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Language Arts – Grade 6

CHARLES COUNTY PUBLIC SCHOOLS

Language Arts – Grade 6

APEX Learning Packet

Weeks 5 & 6

(May 4 – May 15)

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Contents APEX Lesson – Central Idea and Summary .................................................................................................................3

Information – Central Idea and Summary ..............................................................................................................4

Information – Supporting Details ...........................................................................................................................5

Information – Objective Summary .........................................................................................................................6

Review – Central Idea and Summary......................................................................................................................7

Study Guide – Central Idea and Summary ..............................................................................................................8

Assessment – Central Idea and Summary ........................................................................................................... 10

APEX Lesson – Making Inferences ........................................................................................................................... 13

Information – Making Inferences ........................................................................................................................ 14

Information – Explicit Details .............................................................................................................................. 15

Information – Implicit Details .............................................................................................................................. 16

Information – Inferences ..................................................................................................................................... 17

Review – Making Inferences ................................................................................................................................ 18

Study Guide – Making Inferences ........................................................................................................................ 19

Assessment – Making Inferences ........................................................................................................................ 23

Study Guide Answers ............................................................................................................................................... 26

Central Idea and Summary .................................................................................................................................. 26

Making Inferences ............................................................................................................................................... 28

Extensions ................................................................................................................................................................ 31

NIPSEY HUSSLE STREET ART IN LOS ANGELES BREATHES LIFE INTO LEGACY ...................................................... 32

FROM TIGER TO FREE-RANGE PARENTS — WHAT RESEARCH SAYS ABOUT PROS AND CONS OF POPULAR

PARENTING STYLES .............................................................................................................................................. 35

The Child .............................................................................................................................................................. 38

Feathers ............................................................................................................................................................... 39

How the Stories Came to Be ................................................................................................................................ 40

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Name: __________________________________________ School: _______________________

Teacher: ________________________________________ Period: _______________________

Packet Directions for Students Students should complete the following activities from APEX English Language Arts 6 course.

APEX Lesson – Central Idea and Summary Unit 3: Reading Strategies, Part 1 Lesson: Central Idea and Summary: A solid central idea keeps everything in harmony.

Lesson Objectives:

Identify the central idea as the main point of a text.

Identify supporting details that help you find the central idea of a text.

Evaluate an objective summary for its inclusion of a central idea and supporting details.

Lesson Directions: 1. Read the information about finding the central idea through details and writing an objective

summary.

2. Complete the Study Guide

3. Complete the assessment of your learning

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Information – Central Idea and Summary The central idea is the main point of a text. Every detail in the text is related to the central idea. A writer uses

supporting details such as facts, reasons, and examples to develop the central idea.

Read below to see how details help support the central idea

Central Idea

Becoming a circus acrobat takes time and practice.

Supporting Detail

Circus acrobats begin learning skills before they are 10 years old.

Supporting Detail

Acrobats often train for more than 10 years before performing in a

circus.

Supporting Detail

Circus acrobats practice more than 40 hours a week.

Here is an example of a paragraph about owls.

Don't be surprised if you see an owl that looks like its head is on backward! Owls often twist their heads almost all the way around to see what's behind them. This helps them find more animals to hunt. Plus, by not moving their bodies, they are less likely to be seen by the animals they are hunting.

Text Central Idea or Supporting Detail

Owls often twist their heads almost all the way around to see what's behind them.

This is the central idea. The fact that the owl can twist its head around is the main point of the text.

This helps them find more animals to hunt. This is a supporting detail. It is one reason why owls rotate their heads to see all around them.

Plus, by not moving their bodies, they are less likely to be seen by the animals they are hunting.

This is a supporting detail. It is another reason why owls' ability to turn their heads around gives them an advantage.

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Information – Supporting Details Facts and examples that help explain or prove the central idea are called supporting details.

Explore below to see supporting details that help prove the central idea.

Central Idea

Service dogs can do many important tasks for a disabled person.

Supporting Detail

A service dog can do many tasks

around the house, such as opening doors.

Supporting Detail

A service dog can do many helpful

tasks outside the home, such as pressing elevator buttons.

Supporting Detail

A service dog offers

companionship to the disabled, which may be the most valuable

task of all.

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Information – Objective Summary The central idea and supporting details are part of an objective summary. An objective summary includes only

the information presented in the text and leaves out personal thoughts or opinions.

Explore the passage to see which information should be included in an objective summary and which should be

left out. Each sentence is analyzed separately.

Who would have ever thought that living in a house made out of snow could keep you warm? The Inuit people of the Arctic discovered centuries ago that an igloo is actually a warm, comfortable shelter. Although a house made of snow might seem too cold, an igloo actually acts like a large blanket that traps body heat inside. A person can even build a fire inside for additional warmth.

Sentence Analysis

Who would have ever thought that living in a house made out of snow could keep you warm?

This sentence is meant to grab the reader's attention and introduce the main topic, but it is not necessary for an objective summary.

The Inuit people of the Arctic discovered centuries ago that an igloo is actually a warm, comfortable shelter.

This sentence contains the central idea of the passage – that an igloo is a warm shelter. However, it isn't necessary to include the detail that the Inuit people discovered this.

Although a house made of snow might seem too cold, an igloo actually acts like a large blanket that traps body heat inside. A person can even build a fire inside for additional warmth.

Both of these details about the igloo trapping body heat and a person building a fire inside are the most relevant supporting details. They support the central idea that an igloo is a warm shelter.

An objective summary includes the central idea and supporting details of a text while leaving out unnecessary

information. Below is the transformation of turning a passage into an objective summary.

Original Passage Cross out unnecessary information Objective Summary

Who would have ever thought that living in a house made out of snow could keep you warm? The Inuit people of the Arctic discovered centuries ago that an igloo is actually a warm, comfortable shelter. Although a house made of snow might seem too cold, it actually acts like a large blanket that traps body heat inside. A person can even build a fire inside for additional warmth.

Who would have ever thought that living in a house made out of snow could keep you warm? The Inuit people of the Arctic discovered centuries ago that an igloo is actually a warm, comfortable shelter. Although a house made of snow might seem too cold, it actually acts like a large blanket that traps body heat inside. A person can even build a fire inside for additional warmth.

An igloo is a warm, comfortable shelter. It acts like a large blanket that traps body heat. A person can even build a fire inside.

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Review – Central Idea and Summary

My best friend tends to give every little detail about his day. Luckily, he's gotten pretty good at

providing a summary when I ask him to.

When you provide a summary, you don't talk about every single detail, instead you focus just on the

central idea and the most important supporting details.

Summarizing is easy, let's look at an example. When a ship got stuck between two

large rocks far from shore, a brave dog named Spike saved the entire crew. Spike

jumped into the stormy sea and swam to shore, pulling the ship's rope in his

mouth and bringing all 92 sailors safely to land. Spike truly is a hero.

