grade 6 passages - carson dellosa

NonfictionFiction

FictionFiction

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Alexander the Great drew near to the horse, took him

by the bridle, and turned him to face the sun. He did this

because he had noticed that the horse was frightened at the movements of the men’s shadows. Then, Alexander stroked his head and led him forward.

It takes time and trust to

break in a wild horse.

I had, of course, long been used to a halter and a headstall and to be led about quietly, but now I was to have a bit and bridle. After a good deal of coaxing, my master got the

bit into my mouth and the bridle fi xed, but it was a nasty thing!

bridle. After a good deal of coaxing, my master got the

coaxing, my master got the bit into my mouth and the

bit into my mouth and the bridle fi xed, but it was a nasty thing!nasty thing!

Nonfiction

Fiction

Nonfiction



because he had noticed that

NonfictionNonfiction

Fiction

Nonfiction



stroked his head and led him • Presents high-interest passages across content areas

• Offers comprehension questions for close reading practice

• Reinforces higher-order thinking

• Includes extension activities for critical thinking

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Pre-Algebra CD-704384Algebra CD-704385Algebra II CD-704386Algebra II CD-704386Intro to Geometry CD-704387Geometry CD-704388Math Practice CD-704389 Math Practice CD-704389

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Differentiated Readingfor ComprehensionCD-104618

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Kelley Wingate Reading Comprehension and SkillsCD-104624

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Math

Pre-Algebra CD-704384Algebra CD-704385Algebra II CD-704386Algebra II CD-704386Intro to Geometry CD-704387Geometry CD-704388Math Practice CD-704389 Math Practice CD-704389

Math

Pre-Algebra CD-704384Algebra CD-704385Algebra II CD-704386Algebra II CD-704386Intro to Geometry CD-704387Intro to Geometry CD-704387Geometry CD-704388Geometry CD-704388Math Practice CD-704389 Math Practice CD-704389

Improving students’ reading comprehension skills has never been more critical as teachers are challenged to help students meet the rigorous college- and career-ready expectations of current academic standards. The Paired Passages books target these standards in a new and different way. Students are asked to compare and contrast fi ction with nonfi ction, fi ction with fi ction, and nonfi ction with nonfi ction. These high-interest, appealing passages represent a variety of genres such as literature, social studies, and science. Each pair of passages is followed by two pages of text-dependent comprehension questions and activities. Students are encouraged to practice close reading, to pay attention to details in order to make inferences from each text separately and then as a set. The Paired Passages books are designed to build the skills necessary to produce engaged and motivated independent readers.

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104891 CO 6.indd 1 1/6/16 1:45 PM

Fiction

© Carson-Dellosa ¥ CD-104891 5

The doors of the reception hall had been flung back on noiseless pivots by unseen hands. The hall within was more garden than room. Flowers were everywhere: roses, violets, narcissuses, and a score of others breathing forth a heavy fragrance. The gold-studded ceiling was converted into a vast canvas of blending flowery tints. The room was large, and on the walls, from between the potted tropical plants, shone at least 100 marvelous marble reliefs. Between them were matchless paintings Ñ everywhere was the sheen of silver and gold, the splendor of scarlet and purple tapestries.

The banquet began. Cornelia learned much about Cleopatra. Cleopatra was fluent in seven languages and possessed an impressive knowledge of the management of Egypt, the politics of Rome, and the details of the great conflict in the Republic. Soon, Cornelia found herself talking with confidence to Cleopatra. In a burst of frankness, she told of her engagement to Drusus and willingness to wait long for him, if they might only come together in the end.

ÒI am not a common woman,Ó responded Cleopatra, with emphasis. ÒI am ambitious, not to be led, but to lead. I must rule or I must die. I cannot love a master, only fear him. Why, because I was born a woman, must I give up all my royal aspirations to rise to a great place among princes, to build up a great empire in the East, to make Alexandria a capital with the power of Rome, the culture of Athens, the splendor of Babylon, all in one? It is because I have these hopes stirring in me that I may love no man, can love no man! Nothing shall stand in my way; nothing shall oppose me. Whoever thwarts my ambitions, the worse for him!Ó

