The Scarlet Ibis by Hurst Scarlet Ibis The Scarlet Ibis by Hurst Scarlet Ibis.
The Scarlet Ibis - Mrs. Clay - English 9 -...
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166 Collection 6: Symbolism and AllegoryPart 1
Sometimes we act in ways we later regret. Imagine that you could go back in
time and change the way you treated someone you love. What would you
change_and how? The narrator of “The Scarlet Ibis” remembers a time he
was cruel and selfish. He thought he was doing the right thing, but pride
clouded his judgment. As you read the story, decide how you would have
acted in the narrator’s place.
LITERARY FOCUS: SYMBOLSA symbol is a person, a place, a thing, or an event that stands both for itself
and for something beyond itself. For example, you may find that a writer
mentions a mirror many times in a story. A mirror is an actual object, but
the writer may be using it to stand for vanity or for an unreal world. Writers
invent symbols to deepen the meaning of their stories. As you read “The
Scarlet Ibis,” you’ll notice that the writer keeps drawing similarities and con-
nections between one character and the scarlet ibis. The ibis is a rare water
bird with long legs; a long, slender, curved bill; and brilliant orange-red
feathers.
• As you read, look for clues that suggest that the ibis stands for something
more than itself.
READING SKILLS: MAKING INFERENCESAn inference is an intelligent guess you make about the meaning of some-
thing. You form inferences by putting together several related details and
then generalizing about what they might mean. In making inferences about
characters, you also draw on your own experiences. For example, if you
observe a character who speaks harshly to her dog, slams the door, and
won’t speak to her classmates, you can make an inference that this charac-
ter is upset about something. You make that inference based on story
details and on your own experience with people.
To make inferences about the meaning of a symbol, follow these steps:
• Pay careful attention to details. Does the writer repeat something, such
as a color, an animal, or an object, throughout the story?
• Think about what the color, animal, or object represents to you. If the
object is a ring, for example, it may represent love or faithfulness.
• Then, combine your own experience and the evidence in the story to
make an inference about what this object or animal or color might signify.
• Be prepared to revise your inferences about symbols. You might have to
re-read the story to be sure your inference holds up.
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The Scarlet Ibis by James Hurst
Literary SkillsUnderstandsymbolism.
ReadingSkills
Make inferencesfrom details.
VocabularySkills
Understandsimiles.
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sullenly (sul√¥n·l≤) adv.: resentfully; gloomily.
Sullenly, the narrator took Doodle with him, allthe while resenting the task.
imminent (im√¥·n¥nt) adj.: near; about to
happen.
When thunder boomed and the sky darkened,they could tell the storm was imminent.
iridescent (ir≈i·des√¥nt) adj.: rainbowlike; display-
ing a shifting range of colors.
The bird’s wings glowed with iridescent color.
serene (s¥·r≤n√) adj.: peaceful; calm.
The serene lake was as smooth and calm as amirror.
infallibility (in·fal≈¥·bil√¥·t≤) n.: inability to make
a mistake.
Because of his belief in his infallibility, the nar-rator never doubted the success of his project.
blighted (bl¢t√id) v. used as adj.: suffering from
conditions that destroy or prevent growth.
The blighted fields would never produce anycorn or cotton.
doggedness (dôg√id·nis) n.: stubbornness;
persistence.
Because of his doggedness, Doodle did learn towalk.
reiterated (r≤·it√¥·r†t≈id) v.: repeated.
Several times, the narrator reiterated his desireto teach Doodle to swim.
precariously (pri·ker√≤·¥s·l≤) adv.: unsteadily;
insecurely.
Doodle balanced precariously on his thin legs.
mar (mär) v.: damage; spoil.
The storm could mar the cotton and other crops,causing the loss of acres of profits.
PREVIEW SELECTION VOCABULARYThe following words appear in the story you’re about to read. You may
want to become familiar with them before you begin reading.
FIGURATIVE LANGUAGEFigurative language helps you see familiar things in new ways. The simplest
type of figurative language, the simile, uses comparisons to create fresh,
new meaning. A simile is a comparison between two dissimilar things linked
by a word such as like, as, or resembles. For example:
The storm was as fierce as an angry lion.
In this simile, a storm is compared to a lion. Comparing a fierce storm to an
angry lion helps readers see how violent and dangerous the storm was.
As you read “The Scarlet Ibis,” look for other similes. Figure out what is
being compared. Ask yourself: “What does this simile help me see? How
does it help me understand the story more fully?”
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It was in the clove of seasons, summer was dead but autumn
had not yet been born, that the ibis lit in the bleeding tree. The
flower garden was stained with rotting brown magnolia petals,
and ironweeds grew rank1 amid the purple phlox. The five
o’clocks by the chimney still marked time, but the oriole nest in
the elm was untenanted and rocked back and forth like an
empty cradle. The last graveyard flowers were blooming, and
their smell drifted across the cotton field and through every
room of our house, speaking softly the names of our dead.
It’s strange that all this is still so clear to me, now that that
summer has long since fled and time has had its way. A grind-
stone stands where the bleeding tree stood, just outside the
kitchen door, and now if an oriole sings in the elm, its song
seems to die up in the leaves, a silvery dust. The flower garden is
prim, the house a gleaming white, and the pale fence across the
yard stands straight and spruce. But sometimes (like right now),
as I sit in the cool, green-draped parlor, the grindstone begins to
turn, and time with all its changes is ground away—and I
remember Doodle.
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© Frank Lane Picture Agency/CORBIS.
A clove (kl£v) is a division orsplit of some kind. Duringwhat time of year does thisstory take place?
Re-read the narrator’sdescription of the garden(lines 1-9). Underline thewords and phrases that bringto mind death or dying.
NotesNotes
1. rank (ra«k) adj.: thick and wild. Rank also means “smelly.”
“The Scarlet Ibis” by James R. Hurst from The Atlantic Monthly, July 1960. Copyright © 1960 by The AtlanticMonthly. Reprinted by permission of the author.
The Scarlet The Scarlet James Hurst
Ibis
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Doodle was just about the craziest brother a boy ever had.