Alright, first let's find the central idea. Remember, the central idea is the main point. It's what the

passage is all about. Spike truly is a hero, that's the main point of the passage.

So, if the central idea is that Spike truly is a hero, the supporting details give

facts, or examples, that help to explain or prove it. Look at the whole passage

again. Which parts of the text support the central idea that Spike truly is a

hero? That's right, Spike saved an entire crew of 92 sailors who were

stranded at sea by pulling the ship's rope in his mouth. These supporting

details help to prove the central idea that Spike is a hero.

We can identify the central idea and the supporting details and include this information in a summary.

Spike truly is a hero. He saved an entire crew of 92 sailors stranded at sea by pulling the ship to shore.

So there you have it. A summary is made up of the central idea and its supporting details. Now, I got to

call my best friend and tell him about Spike. He loves animal stories.

Key Terms:

Central Idea: The main point of a text.

Objective Summary: A type of summary that includes only the information presented in the text and

leaves out personal thoughts or opinions

Summary: A brief restatement of the facts or statements already made.

Supporting Details: Reasons, facts, examples, or other evidence that help explain the main idea.

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Study Guide – Central Idea and Summary Use this guide to take notes as you work through the activity. Taking good notes can help you remember

important ideas. Your notes on this guide will help you prepare for quizzes and tests.

Circle the central idea of the paragraph below.

Many penguins live in the cold climate of Antarctica. But not all penguins live in ice and snow. The African

penguin lives on the rocky coastal beaches of southwestern Africa. Magellanic penguins nest in underground

burrows in Chile and Argentina. One type of penguin, the Galapagos penguin, even lives near the equator. All

of these penguins stay cool in warm weather by swimming often in cold ocean water.

Identify the two details below that support the central idea: Worms are good creatures to have in a garden.

Worms loosen the soil in our gardens so that plants can grow more easily.

They eat rotting material and turn it into fertile soil.

You can't tell which end of a worm is its face.

Circle the central idea below that is best explained by the following supporting details.

Supporting Details: Our bodies use water to carry oxygen to our cells. We also need water to fight off disease. And on hot days, water helps cool our bodies when we sweat.

Central Idea

Water is a vital part of several basic bodily functions.

Every person should drink exactly eight glasses of water per day.

Every species on Earth needs water to survive.

Circle the two pieces of information that belong in an objective summary.

Attention-grabbing facts Central idea

Extra information Supporting details

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Read the passage and then identify the information that should be included or left out of an objective

summary.

Every year, the North Carolina Educational Alliance presents one teacher with the Golden Apple Award to recognize excellence in teaching. Over 150 teachers received nominations. This year's winner, Rebecca Kernby, is a very deserving recipient. Ms. Kernby displays great dedication to her students, always taking extra time to help them succeed. She is also able to make learning fun for her students. Ms. Kernby will receive a $500 grant for classroom supplies, as well as gift cards and prizes from several local businesses.

Include Leave Out

Over 150 teachers received nominations.

Ms. Kernby is a very deserving winner of the Golden Apple Award.

Ms. Kernby was chosen because of her dedication to student success.

Ms. Kernby will receive gift cards and prizes from several local businesses.

Read through the passage below, then cross out all the words that are not necessary to include in an objective

summary.

If your parents want you to keep up your school skills this summer, I recommend baking cookies as a family.

Baking is a fun, delicious way to build your educational skills. Following a recipe takes reading. Measuring

ingredients also uses math — especially if you double or triple the recipe, like I do. Try changing the

ingredients in your recipe, and then compare and observe the results. What could be better than a warm,

gooey chocolate chip cookie to build your brain?

Read the informational text about how the Arizona desert can be a harsh environment. Then, write a two to

three sentence objective summary of this.

A well-known tour guide in Phoenix, Arizona, likes to joke with tourists when he says, "Be careful not to get poked, scratched, stung, bitten, or burned." His joke is based on a truth about the Arizona desert. Although beautiful, the desert can be a harsh environment. It has many types of cacti and bushes that can poke and scratch you. There are about 300 different species of cacti in the Sonoran Desert, where Phoenix is located, and you don't want to touch any of them! As for getting stung or bitten, the animals of the desert are tough, feisty creatures. Steer clear of the scorpions, Gila monsters, rattlesnakes, and tarantulas! As for getting burned, the intense heat in Phoenix can be the greatest challenge to deal with. But as the tour guide also says, "You'll find beauty in this incredible place."

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Assessment – Central Idea and Summary 1. What is the definition of central idea?

a. An original idea that has not been written about before

b. The examples supporting a thesis

c. A way of ending an essay

d. The main point of a text

2. Which sentence states the central idea of the passage?

Many people think that only humans can use language. But scientists have discovered that dolphins also communicate through a kind of "talking." Dolphin language, unlike human language, does not use words. Instead, dolphins use clicks, squeaks, and other sounds to give each other information. They even seem to use certain sounds to "talk" about specific dolphins. In this way, dolphins can be said to have names!

a. Dolphins, like humans, communicate with each other by using sounds that convey information.

b. While human language uses words, dolphins make noises such as clicks and squeaks in order to

exchange information.

c. Many people think that language is a skill only humans have, but this is actually not true.

d. Scientists are attempting to learn the language of dolphins so that humans will be able to

communicate with these intelligent creatures.

3. Which sentence states the central idea of the passage?

Journalists do important work in society by bringing information to the public. They report the news and help people form opinions on current events. Sometimes they also uncover bad deeds, such as government employees breaking the law. If you're interested in writing and the news, and you want to make a difference, journalism could be a fascinating career for you.

a. The job of journalists is to make sure that people doing bad deeds go to jail.

b. Journalists contribute to society by keeping people informed and discovering illegal behavior.

c. Many people who enjoy writing and current events are looking for an interesting career.

d. Journalists need many skills, including good writing ability and a knack for finding out the truth

about a situation.

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4. Which information from this passage should be included in a summary, and which information should be

left out?

The vote for the location of next year's state fair was the closest in history. After a heated five-hour meeting, the nine-person activity council awarded the fair to Mountainview by a 5—4 decision. According to Max Power, the longest-serving member of the council, Mountainview was chosen for several important reasons. First, Mountainview is located in the center of the state, meaning it would only be a three-hour drive at most for those attending. Second, Mountainview already has a large stadium that can seat nearly 10,000 people. This arena is usually used for auto racing, but it can easily be adapted for use as part of the fairgrounds.

Include Leave Out

Max Power is the longest-serving member of the activity council.

Mountainview's central location is one of the reasons the council selected it.

The vote for the location of next year's state fair was the closest in history.

The large stadium in Mountainview is normally used for auto racing.

