TEKS Focus BEST - Weeblymrskinneyeducates.weebly.com/.../u1_thank_you_mam_te.pdf“Thank You,...

Focus and MotivateLangston Hughes1902–1967

A Fascinating Journey As a child being raised by his grandmother in Lawrence, Kansas, Langston Hughes began a lifelong exploration of literature and blues music. He later went to Columbia University, worked in hotels, and traveled the world as a cook’s assistant on freighters. Hughes was fi rst recognized as a poet while working as a busboy. He left his poems at a table where the poet Vachel Lindsay was dining. Lindsay promoted the young poet’s work, and Hughes’s career was launched. Langston Hughes went on to become an infl uential writer of the 20th century.

The People’s Poet After being discovered, Hughes went on to write novels, short stories, and plays as well as poems. Hughes’s work shows a special understanding of everyday people—people who may not be famous or rich but whose lives are inspiring and valuable nonetheless.

background to the storyHarlem “Thank You, M’am” takes place in Harlem, a section of New York City. In the early 1900s, Harlem attracted many African-American writers. The stimulating community had a deep infl uence on their work.

literary analysis: plot and conflictIn most stories, the plot centers on conflict, or the struggle between opposing forces. As the characters respond to the conflict, the plot develops and moves forward.

• An external conflict is a character’s struggle against an outside force. For example, a character may struggle against nature or against another character.

• An internal conflict takes place inside the character. For example, a character may struggle between wanting something and knowing that taking it is wrong.

Stories often contain more than one conflict. As you read “Thank You, M’am,” look for examples of both types of conflict.

reading skill: make inferencesWhen you make an inference, you use your reason and experience to guess at what a writer doesn’t say directly. Combining clues in a passage with your own knowledge helps you understand what characters are feeling and thinking. As you read “Thank You, M’am,” make inferences to better understand the characters. Record your inferences on a chart like the one shown.

Detail About Character

Mrs. Jones holds Roger but lets him stoop to pick up her purse.

What I Infer

Mrs. Jones is trying to decide whether to trust Roger.

vocabulary in contextThe following words helped Langston Hughes write a story about a boy facing a serious conflict. To see how many words you already know, use them to complete the sentences.

word barren frail mistrust presentablelist

1. Don’t _____ him; he will keep his promise. 2. Because he was _____, the hard work tired him . 3. The _____ room was a source of loneliness. 4. He wanted to look _____ for the assembly.

Complete the activities in your Reader/Writer Notebook.

Meet the Author

Go to thinkcentral.com.KEYWORD: HML7-67

Author Online

timulating community had a deep nfl uence on their work.


AuthorOnline

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67

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Who sees the BESTin you?

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Selection Resources

* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese

Print resources are on the Teacher One Stop DVD-ROM and on thinkcentral.com.

RESOURCE MANAGER UNIT 1Plan and Teach, pp. 55–61Summary, pp. 63–64†‡*Literary Analysis and Reading

Skill, pp. 65–68†*Vocabulary, pp. 69–71*Grammar in Context, p. 74

DIAGNOSTIC AND SELECTION TESTSSelection Tests, pp. 31–34

BEST PRACTICES TOOLKIT

Jigsaw, p. A1Making Inferences, p. A13Cluster Diagram, p. B18Venn Diagram, p. A26

TECHNOLOGY

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

Audio Anthology CD

GrammarNotes DVD-ROM

ExamView Test Generator on the Teacher One Stop

READING 6B Analyze the development of the plot through the internal and external responses of the characters, including their motivations and confl icts. 2A Determine the meaning of grade-level academic English words derived from Latin and other linguistic roots and affi xes. RC-7(D) Make complex inferences about text and use textual evidence to support understanding. ORAL AND WRITTEN CONVENTIONS 20B Recognize and use punctuation marks. 21 Spell correctly.

summaryIn “Thank You, M’am,” Roger tries to steal Mrs. Jones’s purse. She drags him home with her instead and forces him to have dinner. She then gives him ten dollars to buy the shoes he wants and sends him on his way.

Who sees the BEST in you?Discuss the question. Ask students for their definitions of potential. Have them think about a time when they did their best or reached their potential because someone else believed that they could. Then have students complete the QUICKWRITE activity.