Cornelia was quiet for a moment before she responded. ÒI feel for you a very great sorrow. I know not whether you will or will not do as you wish Ñ set your empire over the far East, a rival, friendly, I hope, to our Rome Ñ but this I know, that with your glory, and with your renown among men for all time, you will go down to your grave with an empty heart. And I know not what may compensate for that.Ó

Meeting Cleopatraadapted from A Friend of Caesar by William Stearns Davis

104891 INT 6.indd 5 1/8/16 8:04 AM

Nonfiction

© Carson-Dellosa ¥ CD-1048916

Cleopatra was of Greek descent. The kingdom of Egypt was created by a general of Alexander the Great. Alexander himself, who gave to it his name, had founded its capital. The people of Alexandria were rowdy, pleasure-loving, and artistic. One part of the city was devoted to the large and successful industries of linen, paper, glass, and muslin.

Over the country, of which Alexandria was the capital, Cleopatra came to reign at 17 years old. Following the custom of their predecessors, she was forced to share power with her brother. He, however, was less than 12 years old and was under the control of evil counselors, who gained control of the capital and drove Cleopatra into exile. Hastening to Syria, she gathered an army and led it against her foes.

Meanwhile, Julius Caesar had arrived at Alexandria backed by an army of his veterans. It was clear that he would conquer Egypt. Rather than fight each other directly, the Egyptian siblings instead competed for CaesarÕs support. Cleopatra was able to gain the upper hand against her brother and win CaesarÕs favor.

Caesar had left Cleopatra firmly seated on the throne of Egypt. For six years, she reigned with great intelligence. Then, Caesar was assassinated. There ensued a period of civil war in Rome. One side was led by Octavian, the adopted son of Caesar. The other was led by Antony, a soldier.

The Roman world was divided between these two men, Antony receiving the government of the East, Octavian that of the West.

Cleopatra realized she would have to choose one of these two men to save her kingdom. She set out in person for the place where Antony was encamped with his army. Antony, though suspicious of Cleopatra, sent her an invitation to dine with him in state. With graceful tact, she sent him a counter invitation, and he came. The magnificence of his reception dazzled the man who had so long known only a soldierÕs fare. A marvelous display of lights was made. Thousands upon thousands of candles shone brilliantly, arranged in squares and circles. The banquet itself was one that symbolized the studied luxury of the East.

At this time, Cleopatra was 27 years of age. She recognized that his handsomeness and strong passions were matched by her own subtlety and appealing charm. Antony was equally enthralled with Cleopatra.

Not only was Antony someone Cleopatra could love, he was a soldier whose armies might well sustain her on the throne of Egypt. It only strengthened her love for him to feel that he could protect her and defend her. Likewise, his love for her was strengthened because she was Cleopatra of the richest country in the world. Their usefulness to each other was the basis of their love.

Cleopatra in Loveadapted from Famous Affinities of History: The Romance of Devotion

by Lyndon Orr

104891 INT 6.indd 6 1/8/16 8:04 AM

Name ___________________________________________________


Answer the questions.

1. How are the introductions of both pieces alike?

A. They both give background information about Egypt.

B. They both show the wealth of Alexandria.

C. They both show CleopatraÕs determination to rule.

D. They both address CleopatraÕs rise to the throne.

2. How is CleopatraÕs ambition shown in the nonfiction piece?

A. She is ousted by her brotherÕs advisors.

B. She is able to persuade Caesar to support her.

C. She constantly utilizes Roman conquerorsÕ influence to her advantage.

D. She uses multiple methods to overcome all setbacks and rule Egypt.

3. What inference might readers make about the fictional Cleopatra?

A. She thinks love is a weakness.

B. She thinks love is beautiful.

C. She has lost someone she loves.

D. She does not want to share her throne with a king.

4. Which of the following best represents the theme of ÒMeeting CleopatraÓ?

A. Wealth and power can replace love.

B. Ambition can be dangerous and lead to arrogance.

C. Only love can give life meaning.

D. Being a ruler means sacrificing oneÕs personal life.

5. What is the best meaning of the word predecessors as used in ÒCleopatra in LoveÒ?

A. those who came before B. those who make the rules

C. those who stray from tradition D. those who finalize decisions

6. CleopatraÕs strategic use of _______________________ helped her gain and keep the Egyptian throne for many years.

104891 INT 6.indd 7 1/8/16 8:04 AM

Name ___________________________________________________


7. Which of the following is the central idea of ÒCleopatra in LoveÓ?

A. Cleopatra took the throne at 17 but was ousted by her brother. She then made alliances with Julius Caesar and Antony, both Romans, to secure her rule.

