Examples of assonance include hours/down (line 3), drifts/its (line 4), deeper/three (line 6), sun/clutter (line 8).

RL.7.4

3 Answers will vary. Sample answer: The speaker describes a man who has been walking in a blizzard turning back to look at his footprints. The image also suggests reflecting on the course of one’s entire life.

RL.7.4

4 C RL.7.4

5 B RL.7.4


10 • Answer Key and Standards Correlation Chart


Global Warming, Local Warning

1 Answers will vary. Sample answer: It is a fact that burning gasoline produces carbon dioxide and other greenhouse gases; it is speculation that global warming will cause tropical diseases to spread.

RST.6–8.8

2 Arid means “dry”; an arid area is one that is very dry, possibly too dry to provide enough water for the people who live there.

RST.6–8.4

3 Answers will vary. Sample answer: Possible effects include overheating of land used for farming, increased flooding, spread of tropical diseases, and a decrease in fresh water available for drinking.

RST.6–8.5

4 C RST.6–8.7

5 D RST.6–8.5

Changing the Laws for Teenage Driving

1 Answers will vary. Sample answer: The writer argues that there should be a national driving age of sixteen and that raising the driving age would be neither fair nor effective.

RI.7.2

2 Answers will vary. Sample answer: The writer uses name-calling by implying that counter-arguments are “ridiculous,” “absurd,” “unfair,” and “unrealistic.” The writer makes generalizations about teen drivers and their ability to drive responsibly.

RI.7.8

3 Answers will vary. Sample answer: The writer states that statistics can be misinterpreted, suggesting that they show that inexperienced, not young, drivers are responsible for many accidents.

RI.7.6

4 B RI.7.9

5 D RI.7.6


Independent Leveled PracticeReading Selections


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Independent Practice Lesson 1: Reading Fiction

Read the passage. Then answer the questions that follow.

The Mystery of the Tides1 OnanicyMarchdayin1722,UncleIsaacdrewhischairclosertothefireand

said,“DidIevertellyouaboutthetimeIsolvedthemysteryofthetides?”

2 Iglancedatmywife,Catherine.Becauseshehasbeenheruncle’shousekeepersincebeforeourmarriage,shehadalreadyheardmanyofhisstories.HedidnotstarttellingthemtomeuntilImovedintotheirhouseinLondon.

3 “Why,no,UncleIsaac,”Catherinesmiled.“Idon’tbelieveyouhavetoldJohnthatstory.”

4 Iquietlypickedupmyjournalandquillandsettledbacktotakenotes.UncleIsaachasledsucharemarkablelifeanduncoveredsomanyoftheuniverse’smysteriesthatlastyearIdecidedtorecordhismemoirsforfuturegenerationstoread.

5 Inhisoldage,UncleIsaacisshortandstoutwithpointedfeatures,silverhair,andbrowneyes.Attimeshebecomessofocusedonhisideasthatheforgetswhatheisdoing.Onenightherosefromthedinnertabletogetsomebreadinthekitchenandneverreturned.Wefoundhimhunchedoverthedeskinhisstudy,asdeepinthoughtasanewstudentstudyingforhisfirstuniversityexam.

6 “Itallbeganwiththefishermen,”UncleIsaacsaid.“Forthousandsofyearstheyhavebeenabletopredictwhenthetidewouldbehighorlow.Butnooneknewwhatcausedtheocean’swaterstoriseorfall.”

7 “Nowwhenarethetideshighorlow?”Iasked,wantingtoincludeeverydetailinmyaccount.

8 “Therearetwohightidesandtwolowtideseveryday.Aboutsixhoursseparateeachlowandhightide,”UncleIsaacexplained.“Tidesarehighestaroundthetimesofthefullmoon—whenthemoonisoppositethesun,andthenewmoon—whenthemoonisclosesttothesun.Theyarelowestwhenthemoonisinoneofitstwohalf-phases.”

9 UncleIsaac’smentionofthemoonmademesuspectthatithadsomethingtodowithtides.Mysuspicionwasprovencorrectwhenhesaid,“Beforemytime,therewasaGermanmathematiciannamedKeplerwhobelievedthataforceholdsalltheplanetsintheirorbits.HethoughtthatthissameforceexistedbetweenEarthandthemoonandthatitwasthemoon’spullontheoceansthatcausedtides.”

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10 “AndwhataboutKepler’sattractiveforce?”Isaid.“Thatsoundslikeyourtheoryofgravity.”

11 “Yes,exactly!”UncleIsaaccriedtriumphantly.“BuildingonKepler’sideas,Istatedthatallobjectsintheuniverseexertanattractiveforceoneachother.AndonceIhadproventheexistenceofgravitywithmathematicalcalculationsandexperiments,IcouldexplaintidesintermsofthepullofthemoononEarth’soceans.

12 UncleIsaaccontinued.“TherewasanItalianastronomerandphysicistnamedGalileowhodisagreedwithKepler.Hesaidthatitwasn’tthemoonthataffectedtides,butthespeedofEarth’srotationanditsorbitaroundthesunthatcausedtidestobehighorlow.”

13 UncleIsaacsuddenlyslappedthetopoftheovaltablenexttohim,makingmejump.“Butwhatneitheroneofthosemencouldexplain,”heshouted,“waswhythereweretwohightidesaday!”

14 “Yousee,thewateronthesideofEarthfacingthemoonismorestronglypulledtowardthemoonthanthewaterontheotherside.Earthitselfispulledtowardthemoonandslightlyawayfromthewateronitsfarside.Thisproducestwohightides,eachtwelvehoursapart.AsEarthturns,thesehightidessweepacrosstheoceansandcoasts.Overthecourseofamonth,asEarthandthemooncomeclosertoeachother,gravitybecomesstronger.Tidesbecomehigher.Asthetwobodiesmovefartheraway,tidesbecomesmaller.”

15 “Andwhataboutthesun?”Iaskedhesitantly.

16 “Goodquestion!”heanswered.“ThesunhasasimilarbutweakereffectbecauseofitsgreatdistancefromEarth.So,that’sthestoryofhowIsolvedthemysteryofthetides.”

17 “Don’tforget,”Catherineremindedhim.“YouweresoreluctanttopublishyourfindingsuntilyouwereabsolutelysuretheywerecorrectthatyoumightneverhaverevealedyoursolutionifEdmundHalleyhadn’tbeggedyoutoshareit.”

18 “Andthen,”Iremarked,“theworldmightneverhaveknownthename‘IsaacNewton’!”

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Comprehension Check

1. . Describe .the .setting .of .the .story; .include .both .the .time .and .place .where .it .occurs . .

2. . What .is .one .detail .in .the .story .that .supports .the .conclusion .that .Uncle .Isaac .is .proud .of .his .accomplishments?

3. . Describe .the .narrator’s .point .of .view .toward .Uncle .Isaac .

4. . Why .does .the .narrator .compare .Uncle .Isaac .to .a .“new .student .studying .for .his .first .university .exam”?

A. He .thinks .that .Uncle .Isaac .looks .much .younger .when .he .is .deep .in .thought .

B. He .knows .that .Uncle .Isaac .still .has .many .scientific .discoveries .to .make .

C. He .wants .to .describe .how .Uncle .Isaac .looks .when .he .is .concentrating .on .a .problem .

D. He .hopes .to .convince .readers .that .studying .is .important .for .success .

5. . Which .of .the .following .is .the .most .accurate .summary .of .the .story?

A. A .scientist .explains .how .logic .and .careful .analysis .helped .him .figure .out .the .cause .of .tides . .

B. Uncle .Isaac .solves .a .problem .that .had .been .puzzling .his .nephew .and .niece .

C. John, .the .narrator, .records .stories .about .the .life .and .discoveries .of .his .wife’s .famous .uncle .

D. Tides .are .caused .by .the .effect .of .the .moon’s .gravitational .pull .on .Earth .

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The Mystery of the Tides1 OnafrostyMarchdayin1722,UncleIsaacdrewhischairclosertothefire,

lookedforamomentattheburningcoals,andthenturnedtous.“DidIevertellyouaboutthetimeIresolvedthemysteryofthetides?”heasked.

2 Iexchangedglanceswithmywife,Catherine,whohasbeenheruncle’shousekeepersincebeforeourmarriage.Shehadalreadyheardmanyofhisstories.Ididnotbeginhearingthegreatman’sfascinatingtalesofscienceandinquiryuntilImovedintotheirhouseat35St.Martin’sStreetinLondon.

3 “Why,no,UncleIsaac,”Catherinesmiled,“Idon’tbelieveJohnhasheardthatstory.”


5 Inhisoldage,UncleIsaacisshortandstoutwithpointedfeatures,silverhair,andkeen,browneyes.Attimeshebecomessofocusedonhisideasthatheforgetswhatheisdoing.Onenightherosefromthedinnertabletogetsomebreadinthekitchenandneverreturned.Wefoundhimhourslaterhunchedoverthedeskinhisstudy,asdeepinthoughtasanewstudentstudyingforhisfirstuniversityexam.

6 “Ibeganunwindingtheproblembyconsideringthefishermen,”UncleIsaacsaid.“Forthousandsofyears,theyhavebeenabletopredictwhenthetidewouldbehighorlow.Andyet,despitethisconcretepracticalknowledge,nooneknewwhatcausedtheocean’swaterstoriseorfall.”

7 Iaskedtheelderlyscholarifhecouldclarifythenatureoftides,forIwantedtoincludeeverydetailinmyaccount.


9 UncleIsaac’smentionofthemoonmademesuspectthatithadsomethingtodowithtides.Mysuspicionwasprovencorrectwhenhesaid,“Beforemytime,therewasaGermanmathematiciannamedKeplerwhobelievedthatanattractiveforceholdsalltheplanetsintheirorbits.HethoughtthatthissameforceexistedbetweenEarthandthemoonandthatitwasthemoon’spullontheoceansthatcausedtides.”

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10 “However,”UncleIsaaccontinued,“anItalianastronomerandphysicistnamedGalileodisagreedwithKepler.Hesaidthatitwasn’tthemoonthataffectedtides,butthespeedofEarth’srotationanditsorbitaroundthesunthatcausedtidestobehighorlow.”


12 “AndwhataboutKepler’sattractiveforce?”Isaid.“Thatsoundslikeitmusthavesomeconnectionwithyourtheoryofgravity.”


14 “Yousee,thewateronthesideofEarthfacingthemoonismorestronglypulledtowardthemoonthanthewaterontheotherside.Earthitselfispulledtowardthemoonandslightlyawayfromthewateronitsfarside.Thisproducestwohightides,eachtwelvehoursapart.AsEarthturns,thesehightidessweepacrosstheoceansandcoasts.Overthecourseofamonth,asEarthandthemooncomeclosertoeachother,gravitybecomesstrongerandtidesbecomehigher.Asthetwobodiesmovefartheraway,tidesbecomesmaller.”

15 “Andwhataboutthesun?”Iaskedhesitantly.

16 “Goodquestion!”heanswered.“ThesunhasasimilarbutweakereffectbecauseofitsgreatdistancefromEarth.So,that’sthestoryofhowIsolvedthemysteryofthetides.”

17 “Youshouldalsopointout,”Catherineremindedhim,“howreluctantyouweretopublishyourfindings.YouweresodeterminedtowaituntilyouwereabsolutelysuretheywerecorrectthatyoumightneverhaverevealedyoursolutionifEdmundHalleyhadn’tbeggedyoutoshareit.”


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Comprehension Check














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The Mystery of the Tides1 OnefrostyMarchdayin1722,UncleIsaacdrewhischairclosertothefire,

lookedpensivelyforamomentattheburningcoals,andthenturnedtousandasked,“DidIevertellyouaboutthetimeIresolvedthemysteryofthetides?”

2 Iexchangedglanceswithmywife,Catherine,whohasbeenheruncle’shousekeepersincebeforeourmarriage,andsoknewmostofthegreatman’sstoriesbyheart.Ofcourse,IdidnotbeginhearinghisfascinatingtalesofscienceandinquiryuntilImovedintotheirhouseat35St.Martin’sStreetinLondon.

3 “Why,no,UncleIsaac,”Catherinesmiled,“Idon’tbelieveJohnhasheardthatstory.”


5 Inhisoldage,UncleIsaacisshortandstoutwithpointedfeatures,silverhair,andkeen,browneyes.Attimeshebecomessofocusedonhisideasthatheforgetswhatheisdoing.Onenightherosefromthedinnertabletogetsomebreadinthekitchenandneverreturned.Wefoundhimleaningexcitedlyoverthedeskinhisstudy,asdeepinthoughtasanewstudentstudyingforhisfirstuniversityexam.