TEKS Focus

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TeachLangston Hughes1902–1967A Fascinating Journey As a child being raised by his grandmother in Lawrence, Kansas, Langston Hughes began a lifelong exploration of literature and blues music. He later went to Columbia University, worked in hotels, and traveled the world as a cook’s assistant on freighters. Hughes was fi rst recognized as a poet while working as a busboy. He left his poems at a table where the poet Vachel Lindsay was dining. Lindsay promoted the young poet’s work, and Hughes’s career was launched. Langston Hughes went on to become an infl uential writer of the 20th century.

The People’s Poet After being discovered, Hughes went on to write novels, short stories, and plays as well as poems. Hughes’s work shows a special understanding of everyday people—people who may not be famous or rich but whose lives are inspiring and valuable nonetheless.

background to the storyHarlem “Thank You, M’am” takes place in Harlem, a section of New York City. In the early 1900s, Harlem attracted many African-American writers. The stimulating community had a deep infl uence on their work.

literary analysis: plot and conflictIn most stories, the plot centers on conflict, or the struggle between opposing forces. As the characters respond to the conflict, the plot develops and moves forward.

• An external conflict is a character’s struggle against an outside force. For example, a character may struggle against nature or against another character.

• An internal conflict takes place inside the character. For example, a character may struggle between wanting something and knowing that taking it is wrong.

Stories often contain more than one conflict. As you read “Thank You, M’am,” look for examples of both types of conflict.

reading skill: make inferencesWhen you make an inference, you use your reason and experience to guess at what a writer doesn’t say directly. Combining clues in a passage with your own knowledge helps you understand what characters are feeling and thinking. As you read “Thank You, M’am,” make inferences to better understand the characters. Record your inferences on a chart like the one shown.

Detail About Character

Mrs. Jones holds Roger but lets him stoop to pick up her purse.

What I Infer

Mrs. Jones is trying to decide whether to trust Roger.

vocabulary in contextThe following words helped Langston Hughes write a story about a boy facing a serious conflict. To see how many words you already know, use them to complete the sentences.

word barren frail mistrust presentablelist

1. Don’t _____ him; he will keep his promise. 2. Because he was _____, the hard work tired him . 3. The _____ room was a source of loneliness. 4. He wanted to look _____ for the assembly.

Complete the activities in your Reader/Writer Notebook.

Meet the Author


Author Online

timulating community had a deep nfl uence on their work.


AuthorOnline

.

67


Mr. Simpson


L I T E R A R Y A N A L Y S I SL I T E R A R Y A N A L Y S I S

TEKS Focus

vocabulary in contextDIAGNOSE WORD KNOWLEDGE Have all students complete Vocabulary in Context. Check students’ answers. (1. mistrust; 2. frail; 3. barren; 4. presentable) Preview selection vocabulary definitions:

barren (bBrPEn) adj. empty; lacking interest or charm

frail (frAl) adj. delicate; weak and fragilemistrust (mGs-trOstP) v. to think of without

confidence or trust

presentable (prG-zDnPtE-bEl) adj. fit to be seen by people

PRETEACH VOCABULARY Use the following copy master to help students analyze word meanings.

RESOURCE MANAGER—Copy MasterVocabulary Study p. 69

1. Read item 1 aloud, emphasizing barren. 2. Point out the words “transformed” and

“beautiful, flourishing garden.” Discuss what barren might mean, what it is and is not, examples, and related words.

3. Have students record their ideas on the Word Questioning Map .

4. Repeat the procedure for items 2–4.

R E A D I N G S K I L L

Model the Skill: make inferences

Ask students to identify details above that help them infer that Maria has a support-ive family. Possible answer: Her family is there at the race and holding a sign.GUIDED PRACTICE Ask students to make inferences about the situation in the pho-tograph on page 66.

RESOURCE MANAGER—Copy MasterMake Inferences p. 67 (for student use while reading the selection)

Model the Skill: plot and conflict

To model how to identify the two types of conflicts, read aloud this example:

Twenty miles into the marathon, Maria’s muscles felt like putty. The wind blew fiercely against her. Then she saw her family holding a sign that said, “We believe in you, Maria!” She knew she couldn’t give up.

Discuss how the internal conflict is Maria’s exhaustion versus her desire to complete the race. She is also fighting the wind, an external conflict.GUIDED PRACTICE Have students identify conflicts from stories they know.

V O C A B U L A R Y S K I L L

thank you, m’am 67

TEKS 2

TEKS RC-7(D)

TEKS 6B

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Practice and Apply

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She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across

her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled. a

After that the woman said, “Pick up my pocketbook, boy, and give it here.”