5. How do supporting details reinforce the central idea in this passage?

Marksville Middle School's community service day was a huge success. More than 400 students participated in our event. We painted over 3,000 feet of fence in the neighborhood. Many neighbors have commented that the neighborhood looks much better now. We thank all students who participated for making our community a better place.

a. The supporting details show that the writer really believes what she or he is saying.

b. The supporting details prove that students painted a large number of fences.

c. The supporting details defend the students against those who disagree with them.

d. The supporting details provide specific examples of how students contributed to the

community.

6. How do supporting details reinforce the central idea in this passage?

According to author Malcolm Gladwell, the trick to being really skilled at something is not to be born a genius, it is good old-fashioned practice. Ten thousand hours of it, in fact. With ten thousand hours of practice, a person can gain the skills needed in any area — music, sports, or computers — to be considered very advanced in that area. According to Gladwell, although being talented helps, long hours of hard work and practice are what truly make the difference.

a. The supporting details explain the theory that practice is more important than genius.

b. The supporting details prove that some people mistakenly think skills cannot be learned.

c. The supporting details provide evidence for the idea that there is no such thing as genius.

d. The supporting details give examples of people who were not geniuses but succeeded through

hard work.

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7. Read the informational text about the process of becoming a knight. Then, write a two- to three-

sentence objective summary of this text in the space provided.

Medieval culture has never fully disappeared from popular culture. Judging by the large number of medieval-themed books and movies, it's more popular than ever. Much like today, the characters in these medieval works all had clearly defined jobs or roles to play. Like today's occupations, these roles were all part of a process of career growth. For example, knights only became knights after a long, three-step process.

If, at the age of seven, a boy displayed very good manners, smarts, and courage, his parents might decide they wanted him to become a knight. He would spend the next seven years as a page, performing simple duties such as helping knights with their horses and armor.

After completing training as a page at around age 14, the boy would become a squire. A squire took on more responsibility and received more hands-on instruction in fighting and battle strategy. He would sometimes ride into battle with a knight and assist him. In some cases, the squire would even be required to fight in the knight's place if the knight was injured.

At the age of 21, the squire was eligible to become a knight. First, he had to prove himself worthy by showing great bravery, wisdom, and devotion. If worthy, he would be knighted in a ceremony where he vowed to protect his kingdom.

Knights perform very different tasks from doctors, teachers, or professional athletes, but in each of these careers there is a long process with clearly defined steps for moving up. Perhaps this is one of the reasons medieval culture has always fascinated us — it has a sense of order that never went out of style.

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Name: __________________________________________ School: _______________________

Teacher: ________________________________________ Period: _______________________

Packet Directions for Students Students should complete the following activities from APEX English Language Arts 6 course.

APEX Lesson – Making Inferences Unit 3: Reading Strategies, Part 1 Lesson: Making Inferences: Strong inferences lead to strong discoveries.

Lesson Objectives:

Define an inference as a conclusion based on what you read and what you already know.

Recognize that explicit details are concrete, specifically stated details in the text.

Determine which detail is a specific, concrete detail directly stated in a passage.

Make inferences based on explicit and implicit details within a text.

Lesson Directions: 1. Read the information about inferences and how to make them based on details within a text.

2. Complete the Study Guide

3. Complete the assessment of your learning

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Information – Making Inferences An inference is a conclusion based on what you read and what you already know. It is also considered an

educated guess based on explicit and implicit details, combined with the knowledge you already have.

The explicit details, or details we can see from looking at the image, show us that the man is on a field, wearing a sports uniform, and holding his arms above his head.

The implicit details, or information developed from what we can see, tell us that the man is most likely playing a team sport and is celebrating something.

Combining the explicit and implicit details with what we already know helps us infer that this man is celebrating scoring the winning goal.

Explicit details

Implicit details

Prior Knowledge

Inference

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Information – Explicit Details Explicit details are concrete, specifically stated details in the text. Details that are right in front of you and don't

need any interpretation are explicit detail. If a text describes Mr. Hooper as wearing a yellow shirt, this is an

explicit detail. Mr. Hooper's yellow shirt is a specific, concrete piece of information.

Here are more examples in a story’s excerpt.

Brody dug through the wet dirt. He was searching for the perfect worm, a fat and juicy one — a worm that his brother would be happy to have on the end of his fishing line. Brody had already collected a dozen or so in his bucket, but he wanted his brother to have many different choices.

After he'd collected enough to be satisfied, he headed back to the house and hid the bucket in the crawl space under the house. When he stepped into the kitchen, his mom and his grandfather were helping his brother put on a black cap and gown over his jeans and T-shirt.

"Brody," his mom scolded. "You're covered in mud. Don't get near your brother before you've washed up. It's a big day for him."

Brody smiled at his grandfather and ran up the stairs, thinking about what they'd planned for later that afternoon.

Explicit Details Analysis

Brody dug through the wet dirt. He was searching for the perfect worm, a fat and juicy one — a worm that his brother would be happy to have on the end of his fishing line.

This is an explicit detail: Brody is digging for worms.

After he'd collected enough to be satisfied, he headed back to the house and hid the bucket in the crawl space under the house.

These explicit details describe how Brody goes back to his house and hides the bucket of worms under the house.

his mom and his grandfather were helping his brother put on a black cap and gown over his jeans and T-shirt.

This explicit detail explains what the mother and brother are doing at the house.

Brody smiled at his grandfather and ran up the stairs, thinking about what they'd planned for later that afternoon.

This explicit detail includes the fact that Brody is smiling as he goes up the stairs.

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Information – Implicit Details Determine which of these details is a specific, concrete detail directly stated in the passage. Assumptions or

guesses that a reader makes based on the explicit details in the text are implicit details.

Explore the same passage about Brody digging for worms for more examples of implicit details.

Brody dug through the wet dirt. He was searching for the perfect worm, a fat and juicy one — a worm that his brother would be happy to have on the end of his fishing line. Brody had already collected a dozen or so in his bucket, but he wanted his brother to have many different choices.

After he'd collected enough to be satisfied, he headed back to the house and hid the bucket in the crawl space under the house. When he stepped into the kitchen, his mom and his grandfather were helping his brother put on a black cap and gown over his jeans and T-shirt.

"Brody," his mom scolded. "You're covered in mud. Don't get near your brother before you've washed up. It's a big day for him."

Brody smiled at his grandfather and ran up the stairs, thinking about what they'd planned for later that afternoon.

Implicit Details Analysis

Brody dug through the wet dirt. He was searching for the perfect worm, a fat and juicy one — a worm that his brother would be happy to have on the end of his fishing line.

An implicit detail here might be that Brody is looking for worms to go fishing.

After he'd collected enough to be satisfied, he headed back to the house and hid the bucket in the crawl space under the house.

This explicit detail, that Brody is hiding the worms he caught, could lead us to the implicit detail that the worms are a surprise for his brother.

his mom and his grandfather were helping his brother put on a black cap and gown over his jeans and T-shirt.

This explicit detail, that Brody's brother is putting on a cap and gown, could lead us to an assumption that Brody's brother is graduating today.