6 UncleIsaaclookedpleasedtohaveanaudienceandbeganhisstory.“MyinvestigationbeganwhenIstartedtothinkaboutthefishermen,”heexplained,takinghistimetomakesureIwasfollowing.“Forthousandsofyearstheyhavebeenabletopredictwhenthetidewillbehighorlow.Andyet,despitethispracticalknowledge,nooneknewwhatcausedtheocean’swaterstoriseorfall.”

7 Iaskedtheelderlyscholarforclarificationaboutthenatureoftides,forIwantedtoincludeeverydetailinmyaccount.


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9 UncleIsaac’smentionofthemoonmademesuspectthatithadsomethingtodowithtides.Mysuspicionwasprovencorrectwhenhesaid,“Beforemytime,therewasaGermanmathematiciannamedKeplerwhobelievedthatanattractiveforceholdsalltheplanetsintheirorbits.HethoughtthatthissameforceexistedbetweenEarthandthemoonandthatitwasthemoon’spullontheoceansthatcausedtides.”

10 “However,”UncleIsaaccontinued,“anItalianastronomerandphysicistnamedGalileodisagreedwithKepler.Hesaidthatitwasn’tthemoonthataffectedtides,butthespeedofEarth’srotationanditsorbitaroundthesunthatcausedtidestobehighorlow.”


12 “AndwhataboutKepler’sattractiveforce?”Isaid.“Thatsoundslikeyourtheoryofgravity.”


14 “Yousee,thewateronthesideofEarthfacingthemoonismorestronglypulledtowardthemoonthanthewaterontheotherside.Earthitselfispulledtowardthemoonandslightlyawayfromthewateronitsfarside.Thisproducestwohightides,eachtwelvehoursapart.AsEarthturns,thesehightidessweepacrosstheoceansandcoasts.Overthecourseofamonth,asEarthandthemooncomeclosertoeachother,gravitybecomesstronger.Tidesbecomehigher.Asthetwobodiesmovefartheraway,tidesbecomesmaller.”

15 “Butwhataboutthesun?”Iaskedhesitantly.“Isn’titagreatdeallargerthanthemoon?”

16 “Goodquestion!”heanswered.“Thesundoeshaveasimilareffect,butitismuchweakerbecauseofitsgreatdistancefromEarth,whichmorethancompensatesforitsmuchgreatermass.Andthat,myfriend,isthestoryofhowIsolvedthemysteryofthetides.”

17 “Youshouldalsopointout,”Catherineremindedhim,“howreluctantyouweretopublishyourfindings.YouweresodeterminedtowaituntilyouwereabsolutelysuretheywerecorrectthatyoumightneverhaverevealedyoursolutionifEdmundHalleyhadn’timploredyoutoshareit.”


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Comprehension Check














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Independent Practice Lesson 3: Reading Literary Nonfiction



1 Goodafternoon,Newsbrookresidents,MayorWilson,andmembersofthetowncouncil.

2 Peoplesay,“youcan’tmakeasilkpurseoutofasow’sear.”Theymeanthatyoucan’tmakesomethingbeautifuloutofsomethingugly.YetIbelievethatourtownhasauniquechancetodojustthat.Ifweworktogether,wecanturntheabandonedMillCreekRailwayfromanunsightlyproblemintoanattractivecommunityasset.

3 I’msurethateveryonehereisawareoftheproblemswiththeMillCreekRailway.Thecommercialrailwayclosedtwelveyearsago.Sincethen,thelinehasbecomeavictimofneglect.Itisovergrownwithweedsandburiedundertrash.Thetracksareanuglyanddangerousblight.IspokewithDr.MarcusWarren,whoworksintheemergencyroomatMortonMedicalCenter.Hetoldmethatlastmonthhetreatedsixpeopleforinjuriescausedalongorneartherailway.Wheneversomeonecomesintotheclinicwithaninjuredfoot,Dr.Warrenassumesthatthepatienthassteppedonarustynailalongthetracks.Unfortunately,hisassumptionisusuallycorrect.

4 Evenworse,thesevenmilesofrailwayhavebecomeamagnetforcriminalactivity.PoliceCommissionerAlisonJuareznotesthatarrestsalongthetrackshaveincreasedmorethan45percentinthelastthreeyears.Thattrendwillsurelycontinueunlesswedosomethingtostopit.

5 Localbusinesseshavebeengreatlyaffectedbythesituationaswell.Threerestaurantsandfourstoreslocatedneartherailsclosedduetoadropincustomers.Isitanysurprisethatpeopledon’twanttocometosuchanunsafearea?

6 ManyNewsbrookresidentshavegivenupontheMillCreekRailway.Theyarecontenttolettheareacontinueitsslideintoneglect.Theydon’tthinkthere’sanythingwecando.ButI’mnotthatpessimistic.Iwouldliketoproposeanexcitingnewcommunityproject.Sure,itwillbechallenging.Buttheresultswillbespectacular.WecanbringtheMillCreekRailwaybacktolife.

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7 IcallmyproposaltheMillCreekRailwayTrail.Itwillbeaseven-milebicycleandpedestriantrail.Theplanwillchangeacommunitymessintoacommunityjewel.Thenewtrailwillincludeawalkingpathandabicyclelane.Bothofthosefeaturesencouragehealthyexercise.Thetrailwillalsoincludenewplantingsthathighlightlocaltreesandflowers.Thepathofthetracksisuniquelylocatedinourtown.Itpassesalongsideseveralgreatviews.Rightnow,theseviewsareblockedbyweedsandtrash.

8 SomepeoplebelievethatnoonewilleverreturntotheMillCreekRailwayregion.Theythinkithasbecometoodangeroustoeverbepopularagain.ButaquicktriptothenearbytownofMadisonsuggeststhat’snotthecase.Lastyear,MadisonopenedEatonGreen.Theparkwasbuiltinwhathadbeenanindustrialwasteland.CriticsoftheEatonGreenprojectweresurethatitwouldbeunpopularbecauseofitslocationinabadpartoftown.Butrecentstatisticsprovethosecriticswerewrong.Today,EatonGreenisthemostpopularparkinMadison.Iencourageeveryonetovisitthatbeautifulnewpark.Youwillseeafineexampleofhowanurbanareacanbebroughtbacktolife.

9 Ofcourse,creatingtheMillCreekRailwayTrailwillnotbecheap.Butmoneyspentwillbeaninvestmentinthefutureofourtown.WemightfollowthemodelofthetownofMadisonandcombinebothpublicandprivatefunding.Don’taskyourself,“Canweaffordtobuildthispark?”Askinstead,“Canweaffordnotto?”Ifthearearemainsuntouched,thereisaveryrealdangerthatthecurrentconditionswillspread.

10 Thebenefitsofanewtrailwillbemany.Closeyoureyes.ImaginethesorrystateoftheMillCreekRailwayasitexiststoday.Itissevenstraightmilesofdecay.Now,imagineabrightSundayafternoononthenewMillCreekRailwayTrail.Bicyclistsridesafelypastbeautifullocaltreesandbushes.Familieswalkalongthetrailandstopontheoldstonebridge.TheylookoutatthegreenfieldsofMillCreekValley.Acrossthestreet,abusybusinesszoneoffersvisitorsawidevarietyofdiningandshoppingoptions.

11 Nowopenyoureyes.Ourfinestvisionscanbecomerealityifweallcommittoworkingtogethertocreatethem.

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Comprehension Check

1. . Summarize .the .author’s .point .of .view .about .the .Mill .Creek .Railway .

2. . Give .two .examples .of .words .that .have .strong .positive .or .negative .connotations, .and .tell .why .the .author .uses .each .word .

3. . How .does .the .author .respond .to .arguments .against .the .plan .to .build .a .bike .and .pedestrian .trail?

4. . Which .of .the .following .best .describes .the .structure .of .the .speech?

A. The .speaker .identifies .the .reasons .why .the .Mill .Creek .Railway .closed .

B. The .speaker .explains .why .proposed .solutions .to .a .community .problem .will .not .be .effective .

C. The .speaker .outlines .a .variety .of .solutions .in .order .from .least .to .most .desirable .

D. The .speaker .identifies .a .problem .and .then .presents .evidence .to .support .one .solution .

5. . Why .does .the .speaker .mention .Dr . .Warren .and .Police .Commissioner .Juarez?

A. to .show .that .they .support .the .plan .to .build .a .new .community .park

B. to .prove .that .the .problem .has .reached .the .highest .levels .of .government .

C. to .demonstrate .that .experts .agree .that .the .current .situation .is .very .dangerous

D. to .persuade .listeners .that .doctors .and .police .officers .understand .community .problems

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2 We’veallheardthesayingthat“youcan’tmakeasilkpurseoutofasow’sear.”Itmeansthatyoucan’tcreatesomethingbeautifuloutofsomethingugly.YetIbelievethatourtownhasauniquechancetodojustthat.Ifweworktogether,wecanchangetheabandonedMillCreekRailwayfromanunsightlyliabilityintoanattractivecommunityasset.

3 I’msurethateveryonehereisawareoftheproblemswiththeMillCreekRailway.Sincethecommercialrailwayclosedtwelveyearsago,thelinehasbecomeariotofneglect.Itisovergrownwithweedsandburiedundertrash.Thetracksareanuglyanddangerousblight.IspokewithDr.MarcusWarren,whoworksintheemergencyroomatMortonMedicalCenter.Hetoldmethatjustlastmonth,hetreatedsixpeopleforinjuriescausedalongorneartherailway.Wheneverheseessomeonecomeintotheclinicwithaninjuredfoot,heassumesthatthepatienthassteppedononeofthemanyrustynailsalongthetracks.Unfortunately,hisassumptionisusuallycorrect.

4 Evenworse,thesevenmilesofrailwayhavebecomeamagnetforcriminalactivity.PoliceCommissionerAlisonJuareznotesthatarrestsalongthetrackshaveincreasedbymorethan45percentinthelastthreeyears.Thattrendwillsurelycontinueunlesswedosomethingtostopit.

5 Localbusinesseshavebeengreatlyaffectedbythelackofsafetyinthatarea.Threerestaurantsandfourstoreslocatedneartheoldrailstationhaveclosedduetoasharpdropincustomers.Isitanysurprisethatpeopledon’twanttocometosuchanunsafearea?

6 ManyNewsbrookresidentshavegivenupontheMillCreekRailway.Theyarecontenttolettheareacontinueitsslideintoneglect.Theydon’tthinkthere’sanythingwecando.ButI’mnotthatpessimistic.Iwouldliketoproposeanexcitingnewcommunityproject.Sure,itwillbechallenging.Buttheresultswillbespectacular.WecanbringtheMillCreekRailwaybacktolife.

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7 IcallmyproposaltheMillCreekRailwayTrail.Itwillbeaseven-milebicycleandpedestriantrailthatwillchangeacommunityeyesoreintoacommunityjewel.Thenewtrailwillincludeawalkingpathandabicyclelane.Bothofthosefeaturesencouragehealthyexercise,whichwillhelpanyonewhotakesadvantageofthem.Thetrailwillalsoincludenewplantingsthathighlightlocaltreesandflowers.Therailwayisuniquelylocatedinourtown.Itpassesalongsideseveralscenicviews,yetiscurrentlysoovergrownthattheycan’tbeseen.

8 SomepeoplemightworrythatnoonewilleverwanttoreturntotheMillCreekRailwayregion,sinceithasbecomesodangerous.ButevidencefromthenearbytownofMadisonsuggeststhat’snotthecase.Lastyear,MadisonopenedEatonGreeninwhathadbeenanindustrialwasteland.CriticsoftheEatonGreenprojectweresurethatitwouldbeunpopularbecauseofitslocationinanundesirablepartoftown.YetattendancestatisticsatEatonGreenprovethosecriticswerewrong.Today,EatonGreenisthemostpopularparkinMadison.Iencourageeveryonetovisitthatbeautifulnewdevelopment.Youwillseehowanurbanareacanbereclaimedandbroughtbacktolife.

9 Ofcourse,creatingtheMillCreekRailwayTrailwillnotbecheap.Butanymoneyspentisaninvestmentinourfuture.WemightfollowthemodelofthetownofMadisonandcombinebothpublicandprivatefunds.Don’task,“Canweaffordtobuildthispark?”Askinstead,“Canweaffordnotto?”Ifthearearemainsuntouched,thereisaveryrealdangerthattheconditionswillspread.

10 Thebenefitsofanewtrailwillbemany.Closeyoureyes.ImaginethesorrystateoftheMillCreekRailwayasitexiststoday—sevenstraightmilesofdecay.Now,imagineabrightSundayafternoononthenewMillCreekRailwayTrail.Bicyclistsridesafelypastbeautifullocaltreesandbushes.Familieswalkalongthetrailandstopontheoldstonebridge.TheylookoutatthegreenfieldsofMillCreekValley.Acrossthestreet,abusybusinesszoneoffersvisitorsawidevarietyofdiningandshoppingoptions.