B. Cleopatra and Antony loved each other very much, and they never would have found each other had they not needed a political ally.

C. Cleopatra was widely known throughout Africa and Europe because of her political strategies and alliances.

D. CleopatraÕs intelligence and determination made her a great leader and caused her alliance and romance with Antony of Rome.

8. Use the Venn diagram to compare and contrast the fictional CleopatraÕs views on love with the real account of her relationship with Antony.

9. Antony and Cleopatra were great political and military allies as well as famously in love. Does their political relationship bring their Òtrue loveÓ into question or make it stronger? Use examples from the passages to support your argument.

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Fictional Outlook Real Experience with Love

104891 INT 6.indd 8 1/8/16 8:04 AM

Fiction


We had traveled over 15 hours without incident. No kayaks fell from the top of the van. There were no construction zones, no detours, no accidents holding up traffic, no unscheduled stops. I guess I shouldÕve known that something bad would have to happen eventually, but the Òcheck oilÓ light caught me totally by surprise. The gas station lights illuminated the interior of the van, where my expectant sons consulted the map. The pumps were on, but the convenience store was closed. There was no one around to ask, no garages open nearby, and over an hour left to go before our remote campground.

I stood next to the van, not knowing what to do. I couldnÕt risk driving an hour away from the nearest people with my kids in a van that might break down. IÕd had it serviced before we left, so I knew it had to be a leak.

No one had driven by in over 20 minutes when they pulled in: an older man, totally bald, with his family in the car. I had been standing there, bewildered. The man struck up a conversation while he filled up his tank, his interest piqued by the kayaks and bikes strapped to our van. He was local, making a late-night grocery run, and wished us luck in fixing the van as he left. I stood there for another 15 minutes, still perplexed about what to do.

I heard another car pulling in to the station. I looked up, shocked to see the man standing in front of me holding out several quarts of oil and a funnel. They wouldnÕt take any money; they just told me to get my car to a shop in the morning and have fun with my family. To this day, when I see someone in need, I picture that man and slow down to help.

Car Trouble

104891 INT 6.indd 9 1/8/16 8:04 AM

Nonfiction


She is seated, facing me, in a third-class American railroad car. All other faces from that car have faded from my memory. Through the window on our right she watches the strange new world through which we are passing. The train sways like a ship in a storm.

The man beside me sees me watching her and offers to translate, but I do not feel inclined to talk. For 38 hours I have not eaten anything; my inner aching frequently interrupts my romantic dreams. Three more days of travelÑand no money!

My reflection is interrupted by the apparition of a white hand holding out a large slice of brown bread with an inch-thick cut of yellow cheese on top. I look up, hesitating, into the face of the Norwegian girl. Smiling, she says to me, in English, with a pretty accent:

ÒTake it, and eat it.Ó

I devour it. Only after swallowing the very last crumb do I suddenlyÑguiltilyÑ become aware that I neglected to thank her. Impulsively, I try to offer some grateful words.

Instantly, and up to the roots of her hair, she flushes crimson. Then, bending forward, she asks a question in a clear, sharp tone that frightens me. I do not understand the question. I understand only that she is angry. I wish myself under the train, but my dark neighbor assures her that I had only tried to thank her.

What can she have imagined that I said? My swarthy comrade would not tell me. Even now my face burns again at the thought of having caused a momentÕs anger to the kind heart for whose sake I would so gladly have given my life, but I carry her beauty and her kindness with me always.

My First Romanceadapted from the autobiography of Lafcadio Hearn

104891 INT 6.indd 10 1/8/16 8:04 AM

Name ___________________________________________________


Answer the questions.