Brody smiled at his grandfather and ran up the stairs, thinking about what they'd planned for later that afternoon.

An implicit detail here is that Brody and his grandfather have a surprise for his brother.

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Information – Inferences Inferences are conclusions a reader makes based on the explicit and implicit details in a text.

Remember Brody and his worm hunt? Here is how we can put together both the explicit and implicit details in

the passage to help you make an inference about what is happening.

Brody was gathering

worms and hiding

them. Brody's

brother was getting

dressed in a cap and

gown. Brody and his

grandfather were

keeping a secret.

(Explicit Detail)

Brody was gathering

worms for a fishing

trip. Brody's brother

was graduating

today. (Implicit

Detail)

Brody was gathering

worms so he and his

grandfather could

surprise his brother

with a special fishing

trip on his

graduation day.

(Inference)

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Review – Making Inferences

If someone said, I'm so excited to be here right now, but they were standing

like the picture. What inference would you make? You'd probably guess

they weren't very excited at all.

We make inferences all the time. We guess what someone means when

they say something based on their words, their body language, and the

context. An inference is a conclusion based on what you read and what you

already know. Inferences can be made by looking at the explicit and implicit

details of a text. Explicit details are concrete, specifically stated details.

Mr. Williker walked down the street, holding an umbrella. There's Mr. Williker, he's walking,

and he's holding an umbrella. These are explicit details. Then, there are implicit details, or

assumptions derived from explicit details. If Mr. Williker is walking down the street holding

an umbrella, we might assume it's raining. This would be an implicit detail since it's implied

but not directly stated.

Check out what's going on in this image.

Let's start with the explicit details. There are

three children. Two of them wear a mask

and have tied up an adult in the room with a

rope. The other kid is throwing a ball in the

air, there are clothes everywhere, and the

woman sitting in the chair is reading a book.

These are some of the explicit details. What

do these details suggest? The kids are going

wild and fooling around. But the woman has

chosen to ignore them and remain calm.

These are the implicit details. We can make

the inference that this woman is their mother and has been dealing with their antics for so long that

she's at the end of her rope, so to speak. This is an inference, a conclusion we reach based on what we

see and what we already know. It could also be the case that this woman is just reading a really good

book.

Making inferences is not an exact science, but whatever inference you make, just be sure that it's

based on reasoning and evidence.

Key Terms:

Explicit Detail: A concrete, specifically stated detail.

Implicit Detail: An assumption derived from an explicit detail.

Inference: A conclusion based on what you read and what you already know.

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Study Guide – Making Inferences Use this guide to take notes as you work through the activity. Taking good notes can help you remember

important ideas. Your notes on this guide will help you prepare for quizzes and tests.

List two types of details that help readers make inferences.

Read the passage, then identify each sentence in the table as an implicit detail, explicit detail, or inference.

Mari dropped another worm onto Matteo's bed. She'd get in trouble, but she didn't care. Her brother hated worms. And he had to know what happened when he crossed her.

Implicit Explicit Inference

Mari is putting worms in her brother's bed.

Mari is angry about something her brother did.

Mari thinks she can make her brother afraid to cross her in the future.

How do you know whether a detail is explicit?

Determine whether the baker's feelings are stated explicitly in the sentences below.

Are the baker’s feelings directly stated in the text?

The baker’s hatred of baking cakes is:

“I hate baking cakes,” the baker said. YES NO Explicit Implicit

As always, the baker stirred the cake batter like he wished it could feel pain.

YES NO Explicit Implicit

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Circle the explicit detail from the passage.

Backstage, Leona waited for the signal. She tried to repeat her lines in her head, but she couldn't remember any of them. Her palms were sweaty, and her heart was beating fast. All her classmates were sitting in the audience along with her teacher and parents. She wondered if anyone would notice if she slipped out the back door. But just as she was thinking about actually leaving, the stage director stepped toward her. "You're on," she said, smiling over her clipboard. "And you're going to be great." Leona stepped onto the stage and suddenly remembered her first line.

Leona was nervous that she would forget her lines.

Leona's palms were sweaty as she waited backstage.

This was Leona's first performance in the play. Leona hadn't practiced her lines for the play.

How do you know whether a detail is implicit?

Identify each example as either explicit or implicit detail.

Explicit Implicit

A text includes vivid imagery to describe exactly what a famous statue looks like.

A text lists the physical features of a character's appearance.

A text suggests but does not directly state that a movie is funny.

A text creates a sense of sorrow without using the word sorrow.

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Read the sentences below and label each detail as explicit or implicit.

Mark wore his bright red baseball cap like a crown. He wouldn't even let his brother touch it — not that his brother wanted to get his fingers that dirty.

Explicit Implicit

Mark's hat is bright red.

Mark is proud of his hat.

Mark does not let his brother touch the hat.

Mark does not keep the hat clean.

Circle the statement from below that is the most valid inference you can make about the overall passage

based on its explicit and implicit details.

Backstage, Leona waited for the signal. She tried to repeat her lines in her head, but she couldn't remember any of them. Her palms were sweaty, and her heart was beating fast. All her classmates were sitting in the audience along with her teacher and parents. She wondered if anyone would notice if she slipped out the back door. But just as she was hatching a plan to leave, the stage director stepped toward her. "You're on," she said, smiling over her clipboard. "And you're going to be great." Leona stepped onto the stage and suddenly remembered her first line.

Leona ends up sneaking out the back door

because she realizes she forgot all her lines for the play.

Leona is embarrassed by her performance in the school play because she forgot all her

lines.

Leona is nervous about performing in the school play, but once she actually begins her

performance, she's fine.

Leona is going to be the star of the play, the beginning of a long and successful career in

the theater.

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Read the passage and then explain what inference you could make based on the explicit and implicit details.

Cite the explicit and implicit details in the passage that helped you make the inference, and explain how these

details support this inference.

Justin put on his soccer shorts and jersey. He tried to calm the beating of his heart as he pulled on his socks and then his cleats.

He carefully stretched each major muscle group, spending extra time on his calves and thighs. Going down the stairs, he found the pain in his knee was almost nonexistent.

"Justin, you're limping," his mother said as he walked into the kitchen.

"No, I'm not." He walked back and forth, trying to move his legs naturally. "See?"

"I'm going to tell the coach. You're not playing in that game today."

"I'm fine," Justin said. "I promise."

"No," his mother said. "It's too soon. You need more time to heal. You can sit on the bench and cheer your teammates on again."

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Assessment – Making Inferences 1. Match each term with its definition.

Inference A concrete, specifically stated detail

Implicit detail A conclusion based on what you read and what you already know.

Explicit detail An assumption derived from an explicit detail.

2. Which explicit detail best supports the inference that Karen missed her bus to school?

Karen was running. Her legs were tired, and she was panting. Suddenly, she stopped and looked upset. The school bus zoomed past her. "Stop!" she yelled at the bus. "Wait for me!"

a. She is out of shape.

b. The school bus drives past her.

c. She yells at the bus to wait for her.

d. She is running because she is late.