Of course, he wasn’t a crazy crazy like old Miss Leedie, who was
in love with President Wilson and wrote him a letter every day,
but was a nice crazy, like someone you meet in your dreams. He
was born when I was six and was, from the outset, a disappoint-
ment. He seemed all head, with a tiny body which was red and
shriveled like an old man’s. Everybody thought he was going to
die—everybody except Aunt Nicey, who had delivered him. She
said he would live because he was born in a caul2 and cauls were
made from Jesus’ nightgown. Daddy had Mr. Heath, the carpen-
ter, build a little mahogany coffin for him. But he didn’t die, and
when he was three months old, Mama and Daddy decided they
might as well name him. They named him William Armstrong,
which was like tying a big tail on a small kite. Such a name
sounds good only on a tombstone.
I thought myself pretty smart at many things, like holding
my breath, running, jumping, or climbing the vines in Old
Woman Swamp, and I wanted more than anything else someone
to race to Horsehead Landing, someone to box with, and some-
one to perch with in the top fork of the great pine behind the
barn, where across the fields and swamps you could see the sea.
I wanted a brother. But Mama, crying, told me that even if
William Armstrong lived, he would never do these things with
me. He might not, she sobbed, even be “all there.” He might, as
long as he lived, lie on the rubber sheet in the center of the bed
in the front bedroom where the white marquisette3 curtains bil-
lowed out in the afternoon sea breeze, rustling like palmetto
fronds.4
It was bad enough having an invalid brother, but having
one who possibly was not all there was unbearable, so I began to
make plans to kill him by smothering him with a pillow.
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In lines 32-33, the narratorcompares his brother’s givenname to a “big tail on asmall kite.” What does thissimile tell you about the nar-rator’s opinion of his broth-er’s name?
Re-read lines 35-41. Whatdoes the narrator want?Underline what you find out.
Re-read lines 20-23.Underline the detail that tellsyou that the story takesplace in the past.
2. caul (kôl) n.: membrane (thin, skinlike material) that sometimes covers a baby’s head at birth.
3. marquisette (mär≈ki·zet√) adj.: made of a thin, netlike fabric.4. palmetto fronds: fanlike leaves of a palm tree.
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However, one afternoon as I watched him, my head poked
between the iron posts of the foot of the bed, he looked straight
at me and grinned. I skipped through the rooms, down the
echoing halls, shouting, “Mama, he smiled. He’s all there! He’s
all there!” and he was.
When he was two, if you laid him on his stomach, he began to
try to move himself, straining terribly. The doctor said that with
his weak heart this strain would probably kill him, but it didn’t.
Trembling, he’d push himself up, turning first red, then a soft
purple, and finally collapse back onto the bed like an old worn-
out doll. I can still see Mama watching him, her hand pressed
tight across her mouth, her eyes wide and unblinking. But he
learned to crawl (it was his third winter), and we brought him
out of the front bedroom, putting him on the rug before the
fireplace. For the first time he became one of us.
As long as he lay all the time in bed, we called him William
Armstrong, even though it was formal and sounded as if we
were referring to one of our ancestors, but with his creeping
around on the deerskin rug and beginning to talk, something
had to be done about his name. It was I who renamed him.
When he crawled, he crawled backward, as if he were in reverse
and couldn’t change gears. If you called him, he’d turn around
as if he were going in the other direction, then he’d back right
up to you to be picked up. Crawling backward made him look
like a doodlebug5 so I began to call him Doodle, and in time
even Mama and Daddy thought it was a better name than
William Armstrong. Only Aunt Nicey disagreed. She said caul
babies should be treated with special respect since they might
turn out to be saints. Renaming my brother was perhaps the
kindest thing I ever did for him, because nobody expects much
from someone called Doodle.
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5. doodlebug (dºd√´l·bug≈) n.: larva of a type of insect that movesbackward.
Why is it so important to thenarrator that his brother is“all there” (lines 54-55)?
What does the description inlines 59-61 tell you aboutDoodle?
Pause at line 79. Why doesn’tAunt Nicey like Doodle’snickname?
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Although Doodle learned to crawl, he showed no signs of
walking, but he wasn’t idle. He talked so much that we all quit
listening to what he said. It was about this time that Daddy built
him a go-cart, and I had to pull him around. At first I just
paraded him up and down the piazza,6 but then he started cry-
ing to be taken out into the yard and it ended up by my having
to lug him wherever I went. If I so much as picked up my cap,
he’d start crying to go with me, and Mama would call from
wherever she was, “Take Doodle with you.”
He was a burden in many ways. The doctor had said that he
mustn’t get too excited, too hot, too cold, or too tired and that
he must always be treated gently. A long list of don’ts went with
him, all of which I ignored once we got out of the house. To dis-
courage his coming with me, I’d run with him across the ends of
the cotton rows and careen him around corners on two wheels.
Sometimes I accidentally turned him over, but he never told
Mama. His skin was very sensitive, and he had to wear a big
straw hat whenever he went out. When the going got rough and
he had to cling to the sides of the go-cart, the hat slipped all the
way down over his ears. He was a sight. Finally, I could see I was
licked. Doodle was my brother, and he was going to cling to me
forever, no matter what I did, so I dragged him across the burn-
ing cotton field to share with him the only beauty I knew, Old
Woman Swamp. I pulled the go-cart through the sawtooth fern,
down into the green dimness where the palmetto fronds whis-
pered by the stream. I lifted him out and set him down in the
soft rubber grass beside a tall pine. His eyes were round with
wonder as he gazed about him, and his little hands began to
stroke the rubber grass. Then he began to cry.
“For heaven’s sake, what’s the matter?” I asked, annoyed.
“It’s so pretty,” he said. “So pretty, pretty, pretty.”
After that day Doodle and I often went down into Old
Woman Swamp. I would gather wildflowers, wild violets,
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6. piazza (p≤·az√¥) n.: large covered porch.
Re-read lines 91-101. In yourown words, describe the nar-rator and his brother as theymight look to an observer.