She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, “Now ain’t you ashamed of yourself?”

Firmly gripped by his shirt front, the boy said, “Yes’m.”The woman said, “What did you want to do it for?”The boy said, “I didn’t aim to.”She said, “You a lie!”By that time two or three people passed, stopped, turned to look,

and some stood watching.“If I turn you loose, will you run?” asked the woman.

10

20

M’amThank You,Langston Hughes

68 unit 1: plot, conflict, and setting

Faith Ringgold (1977), Alice Neel. Oil on canvas, 48˝ × 36 .̋ Private collection. © 2004 Estate of Alice Neel/Courtesy Robert Miller

Gallery, New York/Philadelphia Museum of Art, Special Exhibition.

a PLOT AND CONFLICTWho is in conflict and why?

Look at the woman in the painting. What might you infer about her personality?


differentiated instructionfor english language learners Language Differences Tell students that the English spoken in the United States varies by region and by groups of people. Langston Hughes used different varieties of language in “Thank You, M’am.” Have students skim page 68 to identify language that is similar or dif-ferent from language used in your area. Ask students to give possible reasons the author chose to use a variety of language types. Possible answers: He might have used variet-ies of language to make the dialogue more authentic and the characters more realistic.

for struggling readersIn combination with the Audio Anthology CD, use one or more Targeted Passages (pp. 68, 70, 72) to ensure that students focus on key story events, concepts, and skills.

1 Targeted Passage [Lines 1–11]This passage sets up the story by introducing the main characters and the conflict.• What characters do you meet? (lines 1–5)• What happens when the boy grabs the

purse? (lines 5–11)

L I T E R A R Y A N A L Y S I S

a Model the Skill: plot and conflict

Model determining who is in conflict by asking yourself the question and then reading portions of the text aloud to de-cide which characters are in conflict.Possible answer: The boy and the woman are in conflict. The boy is trying to steal the woman’s purse, and she is preventing him. GUIDED PRACTICE Tell students that an-other way to look at conflict is to see it as problems faced by characters. Ask them:• What problem does the woman have?• What problem does the boy have?• How are these problems related? Can

both the woman and the boy have what they want?

read with a purposeHelp students set a purpose for reading. Tell them to read “Thank You, M’am” to find out why self-respect and compassion are important.

tiered discussion promptsUse lines 12–23 and these prompts to help stu-dents understand the character of Mrs. Jones:

Connect Have you ever had to make a quick decision under pressure? Do you think you would react to an attempted robbery the same way that Mrs. Jones does? Students may say that they would be afraid and would try to get away as quickly as possible or find a police officer. Analyze What qualities does Mrs. Jones possess? Possible answer: She is physically strong. She has quick reactions. She has courage. She is a no-nonsense lady.Synthesize Why doesn’t Mrs. Jones want the boy to run away? Possible answer: She wants to talk to him. She wants to take him to jail. She wants to contact his parents.

Targeted Passage1


TEKS 6B

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She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across

her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled. a

After that the woman said, “Pick up my pocketbook, boy, and give it here.”

She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, “Now ain’t you ashamed of yourself?”

Firmly gripped by his shirt front, the boy said, “Yes’m.”The woman said, “What did you want to do it for?”The boy said, “I didn’t aim to.”She said, “You a lie!”By that time two or three people passed, stopped, turned to look,

and some stood watching.“If I turn you loose, will you run?” asked the woman.

10

20

M’amThank You,Langston Hughes


Faith Ringgold (1977), Alice Neel. Oil on canvas, 48˝ × 36 .̋ Private collection. © 2004 Estate of Alice Neel/Courtesy Robert Miller

Gallery, New York/Philadelphia Museum of Art, Special Exhibition.

a PLOT AND CONFLICTWho is in conflict and why?

Look at the woman in the painting. What might you infer about her personality?


backgroundHarlem The outpouring of African-American creativity in the early 1900s in Harlem, New York City, signaled an important shift in Ameri-can life. This cultural movement, known as the Harlem Renaissance, brought the works of many African-American writers, artists, play-wrights, musicians, and political thinkers new attention and respect. The artists involved in the Harlem Renaissance embraced art as a powerful tool to bring about change. They used various media to articulate and convey an honest exploration of African-American life and culture.