3. Identify each example as either explicit or implicit detail.

Ronnie shuffled along the beach with his hands in his pockets, and his shoulders slumped. He took a deep breath of the salty air, and he sighed. He heard someone yell his name and turned to see his twin brother, Ray, skipping toward him. Ray was always trying to cheer people up. Ray threw his arms around Ronnie and lifted him into the air, and Ronnie couldn't help but smile.

Explicit Implicit

Ronnie and Ray are twins.

Ronnie is sad or upset.

Ronnie is walking near the ocean.

Ray often tries to cheer up others.

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4. Which statement is the best inference from the explicit and implicit details in the passage?

After hockey practice, Sean was unlocking his bike. Behind him, he heard barking. He turned around and saw a dog. The dog was shaking and dirty, but Sean noticed that it had a collar and tags. "Hey, little guy," Sean said cautiously. He held out a hand for the dog to investigate. The dog sniffed him and whined. "What's your name?" asked Sean.

a. The dog is probably lost.

b. The dog is not very clean.

c. Sean plays on a hockey team.

d. Sean is not familiar with dogs.

5. Which explicit detail best supports the inference that Ms. Baker is injured or sick?

Maria carried the bag of groceries as she walked on the sidewalk that ran along Willow Street. She was on her way to drop them off at Ms. Baker's house, just like she did every week. Then it happened. An ambulance sped by, headed in the opposite direction. Maria ran the last two blocks and knocked on Ms. Baker's door. There was no answer.

a. The street that Maria is walking along has a name.

b. Maria is a couple blocks away from the house.

c. Ms. Baker isn't home when Maria knocks on the door.

d. The ambulance goes by in the opposite direction.

6. Read the passage and then explain how the explicit and implicit details help the reader make the

following inference:

Charity will blame Larry for missing her bobsled tryout. Use specific examples from the text and explain

why you chose those examples.

It's a lovely summer day, and Larry and Charity have an hour of free time before Charity's bobsled tryout. They decide to go to Spollen Park to play Frisbee. The park is huge and has very high walls and gates that are locked every night at sunset, though park rangers do patrol late at night. As they're playing, Larry accidentally throws the Frisbee high up in a tree. He slowly walks to the tree trunk, but when he looks up, he instantly gets dizzy and nervous. Charity shoves him aside and climbs the tree to get the Frisbee. Way up in the tree, though, Charity's foot gets stuck in a branch, and she can't get unstuck by herself. Way down below, Larry yells for Charity to hurry up, and just then he notices that the sun is starting to set. He looks up, and Charity is scowling down at him with her arms crossed.

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Study Guide Answers

Central Idea and Summary Circle the central idea of the paragraph below.

Many penguins live in the cold climate of Antarctica. But not all penguins live in ice and snow. The African

penguin lives on the rocky coastal beaches of southwestern Africa. Magellanic penguins nest in underground

burrows in Chile and Argentina. One type of penguin, the Galapagos penguin, even lives near the equator. All

of these penguins stay cool in warm weather by swimming often in cold ocean water.

Identify the two details below that support the central idea: Worms are good creatures to have in a garden.

X Worms loosen the soil in our gardens so that plants can grow more easily.

X They eat rotting material and turn it into fertile soil.

You can't tell which end of a worm is its face.

Circle the central idea below that is best explained by the following supporting details.

Supporting Details: Our bodies use water to carry oxygen to our cells. We also need water to fight off disease. And on hot days, water helps cool our bodies when we sweat.

Central Idea

Water is a vital part of several basic bodily functions.

Every person should drink exactly eight glasses of water per day.

Every species on Earth needs water to survive.

Circle the two pieces of information that belong in an objective summary.

Attention-grabbing facts Central idea

Extra information Supporting details

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Read the passage and then identify the information should be included or left out of an objective summary.

Every year, the North Carolina Educational Alliance presents one teacher with the Golden Apple Award to recognize excellence in teaching. Over 150 teachers received nominations. This year's winner, Rebecca Kernby, is a very deserving recipient. Ms. Kernby displays great dedication to her students, always taking extra time to help them succeed. She is also able to make learning fun for her students. Ms. Kernby will receive a $500 grant for classroom supplies, as well as gift cards and prizes from several local businesses.

Include Leave Out

Over 150 teachers received nominations. X

Ms. Kernby is a very deserving winner of the Golden Apple Award. X

Ms. Kernby was chosen because of her dedication to student success. X

Ms. Kernby will receive gift cards and prizes from several local businesses. X

Read through the passage below, then cross out all the words that are not necessary to include in an objective

summary.

If your parents want you to keep up your school skills this summer, I recommend baking cookies as a family.

Baking is a fun, delicious way to build your educational skills. Following a recipe takes reading. Measuring

ingredients also uses math — especially if you double or triple the recipe, like I do. Try changing the

ingredients in your recipe, and then compare and observe the results. What could be better than a warm,

gooey chocolate chip cookie to build your brain?

Read the informational text about how the Arizona desert can be a harsh environment. Then, write a two- to

three-sentence objective summary of this.

A well-known tour guide in Phoenix, Arizona, likes to joke with tourists when he says, "Be careful not to get poked, scratched, stung, bitten, or burned." His joke is based on a truth about the Arizona desert. Although beautiful, the desert can be a harsh environment. It has many types of cacti and bushes that can poke and scratch you. There are about 300 different species of cacti in the Sonoran Desert, where Phoenix is located, and you don't want to touch any of them! As for getting stung or bitten, the animals of the desert are tough, feisty creatures. Steer clear of the scorpions, Gila monsters, rattlesnakes, and tarantulas! As for getting burned, the intense heat in Phoenix can be the greatest challenge to deal with. But as the tour guide also says, "You'll find beauty in this incredible place."

Sample Response: The desert can be a harsh environment. There are many species of cacti and bushes that can

poke and scratch you. There are several animals that can sting or bite you, and the intense heat can burn you.

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Making Inferences List two types of details that help readers make inferences.

Sample Response: Explicit details and implicit details

Read the passage, then identify each sentence in the table as an implicit detail, explicit detail, or inference.

Mari dropped another worm onto Matteo's bed. She'd get in trouble, but she didn't care. Her brother hated worms. And he had to know what happened when he crossed her.

Implicit Explicit Inference

Mari is putting worms in her brother's bed. X

Mari is angry about something her brother did. X

Mari thinks she can make her brother afraid to cross her in the future.

X

How do you know whether a detail is explicit?

Sample Response: The details in right there in front of you. There is no need for interpretation. If the shoes are

red, the author will say they are red.

Determine whether the baker's feelings are stated explicitly in the sentences below.

Are the baker’s feelings directly stated in the text?

The baker’s hatred of baking cakes is:

“I hate baking cakes,” the baker said. YES NO Explicit Implicit

As always, the baker stirred the cake batter like he wished it could feel pain.