Re-read lines 108-112, andcircle the details that helpyou infer Doodle’s charactertraits. What are they?
What does the narratortransport Doodle in (lines82-90)? Underline the sen-tence where you find out.
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honeysuckle, yellow jasmine, snakeflowers, and waterlilies, and
with wire grass we’d weave them into necklaces and crowns.
We’d bedeck ourselves with our handiwork and loll about thus
beautified, beyond the touch of the everyday world. Then when
the slanted rays of the sun burned orange in the tops of the
pines, we’d drop our jewels into the stream and watch them float
away toward the sea.
There is within me (and with sadness I have watched it in
others) a knot of cruelty borne by the stream of love, much as
our blood sometimes bears the seed of our destruction, and at
times I was mean to Doodle. One day I took him up to the barn
loft and showed him his casket, telling him how we all had
believed he would die. It was covered with a film of Paris green7
sprinkled to kill the rats, and screech owls had built a nest
inside it.
Doodle studied the mahogany box for a long time, then
said, “It’s not mine.”
“It is,” I said. “And before I’ll help you down from the loft,
you’re going to have to touch it.”
“I won’t touch it,” he said sullenly.
“Then I’ll leave you here by yourself,” I threatened, and
made as if I were going down.
Doodle was frightened of being left. “Don’t go leave me,
Brother,” he cried, and he leaned toward the coffin. His hand,
trembling, reached out, and when he touched the casket, he
screamed. A screech owl flapped out of the box into our faces,
scaring us and covering us with Paris green. Doodle was para-
lyzed, so I put him on my shoulder and carried him down the
ladder, and even when we were outside in the bright sunshine,
he clung to me, crying, “Don’t leave me. Don’t leave me.”
When Doodle was five years old, I was embarrassed at having a
brother of that age who couldn’t walk, so I set out to teach him.
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7. Paris green n.: poisonous green powder used to kill insects.
Re-read the long sentence inlines 122-125. What is the narrator saying about therelationship between loveand cruelty?
sullenly (sul√¥n·l≤) adv.:resentfully; gloomily.
Pause at line 144. Why do youthink the narrator showsDoodle the coffin? Whatmight this event foreshadow?
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We were down in Old Woman Swamp and it was spring and the
sick-sweet smell of bay flowers hung everywhere like a mournful
song. “I’m going to teach you to walk, Doodle,” I said.
He was sitting comfortably on the soft grass, leaning back
against the pine. “Why?” he asked.
I hadn’t expected such an answer. “So I won’t have to haul
you around all the time.”
“I can’t walk, Brother,” he said.
“Who says so?” I demanded.
“Mama, the doctor—everybody.”
“Oh, you can walk,” I said, and I took him by the arms and
stood him up. He collapsed onto the grass like a half-empty
flour sack. It was as if he had no bones in his little legs.
“Don’t hurt me, Brother,” he warned.
“Shut up. I’m not going to hurt you. I’m going to teach you
to walk.” I heaved him up again, and again he collapsed.
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Re-read lines 147-149.Underline the simile, andexplain what two things arebeing compared.
NotesNotes
© PhotoDisc, Inc./Getty Images.
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This time he did not lift his face up out of the rubber grass.
“I just can’t do it. Let’s make honeysuckle wreaths.”
“Oh yes you can, Doodle,” I said. “All you got to do is try.
Now come on,” and I hauled him up once more.
It seemed so hopeless from the beginning that it’s a miracle
I didn’t give up. But all of us must have something or someone
to be proud of, and Doodle had become mine. I did not know
then that pride is a wonderful, terrible thing, a seed that bears
two vines, life and death. Every day that summer we went to the
pine beside the stream of Old Woman Swamp, and I put him on
his feet at least a hundred times each afternoon. Occasionally I
too became discouraged because it didn’t seem as if he was try-
ing, and I would say, “Doodle, don’t you want to learn to walk?”
He’d nod his head, and I’d say, “Well, if you don’t keep try-
ing, you’ll never learn.” Then I’d paint for him a picture of us as
old men, white-haired, him with a long white beard and me still
pulling him around in the go-cart. This never failed to make
him try again.
Finally, one day, after many weeks of practicing, he stood
alone for a few seconds. When he fell, I grabbed him in my arms
and hugged him, our laughter pealing through the swamp like a
ringing bell. Now we knew it could be done. Hope no longer hid
in the dark palmetto thicket but perched like a cardinal in the
lacy toothbrush tree, brilliantly visible. “Yes, yes,” I cried, and he
cried it too, and the grass beneath us was soft and the smell of
the swamp was sweet.
With success so imminent, we decided not to tell anyone
until he could actually walk. Each day, barring rain, we sneaked
into Old Woman Swamp, and by cotton-picking time Doodle
was ready to show what he could do. He still wasn’t able to walk
far, but we could wait no longer. Keeping a nice secret is very
hard to do, like holding your breath. We chose to reveal all on
October eighth, Doodle’s sixth birthday, and for weeks ahead we
mooned around the house, promising everybody a most
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Underline the simile in lines184-186. What do you thinkthe narrator means?
imminent (im√¥·n¥nt) adj.:near; about to happen.
Pause at line 171. Underlinethe two statements the nar-rator makes about pride. Puthis statements in your ownwords.
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spectacular surprise. Aunt Nicey said that, after so much talk, if
we produced anything less tremendous than the Resurrection,8
she was going to be disappointed.
At breakfast on our chosen day, when Mama, Daddy, and
Aunt Nicey were in the dining room, I brought Doodle to the
door in the go-cart just as usual and had them turn their backs,
making them cross their hearts and hope to die if they peeked. I
helped Doodle up, and when he was standing alone I let them
look. There wasn’t a sound as Doodle walked slowly across the
room and sat down at his place at the table. Then Mama began
to cry and ran over to him, hugging him and kissing him. Daddy
hugged him too, so I went to Aunt Nicey, who was thanks-pray-
ing in the doorway, and began to waltz her around. We danced
together quite well until she came down on my big toe with her
brogans,9 hurting me so badly I thought I was crippled for life.