11 Nowopenyoureyes.Ourfinestvisionscanbecomereality,ifweallcommittoworkingtogethertocreatethem.

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Comprehension Check







C. The .speaker .outlines .a .variety .of .solutions .in .order .from .least .to .most .desireable .



A. to .show .that .they .support .the .plan .to .build .a .new .community .park .




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2 We’veallheardthesayingthat“youcan’tmakeasilkpurseoutofasow’sear.”Thismeansthatyoucan’tcreatesomethingelegantoutofsomethingcoarse.YetIbelievethatourtownhasauniqueopportunitytodojustthat.Ifweworktogether,wecantransformtheabandonedMillCreekRailwayfromadreadfulliabilityintoanattractivecommunityasset.

3 I’msurethateveryonehereisawareoftheproblemswiththeMillCreekRailway.Sincethecommercialrailwayclosedtwelveyearsago,thelinehasbecomeariotofneglect.Overgrownwithweedsandburiedundertrash,thetracksareanunsightlyanddangerousblight.IspokewithDr.MarcusWarren,whoworksintheemergencyroomatMortonMedicalCenter.Hetoldmethatjustlastmonth,hetreatedsixpeopleforinjuriescausedalongorneartherailway.Wheneverheseessomeonecomeintotheclinicwithaninjuredfoot,heassumesthatthepatienthassteppedononeofthemanyexposed,rustynailsalongthetracks.Unfortunately,hisassumptionismoreoftenthannotprovencorrect.

4 Evenworse,theseven-milestretchofrailwayhasbecomeamagnetforcriminalactivity.PoliceCommissionerAlisonJuareznotesthatarrestsalongthetrackshaveincreasedbymorethan45percentinthelastthreeyears.Thattrendislikelytocontinueunlesswedosomethingtorescuethisarea.

5 Localbusinesseshavebeengreatlyaffectedbythelackofsafetyinthatarea.Threerestaurantsandfourstoreslocatedneartherailshavebeenforcedtocloseduetoasharpdropincustomers.Isitanysurprisethatpeopledon’twanttocometoanareainwhichtheirpersonalsafetyisthreatened?

6 ManyNewsbrookresidentshavegivenupontheregion.TheyarecontenttolettheRailwaycontinueitsslideintoneglect.Theydon’tbelievethere’sanythingwecandotostoptheinevitabledecline.ButI’mnotthatpessimistic.Iproposeacommunityprojectthatwillbechallenging,yetresultinaspectacularchangethatwillrevivetheMillCreekRailway.

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7 IcallmyproposaltheMillCreekRailwayTrail.Itwillbeaseven-milebicycleandpedestriantrailthatwilltransformacommunityblemishintoacommunityjewel.Thenewmulti-usetrailwillincludeapedestrianpathandabicyclelane.Bothofthosefeaturesencouragehealthyexercise,whichwillbenefitanyonewhotakesadvantageofthem.Thetrailwillalsoincludecarefullychosenplantingsthathighlightlocaltreesandflowers.Therailwayisuniquelylocatedinourtown.Itpassesalongsideseveralscenicvistasthatarecurrentlytooovergrowntoaffordaccesstothemagnificentviewstheyshouldprovide.

8 SkepticsmightworrythatnoonewilleverwanttoreturntotheMillCreekRailwayregion,asithasbecomesostronglyidentifiedwithdangerandcrime.ButevidencefromthenearbytownofMadisonsuggestsotherwise.Lastyear,MadisonopenedEatonGreeninwhathadbeenanindustrialwasteland.CriticsoftheEatonGreenprojectwerecertainthatitwouldbeunpopularbecauseofitslocationinanundesirablepartoftown.YetattendancestatisticsatEatonGreenhaveprovedthosecriticswrong.Today,EatonGreenisthemostusedpublicparkinMadison.Iencourageeveryonetovisitthatbeautifulnewdevelopmenttoseefirsthandhowanurbanareacanbereclaimedandreturnedtovibrantlife.

9 Ofcourse,creatingtheMillCreekRailwayTrailwillnotbecheap,butthisshouldbeconsideredaninvestmentinthefutureofourtown.WemightfollowthemodelofMadisonandcombinebothpublicandprivateresourcestoraisethecapitalrequired.Don’taskyourself,“Canweaffordtobuildthispark?”Askinstead,“Canweaffordnotto?”Ifthearearemainsuntouched,thereisaveryrealdangerthatthecurrentconditionswillspreadbeyondthelimitsoftherailway.

10 Thebenefitsofareclaimedtrailwillbemany.IaskyoutocloseyoureyesandimaginethesorrystateoftheMillCreekRailwayasitexiststoday:sevenstraightmilesofderelictdecay.Now,imagineabrightSundayafternoonasitcouldbeonthenewlyrenovatedMillCreekRailwayTrail.Bicyclistsridesafelypastgloriousplantingsofbirchtreesandhawthornbushes.FamiliesoutforastrollstopabovethestonebridgethatoverlooksMillCreekValley.Acrossthestreet,athrivingbusinesszoneoffersparkvisitorsawidevarietyofdiningandshoppingoptions.

11 Nowopenyoureyes.Ourfinestvisionscanbecomereality,ifweallcommittoworkingtogethertocreatethem.

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Comprehension Check







C. The .speaker .outlines .a .variety .of .solutions .in .order .from .least .to .most .desirable .



A. to .show .that .they .support .the .plan .to .build .a .new .community .park .




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Independent Practice Lesson 5: Reading Historical Texts



Life in a Castle

1 Europe’smedievalcastleswereoncethegrandhomesofkingsandnobility.However,thosecastleswerenottheelegantpalacesoffairytales.Theywerebuilttodefendlandsandtodisplaythepoweroftheirowners.Lifeinacastlecouldbeexciting,butitwasalsoveryuncomfortableanddangerous.

2 Considerthelovelytapestriesthathanginmuseumstoday.Theywerenotusedjustfordecoration.Instead,theyblockedthedampnessandcoldofacastle’swalls.Theonlysourceofheatinginmostcastleswasacentralfireplaceinthegreathall.Onlythenobleshadthickblanketsandfursontheirbeds.Nightswerelongandcoldforothercastleinhabitants.

3 Castleswerealsofilthyandsmelledawful.Theirfloorsweremadeofhardearthorstone.Carpetswereusuallynothingmorethandriedweedscalledrushes.Herbswereusedtomaketheroomssmellnicer.Butherbscouldonlydosomuchgood.Untiltheolderrushesweresweptoutandreplacedwithnewerones,thefloorswereastinkingmess.Theywerelitteredwithspilleddrinks,bitsofboneandmeatfromthedinnertable,anddroppingsfromanimalsthatlivedinthecastle.

4 Peoplelivingwithinacastleneededtobeself-sufficient.Theyraisedanimals,hadwellsforwater,andmadetheirownclothes,tools,andcandles.Weaponsandarmorusedfordefenseweremadeinthecastle.Laundresseswashedclotheswhilepotterscreatedbowlsandtrays.Soldierskeptwatchfromthetowers,andguardswalkedalongthetopsoftheouterwalls.

Scotland’s Edinburgh Castle: A Pawn in a War

5 SittinghighonarockthatwasonceavolcanoisEdinburgh(EH-duhn-buhr-uh)Castle.ItwasafavoritehomeofScottishkingsforhundredsofyears.

6 ScotlandneverwonabattleinitsstruggleforindependencefromEngland.YetEdinburghCastlewaspassedbackandforthseveraltimesbetweenScottishandEnglishforces.Thisstonefortresswasoftenundersiege.Atthosetimes,anattackingarmysurroundedthecastle.Theirgoalwastokeeppeopleinsideandpreventsuppliesfromcomingin.Asiegewasaneffectivewaytoweakentheenemy.Duringasiege,attackingsoldiersrolledawheeledtoweruptothewallstoclimbintothecastle.Attackersalsousedtrebuchetstohurlbouldersatoroverthewalls.Meanwhile,thoseinsidethecastlefoughtback.Theyshotarrowsattheattackersandpouredboilingoilonthem.

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7 EdinburghCastleusuallychangedhandsbecauseofthemilitarystrengthoftheEnglishortheclevernessoftheScottish.In1296,theEnglishking,EdwardI,capturedthecastleafterattackingitwithcatapultsforeightdaysandnights.Thenin1313,agroupofonlythirtyScotsmenretookthecastlebysecretlyclimbingropesupitsnorthside.Caughtoffguard,theEnglishlostcontrolofthecastle.Butin1335,theEnglishregainedthecastle.In1341,theScottishoncemorewonitbackbydisguisingthemselvesasmerchants.Theybroughtpilesofgoodstothecastle’sfrontgate.BythetimetheEnglishrealizedtheywereunderattack,thegoodshadblockedthegatefromclosing.ThisallowedtheScottishtroopstoenterthecastlewithease.

Wales’s Caerphilly Castle: A Fortress on a Lake

8 Inthelatethirteenthcentury,aclashbrokeoutinSouthWalesbetweentheWelshprinceLlywelynapGruffudd(hluh-WELL-ihnapGREE-futh)andtheterritorialEnglishlordGilbertdeClare.TheconflictledtotheconstructionofCaerphilly(kahr-FIH-lee)Castle.Thisstonecastlewasbuiltinthecenterofanartificiallake.

9 Forcenturies,CaerphillyMountainwasanaturalbarrierbetweentheEnglishandtheWelsh.Butin1267,DeClaredecidedtobuildafortresstoprotecthimself.UnlikeinEdinburgh,therewasnohighrockonwhichtoputacastle.Sohebeganwithaslightlyraisedareaofland.Thenhedammedanearbyrivertoformalakearoundthefortress.

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Castles and Castle Ruins in South Wales

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10 Llywelynandhistroopsattackedtwicewhilethecastlewasbeingbuilt.Theysetfiretothesiteanddestroyedthecastle’sdefenses.EventuallyDeClaredroveLlywelynawayandthecastlewascompleted.

11 Aninterestingfeatureofthecastleisitsleaningtower.Nooneiscertainhowitcametotiltsomuch.OnebeliefisthatthetowerwasaffectedwhenthecastlewaspartiallytakenapartduringtheBritishCivilWar.Apopularlegendoffersanotherexplanation.ItclaimsthatafterKingEdwardIIofEnglandlosthisthronein1327,hehidfromhiswifeandhertroopsinCaerphillyCastle.Thequeen’stroopscapturedthecastletower.Inside,therewasafurnaceusedtomeltlead.Theyletwaterfromthelakecomeintocontactwiththefurnace.Steammadethefurnaceexplodeandcausedthetowertotilt.

Castles Today

12 Manymedievalcastlesweredestroyedinwars.Allthatremainsofthemareruins.

13 Butsomecastleshavebeenrestored.Others,likeEdinburghCastle,havebeenrebuiltinlaterstyles.Somecastleshavebeenturnedintoeleganthotelsormansions.Lifeinthesepalacestodayiscertainlydifferentfromthatinmedievaltimes!

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Comprehension Check

1. . Is .it .a .fact .or .an .opinion .that .life .in .castles .today .is .very .different .from .castle .life .in .medieval .times? .Explain .your .answer .

2. . Describe .how .one .paragraph .in .the .article .follows .chronological .order .

3. . Is .“Shadow .and .Stone: .Europe’s .Medieval .Castles” .a .primary .or .secondary .source? .Explain .your .answer .

4. . Based .on .its .use .in .paragraph .6 .of .the .article, .which .of .the .following .is .the .best .definition .of .trebuchet ?

A. to .attack .an .enemy .by .surprise, .often .at .night

B. a .weapon .used .to .launch .heavy .objects .toward .the .enemy

C. the .members .of .an .attacking .force .during .warfare

D. to .recapture .stolen .land, .buildings, .goods, .or .other .property

5. . According .to .the .map, .where .are .the .most .castles .in .South .Wales?

A. in .the .mountains

B. in .central .Wales

C. along .coastal .regions

D. beside .major .cities

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Life in a Castle

1 Europe’smedievalcastleswereoncethemajestichomesofkingsandnobility.However,thosecastleswerenottheelegantpalacesoffairytales.Theywerebuilttodefendlandsandtodisplaythepoweroftheirowners.Lifeinacastlecouldbeexciting,butitwasalsoveryuncomfortableanddangerous.

2 Considerthelovelytapestriesweadmireinmuseumstoday.Theywerenotwovenjustfordecorationbutalsotoblockthedampnessandcoldofacastle’swalls.Theonlysourceofheatinginmostcastleswasacentralfireplaceinthegreathall.Onlythenobleshadthickblanketsandfursontheirbeds.Castleswerealsofilthyandsmelledawful.Theirfloorsweremadeofhardearthorstone.Carpetswereusuallynothingmorethandriedweedscalledrushes.Herbswereusedtomaketheroomssmellnicer,buttheycouldonlydosomuchgood.Untiltheolderrushesweresweptoutandreplacedwithnewerones,thefloorswerelitteredwithspilleddrinks,bitsofboneandmeatfromthedinnertable,anddroppingsfromanimalslivinginthecastle.