Analyze Visuals

Possible answer: The woman looks kind, patient, and wise.About the Art The American painter Alice Neel (1900–1984) is best known for her por-traits, such as this one of fellow artist Faith Ringgold. She portrays her subjects with great honesty. Like Mrs. Jones in the story, the artist Alice Neel recognizes people’s intrinsic qualities.

for english language learnersComprehension Support Read the Summary aloud to students and discuss. Do the Reading Check orally with the class. Differentiate expected responses in this way:

beginning intermediate advanced advanced highStudent answers with words or phrases.

Student answers with phrases or simple sentences.

Student answers in com-plete sentences, giving details.

Student identifies main points and details.

RESOURCE MANAGERSummary pp. 63–64 Reading Check p. 72

for advanced learners/pre–apThe Harlem Renaissance brought many ex-cellent African-American writers, musicians, and artists to light. Students may want to research the beginning and development of this movement.


TEKS 13

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“Yes’m,” said the boy.“Then I won’t turn you loose,” said the woman. She did not release him.“I’m very sorry, lady, I’m sorry,” whispered the boy.“Um-hum! And your face is dirty. I got a great mind to wash your face

for you. Ain’t you got nobody home to tell you to wash your face?”“No’m,” said the boy.“Then it will get washed this evening,” said the large woman starting

up the street, dragging the frightened boy behind her. bHe looked as if he were fourteen or fifteen, frail and willow-wild, in

tennis shoes and blue jeans.The woman said, “You ought to be my son. I would teach you right from

wrong. Least I can do right now is to wash your face. Are you hungry?”“No’m,” said the being-dragged boy. “I just want you to turn me loose.”“Was I bothering you when I turned that corner?” asked the woman.“No’m.”“But you put yourself in contact with me,” said the woman. “If you

think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.”

Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half nelson about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers laughing and talking in the large house. Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room.

She said, “What is your name?”“Roger,” answered the boy.“Then, Roger, you go to that sink and wash your face,” said the woman,

whereupon she turned him loose—at last. Roger looked at the door—looked at the woman—looked at the door—and went to the sink. c

“Let the water run until it gets warm,” she said. “Here’s a clean towel.”“You gonna take me to jail?” asked the boy, bending over the sink.“Not with that face, I would not take you nowhere,” said the woman.

“Here I am trying to get home to cook me a bite to eat and you snatch my pocket book! Maybe you ain’t been to your supper either, late as it be. Have you?”

“There’s nobody home at my house,” said the boy.“Then we’ll eat,” said the wo man. “I believe you’re hungry—or been

hungry—to try to snatch my pocketbook.” d

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b MAKE INFERENCES

Reread lines 18–31. From the details presented so far, what can you guess about the boy’s background and personality? Add this information to your chart.

c PLOT AND CONFLICTWhat is Roger’s internal conflict?

d PLOT AND CONFLICTWhat action does Mrs. Jones take as a result of her struggle with Roger?

frail (frAl) adj. delicate; weak and fragile

GRAMMAR IN

CONTEXT In the sentence in line 43, the word boy’s is a singular possessive noun that tells whose face is being described. To show possession, an apostrophe followed by an s is attached to the word boy.


differentiated instruction

for english language learnersLanguage: Conversational English Patterns Explain that the author uses some dialect and slang—the speech patterns of a certain area —to reflect the way real people speak. For example, in line 20 Mrs. Jones says, “You a lie” (“You are lying”). Have mixed language-ability Jigsaw groups reword any nonstandard English in assigned sections. Then have groups share their dialogue.

BEST PRACTICES TOOLKITJigsaw p. A1

for struggling readers2 Targeted Passage [Lines 43–62]

This passage advances the plot and increases understanding of the characters by showing how they interact in Mrs. Jones’s home.• Where does Mrs. Jones take the boy?

(lines 45–50)• What does she tell Roger to do once they

get there? (line 54)• Why does she ask Roger if he has eaten yet?

How does she seem to feel toward him? (lines 59–62)

V O C A B U L A R Y


own the word frail: Tell students that frail is used to

describe people who are physically weak. Ask students to think of an antonym for the word. Possible answer: strong

b Model the Skill: make inferences

Model recording details from the passage and drawing inferences in a chart like the one from page 67. Possible answers:

Detail About Character What I Infer

The boy says he is sorry (line 26).

He is honest. He is afraid of the woman.

The boy’s face is dirty and there is no one at home to tell him to wash it (lines 27–29).