Doodle told them it was I who had taught him to walk, so
everyone wanted to hug me, and I began to cry.
“What are you crying for?” asked Daddy, but I couldn’t
answer. They did not know that I did it for myself; that pride,
whose slave I was, spoke to me louder than all their voices; and
that Doodle walked only because I was ashamed of having a
crippled brother.
Within a few months Doodle had learned to walk well and
his go-cart was put up in the barn loft (it’s still there) beside his
little mahogany coffin. Now, when we roamed off together, rest-
ing often, we never turned back until our destination had been
reached, and to help pass the time, we took up lying. From the
beginning Doodle was a terrible liar, and he got me in the habit.
Had anyone stopped to listen to us, we would have been sent off
to Dix Hill.
My lies were scary, involved, and usually pointless, but
Doodle’s were twice as crazy. People in his stories all had wings
and flew wherever they wanted to go. His favorite lie was about a
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8. Resurrection: reference to the Christian belief in the rising of Jesusfrom the dead after his burial.
9. brogans (br£√g¥nz) n.: heavy, ankle-high shoes.
Re-read lines 215-218. Is thenarrator describing pridethat brings something won-derful or something terrible?
Re-read lines 225-226. DixHill is a state mental hospitalin Raleigh, North Carolina.What does the narratormean by this statement?
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boy named Peter who had a pet peacock with a ten-foot tail.
Peter wore a golden robe that glittered so brightly that when he
walked through the sunflowers they turned away from the sun
to face him. When Peter was ready to go to sleep, the peacock
spread his magnificent tail, enfolding the boy gently like a clos-
ing go-to-sleep flower, burying him in the gloriously iridescent,
rustling vortex.10 Yes, I must admit it. Doodle could beat me
lying.
Doodle and I spent lots of time thinking about our future.
We decided that when we were grown, we’d live in Old Woman
Swamp and pick dog’s-tongue11 for a living. Beside the stream,
he planned, we’d build us a house of whispering leaves and the
swamp birds would be our chickens. All day long (when we
weren’t gathering dog’s-tongue) we’d swing through the cy-
presses on the rope vines, and if it rained we’d huddle beneath
an umbrella tree and play stickfrog. Mama and Daddy could
come and live with us if they wanted to. He even came up with
the idea that he could marry Mama and I could marry Daddy.
Of course, I was old enough to know this wouldn’t work out,
but the picture he painted was so beautiful and serene that all I
could do was whisper yes, yes.
Once I had succeeded in teaching Doodle to walk, I began to
believe in my own infallibility and I prepared a terrific develop-
ment program for him, unknown to Mama and Daddy, of
course. I would teach him to run, to swim, to climb trees, and to
fight. He, too, now believed in my infallibility, so we set the
deadline for these accomplishments less than a year away, when,
it had been decided, Doodle could start to school.
That winter we didn’t make much progress, for I was in
school and Doodle suffered from one bad cold after another. But
when spring came, rich and warm, we raised our sights again.
Success lay at the end of summer like a pot of gold, and our
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10. vortex (vôr√teks≈) n.: something resembling a whirlpool.11. dog’s-tongue n.: wild vanilla.
Re-read lines 231-236.Underline the details thathelp you visualize Doodle’slie. Why is the peacockimportant in his lie?
iridescent (ir≈i·des√¥nt) adj.:rainbowlike; displaying ashifting range of colors.
serene (s¥·r≤n√) adj.: peace-ful; calm.
infallibility (in·fal≈¥·bil√¥·t≤)n.: inability to make a mistake.
Pause at line 260. Do youthink the narrator’s “devel-opment program” is a goodidea? Briefly explain.
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campaign got off to a good start. On hot days, Doodle and I
went down to Horsehead Landing, and I gave him swimming
lessons or showed him how to row a boat. Sometimes we
descended into the cool greenness of Old Woman Swamp and
climbed the rope vines or boxed scientifically beneath the pine
where he had learned to walk. Promise hung about us like
leaves, and wherever we looked, ferns unfurled and birds broke
into song.
That summer, the summer of 1918, was blighted. In May
and June there was no rain and the crops withered, curled up,
then died under the thirsty sun. One morning in July a hurri-
cane came out of the east, tipping over the oaks in the yard and
splitting the limbs of the elm trees. That afternoon it roared
back out of the west, blew the fallen oaks around, snapping their
roots and tearing them out of the earth like a hawk at the
entrails12 of a chicken. Cotton bolls were wrenched from the
stalks and lay like green walnuts in the valleys between the rows,
while the cornfield leaned over uniformly so that the tassels
touched the ground. Doodle and I followed Daddy out into the
cotton field, where he stood, shoulders sagging, surveying the
ruin. When his chin sank down onto his chest, we were fright-
ened, and Doodle slipped his hand into mine. Suddenly Daddy
straightened his shoulders, raised a giant knuckly fist, and with a
voice that seemed to rumble out of the earth itself began cursing
heaven, hell, the weather, and the Republican party.13 Doodle
and I, prodding each other and giggling, went back to the house,
knowing that everything would be all right.
And during that summer, strange names were heard
through the house: Château-Thierry, Amiens, Soissons, and in
her blessing at the supper table, Mama once said, “And bless the
Pearsons, whose boy Joe was lost in Belleau Wood.”14
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12. entrails (en√tr†lz) n.: inner organs; guts.13. Republican party: At this time most southern farmers were loyal
Democrats.14. Château-Thierry (sha√t£’ t≤·er√·≤), Amiens (ß·mya‰√), Soissons
(swä·sô‰√), Belleau (be·lô√) Wood: World War I battle sites in France.
blighted (bl¢t√id) v. used asadj.: suffering from condi-tions that destroy or preventgrowth.
Re-read lines 274-277.Underline the simile the nar-rator uses to describe thedestruction of the oak trees.Why do you think the writerchose this comparison?
Pause at line 288. If the“blighted” summer, includ-ing the violent hurricane, is asymbol of what is to come,what might lie in Doodle’sfuture?