YES NO Explicit Implicit

Circle the explicit detail from the passage.

Backstage, Leona waited for the signal. ….

Leona was nervous that she would forget her lines.

Leona's palms were sweaty as she waited backstage.

This was Leona's first performance in the play. Leona hadn't practiced her lines for the play.

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How do you know whether a detail is implicit?

Sample Response: It is a detail that is not directly said, but the reader can make a reasonable guess and

assumption.

Identify each example as either explicit or implicit detail.

Explicit Implicit

A text includes vivid imagery to describe exactly what a famous statue looks like.

X

A text lists the physical features of a character's appearance. X

A text suggests but does not directly state that a movie is funny. X

A text creates a sense of sorrow without using the word sorrow. X

Read the sentences below and label each detail as explicit or implicit.

Mark wore his bright red baseball cap like a crown. He wouldn't even let his brother touch it — not that his brother wanted to get his fingers that dirty.

Explicit Implicit

Mark's hat is bright red. X

Mark is proud of his hat. X

Mark does not let his brother touch the hat. X

Mark does not keep the hat clean. X

Circle the statement from below that is the most valid inference you can make about the overall passage

based on its explicit and implicit details.

Backstage, Leona waited for the signal. …

Leona ends up sneaking out the back door because she realizes she forgot all her lines for

the play.

Leona is embarrassed by her performance in the school play because she forgot all her

lines.

Leona is nervous about performing in the school play, but once she actually begins her

performance, she's fine.

Leona is going to be the star of the play, the beginning of a long and successful career in

the theater.

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Read the passage and then explain what inference you could make based on the explicit and implicit details.

Cite the explicit and implicit details in the passage that helped you make the inference, and explain how these

details support this inference.

Justin put on his soccer shorts and jersey. He tried to calm the beating of his heart as he pulled on his socks and then his cleats.

He carefully stretched each major muscle group, spending extra time on his calves and thighs. Going down the stairs, he found the pain in his knee was almost nonexistent.

"Justin, you're limping," his mother said as he walked into the kitchen.

"No, I'm not." He walked back and forth, trying to move his legs naturally. "See?"

"I'm going to tell the coach. You're not playing in that game today."

"I'm fine," Justin said. "I promise."

"No," his mother said. "It's too soon. You need more time to heal. You can sit on the bench and cheer your teammates on again."

Sample Response:

I would make the inference that Justin has had a knee injury that will prevent him from playing in the soccer

game, even though he really wants to play.

The explicit detail of Justin trying to calm the beating of his heart reveals the implicit detail that he's nervous.

Other explicit details, such as his stretching and the fact that "the pain in his knee was almost nonexistent," lead

to the implicit detail that he is in some pain but is trying to overcome it.

The conversation between Justin and his mother reveals the explicit details that he's limping and that his mother

isn't going to let him play. His mother's line "You need more time to heal" reveals an implicit detail that he's had

some kind of accident or injury and hasn't fully recuperated yet.

All these details add up to the inference that the injury is preventing him from playing in the game, despite his

best efforts to participate.

Check Your Response:

If your response does not look like the sample, ask yourself if you (1) answered the question in the prompt, (2)

provided specific examples from the text, and (3) explained how the examples prove the inference.

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Extensions Here are additional readings to support learning for the week. These are optional, and

the purpose is to provide high-quality texts for middle school students to read. “Nipsey Hussle Street Art in Los Angeles Breathes Life into Legacy”, Associated Press

“From Tiger to Free-range Parents – What Research Says About Pros and Cons of Popular

Parenting Style”, Rebecca English

The Child, J. Patrick Lewis

Feathers, Anonymous

How the Stories Came to Be, Mabel Powers

Reading is thinking, and it is beneficial to write about your thinking after you read. Here are some

sentence starters is you need them

I felt confused when…and so I… The part…was…because… I figured out that…

I read…pages because I was…;

tomorrow I plan on…

A word/phrase I did not completely

understand:

I only read…because…next time

I’ll…by…

I finally understood…because… I stopped because…What I did next

was…

I remembered that earlier in the

text…

I started to think about…and so I… I was distracted by…but then I… The time went quickly because…

I got stuck when…What I did was… I lost track of everything except… I first thought…but then realized…

32

NIPSEY HUSSLE STREET ART IN LOS ANGELES BREATHES LIFE INTO

LEGACY Associated Press

Introduction: Nipsey Hussle was an American rapper, business owner, and community activist from Los Angeles, California. This article discusses how fans began memorializing him after he was killed outside his clothing store in 2019. In this reading, you’ll practice identifying an author’s central idea and how they support it. This means paying attention to the evidence they give for their central idea and the details they provide to clarify it. As you read, identify evidence that reveals the impact Nipsey Hussle had on his community. Also, pause after each break to double-check your understanding of the article.

Along busy highways, on the sides of buildings and inside a school basketball court, more than 50 colorful murals

of Nipsey Hussle have popped up in Los Angeles since the beloved rapper and community activist was gunned

down outside his clothing store.

Some show the rapper gazing into the sky or bowing his head. One has him standing with angel wings. Others

include inspiring 1quotes. The street artists who created the work said they want his legacy 2to grow and his

entrepreneurial 3spirit to live on.

“He wasn’t the biggest star, but I knew his music. His passing led me to rediscover him under a completely new

light,” said Levi Ponce, who created an elaborate blue, black and white mural on 26-foot-building with Hussle’s

image in one day. A lyric from his song “Victory Lap” was written above his head.

Hussle was fatally shot on March 31 while standing outside The Marathon, his South Los Angeles clothing store,

not far from where he was raised.

Who was Nipsey Hussle?

“As a muralist, my philosophy is that we can do our part today with what we have now,” Ponce said. “In my

case, I’m a painter and paint in the streets. Nipsey was able to give it on a greater scale. He went out of his way

to help the community. For me, that’s motivation and inspiration. So I had to get my paint on the walls right

away after hearing the sad news.”

Eric R. Holder Jr., who has been charged with killing Hussle, has pleaded not guilty. Police have said Holder and

Hussle had several interactions 4the day of the shooting and have described it as being the result of a personal

dispute5.

1 Inspire (verb) : to encourage or energize 2 Legacy (noun) : something a person leaves behind for future generations to benefit from 3 Entrepreneur (noun) : a business person 4 Interaction (noun) : communication or direct involvement with someone or something 5 Dispute (noun) : argument; disagreement

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The death of the 33-year-old Hussle sent a shock wave through the hip-hop community and beyond. Fans

poured out adoration 6for a man whose career hit new heights with Victory Lap, his first studio album that

earned a Grammy nomination after he released much sought-after 7mixtapes for a decade. He was an up-and-

coming rapper and beloved figure for his philanthropic work 8that went well beyond the usual celebrity “giving

back” ethos9.