3 Peoplewholivedwithinthecastlewallsneededtobeself-sufficient.Theyraisedanimals,hadwellsforwater,andmadetheirownclothes,tools,andcandles.Weaponsandarmorusedfordefenseweremadeinthecastle.Laundresseswashedclotheswhilepotterscreatedbowlsandtrays.Soldierskeptwatchfromthetowers,andguardswalkedalongthetopsoftheouterwalls.



5 AlthoughScotlandneverwonabattleinitsstruggleforindependencefromEngland,EdinburghCastlewaspassedbackandforthseveraltimesbetweenScottishandEnglishforces.Thisstonefortresswasoftenundersiege.Atthosetimes,anattackingarmysurroundedthecastletokeeppeopleinsideandpreventsuppliesfromcomingin.Siegewarfarewasawayofweakeningtheenemy.Duringasiege,attackingsoldiersrolledawheeledtoweruptothewallstoclimbintothecastle.Attackersalsousedtrebuchetstohurlbouldersatoroverthewalls.Meanwhile,thoseinsidethecastleshotarrowsattheattackersandpouredboilingoilonthem.

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6 EdinburghCastleusuallychangedhandsbecauseofthemilitarystrengthoftheEnglishortheclevernessoftheScottish.In1296,theEnglishking,EdwardI,capturedthecastleafterattackingitwithcatapultsforeightdaysandnights.Thenin1313,agroupofonlythirtyScotsmenretookthecastlebysecretlyclimbingropesupitsnorthside.Caughtoffguard,theEnglishlostcontrolofthecastle.Butin1335,theEnglishseizedthecastleagain.In1341,theScottishoncemorewonitbackbydisguisingthemselvesasmerchants.Theybroughtpilesofgoodstothecastle’sfrontgate.BythetimetheEnglishrealizedtheywereunderattack,thegoodshadblockedthegatefromclosing.ThisallowedtheScottishtroopstoenterthecastlewithease.


7 Inthelatethirteenthcentury,aclashinSouthWalesbetweentheWelshprinceLlywelynapGruffudd(hluh-WELL-ihnapGREE-futh)andtheterritorialEnglishlordGilbertdeClareledtotheconstructionofCaerphilly(kahr-FIH-lee)Castle.Thisconcentricstonecastlewasbuiltinthecenterofanartificiallake.

8 Forcenturies,CaerphillyMountainwasanaturalbarrierbetweentheEnglishandtheWelsh.Butin1267,DeClaredecidedtobuildafortresstoprotecthimself.UnlikeinEdinburgh,therewasnohighrockonwhichtoputacastle.Sohebeganwithaslightlyraisedareaofland.Thenhedammedanearbyrivertoformalakearoundthefortress.


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10 Aninterestingfeatureofthecastleisitsleaningtower.Nooneiscertainhowitcametotiltsoprecariously.OnebeliefisthatthetowerwasaffectedwhenthecastlewaspartiallydismantledduringtheBritishCivilWar.Apopularlegendoffersanotherexplanation.ItclaimsthatafterKingEdwardIIofEnglandlosthisthronein1327,hehidfromhiswifeandhertroopsinCaerphillyCastle.Thequeen’stroopscapturedthecastletower,whichheldafurnaceforproducingmoltenlead.Theyletwaterfromthelakecomeintocontactwiththefurnace.Steammadethefurnaceexplodeandcausedthetowertotilt.

Castles Today

11 Manymedievalcastlesweredestroyedinwarfare.Allthatremainsofthemareruins.


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Comprehension Check










A. in .the .mountains




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Life in a Castle

1 Locatedhighatopcraggycliffsorsurroundedbymoats,Europe’smedievalcastleswereoncethemajestichomesofkingsandnobility.However,thosecastleswerenottheelegantpalacesoffairytales.Theywerebuilttodefendlandsandtodisplaythepoweroftheirowners.Lifeinacastlecouldbeexciting,butitwasalsoveryuncomfortableanddangerous.

2 Considerthelovelytapestriesweadmireinmuseumstoday.Theywerenotwovensimplyfordecorationbutalsotoblockthedampnessandcoldofacastle’swalls.Theonlysourceofheatinginmostcastleswasacentralfireplaceinthegreathall.Onlythenobleshadtheluxuryofthickblanketsandfursontheirbeds.Castleswerealsofilthyandfoul-smelling.Theirfloorsweremadeofhardearthorstone.Carpetswerenothingmorethandriedreedscalledrushes.Sometimesherbswereusedtomaketheroomssmellnicer,butuntiltheolderrushesweresweptoutandreplacedwithnewerones,thefloorsmightbelitteredwithpuddlesofspilleddrinks,bitsofboneandmeatfromthedinnertable,anddroppingsfromtheanimalslivinginthecastle.

3 Peoplewholivedwithinthecastlewallsneededtobeself-sufficient.Theyraisedanimals,hadwellsforwater,andmadetheirownclothes,tools,andcandles.Theweaponsandarmorusedfordefenseweremadeinthecastle.Laundresseswashedclotheswhilepotterscreatedbowlsandtraysforthenoblefamily.Soldierskeptwatchfromthetowers,andguardswalkedalongthetopsoftheouterwalls.



5 ScotlandneverwonabattleinitsstruggleforindependencefromEngland.Nonetheless,EdinburghCastlewaspassedbackandforthseveraltimesbetweenScottishandEnglishforces.Thisstonefortresswasfrequentlyundersiege.Atthosetimes,anattackingarmysurroundedthecastletokeeppeopleinsidefromleavingandpreventsuppliesfromcomingin.Siegewarfarewasawayofweakeningtheenemy.Duringasiege,attackingsoldiersrolledawheeledtoweruptothecastlewallstohelpthemselvesclimbintothecastle.Theattackersalsousedtrebuchetstohurlbouldersatoroverthewalls.Meanwhile,thoseinsidethecastleshotarrowsattheattackersandpouredboilingoilonthem.

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6 UsuallyEdinburghCastlechangedhandsbecauseofthemilitarystrengthoftheEnglishortheshrewdnessoftheScottish.In1296,theEnglishking,EdwardI,capturedthecastleafterattackingitwithcatapultsforeightdaysandnights.Thenin1313,agroupofonlythirtyScotsmenretookthecastlebysecretlyclimbingropesupitsnorthsideandsurprisingtheEnglishinside.In1335,theEnglishseizedthecastleagain,andthen,in1341,theScottishoncemorewonitbackbydisguisingthemselvesasmerchants.Theydeliveredpilesofgoodsnexttothecastle’sfrontgate.BythetimetheEnglishrealizedtheywereunderattack,thegoodshadblockedthegatefromclosing,allowingtheScottishtroopstosweepintothecastlewithease.


7 Inthelatethirteenthcentury,aclashinSouthWalesbetweentheWelshprinceLlywelynapGruffudd(hluh-WELL-ihnapGREE-futh)andtheterritorialEnglishlordGilbertdeClareledtotheconstructionofCaerphilly(kahr-FIH-lee)Castle,aconcentricstonecastlebuiltinthecenterofanartificiallake.

8 Forcenturies,CaerphillyMountainhadactedasabarrierbetweentheEnglishandtheWelsh,butin1267,DeClaredecidedheneededafortresstoprotecthimself.UnlikeinEdinburgh,therewasnohighrockonwhichtoconstructacastle.Sohebuiltitonaslightlyraisedareaofland,thendammedanearbyrivertoformalakearoundthefortress.


Powis

Castle Ruins


Castle

Gwent

Glamorgan

Dyfed

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10 Aninterestingfeatureofthecastleisitsleaningtower.Nooneiscertainhowitcametotiltsoprecariously.OnebeliefisthatthecastlewaspartiallydismantledduringtheBritishCivilWarandthetowerwasaffected.ApopularlegendsaysthatafterKingEdwardIIofEnglandlosthisthronein1327,hehidfromhiswifeandhertroopsinCaerphillyCastle.Thequeen’stroopscapturedthecastletower,whichheldafurnaceforproducingmoltenlead.Theyletwaterfromthelakecomeintocontactwiththefurnace.Steammadethefurnaceexplodeandcausedthetowertotilt.

Castles Today

11 Manymedievalcastlesweredestroyedinwarfare.Allthatremainsofthemareruins.


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Comprehension Check










A. the .mountains




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Independent Practice Lesson 6: Reading Drama

Read the scene. Then answer the questions that follow.

The Torn TapestryCHARACTERS

Lady Anne, 13 years old, a noblewomanFiona, 11 years old, Lady Anne’s cousinElizabeth, 13 years old, Lady Anne’s lady-in-waitingMontague, an elderly servant of the castle

SCENE: LADY ANNE and ELIZABETH’s chamber at Lamont Castle in the 1400s. Stone walls are covered by heavy woven tapestries. The furniture is made of wood. Candles flicker on a heavy wooden table. Cool breezes sweep through the castle at all times. A tray of food rests on the table. It is in front of a tapestry.

( ELIZABETH and MONTAGUE enter.)

1 Elizabeth:Hurry.WemustcleanupbeforeLadyAnnearrives.

Montague:Youdon’thavetohidefromLadyAnne.Ihaveknownhersinceshewasborn.Shehasalwaysbeenafairandpatientmistress.

Elizabeth:Normally,thatistrue.Buthaven’tyounoticedshehaschangedlately?

Montague:Ihavehardlyseenherlately.Shespendsmostofhertimehereinyourchamber.

5 Elizabeth:Exactly.Butsheusedtotreatmelikeasister.Latelyshehasbeensorude.Livingwithherlatelyislikelivingwithastranger.

Montague:HerUncleRichard’stroublesmusthaveaffectedhermood.HeandhistroopsaredoingtheirbesttoresistLordFitzgerald’sarmy.Youknowhowharditistoliveinacastleundersiege.

Elizabeth:Yes,thatisprobablypartoftheexplanation.

Montague:LadyAnnemustbeterriblyworriedabouthercousinFiona.Sheissoyoung.Itmustbeterrifyingforsuchayounggirltoliveinthemiddleofasiege.

Elizabeth:Yes,LadyAnnemustbeconcerned.Butshehastakentoscoldingmeforeverything.Andsheisbehavingverystrangely.Movingaroundfurniturefornoreason.Likethistable,forexample.Whywouldsheplaceitrightinfrontofthistapestry?Itwasmuchbetternexttothechairswhereweusuallyeat.( ELIZABETH walks to the tapestry behind the wooden table.)Andthistorntapestry.Iwastryingtofixitthismorningand—

10 ( LADY ANNE appears in the room. She shouts when she sees ELIZABETH go near the tapestry.)

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Lady Anne:Elizabeth!Leavethatalone!

Elizabeth:( bowing obediently)I’msorry,mylady.IwasjustshowingMontague—

Lady Anne:(cutting her off )Montague,whatareyoudoinginmychamber?Leaveatonce.

Montague:Elizabethaskedmetohelphercleanup.

15 Lady Anne:Welldon’t!Shecandoitbyherself.(imperiously) Youmaygo.

Montague:( bowing stiffly)Verygood,mylady.

( MONTAGUE exits.)

Elizabeth:YoushouldnottreatoldMontaguethatway.Hehasbeenaloyalservanttoyourfamilysincebeforeyouwereborn.

Lady Anne:Idon’tcare.Hemustn’tmeddle.Andthatgoesforyouaswell.(She paces moodily around the room.)Everyoneisalwaysmeddling.

20 ( ELIZABETH sits quietly. She waits for LADY ANNE to calm down.)

Elizabeth:Perhapswecoulddosomesewingtopassthetime.AsIshowedyouthismorning,thistapestryhasasmalltearinthecorner.Wecaneasilyfixit.

Lady Anne:(shouting )Leavethatalone!Isaidnottotouchanything!Ifyoumustdosomething,thengotogetmesomethingtoeat.

Elizabeth:Butyoujusthadyournoonmeal(pointing to the tray).Youdidn’tevenfinishthat.Besides,don’tyouwanttosaveyourappetiteforthegreatbanquettonight?

Lady Anne:(stamping her foot) Donotargue,Elizabeth!Youmustbringmeatrayoffood.Now!

25 Elizabeth:( bowing)Yes,mylady.

( ELIZABETH leaves with the tray of food. LADY ANNE continues to pace nervously. She sits in a chair and tries to relax. But she is suddenly startled and jumps up.)

Lady Anne:What’sthat?Who’sthere?