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So we came to that clove of seasons. School was only a few
weeks away, and Doodle was far behind schedule. He could
barely clear the ground when climbing up the rope vines, and
his swimming was certainly not passable. We decided to double
our efforts, to make that last drive and reach our pot of gold. I
made him swim until he turned blue and row until he couldn’t
lift an oar. Wherever we went, I purposely walked fast, and
although he kept up, his face turned red and his eyes became
glazed. Once, he could go no further, so he collapsed on the
ground and began to cry.
“Aw, come on, Doodle,” I urged. “You can do it. Do you
want to be different from everybody else when you start
school?”
“Does it make any difference?”
“It certainly does,” I said. “Now, come on,” and I helped
him up.
As we slipped through the dog days,15 Doodle began to
look feverish, and Mama felt his forehead, asking him if he felt
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© PhotoDisc, Inc./Getty Images.
15. dog days n.: hot days in July and August, named after the Dog Star(Sirius), which rises and sets with the sun during this period.
Underline the details in lines309-313 that suggest Doodleis becoming increasingly illand weak. Based on thesedetails, what do you predictwill happen to Doodle?
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ill. At night he didn’t sleep well, and sometimes he had night-
mares, crying out until I touched him and said, “Wake up,
Doodle. Wake up.”
It was Saturday noon, just a few days before school was to
start. I should have already admitted defeat, but my pride
wouldn’t let me. The excitement of our program had now been
gone for weeks, but still we kept on with a tired doggedness. It
was too late to turn back, for we had both wandered too far into
a net of expectations and had left no crumbs behind.
Daddy, Mama, Doodle, and I were seated at the dining-
room table having lunch. It was a hot day, with all the windows
and doors open in case a breeze should come. In the kitchen
Aunt Nicey was humming softly. After a long silence, Daddy
spoke. “It’s so calm, I wouldn’t be surprised if we had a storm
this afternoon.”
“I haven’t heard a rain frog,” said Mama, who believed in
signs, as she served the bread around the table.
“I did,” declared Doodle. “Down in the swamp.”
“He didn’t,” I said contrarily.
“You did, eh?” said Daddy, ignoring my denial.
“I certainly did,” Doodle reiterated, scowling at me over
the top of his iced-tea glass, and we were quiet again.
Suddenly, from out in the yard came a strange croaking
noise. Doodle stopped eating, with a piece of bread poised ready
for his mouth, his eyes popped round like two blue buttons.
“What’s that?” he whispered.
I jumped up, knocking over my chair, and had reached the
door when Mama called, “Pick up the chair, sit down again, and
say excuse me.”
By the time I had done this, Doodle had excused himself
and had slipped out into the yard. He was looking up into the
bleeding tree. “It’s a great big red bird!” he called.
The bird croaked loudly again, and Mama and Daddy came
out into the yard. We shaded our eyes with our hands against
the hazy glare of the sun and peered up through the still leaves.
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doggedness (dôg√id·nis) n.:stubbornness; persistence.
reiterated (r≤·it√¥·r†t≈id) v.:repeated.
In your own words, explainwhat the narrator means inlines 316-319.
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On the topmost branch a bird the size of a chicken, with scarlet
feathers and long legs, was perched precariously. Its wings hung
down loosely, and as we watched, a feather dropped away and
floated slowly down through the green leaves.
“It’s not even frightened of us,” Mama said.
“It looks tired,” Daddy added. “Or maybe sick.”
Doodle’s hands were clasped at his throat, and I had never
seen him stand still so long. “What is it?” he asked.
Daddy shook his head. “I don’t know, maybe it’s—”
At that moment the bird began to flutter, but the wings
were uncoordinated, and amid much flapping and a spray of fly-
ing feathers, it tumbled down, bumping through the limbs of
the bleeding tree and landing at our feet with a thud. Its long,
graceful neck jerked twice into an S, then straightened out, and
the bird was still. A white veil came over the eyes, and the long
white beak unhinged. Its legs were crossed and its clawlike feet
were delicately curved at rest. Even death did not mar its grace,
for it lay on the earth like a broken vase of red flowers, and we
stood around it, awed by its exotic beauty.
“It’s dead,” Mama said.
“What is it?” Doodle repeated.
“Go bring me the bird book,” said Daddy.
I ran into the house and brought back the bird book. As we
watched, Daddy thumbed through its pages. “It’s a scarlet ibis,”
he said, pointing to a picture. “It lives in the tropics—South
America to Florida. A storm must have brought it here.”
Sadly, we all looked back at the bird. A scarlet ibis! How
many miles it had traveled to die like this, in our yard, beneath
the bleeding tree.
“Let’s finish lunch,” Mama said, nudging us back toward
the dining room.
“I’m not hungry,” said Doodle, and he knelt down beside
the ibis.
“We’ve got peach cobbler for dessert,” Mama tempted from
the doorway.
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Pause at line 364. LikeDoodle, the scarlet ibis isdescribed as being uncoordi-nated, delicate, and unique.How might the death of theibis foreshadow the story’sending?
precariously (pri·ker√≤·¥s·l≤)adv.: unsteadily; insecurely.
mar (mär) v.: damage; spoil.
Re-read lines 346-351. Inwhat ways does the birdremind you of Doodle?
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Doodle remained kneeling. “I’m going to bury him.”
“Don’t you dare touch him,” Mama warned. “There’s no
telling what disease he might have had.”
“All right,” said Doodle. “I won’t.”
Daddy, Mama, and I went back to the dining-room table,
but we watched Doodle through the open door. He took out a
piece of string from his pocket and, without touching the ibis,
looped one end around its neck. Slowly, while singing softly
“Shall We Gather at the River,” he carried the bird around to the
front yard and dug a hole in the flower garden, next to the petu-
nia bed. Now we were watching him through the front window,
but he didn’t know it. His awkwardness at digging the hole
with a shovel whose handle was twice as long as he was made
us laugh, and we covered our mouths with our hands so he
wouldn’t hear.
When Doodle came into the dining room, he found us seri-
ously eating our cobbler. He was pale and lingered just inside the
screen door. “Did you get the scarlet ibis buried?” asked Daddy.