He is not well cared for at home.


c plot and conflict

Possible answer: Roger’s internal conflict is his struggle to decide whether to make a run for it.


d plot and conflict

Possible answer: Mrs. Jones is treating Roger as if he were her child, making him wash up and preparing dinner for him.

Targeted Passage2

grammar in context Singular Possessive Nouns On the board, practice changing these nouns to possessive nouns and using them in sentences: woman, toy. Possible an-swers: The woman’s walk was fast. The toy’s price tag was missing.


TEKS 2

TEKS RC-7(D)

TEKS 6B

ct

TEKS 6B

ct

TEKS 20B

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“I wanted a pair of blue suede shoes,” said the boy. “Well, you didn’t have to snatch my pocketbook to get

some suede shoes,” said Mrs. Luella Bates Washington Jones. “You could of asked me.”

“M’am?”The water dripping from his face, the boy looked at her.

There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next. The door was open. He could make a dash for it down the hall. He could run, run, run, run, run!

The woman was sitting on the day-bed.1 After a while she said, “I were young once and I wanted things I could not get.”

There was another long pause. The boy’s mouth opened. Then he frowned, but not knowing he frowned.

The woman said, “Um-hum! You thought I was going to say but, didn’t you? You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that.” Pause. Silence. “I have done things, too, which I would not tell you, son—neither tell God, if he didn’t already know. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable.”

In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on the day-bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now.

“Do you need somebody to go to the store,” asked the boy, “maybe to get some milk or something?”

“Don’t believe I do,” said the woman, “unless you just want sweet milk yourself. I was going to make cocoa out of this canned milk I got here.”

“That will be fine,” said the boy. eShe heated some lima beans and ham she had in the icebox, made the

cocoa, and set the table. The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty shop that stayed open late, what the work was like, and how all kinds of women

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1. day-bed: a couch or sofa that can also serve as a bed.

Gamin (about 1929), Augusta Savage. Painted plaster, 9" × 53/4˝ × 43/8˝. Smithsonian American Art Museum, Gift of Benjamin and Olya Margolin.

presentable (prG-zDnPtE-bEl) adj. fit to be seen by people

mistrust (mGs-trOstP) v. to think of without confidence or trust

e MAKE INFERENCES

Why does Roger want to go to the store for Mrs. Jones? Add this information to your chart.

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V O C A B U L A R Y

own the word• presentable: Have students complete

this sentence: The mother said the child was not presentable because. . . . Pos-sible answer: the child’s hair was tangled

• mistrust: Tell students that they can sometimes determine the meaning of an unfamiliar word by examining its parts. Point out the prefix mis- and give its meaning (“bad, failure, or lack”). Have students read the sentence to determine that mistrust means a “lack of trust.”

e make inferencesPossible answer:


Detail About Character What I Infer

Roger offers to go to the store for Mrs. Jones (lines 97–98).

He wants to prove he can be trusted and to show gratitude for her kindness.

Analyze Visuals

Activity Ask students to compare and con-trast this sculpture with their mental image of Roger. Students may say that the sculpture resembles their mental image of Roger. Others may say that they think Roger is thinner and a bit older than the boy in the sculpture.About the Art American sculptor Augusta Savage (1892–1962) created this portrait bust of her nephew in 1929, which she titled Gamin. The sculpture became famous because it cap-tured the look of many boys who, like Roger, roamed the city streets.

revisit the big questionWho sees the BEST in you?Discuss In lines 85–96, how does Mrs. Jones show her belief that Roger has the potential to be honest and do the right thing? Possible answers: She doesn’t take him to jail. She admits that she, too, did things that she now regrets. She leaves her purse out in the open.

for struggling readersDeveloping Reading Fluency Use lines 110–121 to give students practice in reading with expression. Point out that the page contains both dialogue and descriptive phrases. Model for students transitioning between the two types of text with minimal interruption or errors. Then have them work in pairs to read the lines to each other.

RESOURCE MANAGER—Copy Master Reading Fluency p. 75

Reading Skill Follow-Up: Make Inferences Give students details, such as the following, to add to their Making Inferences charts:• Action: Mrs. Jones goes “behind the screen”

to fix dinner (line 91).• Words: Mrs. Jones says, “I were young once

and I wanted things I could not get” (lines 78–79).

BEST PRACTICES TOOLKIT—Transparency Making Inferences p. A13


TEKS 2

TEKS 13

TEKS RC-7(D)

ces

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came in and out, blondes, red-heads, and Spanish. Then she cut him a half of her ten-cent cake.