( No one is there. LADY ANNE continues to pace. After a few moments, ELIZABETH returns with another tray.)

Elizabeth:Ihavebroughtyousomebreadandhoney.

30 Lady Anne:Fine.(She points to the table.)Putitthere.

( ELIZABETH places the tray down. As she does, she stumbles. She catches the tray, but the tapestry behind the table gets tangled with her skirt.)

Lady Anne:(shrieking)Whatareyoudoing,youclumsything?

Elizabeth:Thetapestryiscaught,mylady.(She tugs firmly at the corner of the tapestry.)

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Lady Anne:Elizabeth!No!

35 ( ELIZABETH pulls on the tapestry. LADY ANNE runs to stop her, but it is too late. A part of the wall creaks open. There is a secret chamber behind the tapestry. FIONA is inside the tiny space. She is shaking with fear and cold.)

Elizabeth:Fiona!

Lady Anne:Don’tworry,Fiona.Elizabethismylady-in-waiting.Iwon’tallowmyservanttotellanyone.

Elizabeth:(offended )Won’tallowme?Yourservant?

Lady Anne:NoonemustknowthatFionaishere.

40 Elizabeth:OfcourseIwillnotgiveawayyoursecret.Don’tyoutrustme?Ionlywishyouhadtoldmebefore.Ihavebeensoworriedaboutyou,mylady.Icouldhavehelped.

Lady Anne:Thefewerpeoplewhoknow,thesaferFionais.Evenafriendlywordcouldcauseproblemsforher.UncleRichardhadhertakenawayfromhiscastleassoonasthesiegestarted.Myfatherbroughtherherethroughasecretpassage.Itendsinthetinyroomontheothersideofthistapestry.Fionahashiddentherefordays.

Elizabeth:(to FIONA)Youpoorthing.Youmustbesofrightened.Andyouareshivering.

Fiona:Itisverycoldanddampinthere.ButAnnecouldnotgivemetoomanyblanketsoffherbed.Peoplemightnoticethemmissing.

Elizabeth:NoonewillnoticeifIbringupsomebeddingfromthestoreroom.AndIcanalsogetfoodfromthekitchenmoreeasilythanLadyAnnecan.

45 Lady Anne:Thatwouldbewonderful,Elizabeth!( LADY ANNE is clearly relieved.)Thenwecanstartmendingthistapestry’storncorner.Thatway,nooneelsewilldiscoveroursecret!

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Comprehension Check

1. . Describe .two .pieces .of .important .information .that .the .audience .learns .during .the .opening .scene .between .Elizabeth .and .Montague .

2. . What .do .Lady .Anne’s .dialogue .and .actions .reveal .about .her .character?

3. . What .is .the .mood .of .the .drama .before .its .conclusion?

4. . Which .of .the .following .words .has .a .strong .negative .connotation .in .the .drama?

A. chamber

B. explanation

C. secret

D. servant

5. . Why .does .Elizabeth .compare .Lady .Anne .to .a .stranger?

A. to .emphasize .how .much .Lady .Anne’s .behavior .has .changed .recently

B. to .explain .how .much .danger .Lady .Anne .and .her .family .are .in

C. to .point .out .that .Lady .Anne .has .always .acted .strangely

D. to .persuade .Montague .to .reveal .the .secret .of .Fiona’s .hiding .place

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SCENE: LADY ANNE and ELIZABETH’s chamber at Lamont Castle, the 1400s. Stone walls are covered by heavy woven tapestries. The furnishings are spare. Candles on the table flicker. Cool breezes sweep through the castle at all times. A platter of half-eaten food rests on a heavy wooden table in front of one tapestry.

( ELIABETH and MONTAGUE enter.)

1 Elizabeth:Hurry.WemustcleanupbeforeLadyAnnearrives.

Montague:ButsurelyyouneednothidefromLadyAnne.Ihaveknownhersinceshewasborn.Shehasalwaysbeenafairandpatientmistress.

Elizabeth:Normally,thatistrue.Buthaven’tyounoticedachangeinherlately?

Montague:Ihavehardlyseenherinthelastweeks.Sheseemstospendallofhertimehereinyourchamber.

5 Elizabeth:Exactly.Sheusuallytreatsmealmostlikeasister.Latelyshehasbeenrudeandindifferent.Livingwithherlatelyislikelivingwithastranger.

Montague:HerUncleRichard’stroublesmusthaveaffectedhermood.HeandhistroopsaredoingtheirbesttoresistLordFitzgerald’ssiege.Youknowhowdifficultitcanbetoliveinacastleundersiege.

Elizabeth:Yes,ofcourse,thatispartoftheexplanation.

Montague:LadyAnnemustbeterriblyworriedabouthercousinFiona.Itmustbeterrifyingforsuchayounggirltoliveinsuchfrighteningcircumstances.

Elizabeth:Yes,LadyAnnemustbeconcerned.Butshehastakentoscoldingmefortheslightestfault.Andsheisbehavingmostoddly.Movingaroundfurnitureintheoddestways.Likethistable,forexample.Whywouldsheplaceitdirectlyinfrontofthistapestry?Itwasmuchmorecomfortablenexttothechairswhereweusuallyeat.( ELIZABETH walks to the tapestry behind the wooden table.)Andthistorntapestry....Iwastryingtomenditthismorningand—

10 ( LADY ANNE appears in the chamber. She shouts when she sees ELIZABETH approach the tapestry.)

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Lady Anne:Elizabeth!Stopyourfussingatonce!

Elizabeth:( bowing obediently)I’msorry,mylady.IwasjustpointingouttoMontague—



15 Lady Anne:Welldon’t!Shecanmanagebyherself.(imperiously) Youmaygo.


( MONTAGUE exits.)

Elizabeth:Youshouldn’ttreatoldMontaguesoroughly.Hehasbeenaloyalservanttoyourfamilysincebeforeyouwereborn.

Lady Anne:Idon’tcare.Hemustn’tmeddle.Andthatgoesforyouaswell.(She paces moodily around the room.)Everyoneisalwaysinterfering.

20 ( ELIZABETH sits quietly. She waits for LADY ANNE to calm down.)

Elizabeth:Perhapswecoulddosomemendingtopassthetime.AsIshowedyouthismorning,thistapestryhasasmalltearinthecorner.Wecaneasilyfixit.

Lady Anne:(shouting)Leavethatalone!Isaidnottotouchanything!Ifyoumustdosomething,thengotothekitchens.Fetchmesomethingtoeat.

Elizabeth:Butyoujusthadyournoonmeal(pointingtothetray).Youdidn’tevenfinishthat.Besides,don’tyouwanttosaveyourappetiteforthegreatbanquettonight?

Lady Anne:(stamping her foot) Donotargue,Elizabeth!Iinsistthatyoubringmeatrayoffood.Now!

25 Elizabeth:(bowing)Yes,mylady.

( ELIZABETH leaves with the tray of food. LADY ANNE continues to pace nervously. She sits in a chair and tries to relax, but is suddenly startled and jumps up.)


( But there is no one there. LADY ANNE continues to pace. After a few moments, ELIZABETH returns with another tray.)


30 Lady Anne:Fine.( She points indifferently to the table.)Putitthere.

( ELIZABETH places the tray and stumbles slightly. She catches the tray, but the tapestry behind the table gets tangled with her skirt.)

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Elizabeth:Thetapestryiscaught,mylady.(She tugs firmly at the corner of the tapestry.)


35 ( ELIZABETH pulls on the tapestry. LADY ANNE runs to stop her, but it is too late. A portion of the wall creaks open. There is a secret chamber behind the tapestry. FIONA is inside the tiny space, trembling.)

Elizabeth:Fiona!


Elizabeth:(offended)Won’tallowme?Yourservant?


40 Elizabeth:OfcourseIwillnottellyoursecret.Whatdoyoutakemefor?Ionlywishyouhadinformedmebeforeaboutwhatwasbotheringyou,mylady.Icouldhavehelped.

Lady Anne:Thefewerpeoplewhoknow,thesaferFionais.Evenfriendsmayspeakoutofturn.UncleRichardhadhertakenfromhiscastleafterthesiegestarted.Myfathersmuggledherintooursthroughasecretpassagethatendsinthetinyroomontheothersideofthistapestry.Fionahashiddentherefordays.

Elizabeth:(to FIONA)Youpoorthing,youmustbeterriblyfrightened.Andyouareshivering.

Fiona:Itissochillyanddampinhere.ButAnnecouldnotgivemetoomanyblanketsoffherbedbecausepeoplemightnoticethemmissing.

Elizabeth:NoonewillnoticeifIcarrysomebeddingfromthestoreroom.AndIcanalsogetfoodfromthekitchenmoreeasilythanLadyAnnecan.

45 Lady Anne:Thatwouldbewonderful,Elizabeth!(LADY ANNE is clearly relieved.)Thenwecanstartmendingthistapestry’storncornersothatnooneelsediscoversoursecret!

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Comprehension Check





A. chamber

B. explanation

C. secret

D. servant






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SCENE: LADY ANNE and ELIZABETH’s chamber at Lamont Castle, the 1400s. Heavy stone walls are covered by intricately woven tapestries. The furnishings are spare. Candles on the table flicker, suggesting the cool breezes that sweep through the castle at all times. A platter of half-eaten food rests on a heavy wooden table in front of one tapestry.

( ELIZABETH and MONTAGUE enter.)

1 Elizabeth:Hurry,wemustcleanupbeforeLadyAnnearrives.

Montague:ButsurelyyouneednothideyourworkfromLadyAnne.Ihaveknownhersinceshewasborn,andshehasneverbeenanythingbutafairandpatientmistress.

Elizabeth:Normallythatistrue.Buthaven’tyounoticedachangeinheroflate?

Montague:Ihavehardlyseenherinthelastweeks.Sheseemstospendallofhertimehereinyourchamber.

5 Elizabeth:Exactlyso.Sheusuallyconfidesinmealmostasasister,butlatelyshehasbeenrudeandindifferent.Livingwithherlatelyislikelivingwithastranger,andabad-temperedoneatthat.

Montague:IsupposethatnewsofherUncleRichard’stroubleshaveaffectedhermood.HeandhistroopsaredoingtheirbesttoresistLordFitzgerald’sbrutalsiegeoftheircastle,butyouknowhowchallengingitcanbetoliveinacastleundersiege.

Elizabeth:Yes,ofcourse,thatispartoftheexplanation.

Montague:LadyAnnemustbeterriblyworriedabouthercousinFiona.Onecanonlyimaginehowterrifyingitisforsuchayounggirltoenduresuchfrighteningcircumstances.

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Elizabeth:IamsurethatLadyAnneisindeedconcerned.Butshehastakentochastisingmefortheslightestfault.Andsheisbehavingmostoddly—movingaroundfurnitureinmostillogicalways,likethistable,forexample.Whywouldsheplaceitdirectlyinfrontofthistapestry,ratherthannexttothechairswhereweusuallydine?(ELIZABETHwalkstothetapestrybehindthewoodentable.)Andthistorntapestry....Iwastryingtomenditthismorningand—

10 ( LADY ANNE appears in the chamber and shouts when she sees ELIZABETH approach the tapestry.)

Lady Anne:Elizabeth!Stopfussingaboutoverthere!

Elizabeth:(dropping her hands to her sides and bowing)I’msorry,mylady.IwasmerelypointingouttoMontague—



15 Lady Anne:Welldon’t!Sheisquiteabletomanagebyherself.(imperiously) Youmaygo.


( MONTAGUE exits.)

Elizabeth:Yououghtn’ttreatoldMontaguesoroughly.Hehasbeenaloyalservanttoyourfamilyforlongerthanyouhavebeenapartofit.

Lady Anne:Idon’tcare.Hemustn’tmeddle.Andthatgoesforyouaswell.( She paces moodily around the room.)Everyoneisconstantlyinterfering.

20 ( ELIABETH sits quietly, waiting for LADY ANNE to calm down.)

Elizabeth:Perhapswecoulddosomemendingtopassthetime.AsIpointedouttoyouthismorning,thistapestryhasasmalltearinthecorner,onewhichwemighteasilymend.

Lady Anne:(shouting)Leavethatalone!Isaidnottotouchanything!Ifyoumustdosomething,thengotothekitchensandfetchmesomethingtoeat.

Elizabeth:Butyoujusthadyournoonmeal(pointingtothetray)andyoudidn’tevenfinishthat.Besides,don’tyouwanttosaveyourappetiteforthegreatbanquettonight?

Lady Anne:(stamping her foot) Donotargue,Elizabeth!Iinsistthatyoubringmeatrayoffood.Now!

25 Elizabeth:( bowing)Yes,mylady.

( ELIZABETH leaves with the tray of food. LADY ANNE continues to pace nervously around the chamber. She sits in a chair and tries to relax, but is suddenly startled and jumps up.)