Doodle didn’t speak but nodded his head.
“Go wash your hands, and then you can have some peach
cobbler,” said Mama.
“I’m not hungry,” he said.
“Dead birds is bad luck,” said Aunt Nicey, poking her head
from the kitchen door. “Specially red dead birds!”
As soon as I had finished eating, Doodle and I hurried off
to Horsehead Landing. Time was short, and Doodle still had a
long way to go if he was going to keep up with the other boys
when he started school. The sun, gilded with the yellow cast of
autumn, still burned fiercely, but the dark green woods through
which we passed were shady and cool. When we reached the
landing, Doodle said he was too tired to swim, so we got into a
skiff and floated down the creek with the tide. Far off in the
marsh a rail was scolding, and over on the beach locusts were
singing in the myrtle trees. Doodle did not speak and kept his
head turned away, letting one hand trail limply in the water.
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Pause at line 395. Why isDoodle so fascinated by thescarlet ibis? Why does hetake such pains to bury it?
The description of Doodle’sburial of the scarlet ibis inlines 385-399 is a very mov-ing passage. Read the boxedpassage aloud twice. Focuson conveying meaning thefirst time you read. The sec-ond time you read, try toconvey the passage’s emo-tional overtones.
NotesNotes
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After we had drifted a long way, I put the oars in place and
made Doodle row back against the tide. Black clouds began to
gather in the southwest, and he kept watching them, trying to
pull the oars a little faster. When we reached Horsehead
Landing, lightning was playing across half the sky and thunder
roared out, hiding even the sound of the sea. The sun disap-
peared and darkness descended, almost like night. Flocks of
marsh crows flew by, heading inland to their roosting trees, and
two egrets, squawking, arose from the oyster-rock shallows and
careened away.
Doodle was both tired and frightened, and when he
stepped from the skiff he collapsed onto the mud, sending an
armada16 of fiddler crabs rustling off into the marsh grass. I
helped him up, and as he wiped the mud off his trousers, he
smiled at me ashamedly. He had failed and we both knew it, so
we started back home, racing the storm. We never spoke (what
are the words that can solder17 cracked pride?), but I knew he
was watching me, watching for a sign of mercy. The lightning
was near now, and from fear he walked so close behind me he
kept stepping on my heels. The faster I walked, the faster he
walked, so I began to run. The rain was coming, roaring through
the pines, and then, like a bursting Roman candle, a gum tree
ahead of us was shattered by a bolt of lightning. When the deaf-
ening peal of thunder had died, and in the moment before the
rain arrived, I heard Doodle, who had fallen behind, cry out,
“Brother, Brother, don’t leave me! Don’t leave me!”
The knowledge that Doodle’s and my plans had come to
naught was bitter, and that streak of cruelty within me awak-
ened. I ran as fast as I could, leaving him far behind with a wall
of rain dividing us. The drops stung my face like nettles, and the
wind flared the wet, glistening leaves of the bordering trees.
Soon I could hear his voice no more.
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16. armada (är·mä√d¥) n.: group. Armada is generally used to mean“fleet, or group, of warships.”
17. solder (säd√¥r) v.: patch or repair. Solder is a mixture of metals melt-ed and used to repair metal parts.
Re-read lines 416-425. Circlethe details describing theapproaching storm. What doyou think the storm fore-shadows?
Underline line 441. Then,underline the parts of thestory where you have heardthis before_Doodle’s beg-ging his brother not to leavehim or not to hurt him. What could these wordsforeshadow?
Pause at line 447. Why doesthe narrator leave Doodlebehind?
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I hadn’t run too far before I became tired, and the flood of
childish spite evanesced18 as well. I stopped and waited for
Doodle. The sound of rain was everywhere, but the wind had
died and it fell straight down in parallel paths like ropes hanging
from the sky. As I waited, I peered through the downpour, but
no one came. Finally I went back and found him huddled
beneath a red nightshade bush beside the road. He was sitting
on the ground, his face buried in his arms, which were resting
on his drawn-up knees. “Let’s go, Doodle,” I said.
He didn’t answer, so I placed my hand on his forehead and
lifted his head. Limply, he fell backward onto the earth. He had
been bleeding from the mouth, and his neck and the front of his
shirt were stained a brilliant red.
“Doodle! Doodle!” I cried, shaking him, but there was no
answer but the ropy rain. He lay very awkwardly, with his head
thrown far back, making his vermilion19 neck appear unusually
long and slim. His little legs, bent sharply at the knees, had never
before seemed so fragile, so thin.
I began to weep, and the tear-blurred vision in red before
me looked very familiar. “Doodle!” I screamed above the pound-
ing storm, and threw my body to the earth above his. For a long,
long time, it seemed forever, I lay there crying, sheltering my
fallen scarlet ibis from the heresy20 of rain.
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18. evanesced (ev≈¥·nest√) v.: faded away; disappeared.19. vermilion (v¥r·mil√y¥n) adj.: bright red.20. heresy (her√¥·s≤) n.: here, mockery. Heresy generally means “denial
of what is commonly believed to be true” or “rejection of a church’steaching.”
Corel.
What do the details in thedescription of Doodle in thelast two paragraphs remindyou of? Why do you thinkthe writer makes this association?
In lines 468-470, what does the narrator call his deadbrother?
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184 Collection 6: Symbolism and AllegoryPart 1
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Symbol Chart In “The Scarlet Ibis,” some of the people, places, things, and events
stand both for themselves and for something beyond themselves. Fill out the
symbol chart below to see how symbols convey meaning in the story. In the first
column are passages from the story. Locate a symbol from each passage, and write
it in the second column. Then, write the meaning of the symbol in the third
column. The first row is done for you. Fill in the bottom row with a symbolic
story passage that you find on your own.
That winter we didn’t make
much progress, for I was in
school and Doodle suffered
from one bad cold after anoth-
er. But when spring came, rich
and warm, we raised our sights
again (lines 258-260).