“Eat some more, son,” she said.When they were finished eating she got up and said, “Now, here, take

this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else’s—because shoes come by devilish like that will burn your feet. I got to get my rest now. But I wish you would behave yourself, son, from here on in.”

She led him down the hall to the front door and opened it. “Goodnight! Behave yourself, boy!” she said, looking out into the street.

The boy wanted to say something else other than “Thank you, m’am” to Mrs. Luella Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the door. He barely managed to say “Thank you” before she shut the door. And he never saw her again. � f

110

120

Connect: Poem

stop one �eart�f � can

breakingfrom

Emily Dickinson


If I can stop one Heart from breakingI shall not live in vainIf I can ease one Life the AchingOr cool one Pain

Or help one fainting RobinUnto his Nest againI shall not live in Vain.

5

f MAKE INFERENCES

What else might Roger have wanted to say?

barren (bBrPEn) adj. empty; lacking interest or charm

Language CoachSyntax The way words are put together in a sentence is called syntax. In line 113, Mrs. Jones says “shoes come by devilish like that will burn your feet.” What does she mean?


tiered discussion promptsUse lines 1–7 (poem) and these prompts to help students understand how the poem relates to Mrs. Jones’s actions in the story:

Connect How do you think the world would change if everyone adopted the attitude expressed in the poem? Students might say the world would be a better place because people would try to help each other. Analyze How does the poet make her mes-sage relevant to ordinary people? Possible answer: She does not suggest grand, heroic gestures but gives examples of actions on a small scale that anyone would be able to do.

selection wrap–upREAD WITH A PURPOSE Discuss why self-respect and compassion are important to the characters in this selection. Possible answers: Mrs. Jones shows compassion toward the boy, but she also shows him that she respects her-self. Through her actions, she challenges him to do the same in his life.

CRITIQUE Discuss why the author might have chosen to write that Roger never saw Mrs. Jones again in the last line of the story.

INDEPENDENT READINGStudents may also enjoy reading Harlem Stomp! A Cultural History of the Harlem Renaissance by Laban Carrick Hill.

f make inferencesPossible answer: Roger may have wanted to say how much the encounter meant to him, and how good it felt to have her see potential in him—even when he didn’t see it in himself. He may have wanted to promise that he would never do anything dishonest again.


own the word barren: Give students example sentences

to help them understand the word. For example: A barren landscape is one with-out many plants.

V O C A B U L A R Y

for english language learnersLanguage CoachSyntax Remind students that writers think about syntax. The way words are put together can help convey more than just the literal meaning of the words. Discuss how Langston Hughes has used words to convey emotion and meaning while answering the question. Possible answer: Because Roger was going to steal money to buy the shoes, he would have gotten them in a bad, or “devilish,” way.

for struggling readers3 Targeted Passage [Lines 110–121]

This passage resolves the story’s conflicts.• What does Mrs. Jones do after they finish

eating? What advice does she give Roger? (lines 110–116)

• What does Roger say as he leaves? How do you think Roger will act from this point on? (lines 117–121)

• Recall the conflict between Mrs. Jones and Roger. How has it been resolved? (lines 110–111)

Targeted Passage 3



TEKS RC-7(D)

TEKS 2

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Practice and ApplyAfter Reading

Comprehension1. Recall What happens when Roger tries to steal Mrs. Jones’s purse?

2. Clarify What does Mrs. Jones say will happen to Roger if he gets the shoes through dishonest means?

3. Summarize What details do you learn about Roger and his life?

Literary Analysis4. Identify Conflict in Plot Using a chart like the one shown, go back through

the story and record examples of internal and external conflict. Which conflict sets the plot in motion?

Conflict

Roger tries to steal Mrs. Jones’s purse.

Internal External

5. Make Inferences Review the chart you created as you read. Use the inferences you made to answer the following question: Why does Mrs. Jones treat Roger the way she does? Give details from the story to support your answer.

6. Analyze a Character Reread lines 71–101, looking specifically at what Roger says and does. What might Roger’s behavior suggest about his future potential? Give evidence to support your answer.

7. Compare Literary Works Reread Emily Dickinson’s poem on page 72. Which lines remind you of the way Mrs. Jones might think? Explain why.