1. Which is the best synonym for piqued as used in ÒCar TroubleÓ?

A. provoked B. stopped C. reflected D. satisfied

2. Why is the narrator in ÒCar TroubleÓ perplexed about what to do?

A. He does not know how to fix cars, and no one will help him.

B. There are no places for him to get help, so he doesnÕt know what to do.

C. He does not have any money to get his car fixed at the garage.

D. There is no one around for miles because their campground is so remote.

3. Which word best describes the tone at the end of ÒCar TroubleÓ?

A. grateful B. angry C. jovial D. frustrated

4. Which word best describes the tone of ÒMy First RomanceÓ?

A. angry B. embarrassed C. frustrated D. nostalgic

5. Which details from ÒMy First RomanceÓ make late-1800s America the most likely setting for the story?

A. the presence of cowboys in the story

B. the fact that the characters seem to come from different cultural backgrounds

C. the popularity of train travel and length of the journey

D. the type of food served on the train

6. What effect does the Norwegian girlÕs unexpected reaction in paragraph 6 have in ÒMy First RomanceÓ?

A. It shows that LafcadioÕs love is one-sided; she does not care about him.

B. It shows that Lafcadio is being rude, even though he did not mean to be.

C. It shows that the Norwegian girl is capable and strong, not just pretty.

D. It shows that the Norwegian girl is not actually kind at all.

104891 INT 6.indd 11 1/8/16 8:04 AM

Name ___________________________________________________


7. Use the diagram to compare and contrast the two speakersÕ experiences with travel.

Car Trouble Both My First Romance

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8. What makes someone memorable? Use examples from the passages in addition to your own opinion.

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104891 INT 6.indd 12 1/8/16 8:04 AM

Fiction


I had, of course, long been used to a halter and a headstall and to be led about quietly, but now I was to have a bit and bridle. After a good deal of coaxing, my master got the bit into my mouth and the bridle fixed, but it was a nasty thing! It was tremendously uncomfortable, but I knew my mother always wore one when she went out; and so, what with the nice oats, and what with my masterÕs pats and kind words, I bore it.

The saddle was not half bad, as my master placed it on me gently and allowed me to become accustomed to its weight before venturing to ride me; the feeling of a rider on my back was perplexing but not difficult to get used to.

The next unpleasant business was the iron shoes. The blacksmith took my feet in his hand and cut away some of each hoof. It did not pain me, so I stood still. Then, he took a piece of iron the shape of my foot, and clapped it on, and drove some nails quite deeply into my hoof so that the shoe was firmly affixed. My feet felt rather stiff and heavy, but I got used to it.

My master went on to break me to harness: a stiff heavy collar; a bridle with great side-pieces against my eyes. A small saddle with a nasty stiff strap that went right under my tail Ñ that was the crupper. To have my long tail doubled up and poked through that strap was almost as bad as the bit. I never felt more like kicking, but I could not kick such a good master. In time, I got used to everything and could do my work as well as my mother.

My Breaking-Inadapted from Black Beauty: Young Folks Edition by Anna Sewell

104891 INT 6.indd 13 1/8/16 8:04 AM

Nonfiction


When Alexander the Great was just a boy in his fatherÕs kingdom, a man came to sell their family a horse. King PhilipÕs men took the horse out to the pasture to see how it responded to them. It bucked and stomped and put up such a horrible fuss that Philip refused to buy it. As the salesman prepared to leave, Alexander asked if he might try to mount the horse.

ÒIf you fail,Ó Philip asked, Ówhat price will you pay for your overconfidence?Ó Alexander laughed and said, ÒI will pay the price of the horse.Ó And so it was settled.

Alexander drew near to the horse, took him by the bridle, and turned him to face the sun. He did this because he had noticed that the horse was frightened at the movements of the menÕs shadows. Then, Alexander stroked his head and led him forward, feeling his temper all the while. When the horse began to get uneasy, the prince suddenly leapt on his back and gradually curbed him with the bridle.

Suddenly, the horse gave up trying to throw his rider and only pawed the ground, impatient to be off. Alexander shook the reins, and bidding him go, they flew like lightning around the course. This was AlexanderÕs first conquest, and as he jumped down from the horse, his father exclaimed, ÒGo, my son, and seek for a kingdom that is worthy, for Macedonia is too small for such as thee.Ó

Henceforth, the horse, which he named Bucephalus, made it clear that he served Alexander and no one else.

The War Horse Bucephalusadapted from The Animal Story Book by Andrew Lang

104891 INT 6.indd 14 1/8/16 8:04 AM

grade 6 passages - carson dellosa

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