When Peter was ready to go to
sleep, the peacock spread his
magnificent tail, enfolding the
boy gently like a closing go-to-
sleep flower, burying him in the
gloriously iridescent, rustling
vortex (lines 233-236).
Sadly, we all looked back at the
bird. A scarlet ibis! How many
miles it had traveled to die like
this, in our yard, beneath the
bleeding tree (lines 372-374).
spring new start; rebirth
Story Passage Symbol Meaning
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The Scarlet Ibis 185
Skills ReviewSkills Review
Complete the sample test item below. Then, read the explanation at the right.
The Scarlet Ibis
3. The setting of the story as presented
in the opening paragraph could best
be described as_
A sad and suggestive of death
B cheerful and suggestive of life
C peaceful and suggestive of heaven
D haunted and suggestive of danger
4. Which of these details is not an exam-
ple of foreshadowing in the story?
F “‘Don’t hurt me, Brother,’ he
warned.”
G “The oriole nest . . . rocked back
and forth like an empty cradle.”
H “One day I took him up to the
barn loft and showed him his
casket. . . .”
J “Keeping a nice secret is very
hard to do. . . .”
1. The description of Doodle’s last sum-
mer as “blighted” foreshadows _
A Doodle’s birth
B Doodle’s coming death
C the scarlet ibis
D life in the South
2. The scarlet ibis symbolizes Doodle in
that both the child and bird are _
F able to move very quickly
G trying to learn to fly
H rare, beautiful, and fragile
J very fond of being outside
DIRECTIONS: Circle the letter of each correct answer.
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Literary SkillsAnalyzesymbolism.
Explanation of the Correct Answer
The correct answer is A; the writer uses
birds as symbols all through the story.
B and D are not correct because they
are used only once. C is not correct
because bees aren’t mentioned in the
story.
Sample Test Question
Which of the following are recurring
symbols in “The Scarlet Ibis”?
A birds
B flowers
C bees
D tombstones
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Skills ReviewSkills Review
186 Collection 6: Symbolism and AllegoryPart 1
Similes
DIRECTIONS: Circle the letter of the correct response.
The Scarlet Ibis
sullenly
imminent
iridescent
serene
infallibility
blighted
doggedness
reiterated
precariously
mar
Word BoxWord Box
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VocabularySkills
Identify andinterpret similes.
Use words incontext.
Vocabulary in Context
DIRECTIONS: Complete the paragraph below by writing words from the box
in the correct blanks. Not all words from the box will be used.
G For the first time he became one
of us.
H He was a burden in many ways.
J Finally, I could see I was licked.
3. Which of the following sentences
contains a simile?
A The flower garden was brown.
B A grindstone stands where the
bleeding tree stood.
C The oriole nest rocked back and
forth like an empty cradle.
D The pale fence across the yard
stands straight.
1. What does this simile indicate?
They named him William Armstrong,which was like tying a big tail on asmall kite.
A The baby’s abilities are amazing.
B Babies do not need decoration.
C The baby’s name is too grand.
D Coming up with names is tricky.
2. Which of the following sentences
contains a simile?
F He collapsed onto the grass like a
half-empty flour sack.
Tony stared (1) out the window. He was
unhappy about the weather. The vacation brochure had showed a (2)
lake, calm and blue. Another photograph fea-
tured a waterfall that sparkled, (3) and colorful.
Here, however, Tony saw nothing but a (4) land-
scape, brown, bare, and damp. He said to the empty room, “Nothing is
going to (5) my vacation! I’m going to enjoy
myself, rain or shine.”
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Student Pages with Answers 85
The
Scar
let
Ibis
167
Copyright © by Holt,Rinehart and Winston.All rights reserved.
sulle
nly
(su
lôn
·l≤)
adv.
:res
entf
ully
; glo
om
ily.
Sull
enly
,the
nar
rato
r to
ok D
oodl
e w
ith
him
,all
the
whi
le r
esen
ting
the
tas
k.
imm
inen
t(i
mô
·n¥n
t) a
dj.:
nea
r; a
bo
ut
to
hap
pen
.
Whe
n th
unde
r bo
omed
and
the
sky
dar
kene
d,th
ey c
ould
tel
l the
sto
rm w
as i
mm
inen
t.
irid
esce
nt
(ir≈
i·des
ôn
t) a
dj.:
rain
bo
wlik
e; d
isp
lay-
ing
a s
hif
tin
g r
ang
e o
f co
lors
.
The
bir
d’s
win
gs g
low
ed w
ith
irid
esce
nt
colo
r.
sere
ne
(s¥·
r≤n
√) a
dj.:
pea
cefu
l; ca
lm.
The
ser
ene
lake
was
as
smoo
th a
nd c
alm
as
am
irro
r.
infa
llib
ility
(in
·fal
≈¥·b
il√¥·
t≤)
n.:
inab
ility
to
mak
e
a m
ista
ke.
Bec
ause
ofh
is b
elie
fin
his
infa
llib
ilit
y,th
e na
r-ra
tor
neve
r do
ubte
d th
e su
cces
s of
his
proj
ect.
blig
hte
d(b
l¢t√
id)
v. u
sed
as
adj.:
suff
erin
g f
rom
con
dit
ion
s th
at d
estr
oy
or
pre
ven
t g
row
th.
The
bli
ghte
dfi
elds
wou
ld n
ever
pro
duce
any
corn
or
cott
on.
do
gg
edn
ess
(dô
g√id
·nis
) n
.:st
ub
bo
rnn
ess;
per
sist
ence
.
Bec
ause
ofh
is d
ogge
dnes
s,D
oodl
e di
d le
arn
tow
alk.
reit
erat
ed(r
≤·it
√¥·r
†t≈id
) v.
:rep
eate
d.
Seve
ral t
imes
,the
nar
rato
r re
iter
ated
his
desi
reto
tea
ch D
oodl
e to
sw
im.
pre
cari
ou
sly
(pri
·ker
√≤·¥
s·l≤
) ad
v.:u
nst
ead
ily;
inse
cure
ly.