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( But there is no one there. LADY ANNE continues to pace anxiously. After a few moments, ELIZABETH returns, carrying another tray.)


30 Lady Anne:Fine.( She gestures indifferently to the table.)Putitthere.

( ELIZABETH places the tray and stumbles slightly. She catches the tray, but the tapestry behind the table gets tangled with her skirt.)


Elizabeth:Thetapestryissnagged,mylady.(She tugs firmly at the corner of the tapestry.)


35 ( ELIZABETH pulls on the tapestry. LADY ANNE runs to stop her, but it is too late. A portion of the wall creaks open, revealing a secret chamber. FIONA is inside the cramped space, trembling.)

Elizabeth:Fiona!


Elizabeth:(offended)Won’tallowme?Yourservant?


40 Elizabeth:WhyofcourseIwillnotrevealyoursecret.Whatdoyoutakemefor?Ionlywishyouhadinformedmebeforeaboutwhatwasbotheringyou,mylady.Icouldhavehelped.

Lady Anne:Thefewerpeoplewhoknow,thesaferFionais.Evenfriendsmayspeakoutofturn.UncleRichardhadherspiritedawayfromhiscastleafterthesiegestarted,andmyfathersmuggledherintooursthroughasecretpassagethatendsinthetinyroomontheothersideofthistapestry.Fionahashiddentherefordays.

Elizabeth:(to FIONA)Youpoorthing,youmustbeterriblyfrightened.Andyouareshivering.

Fiona:Itissochillyanddampinhere,butAnnecouldnotgivemetoomanyblanketsoffherbedbecausepeoplemightnoticethemmissing.

Elizabeth:Noonewillthinkitunusualformetobeseencarryingbeddingfromthestorehouse.AndIcanalsoobtainfoodfromthekitchenmoreeasilythanLadyAnnecan.

45 Lady Anne:Thatwouldbewonderful,Elizabeth!( LADY ANNE is clearly relieved.)Thenwecanstartmendingthistapestry’storncornersothatnooneelsediscoversoursecret!

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Comprehension Check





A. chamber

B. explanation

C. secret

D. servant






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Independent Practice Lesson 7: Reading Poetry

Read the poem. Then answer the questions that follow.

The Fool’s Songby William Carlos Williams

Itriedtoputabirdinacage.

OfoolthatIam!

ForthebirdwasTruth.

Singmerrily,Truth:Itriedtoput

5 Truthinacage!

AndwhenIhadthebirdinthecage,

OfoolthatIam!

Why,itbrokemyprettycage.

Singmerrily,Truth;Itriedtoput

10 Truthinacage!

Andwhenthebirdwasflownfromthecage,

OfoolthatIam!

Why,Ihadnorbirdnorcage.

Singmerrily,Truth:Itriedtoput

15 Truthinacage!

Heigh-ho!Truthinacage.

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Comprehension Check

1. . Describe .the .structure .of .the .poem .in .terms .of .lines, .stanzas, .and .rhyme .scheme .

2. . Describe .the .speaker’s .tone .in .your .own .words .

3. . How .do .you .interpret .the .symbol .of .the .cage .in .this .poem?

4. . Which .line .from .the .poem .contains .an .example .of .alliteration?

A. O .fool .that .I .am!

B. For .the .bird .was .Truth .

C. Why, .it .broke .my .pretty .cage

D. Sing .merrily, .Truth; .I .tried .to .put

5. . Which .of .the .following .is .one .way .this .poem .uses .figurative .language?

A. A .bird .is .personified .as .having .human .qualities .

B. A .simile .compares .the .speaker .to .a .bird .

C. A .cage .is .personified .as .being .like .a .fool .

D. A .metaphor .compares .a .bird .and .truth .

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To Wish Myself Courageby William Carlos Williams

Onthedaywhenyouthisnomoreuponme

Iwillwriteoftheleavesandthemooninatreetop!

Iwillsingthenthesong,longinthemaking—

Whenthestressofyouthisputawayfromme.

5 HowcanIeverbewrittenoutasmensay?

Surelyitismerelyaninterferencewiththelongsong—

ThisthatIamnowdoing.

Butwhenthespringofitiswornliketheoldmoon

Andtheeatenleavesarelaceuponthecoldearth—

10 ThenIwillriseupinmygreatdesire—

Longatthebirth—andsingmetheyouth-song!

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Comprehension Check


2. . What .mood .do .the .speaker’s .observations .create?

3. . What .might .the .image .of .singing .mean .to .the .speaker .of .the .poem?

4. . Which .line .from .the .poem .contains .alliteration?

A. I .will .write .of .the .leaves .and .the .moon .in .a .tree .top!

B. When .the .stress .of .youth .is .put .away .from .me .

C. How .can .I .ever .be .written .out .as .men .say?

D. Then .I .will .rise .up .in .my .great .desire—


A. Personification .compares .youth .and .old .age .

B. A .metaphor .compares .fall .leaves .and .lace .

C. A .simile .compares .singing .and .growing .older .

D. Imagery .compares .being .born .and .dying .

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Blizzardby William Carlos Williams

Snow:

yearsofangerfollowing

hoursthatfloatidlydown—

theblizzard

5 driftsitsweight

deeperanddeeperforthreedays

orsixtyyears,eh?Then

thesun!aclutterof

yellowandblueflakes—

10 Hairylookingtreesstandout

inlongalleys

overawildsolitude.

Themanturnsandthere—

hissolitarytrackstretchedout

15 upontheworld.

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Comprehension Check


2. . Give .three .examples .of .assonance .in .the .poem .

3. . What .could .be .the .meaning .of .the .image .the .speaker .shares .in .lines .13–15? .

4. . Which .best .describes .the .mood .of .this .poem?

A. angry .and .agitated

B. confused .and .nervous

C. quiet .and .reflective

D. bitter .and .regretful


A. Personification .compares .snow .with .an .angry .child .

B. A .metaphor .compares .sunlight .with .colored .flakes .

C. A .simile .compares .walking .with .thinking .about .the .past .

D. Personification .gives .a .blizzard .human .characteristics .

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Independent Practice Lesson 9: Reading Scientific and Technical Texts



Global Warming

1 Globalwarminghasbecomeaseriousissue.ThetermdescribesthegeneralriseintemperatureonEarth.Theeffectsofglobalwarmingvaryaroundtheworld.Peoplearelargelytoblame.

2 Someeffectsofglobalwarmingseemtomakesense.Summersinmanyareaswillbewarmer.Othereffectsmightsurpriseyou.Someregionswillfacecolderwinters.Stillothereffectsofglobalwarmingseemcontradictory.Forexample,someplaceswillhavetoomuchwater;otherswon’thaveenough.However,itisclearthatglobalwarmingwillmakeweathermoreextreme.

3 Manyhumanactivitiescauseglobalwarming.Theproblembeginswiththeproductionofgasesknownasgreenhousegases.Manyofthethingsweuseeveryday,suchaselectricityandautomobiles,giveoffthesegases.CarbondioxideisthemostcommonofthegreenhousegasesinEarth’satmosphere.

This graph shows the number of metric tons of carbon dioxide produced by energy consumption in the world and in seven of the most populous countries.

Carbon Dioxide Emissions Per Capita

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4 Greenhousegasesareproducedbyburningfuels,suchasgasoline.However,thereareothersourcesofthesegasesaswell.Thegarbagethatpeoplethrowouteachdayisanothercause.Whentrashcollectsinlandfills,itgivesoffagreenhousegas.Cuttingdownforestsalsocontributestoglobalwarming.Treeshelptocleanourair.Theyabsorbgreenhousegasesandgiveofffreshoxygen.Whentherearefewertrees,moreoftheharmfulgasesstayintheair.

5 Weatherscientistsdetectedtheeffectsofglobalwarmingyearsago.Butnowpeoplearebecomingmoreawareoftheproblem.Ifnothingisdone,theseeffectswillbecomeworseinthefuture.Andtheproblemsextendfarbeyondhighertemperatures.Earthisadelicatelybalancedsystem.Increasedglobaltemperaturescouldleadtoawiderangeofpossiblechanges.Manyscientistspredictthatarisethatseemsinsignificant,suchasaone-ortwo-degreeincreaseinglobaltemperature,couldhaveprofoundeffects.Theseeffectsgofarbeyondweather.Thechainofconnectionswithinourglobalenvironmentsuggeststhatglobalwarmingcouldhaveahugeimpactonwater,food,anddiseasesaroundtheworld.Criticalwarningsarearisingfromdatathathasbeencollectedandanalyzedbymanyteamsofdedicatedscientists.Wewouldbewisetopayattentiontothesewarnings.

The darker gray areas on this map show where Earth was significantly warmer between 2000 and 2009 as compared to its temperatures between 1951 and 1980.

Water Warnings

6 Youmayhaveheardaboutseveredroughtsandfloodsthatarealreadyhappening.Ononesideoftheissue,scientistspredictthatwarmingwouldcausefreshwatertoevaporate.MoreofEarth’ssurfacewillbecomearid.Intime,millionstobillionsofpeoplemightnothaveenoughdrinkingwater.

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7 Ontheoppositeside,warmingwouldmelticeattheNorthandSouthPoles,aswellasglaciers.Waterfrommeltedicewouldraisesealevelseverywhere.Asaresult,hurricanesandtyphoonsmaybecomemorefrequent.Thiswillcauseevenmoreflooding.Weneedtofindwaystoprotectourcoastlines.Peoplewholivenearthecoastcouldlosetheirhomestofloods.

Food Warnings

8 PartsofEarththatarenowtoocoldtogrowmuchfood,suchasnorthernCanada,couldbecomewarmer.Farmingandranchingwouldbepossibleinthoseplaces.However,partsofEarththatarecurrentlywarmandgrowalotoffood,suchasFloridaandMexico,couldbecometoohottogrowfood.

9 Ingeneral,theresultswillbenegative.Morelandwouldbelostinoverheatedplacesthanwouldbegainedincoldplaces.Scientistspredictthatinlessthaneightyyears,millionsofpeoplemaynothaveenoughtoeat.

Disease Warnings

10 WarmerweathermaybringtropicaldiseasestopartsofEarthwheretheyhaveneverbeenaproblembefore.Manydiseasesarespreadbyinsectssuchasmosquitoesandticks.Warmerweatherallowsinsectsfromtropicalplacestospreadtonewplaces.Whentheinsectsarrive,theycouldbringdiseaseswiththem.Forexample,malariaisadiseasethatusuallyexistsneartheequator.Withglobalwarming,malariacouldbecomeaprobleminplacesbeyondtheequator.

Fighting Global Warming

11 Scientistsareworkinghardtofindstrategiesthatfightglobalwarming.Somepeoplefeelthatnewlawscanhelpreducetheamountofgreenhousegasesproduced.Solarandwindpowerareonesolution.Theycreatecleanenergythatdoesnotproducegreenhousegases.Peoplecanbuyhybridcarsthatruninpartonarechargeablebattery,notjustgasoline.Recyclingismorecommon.Improvementsinpublictransportationandbikepathsmeanfewerpeoplehavetodrivecars.Somecompaniesarehelpingtoreducewastebychangingthewaytheypackageproducts.

12 Thetermglobalwarminggivesonlyageneralviewofthechallengesthatweface.Everyareawillhaveitsownsetofchallenges.Everyareawillhavetomeetthosechallengesinitsownway.

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Comprehension Check

1. . Describe .one .fact .and .one .speculation .in .“Global .Warming, .Local .Warning .”

2. . The .section .“Water .Warnings” .states .that .global .warming .may .cause .more .areas .to .become .“arid .” .What .does .this .mean?

3. . What .are .three .possible .negative .effects .of .global .warming?

4. . Which .of .the .following .conclusions .can .be .drawn .based .on .the .graphics .in .the .article?

A. Global .warming .is .no .longer .a .problem .in .the .United .States .and .Japan .because .carbon .dioxide .use .has .decreased .in .these .countries .

B. Global .warming .will .affect .the .temperatures .in .oceans .and .lakes .much .more .greatly .than .temperatures .on .land .

C. Although .the .production .of .carbon .dioxide .is .increasing .worldwide, .some .countries .are .producing .less .of .this .gas .than .they .used .to .

D. Global .warming .will .affect .regions .near .the .equator .much .more .strongly .than .any .other .regions .on .the .planet .

5. . How .is .the .article .“Global .Warming, .Local .Warning” .structured?

A. It .uses .chronological .order .to .describe .steps .in .a .process .

B. It .compares .and .contrasts .two .different .scientific .theories .

C. It .explains .how .using .categories .can .help .us .understand .global .warming .

D. It .describes .a .problem .and .then .identifies .possible .solutions .

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Global Warming

1 Globalwarminghasbecomeaseriousissue.ThetermdescribesthegeneralriseintemperatureonEarth.Theeffectsofglobalwarmingvaryaroundtheworld,andpeoplearelargelytoblameforit.