8. Evaluate Theme The theme of a story is a message about life or human nature that the writer shares with readers. What theme do you think Hughes communicates in “Thank You, M’am”? Explain your answer.

Extension and Challenge9. Readers’ Circle There’s an African proverb that says, “It takes a village

to raise a child.” With your group, discuss how this proverb applies to “Thank You, M’am.” Start by talking about whether the story supports or contradicts the statement.

Who sees the BEST in you?Is it possible for someone you have just met to see the best in you? Support your answer with evidence from the story and from your own experience.


READING 6B Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. RC-7(D) Make complex inferences about text and use textual evidence to support understanding.

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For preliminary support of post-reading questions, use these copy masters:

RESOURCE MANAGER—Copy MastersReading Check p. 72Plot and Conflict p. 65Question Support p. 73For additional questions, see page 58.

answersComprehension

1. The strap breaks, he falls down, and Mrs. Jones grabs him and confronts him.

2. They will burn his feet. In other words, his guilt will make the shoes uncomfortable.

3. Roger has no supervision. He is thin and frail and appears to eat irregularly. There seems to be no one in his life who really cares about him. He has little money .

Literary AnalysisPossible answers:4. teks focus Identify Conflict in Plot

Internal conflicts include Mrs. Jones’s con-sideration of what to do with Roger (lines 23–31) and Roger’s struggle over whether to run away (lines 54–56, 72–76). The major external conflict, between Roger and Mrs. Jones over her pocketbook (lines 1–11), sets the plot in motion.

5. teks focus Make Inferences Mrs. Jones treats Roger with compassion because she has been in his situation (lines 78–79). She knows that people can change if someone believes in them.

6. Roger decides not to run away (lines 72–76), sits where Mrs. Jones can see him (lines 93–95), and asks if she needs him to go to the store (lines 97–98). He wants to deserve her trust. This shows he has the potential to live up to others’ expectations.

7. Students might note lines 3–4: “If I can ease one Life the Aching / Or cool one Pain.” Mrs. Jones seems to know that one person’s efforts can make a great difference in another’s life.

8. Students might say Hughes’s theme is “People live up to the expectations that others have of them.” Students should cite specific evidence from the story.

Extension and Challenge9. The story supports the proverb because it

shows a woman taking responsibility for a boy she doesn’t know. The story contradicts the proverb because it shows that an indi-vidual has greater influence than a group.

Who sees the BEST in you? Answers will vary. Students might cite Mrs. Jones’s concern for Roger and her trust in him. She also remembers what it is like to be young and to want something. She knows he is hungry and probably not cared for—she feeds him and has him wash up.


TEKS 6B, RC-7(D)

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Vocabulary in Context vocabulary practiceChoose the letter of the word that means the same, or nearly the same, as the boldfaced word.

1. presentable clothing: (a) old-fashioned, (b) tattered, (c) proper, (d) sturdy 2. a barren house: (a) empty, (b) dark, (c) private, (d) lovely 3. frail patients: (a) unconscious, (b) friendly, (c) nervous, (d) weak 4. to mistrust someone’s advice: (a) accept, (b) doubt, (c) seek, (d) believe

academic vocabulary in writing

Was Mrs. Jones a good influence on Roger? Write your response in a paragraph, using at least one of the Academic Vocabulary words.

vocabulary strategy: prefixes that mean “not”Many English prefixes come from Latin, Old English, and French languages. A prefix is a word part that appears at the beginning of a base word to form a new word, as in the vocabulary word mistrust (mis + trust). Mis-, which comes from Old English and Old French, is one of several prefixes that mean “not.” Look at the chart to see other prefixes that mean “not” and to see what other meanings these prefixes may have. If you can identify the base word that a prefix is combined with, you can usually figure out the meaning of the new word.

PRACTICE One word in each sentence contains a prefix that can mean “not.” Write the word and the word’s definition.

1. Martin Luther King Jr. preached nonviolence. 2. Our school district has many unpaid teachers’ aides.3. It is probably inaccurate to say that the universe

contains only one solar system. 4. The missile slipped behind the cloud and disappeared

from sight. 5. It’s common sense that animals should not be mistreated.

• contemporary • element • identify • influence • structure

Prefix Meaningsdis- not; opposite ofin- not; inun- notmis- not; incorrect or badlynon- not; opposite of

barren

frail

mistrust

presentable


InteractiveVocabulary


READING 2A Determine the meaning of grade-level academic English words derived from Latin and other linguistic roots and affixes.