After he passed away, Hussle’s peers, from Jay-Z to Snoop Dogg, along with political and community leaders,

were quick and effusive 10in their praise using words. For Ponce and others, paint was how they paid homage.

Why are people making a mural of Nipsey Hussle?

“The world is uniting because of him. You can see the revival 11of all the murals going up,” said Nick Ansom, CEO

of the Venice Basketball League. He spearheaded a project to create the Nipsey Hussle Memorial Basketball

Court at the nonprofit charter school Crete Academy, a few blocks from Hussle’s clothing store.

The basketball court is painted blue with a checkerboard border and a side view of Hussle at midcourt. Ansom

said he felt the urge to push forward the initiative 12to create a basketball court mural in honor of Hussle as a

“thank you” to the rapper who he says was “starting to reach his peak.” He and his partner, Michael McLeod,

drove around South Los Angeles looking for possible schools before Crete Academy founder-principal Hattie

Mitchell agreed to embrace 13the idea.

Afterward, Ansom drew his vision for the mural on paper and called artist Gustavo Zermeno Jr. to design it. He

said about 40 people gathered to paint and touch up the mural in a week’s time frame. Hussle’s father and sister

attended the ribbon-cutting ceremony to unveil it just days after the rapper’s public memorial service, which

drew more than 20,000 people to the Staples Center.

“Nipsey was an advocate 14and passionate (about) the game (of basketball),” said Ansom, who started his

basketball league in 2006 after he moved to Los Angeles from France. He called himself a big fan of Hussle’s

music and visited his clothing store to purchase apparel.

“He used to host charity games at Crenshaw High School,” he said. “He was always around the game. (This

mural) is hip-hop, basketball and art all in one.”

Before Zermeno helped create Hussle’s basketball court mural, he had already done some street art of the

rapper elsewhere in town. He painted a mural of Hussle in between other popular Los Angeles figures including

Lakers player LeBron James and Snoop Dogg on the side of a clothing store. When Ansom asked for his help,

Zermeno said it was a “no brainer.” The muralist feels he’s just doing his part to celebrate Hussle by doing both

for free.

6 Adoration (noun) : deep love or respect 7 Sought-after: in demand or wanted by many people 8 Philanthropic work: charity work that supports people 9 Ethos: attitude or belief 10 Effusive: enthusiastic 11 Revive (verb) : to give new energy or strength to something 12 Initiative: plan or effort 13 Embrace (verb) : to accept or support 14 Advocate (noun) : a person who supports a cause or activity

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“It’s bigger than just painting a mural,” said Zermeno, who has also created murals of the late Mac Miller and

Selena. “A lot of the murals are solidifying 15Nipsey’s legacy.”

Why did Nick Ansom and Gustavo Zermeno honor Hussle with a mural on a basketball court?

Mitchell shed tears while talking about Hussle’s positive influence over her students at Crete Academy and the

community. She was not only taken aback by the mural at her school, but also by the many others around town.

“These murals are popping up every day,” she said. “There are photos that are truly memorializing this man.

Most people are coming here to take photos with their family and etc. But I saw an individual who didn’t have

his phone out. He had his shoulders up, his head down. At that moment, I truly realized that our memorial in our

court is somewhat of a gravesite... It’s a place where you can remember someone, feel their spirit and grieve16.”

Retrieved from: https://www.commonlit.org/en/texts/nipsey-hussle-street-art-in-los-angeles-breathes-life-into-

legacy-1 on April 14, 2020

15 Solidify (verb) : to make stronger 16 Grieve (verb) : to feel sadness over someone’s death

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FROM TIGER TO FREE-RANGE PARENTS — WHAT RESEARCH SAYS

ABOUT PROS AND CONS OF POPULAR PARENTING STYLES Rebecca English

Introduction: There are many different ways to raise a child. In this text, Rebecca English discusses three parenting styles. You’ll practice identifying an author’s central idea and how they support it. This means paying attention to the evidence and reasons they give for their idea. As you read, make note of the details on the three parenting styles and what is the author’s central idea. Also, pause after each break to double-check your understanding of the article.

What’s the best way to raise your child? It’s a question that has provoked the publication of numerous books,

and seen authors race to coin the next quirky name for a new style of parenting.

And it turns out there are many styles. To date, some of the best known include:

Tiger parents, who are seen as pushing their children to succeed according to their parents’ terms.

Helicopter parents, who take over every aspect of the child’s life.

Free-range parents, who allow children a great deal of freedom.

So what does research say about the pros and cons of each of these parenting styles?

Which parenting style would most likely want to control every aspect of a child’s life?

TIGER PARENTS

Type of parent: You expect first-time obedience, excellence in every endeavour and a child who never talks

back.

Who coined it? Amy Chua popularized this name in her 2011 book Battle Hymn of the Tiger Mother. Chua

describes tiger parents, often seen in Chinese families, as superior to Western 17parents. Chinese parents

assume strength and don’t shy away from calling their children names. Chua, for example, called her daughters

“garbage” and “a disgrace” when she thought they might fail. Tiger parents assume their children owe them and

expect their children to repay them by being obedient and making them proud.

Why parents choose this style: Tiger mothers are, as Chua attests18, socialized to be this way by their cultural

background. Thus, when they successfully demand an hour of piano practice it’s part of their cultural

background that the child complies. Western parents will have a hard time emulating 19the years of

acculturation 20that leads to that moment.

17 “Western” countries include the United States, Canada, Australia and nations in western Europe. 18 Attest (verb) : to declare that something is the case 19 Emulate (verb) : to match or surpass 20 Acculturation is the process of adopting the cultural traits or social patterns of a group.

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Parents who follow Chua may do so because they want their child to be successful. It may be these parents hold

deep insecurities about the future. These parents are most likely authoritarian. Authoritarian parents are the

authority in their child’s life. They set the rules and say “jump” and their child responds “how high?”.

Pros: Raising a child in this way can lead to them being more productive, motivated and responsible.

Cons: Children can struggle to function in daily life or in new settings, which may lead to depression, anxiety and

poor social skills.

How would a tiger parent respond to a child not wanting to do something?

HELICOPTER PARENTS

Type of parent: You step in to prevent your toddler’s every struggle; you are over-involved in your child’s

education and frequently call their teacher; you can’t stop watching over your teenager.

Who coined it? Psychologist Foster Cline and education consultant Jim Fay coined the phrase in 1990 in their

book: Parenting with Love and Logic. They described helicopter parents as being confused about the difference

between love and saving children from themselves. Another name for helicopter parenting is “overparenting”.

Why parents choose this style: These parents are likely to be scared for their child’s future, perhaps like tiger

parents. They may not trust their child’s ability to navigate the world. By hovering around they may think

children will be inoculated 21against failing.

Pros: Parents can be overprotective, which may save their child or adolescent from problems they would not

foresee.