2 Someeffects,suchaswarmersummers,seemtocorrespondwiththetermglobalwarming.Butothereffects,suchascolderwinters,mightsurpriseyou.Andsomeofglobalwarming’seffectsseemcontradictory.Forexample,someplaceswillhavetoomuchwater;otherswon’thaveenough.Mostplaceswillhavehottersummers,butsomewillhavecolderwinters.Someareaswillexperiencebothchanges.Globalwarmingseemstomakeweathermoreextreme.

3 Manyofthethingsweuseeveryday,suchaselectricityandautomobiles,giveoffgreenhousegases.Thesegasescauseglobalwarming.Ofthegasesproducedbyhumanactivityandenergyconsumption,carbondioxideisthemostabundantinEarth’satmosphere.



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4 Greenhousegasesareproducedbyburningfuels,suchasgasoline,butthereareothersourcesofthesegasesaswell.Considerthegarbagethatpeoplethrowouteachday.Whentrashcollectsinlandfills,itgivesoffagreenhousegas.Thecuttingdownofforestsalsocontributestoglobalwarming.Treeshelptocleanourairbyabsorbinggreenhousegasesandgivingofffreshoxygen.Whentherearefewertrees,moreoftheharmfulgasesstayintheair.

5 Weatherscientistsdetectedtheeffectsofglobalwarmingyearsago,butnowpeoplearebecomingmoreawareoftheproblem.Ifnothingisdone,theseeffectswillbecomeworseinthefuture.Andtheproblemsextendfarbeyondhighertemperatures.Earthisadelicatelybalancedsystem.Increasedglobaltemperaturescouldleadtoawiderangeofpossiblechanges.Manyscientistspredictthatarisethatseemsinsignificant,suchasaone-ortwo-degreeincreaseinglobaltemperature,couldhaveprofoundeffects.Theseeffectsgofarbeyondweather.Thechainofconnectionswithinourglobalenvironmentsuggeststhatglobalwarmingcouldhaveahugeimpactonwater,food,anddiseasesaroundtheworld.Criticalwarningsarearisingfromdatathathasbeencollectedandanalyzedbymanyteamsofdedicatedscientists.Wewouldbewisetopayattentiontothesewarnings.


Water Warnings

6 Youmayhaveheardaboutseveredroughtsandfloodsthatarealreadyhappening.Ononesideoftheissue,scientistspredictthatwarmingwouldcausefreshwatertoevaporate.MoreofEarth’ssurfacewillbecomearid.Asdecadespass,millionstobillionsofpeoplemightnothaveenoughdrinkingwater.

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7 Ontheoppositeside,warmingwouldmelticeattheNorthandSouthPoles,aswellasglaciers.Waterfrommeltedicewouldraisesealevelseverywhere.Asaresult,hurricanesandtyphoonsmaybecomemorefrequentandmoreviolent,leadingtoevenmoreflooding.Weneedtofindwaystoprotectourcoastlines.Peoplewholivenearthecoastcouldlosetheirhomestofloods.

Food Warnings

8 PartsofEarththatarenowtoocoldtogrowmuchfood,suchasnorthernCanada,couldbecomewarmer.Farmingandranchingwouldbepossibleinthoseplaces.However,partsofEarththatarecurrentlywarmandgrowalotoffood,suchasFloridaandMexico,couldbecometoohottogrowfood.

9 Ingeneral,theresultswillbenegative.Morelandwouldbelostinoverheatedplacesthanwouldbegainedincoldplaces.Scientistspredictthatinlessthaneightyyears,millionsofpeoplemaynothaveenoughtoeat.

Disease Warnings

10 WarmerweathermaybringtropicaldiseasestopartsofEarthwheretheyhaveneverbeenaproblembefore.Manydiseasesarespreadbyinsectssuchasmosquitoesandticks.Warmerweatherallowsinsectsfromtropicalplacestospreadtonewplacesandpossiblybringdiseaseswiththem.Malaria,forexample,isadiseasethatusuallyexistsneartheequator.Withglobalwarming,malariacouldbecomeaprobleminplacesbeyondtheequator.


11 Scientistsareworkinghardtofindstrategiesthatfightglobalwarming.Somepeoplefeelthatnewlawscanhelpreducetheamountofgreenhousegasesproduced.Solarandwindpowercanbeusedinsteadofelectricitytocreateenergy.Peoplecanbuyhybridcarsthatruninpartonarechargeablebattery,notjustgasoline.Recyclingismorecommon.Improvementsinpublictransportationandbikepathsmeanfewerpeoplehavetodrivecars.Somemanufacturersarehelpingtoreducewastebychangingthewaytheypackageproducts.

12 Thetermglobalwarminggivesonlyageneralviewofthechallengesthatweface.Everyareawillhaveitsownsetofchallenges.Everyareawillhavetomeetthosechallengesinitsownway.

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Comprehension Check

1. . Describe .one .fact .and .one .speculation .in .“Global .Warming, .Local .Warning .”

2. . The .section .“Water .Warnings” .states .that .global .warming .may .cause .more .areas .to .become .“arid .” .What .does .this .mean?












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Global Warming

1 Globalwarminghasbecomeaseriousissue.ThetermdescribesthegeneralriseintemperatureonEarth.Theeffectsofglobalwarmingvaryaroundtheworld,andpeople’sactionsarelargelytoblameforthesepotentiallyproblematicchanges.

2 Someeffects,suchaswarmersummers,seemtocorrespondwiththetermglobalwarming.Butothereffects,suchascolderwinters,mightsurpriseyou.Andsomeofglobalwarming’seffectsmayseemcontradictory.Forexample,someplaceswillhavetoomuchwater,whileotherswon’thaveenough.Mostplaceswillhavehottersummers,butsomewillhavecolderwinters,andsomeareaswillexperiencebothchanges.Globalwarmingseemstomakeweathermoreextreme.

3 Manyofthethingsweuseeveryday,suchaselectricityandautomobiles,generategreenhousegases,whichcauseglobalwarming.Ofthegasesproducedbyhumanactivityandenergyconsumption,carbondioxideisthemostabundantinEarth’satmosphere.



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4 Greenhousegasesareproducedbyburningfuels,suchasgasoline,butthereareothersourcesofthesegasesaswell,suchasthegarbagethatpeoplethrowouteachday.Whentrashcollectsanddecaysinlandfills,itgivesoffagreenhousegas.Thecuttingdownofforestsalsocontributestoglobalwarming.Treeshelptocleanourairbyabsorbinggreenhousegasesandgivingofffreshoxygen.Whentherearefewertrees,moreoftheharmfulgasesstayintheair.

5 Weatherscientistsdetectedtheeffectsofglobalwarmingyearsago,butnowpeoplearebecomingmoreawareoftheproblem.Ifnothingisdone,theseeffectswillbecomeworseinthefuture.Andtheproblemsextendfarbeyondhighertemperatures.Earthisadelicatelybalancedsystem.Increasedglobaltemperaturescouldleadtoawiderangeofpossiblechanges.Manyscientistspredictthatarisethatseemsinsignificant,suchasaone-ortwo-degreeincreaseinglobaltemperature,couldhaveprofoundeffects.Theseeffectsgofarbeyondweather.Thechainofconnectionswithinourglobalenvironmentsuggeststhatglobalwarmingcouldhaveahugeimpactonwater,food,anddiseasesaroundtheworld.Criticalwarningsarearisingfromdatathathasbeencollectedandanalyzedbymanyteamsofdedicatedscientists.Wewouldbewisetopayattentiontothesewarnings.


Water Warnings

6 Youmayhaveheardaboutseveredroughtsandfloodsthatarealreadytakingplacearoundtheglobe.Ononesideoftheissue,scientistspredictthatwarmingwouldcausefreshwatertoevaporateandmakemoreofEarth’ssurfacearid.Asdecadespass,millionstobillionsofpeoplemightnothaveenoughdrinkingwater.

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7 Ontheoppositeside,warmingwouldmelticeattheNorthandSouthPoles,aswellasglaciers,causingsealevelstoriseeverywhere.Asaresult,hurricanesandtyphoonsmaybecomemorefrequentandmoreviolent.Evenmorefloodingwillresult.Weneedtofindwaystoprotectourcoastlines.Peoplewholivenearthecoastcouldlosetheirhomestofloods.

Food Warnings

8 PartsofEarththatarenowtoocoldtogrowmuchfood,suchasnorthernCanada,couldbecomewarmer.Farmingandranchingwouldbepossibleinplaceswhereitiscurrentlytoocoldfortheseactivities.However,partsofEarththatarecurrentlywarmandgrowalotoffood,suchasFloridaandMexico,couldbecometoohottogrowfood.

9 Onbalance,expertspredictthattheresultswillbemorenegativethanpositive.Morefarmablelandwouldbelostinoverheatedplacesthanwouldbegainedincoldplaces.Scientistspredictthatinlessthaneightyyears,millionsofpeoplemaynothaveenoughtoeat.

Disease Warnings

10 WarmerweathermaybringtropicaldiseasestopartsofEarthwheretheyhaveneverbeforebeenaproblem.Manydiseasesarespreadbyinsectssuchasmosquitoesandticks.Warmerweatherallowsinsectsfromtropicalplacestospreadtonewplacesandpossiblybringdiseaseswiththem.Malaria,forexample,isadiseasethatusuallyexistsneartheequator.Withglobalwarming,malariacouldbecomeaprobleminregionswellbeyondtheequator.


11 Scientistsareworkinghardtofindstrategiestofightglobalwarming.Somepeoplefeelthatnewlawscanhelpreducetheamountofgreenhousegasesproduced.Solarandwindpower,whichdonotproducegreenhousegases,canbeusedinsteadofelectricitytocreateenergy.Peoplecanbuyhybridcarsthatruninpartonarechargeablebattery,notjustgasoline.Recyclingmakesmoreefficientuseoflimitedresources,aswellaslimitingtheproductionofharmfulgases.Improvementsinpublictransportationandbikepathsmeanfewerpeoplehavetodrivecars.Somemanufacturersarehelpingtoreducewastebychangingthewaytheypackageproducts.

12 Thetermglobalwarminggivesonlyageneralviewofthechallengesthatweface.Everyregionwillhaveitsownsetofchallenges.Meetingthosespecificchallengeswillrequireuniquelocalsolutions.

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Comprehension Check

1. . Describe .one .fact .and .one .speculation .in .“Global .Warming, .Local .Warning .” .

2. . The .section .“Water .Warning” .states .that .global .warming .may .cause .more .areas .to .become .“arid .” .What .does .this .mean?












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Independent Practice Lesson 11: Reading Persuasive Nonfiction



One Nation, One Law

1 Rightnow,drivingagesdifferfromstatetostate.InSouthDakota,teenscandrivewhentheyarefourteenyearsold.NewJerseyteensmustwaituntiltheyareseventeen.AreteensinSouthDakotamorematurethanthoseinNewJersey?Doteenssuddenlybecomelessresponsiblewhentheycrossstateborders?Ofcoursenot.Allowingstatestosetdifferentdrivingageshascreatedthisridiculousimpression.

2 TheaveragedrivingageintheUnitedStatesisbetweensixteenandsixteenandahalf.Itmakessensetoadopttheageofsixteenasthenationaldrivingage.Thiswouldbeafairlaw.AllUnitedStatesteenagerswouldbetreatedequally.Wheretheylivewouldnotaffecttheirbasicrighttodrive.

The Limits of Statistics

3 Somepeoplewanttoraisethedrivingagetoeighteen.Theysaythatstatisticsprovethatyoungdriversaredangerous.Theymentiona2005studybytheNationalHighwayTrafficSafetyAdministration.Thereportshowedthat64outofevery100,000sixteen-year-olddriverswereinvolvedinfatalaccidents.Only59outofevery100,000seventeen-year-olddriverswereinvolvedinsimilaraccidents.

4 RepresentativeJohnD’AmicoisinfavorofabilltoraisethedrivingageinIllinois.Hepointsoutthat“allfiftystatesprohibitsixteen-year-oldsfromdrinkingalcohol,buyingcigarettes,andpurchasinghandguns.Yetsomehowmoststatesarewillingtoputtheminchargeofacar,whichcouldpotentiallybeadeadlyweapon.”Healsosaysthatbetween1995and2004,therewere30,917deathsinaccidentsinwhichthedriverswerebetweentheagesoffifteenandseventeen.Inaboutathirdofthoseaccidents,theteendriverwaskilled.Therestofthevictimswerepassengers,otherdrivers,orpedestrians.