Keywords direct students to a WordSharp tutorial on thinkcentral.com or to other types of vocabulary practice and review.

Interactive Vocabulary

for english language learnersVocabulary Strategy • Assign groups one prefix from the chart. • Have students place the prefix in the

center of a Cluster Diagram and fill the surrounding ovals with words containing the prefix that they find in the textbook or other materials.

• Have groups share their diagrams. Help them define each word based on its prefix and root.

BEST PRACTICES TOOLKIT—TransparencyCluster Diagram p. B18

for advanced learners/pre–apVocabulary Bee Have students search for words that include each prefix in the Vocabulary Strategy chart. Students should record the root of each word on one side of a large card and write the prefix and definition on the back. Then conduct a vo-cabulary “bee” in which teams of students present their root words. Other teams should try to figure out which prefix mean-ing “not” is appropriate and to define the entire word.

answersVocabulary in Context

vocabulary practice1. (c) proper2. (a) empty3. (d) weak4. (b) doubt

RESOURCE MANAGER—Copy MastersVocabulary Practice p. 70

academic vocabulary in writingSuggest that students collect details from the story about Mrs. Jones’s treatment of Roger and the effect it has on him before they form their opinions. Possible answer: Mrs. Jones was a good influence on Roger. He could have run but he did not. He sat quietly and listened to her. He offered to go to the store for her. These reactions show that he respected her.

vocabulary strategy: prefixes that mean “not” • Ask student volunteers to read each prefix

and its meaning. Have students think of familiar words that use each prefix. (disap-point, inside, unaware, misspell, nonsense)

• Point out the two meanings of the prefix in-. Tell students that they must use the context of a word with this prefix in order to deter-mine which meaning is intended.

Possible answers:1. nonviolence—lack of violence2. unpaid—not paid; volunteer3. inaccurate—not correct or not accurate4. disappeared—passed out of sight5. mistreated—treated badly

RESOURCE MANAGER—Copy MasterVocabulary Strategy p. 71


TEKS 2A

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YOUR

TURN

thank you, m’am

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barren

frail

mistrust

presentable

unit 1: plot, conflict, and setting

TX_L07PE-u01s3-arThan.indd 74 9/7/09 8:18:35 PM differentiated instructionfor struggling writers• Have students write only two paragraphs. • Ask students to work in pairs to choose

“before” and “after” examples of Roger’s behavior on the street and with Mrs. Jones.

• Guide students in taking notes in a Venn Diagram or to help them remember details that they would like to include in their paragraphs.

• Prepare students for writing by discussing why Mrs. Jones has a good effect on

Roger. During the discussion, empha-

size words that students could use in their writing by recording them on the board. Words might include: before, after, comparison, contrast, behavior, grateful, compassion, trust, difference, similarity.

• Remind students to check their spelling to ensure correct use of apostrophes in possessives.

Conventions in Writing

grammar in context• Have the class read each rule aloud.• Write the Practice sentences on the board.

Have students cite each rule as they make corrections.

Possible answers:1. Mrs. Jones’s treatment . . .2. . . . prejudge children’s actions.3. She knows that many boys’ actions . . .4. . . . take someone else’s money.

RESOURCE MANAGER—Copy MasterSpell Possessives Correctly p. 74

reading-writing connection Have students use a Venn Diagram to show the differences and similarities in Roger’s behavior. Have them draw conclusions about the contrast to support their view of how Mrs. Jones’s belief in Roger affects him.

BEST PRACTICES TOOLKIT—TransparencyVenn Diagram p. A26

Assess and ReteachAssessDIAGNOSTIC AND SELECTION TESTS

Selection Test A pp. 31–32Selection Test B/C pp. 33–34

Interactive Selection Test on thinkcentral.com

ReteachLevel Up Online Tutorials on thinkcentral.comReteaching Worksheets on thinkcentral.com

Literature Lesson 6: ConflictReading Lesson 8: Making InferencesVocabulary Lesson 2: Prefixes (negation

and number)

All of the interactive tools and features on WriteSmart are also available online at thinkcentral.com—in the Writing Center.

Writing OnlineThe following tools are available online at thinkcentral.com and on WriteSmart CD-ROM: • Interactive Graphic Organizers• Interactive Student Models• Interactive Revision LessonsFor additional grammar instruction, see GrammarNotes on thinkcentral.com.

Writing Online


TEKS 20B, 21

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