Cons: Children can lack emotional resilience 22and independence, which can affect them into adulthood. Being a

child of a helicopter parent may lead to an inability to control behavior.

There’s even an “AskReddit” devoted to the worst aspects of growing up with helicopter parents. Stories include

a contributor, 21 at the time, whose father followed them to jury duty, because he didn’t trust they could do it

properly. It’s claimed dad had a tantrum when he was kicked out by the security guard.

Would a helicopter parent allow their child to fail a class?

FREE-RANGE PARENTS

Type of parent: You believe your role is to trust your child. You equip them with the skills to stay safe, and then

back off.

Who coined it? The term was made famous by a case of “neglect” against Lenore Skenazy, a former columnist

who wrote about letting her nine-year-old son ride the New York subway alone. The experience led to her being

labelled “America’s worst mother” and prompted her to write a book. The book was about fighting the

perception 23that the world was getting more dangerous.

21 Inoculate: protected 22 Resilience (noun) : the ability to recover quickly from difficulties; toughness 23 Perception (noun) : a way of understanding or interpreting something

37

This parenting approach is about giving children the freedom their parents experienced when they were kids in

the 1970s and 1980s.

Why parents choose this style: Psychologists and experts suggest this style is a backlash against anxiety-driven,

risk-averse child rearing. It may be that Skenazy is right, we are worrying too much about everything from germs

to other people

Pros: Children learn to use their freedom, be autonomous 24and manage themselves. They may also be better

able to handle mistakes, be more resilient and take responsibility for their actions. It’s also said to lead to

happier adults.

Cons: Problems with this style center on the legal aspects of the approach. In 2015, a mother and father from

Silver Spring, Maryland, were charged with neglect because they allowed their two children, ages 6 and 10, to

walk home from a park by themselves.

In one sentence, summarize what free-range parents believe.

Retrieved from: https://www.commonlit.org/en/texts/from-tiger-to-free-range-parents-what-research-says-

about-pros-and-cons-of-popular-parenting-styles on April 14, 2020.

24 Autonomous: free from control or help

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Describe who is allowed to attend 17th Street Elementary?

How did people treat Sylvia when she visited 17th

Street Elementary?

The Child J. Patrick Lewis

Introduction: J. Patrick Lewis is an American poet and prose writer known for his children’s poetry. In this poem, the speaker describes the experiences of Sylvia Mendez, an important Civil Rights activist of Mexican–Puerto Rican heritage. Mendez played an important role in the desegregation of schools in California, meaning that white and Mexican American students were no longer forced to go to separate schools based on their race. As you read, take notes on Sylvia’s perception of the different schools. Also, pause after each stanza to double-check your understanding of the poem.

Sylvia pushed into the wind,

Septembering the trees,

and hurdled over a railroad track

to a two-room shack

that never read “Browns Only.”

It did not have to.

Under the billion-acre sky,

she wondered, Did white girls

at 17th Street Elementary really

wear rainbow necklaces?

Aunt Sally took her there once.

Eyes sharp as icepicks pierced

the windowpanes as if seeing

a Mexican for the first time.

Every door was locked with a

secret combination of frowns.

How can anyone ever get in?

Sylvia asked. Someone must know

who has the right key…

She looked up at her mother.

Maybe me?

Retrieved from: https://www.commonlit.org/en/texts/the-child on April 14, 2020

Where does Sylvia go?

What does the author mean using the phrase “right key”?

39

Feathers Anonymous

In this short story by an anonymous writer, a woman spreads a rumor, unaware of the consequences of her actions. As you read, take notes on how the woman’s understanding of rumors changes throughout the story. Also, pause after each break to double-check your understanding of the story.

A sharp-tongued woman was accused of starting a rumor. When she was brought before the village rabbi25, she

said, “I was only joking. My words were spread by others, and so I am not to blame.”

But the victim demanded justice, saying, “Your words soiled 26my good name!”

“I’ll take back what I said,” replied the sharp-tongued woman, “and that will take away my guilt.” When the

rabbi heard this, he knew that this woman truly did not understand her crime.

How does the woman feel about the situation?

And so he said to the woman, “Your words will not be excused until you have done the following. Bring my

feather pillow to the market square. Cut it and let the feathers fly through the air. Then collect every one of the

feathers from the pillow and bring them all back to me. When you have done this, you will be absolved 27of your

crime.”

The woman agreed, but thought to herself, The old rabbi has finally gone mad!

She did as he asked, and cut the pillow. Feathers blew far and wide over the square and beyond. The wind

carried them here and there, up into trees and under merchants’ carts. She tried to catch them, but after much

effort it was clear to her that she would never find them all.

She returned to the rabbi with only a few feathers in her hand. Facing the rabbi, she said, “I could not take back

the feathers any more than I could take back my words. From now on I will be careful not to say anything that

would harm another, for there is no way to control the flight of words, any more than I could control the flight

of these feathers.” From that day, the woman spoke kindly of all she had met.

What did you woman finally realize about her words?

Retrieved from: https://www.commonlit.org/en/texts/feathers on April 14, 2020

25 Rabbi - a Jewish scholar or teacher 26 Soil (verb) : to make dirty 27 Absolve (verb) : to free from guilt or blame

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How the Stories Came to Be Mabel Powers

Introduction: Mabel Powers’ book Stories the Iroquois Tell Their Children retells important stories from the Iroquois, a collection of northeast Native American tribes. Powers preserved these stories by traveling from tribe to tribe to listen and record them. In this story from her book, a narrator describes how stories came to be. As you read, take notes on the Iroquois’ process for storytelling. Also, pause after each break to double-check your understanding of the story.

Out of the moons of long ago, these stories have come. Then, every tribe of the Iroquois had its storyteller.

When the Old Man of the North came out of his lodge, and the forests and rivers of the Iroquois grew white

with his breath, these storytellers wandered from wigwam 28to wigwam.

Seated on warm skins by the fire, the storyteller would exclaim, “Hanio!” This meant, “Come, gather round, and

I will tell a story.”

What does the storyteller want to do?

Then all would cry, “Heh,” and draw close to the fire. This meant that they were glad to hear the story. And as

the flames leaped and chased one another along the fire trail, they would listen to these wonder stories of the

Little People, of the trees and flowers, of birds, of animals, and men. When the storyteller had finished, he said,

“Na ho.” This meant, “It is the end.”

The earth was very young, when the Iroquois first learned how everything came to be, and just why it is that

things are as they are. They told these wonderful things to their children, and their children in turn told them to

their children; and those children again in turn told them to theirs, that these things might not be forgotten.

How do the Iroquois share stories?

Now, but few of the Iroquois know these stories that the grandmothers and old men of the tribe used to tell.

The storyteller is no longer seen wandering from wigwam to wigwam.

What happened to the stories?

Retrieved from: https://www.commonlit.org/en/texts/how-the-stories-came-to-be on April 14, 2020

28 Wigwam: a dome-shaped hut or tent