5 Obviously,noonewantstoincreasethenumberoftrafficaccidents.Butthere’snoguaranteethatraisingthedrivingagetoeighteenwouldhelp.Alldriversneedexperiencedriving.Thenumberofcandlesontheirlastbirthdaycakeisn’ttheissue.It’struethatinexperienceddriversareresponsibleformanyaccidents.However,youngdriversneedtheopportunitytogainexperience.Howelsecantheybecomesafedrivers?AlexKoroknay-PaliczoftheNationalYouthRightsAssociationrightlypointsoutthat“raisingthedrivingagewon’tsavelives.Studiesshowthatitisinexperience,notage,thatcausesaccidents.Raisingthedrivingagewilljustcreateinexperienced,accident-pronedriversateighteeninsteadofsixteen.”

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6 Statisticsarenottheanswer.Reportsalsoshowthatmenare77percentmorelikelytokillotherswhiledrivingthanwomen.Shouldwepassalawthatonlywomencandrive?Thatlawwouldmaketheroadssafer,right?Usingstatisticsalonemakesyoudrawthatabsurdconclusion.

Driving Rights and Responsibilities

7 Thisisclearlyanemotionalissue.Horribleaccidentsinwhichteensweredrivingoftenmaketheheadlines.Whentheydo,somepeoplerushtojudgment.Theysuggestthatraisingthedrivingageistheanswer.Butthatsolutionisbothunfairandunrealistic.

8 Itisunfairtojudgeallteenagersbytheactionsofafewdrivers.WemustalsoremembertherealitiesoflivingintheUnitedStates.Drivingisn’taluxuryformanyteenagers.It’sanecessity.Manyteensneedtobeabletodrivetotheirschoolsorwork.Manyfamiliesrelyonteenagedriverstopickupyoungersiblingsfromschool.Takingawaytherighttodriveisnotaminormatter.Forbetterorworse,carsarenecessaryforgettingaroundinmanyareasoftheUnitedStates.

9 Peopletalkalotaboutteenagersneedingtoaccepttheirresponsibilities.Buthowcantheydosoiftheyaretreatedlikeyoungchildrenandkeptawayfromanythingpossiblydangerous?Knivesaredangerous—shouldteenagersbeforbiddentocook?Manysportscanbedangerous—shouldteenshavetowaituntiltheyareoldertolearntheskillstheyneedtobecomeexcellentathletes?Thedesiretoshieldyoungadultsfromharmisunderstandablebutalsodeeplyimpractical.Lifeisfullofmanychallenges,someofwhicharedangerous.Theanswerisn’ttoavoidthem.Rather,weallneedtoapproachdangerswithrespectandcare.

10 Auniversaldrivingageofsixteenwouldbefair.Anationaldriver’seducationprogramwillhelptomakesurethatallyoungdriversgetthetrainingtheyneedtobesafeontheroad.Raisingthedrivingageisnottheanswertoreducingaccidents.Anydriverwilltellyouthatit’stimebehindthewheelthatgivesyoutheconfidencetomakewisedecisionswhiledriving.Itwouldbeaseriousmistaketoassumethatsixteen-year-oldsaretooyoungtotakeonthisresponsibility.

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Comprehension Check

1. . Describe .the .main .idea .of .“Changing .the .Laws .for .Teenage .Driving .”

2. . Give .two .examples .of .persuasive .techniques .used .by .the .writer .

3. . Explain .how .the .writer .responds .to .one .counterargument .

4. . Which .of .the .following .best .describes .the .author’s .purpose?

A. to .inform .readers .about .statistics .regarding .teenage .driving

B. to .persuade .readers .to .support .a .national .driving .age .of .sixteen

C. to .explain .different .ways .that .statistics .can .be .misinterpreted .

D. to .express .an .opinion .about .the .importance .of .driving .in .the .United .States

5. . What .is .the .author’s .point .of .view .about .statistics?

A. They .are .meaningless .because .they .are .usually .collected .poorly .

B. They .are .the .only .fair .basis .for .a .reasonable .and .fair .decision .

C. They .should .not .be .used .as .evidence .because .they .can .be .misinterpreted .

D. They .do .not .always .accurately .reflect .the .complexities .of .a .situation .

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One Nation, One Law

1 Rightnow,drivingagesvaryfromstatetostate.InSouthDakota,teenscandrivewhentheyarejustfourteenyearsold.InNewJersey,teensmustwaituntiltheyareseventeen.AreteensinSouthDakotamorematurethanthoseinNewJersey?Doteenssuddenlybecomelessresponsiblewhentheycrossstateborders?Ofcoursenot.Allowingstatestosetdifferentdrivingageshascreatedthisridiculousimpression.

2 TheaveragedrivingageintheUnitedStatesisbetweensixteenandsixteenandahalf.Itmakessensetoadopttheageofsixteenasthenationaldrivingage.Thiswouldbeafairlaw.AllUnitedStatesteenagerswouldbetreatedequally,regardlessofwheretheylive.


3 Somepeoplewanttoraisethedrivingagetoeighteen.Theysaythatstatisticsprovethatyoungdriversaredangerous.Theymightmentiona2005studybytheNationalHighwayTrafficSafetyAdministration.Thereportshowedthat64outofevery100,000sixteen-year-olddriverswereinvolvedinfatalaccidents.Only59outofevery100,000seventeen-year-olddriverswereinvolvedinsimilarcollisions.

4 RepresentativeJohnD’AmicosupportsabilltoraisethedrivingageinIllinois.Hepointsoutthat“allfiftystatesprohibitsixteen-year-oldsfromdrinkingalcohol,buyingcigarettes,andpurchasinghandguns.Yetsomehowmoststatesarewillingtoputtheminchargeofacar,whichcouldpotentiallybeadeadlyweapon.”Healsosaysthatbetween1995and2004,therewere30,917deathsinaccidentsthatinvolveddriversbetweentheagesoffifteenandseventeen.Inaboutathirdofthoseaccidents,theteendriverwaskilled.Therestofthevictimswerepassengers,peopleincarsthattheteenagedrivershit,orpedestrians.

5 Obviously,noonewantstoincreasethenumberoftrafficaccidents.Butthere’snoguaranteethatraisingthedrivingagetoeighteenwouldhelp.Whatalldriversneedisexperiencedriving.Thenumberofcandlesontheirlastbirthdaycakeisn’ttheissue.It’struethatinexperienceddriversareresponsibleformanyaccidents,buttheymustbeallowedtogaintheexperiencetheyneedinordertobecomesafedrivers.AlexKoroknay-PaliczoftheNationalYouthRightsAssociationrightlypointsoutthat“raisingthedrivingagewon’tsavelives.Studiesshowthatitisinexperience,notage,thatcausesaccidents.Raisingthedrivingagewilljustcreateinexperienced,accident-pronedriversateighteeninsteadofsixteen.”

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6 Statisticsarenottheanswer.Reportsalsoshowthatmenare77percentmorelikelytokillotherswhiledrivingthanwomen.Shouldweoutlawmaledriversinordertomaketheroadssafer?Usingstatisticsalonemakesyoudrawthatabsurdconclusion.


7 There’snoquestionthatthisisanemotionalissue.Horribleaccidentsinwhichteensweredrivingoftenmaketheheadlines.Whentheydo,somepeoplerushtosuggestraisingthedrivingage.Butthatsuggestionisbothunfairandunrealistic.

8 Itisunfairtojudgeallteenagersbytheactionsofafewirresponsibleorinexperienceddrivers.It’salsoimportanttoremembertherealitiesoflivingintheUnitedStates.Drivingisn’taluxuryformanyteenagers.It’sanecessity.Manyteensneedtobeabletodrivetotheirschools,theiractivities,andtheirjobs.Manyfamiliesrelyonteenagedriverstopickupyoungersiblingsfromschool.Takingawaytherighttodriveisnotaminormatter.Forbetterorworse,carsarenecessaryformobilityinmanyareasoftheUnitedStates.


10 Auniversaldrivingageofsixteenwouldbefairandconsistent.Anationaldriver’seducationcurriculumwillhelptoensurethatallyoungdriversgetthetrainingtheyneedtobesafeontheroad.Raisingthedrivingageisnottheanswertoreducingaccidents.Anydriverwilltellyouthatit’stimebehindthewheelthatgivesyouthecomfortandconfidencetomakewisedecisionswhiledriving.Itwouldbeaseriousmistaketoassumethatsixteen-year-oldsaretooyoungtotakeonthisresponsibility.

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One Nation, One Law

1 Currently,drivingagesvaryfromstatetostate.InSouthDakota,unsupervisedteenscandrivewhentheyarejustfourteenyearsold.InNewJersey,teensmustwaituntiltheyareseventeentoreceivethesameprivilege.AreteensinSouthDakotamorematurethanthoseinNewJersey?Doteenssuddenlybecomelessresponsiblewhentheycrossstateborders?Ofcoursenot.Allowingstatestosetindividualdrivingageshascreatedthisridiculousimpression.

2 TheaveragedrivingageintheUnitedStatesisbetweensixteenandsixteenandahalf.Itmakessensetoadopttheageofsixteenasthenationaldrivingage.ThiswouldhelptocreateauniformandfairlegalsysteminwhichallUnitedStatesteenagersaretreatedequally,regardlessofwheretheylive.


3 Somepeoplehaveproposedraisingthedrivingagetoeighteen.Theysaythatstatisticsprovethatyoungdriversaremoredangerousthanolderdrivers.Forexample,a2005studybytheNationalHighwayTrafficSafetyAdministrationshowedthat64outofevery100,000sixteen-year-olddriverswereinvolvedinfatalaccidents.Only59outofevery100,000seventeen-year-olddriverswereinvolvedinsimilarcollisions.

4 WritinginsupportofabilltoraisethedrivingageinIllinois,RepresentativeJohnD’Amicopointedoutthat“allfiftystatesprohibitsixteen-year-oldsfromdrinkingalcohol,buyingcigarettes,andpurchasinghandguns.Yetsomehowmoststatesarewillingtoputtheminchargeofacar,whichcouldpotentiallybeadeadlyweapon.”Hewentontopointoutthatbetween1995and2004,therewere30,917fatalitiesinaccidentsthatinvolveddriversbetweentheagesoffifteenandseventeen.Inaboutathirdofthoseaccidents,theteendriverwaskilled.Therestofthevictimswerepassengers,peopleinothercars,orpedestrians.

5 Obviously,noonewantstoincreasethenumberoftrafficaccidents.Butthere’snoguaranteethatraisingthedrivingagetoeighteenwouldpreventaccidents.Whatalldriversneedisexperiencedriving,notabirthdaycakewithaparticularnumberofcandles.It’struethatinexperienceddriversareresponsibleformanyaccidents,buttheymustbeallowedtogaintheexperiencetheyneedinordertobecomesafedrivers.AlexKoroknay-PaliczoftheNationalYouthRightsAssociationaccuratelypointsoutthat“raisingthedrivingagewon’tsavelives.Studiesshowthatitisinexperience,notage,thatcausesaccidents.Raisingthedrivingagewilljustcreateinexperienced,accident-pronedriversateighteeninsteadofsixteen.”

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6 Statisticsarenottheanswer.Reportsalsoshowthatmenare77percentmorelikelytokillotherswhiledrivingthanwomen.Doesthatmeanthatweshouldoutlawmaledriversinordertomaketheroadssafer?Usingstatisticsaloneforcesyoutodrawthatabsurdconclusion.


7 There’snoquestionthatthisisanemotionalissue.Horribleaccidentsinwhichteensweredrivingoftenmaketheheadlines.Whentheyshowup,peoplerushtosuggestraisingthedrivingagelimit.Butthatproposalisbothunfairandunrealistic.

8 Itisunfairtojudgeallteenagersbecauseoftheactionsofafewirresponsibleorinexperienceddrivers.It’salsoimportanttoremembertherealitiesoflivingintheUnitedStates.Drivingisn’taluxuryformanyteenagers—it’sanecessity.Manyteensneedtobeabletodrivetotheirschools,theiractivities,andtheirjobs.Manyfamiliesrelyonteenagedriverstopickupyoungersiblingsfromschool.Takingawaytherighttodriveisnotaminormatter.Forbetterorworse,carsarenecessaryformobilityinmanyareasoftheUnitedStates.


10 Auniversaldrivingageofsixteenwouldbefairandconsistent.Anationaldriver’seducationcurriculumwillhelptoensurethatallyoungdriversgetthetrainingtheyneedtobesafeontheroad.Raisingthedrivingageisnottheanswertoreducingaccidents.Anydriverwilltellyouthatit’stimebehindthewheelthatgivesyouthecomfortandconfidencetomakewisedecisionswhiledriving.Itwouldbeaseriousmistaketoassumethatsixteen-year-oldsaretooyoungtotakeonthisresponsibility.

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Notes


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