Doo
dle
bala
nced
pre
cari
ousl
yon
his
thi
n le
gs.
mar
(mär
) v.
:dam
age;
sp
oil.
The
sto
rm c
ould
mar
the
cott
on a
nd o
ther
cro
ps,
caus
ing
the
loss
ofa
cres
ofp
rofi
ts.
PREV
IEW
SEL
ECTI
ON
VOCA
BULA
RYTh
e fo
llow
ing
wo
rds
app
ear
in t
he
sto
ry y
ou
’re
abo
ut
to r
ead
. Yo
u m
ay
wan
t to
bec
om
e fa
mili
ar w
ith
th
em b
efo
re y
ou
beg
in r
ead
ing
.
FIGU
RATI
VE L
ANGU
AGE
Fig
ura
tive
lan
gu
age
hel
ps
you
see
fam
iliar
th
ing
s in
new
way
s. T
he
sim
ple
st
typ
e o
f fi
gu
rati
ve la
ng
uag
e, t
he
sim
ile,u
ses
com
par
iso
ns
to c
reat
e fr
esh
,
new
mea
nin
g. A
sim
ileis
a c
om
par
iso
n b
etw
een
tw
o d
issi
mila
r th
ing
s lin
ked
by
a w
ord
su
ch a
s lik
e, a
s,o
r re
sem
ble
s.Fo
r ex
amp
le:
The
sto
rm w
as a
s fi
erce
as
an a
ng
ry li
on
.
In t
his
sim
ile, a
sto
rm is
co
mp
ared
to
a li
on
. Co
mp
arin
g a
fie
rce
sto
rm t
o a
n
ang
ry li
on
hel
ps
read
ers
see
ho
w v
iole
nt
and
dan
ger
ou
s th
e st
orm
was
.
As
you
rea
d “
The
Scar
let
Ibis
,” lo
ok
for
oth
er s
imile
s. F
igu
re o
ut
wh
at is
bei
ng
co
mp
ared
. Ask
yo
urs
elf:
“W
hat
do
es t
his
sim
ile h
elp
me
see?
Ho
w
do
es it
hel
p m
e u
nd
erst
and
th
e st
ory
mo
re f
ully
?”
166
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
Som
etim
es w
e ac
t in
way
s w
e la
ter
reg
ret.
Imag
ine
that
yo
u c
ou
ld g
o b
ack
in
tim
e an
d c
han
ge
the
way
yo
u t
reat
ed s
om
eon
e yo
u lo
ve. W
hat
wo
uld
yo
u
chan
ge_
and
ho
w?
The
nar
rato
r o
f “T
he
Scar
let
Ibis
” re
mem
ber
s a
tim
e h
e
was
cru
el a
nd
sel
fish
. He
tho
ug
ht
he
was
do
ing
th
e ri
gh
t th
ing
, bu
t p
rid
e
clo
ud
ed h
is ju
dg
men
t. A
s yo
u r
ead
th
e st
ory
, dec
ide
ho
w y
ou
wo
uld
hav
e
acte
d in
th
e n
arra
tor’
s p
lace
.
LITE
RARY
FO
CUS:
SYM
BOLS
A s
ymb
oli
s a
per
son
, a p
lace
, a t
hin
g, o
r an
eve
nt
that
sta
nd
s b
oth
fo
r it
self
and
fo
r so
met
hin
g b
eyo
nd
itse
lf. F
or
exam
ple
, yo
u m
ay f
ind
th
at a
wri
ter
men
tio
ns
a m
irro
r m
any
tim
es in
a s
tory
. A m
irro
r is
an
act
ual
ob
ject
, bu
t
the
wri
ter
may
be
usi
ng
it t
o s
tan
d f
or
van
ity
or
for
an u
nre
al w
orl
d. W
rite
rs
inve
nt
sym
bo
ls t
o d
eep
en t
he
mea
nin
g o
f th
eir
sto
ries
. As
you
rea
d “
The
Scar
let
Ibis
,” y
ou
’ll n
oti
ce t
hat
th
e w
rite
r ke
eps
dra
win
g s
imila
riti
es a
nd
co
n-
nec
tio
ns
bet
wee
n o
ne
char
acte
r an
d t
he
scar
let
ibis
. Th
e ib
is is
a r
are
wat
er
bir
d w
ith
lon
g le
gs;
a lo
ng
, sle
nd
er, c
urv
ed b
ill; a
nd
bri
llian
t o
ran
ge-
red
feat
her
s.
•A
s yo
u r
ead
, lo
ok
for
clu
es t
hat
su
gg
est
that
th
e ib
is s
tan
ds
for
som
eth
ing
mo
re t
han
itse
lf.
READ
ING
SKIL
LS:
MAK
ING
INFE
RENC
ESA
n in
fere
nce
is a
n in
telli
gen
t g
ues
s yo
u m
ake
abo
ut
the
mea
nin
g o
f so
me-
thin
g. Y
ou
fo
rm in
fere
nce
s b
y p
utt
ing
to
get
her
sev
eral
rel
ated
det
ails
an
d
then
gen
eral
izin
g a
bo
ut
wh
at t
hey
mig
ht
mea
n. I
n m
akin
g in
fere
nce
s ab
ou
t
char
acte
rs, y
ou
als
o d
raw
on
yo
ur
ow
n e
xper
ien
ces.
Fo
r ex
amp
le, i
f yo
u
ob
serv
e a
char
acte
r w
ho
sp
eaks
har
shly
to
her
do
g, s
lam
s th
e d
oo
r, an
d
wo
n’t
sp
eak
to h
er c
lass
mat
es, y
ou
can
mak
e an
infe
ren
ce t
hat
th
is c
har
ac-
ter
is u
pse
t ab
ou
t so
met
hin
g. Y
ou
mak
e th
at in
fere
nce
bas
ed o
n s
tory
det
ails
an
d o
n y
ou
r o
wn
exp
erie
nce
wit
h p
eop
le.
To m
ake
infe
ren
ces
abo
ut
the
mea
nin
g o
f a
sym
bo
l, fo
llow
th
ese
step
s:
•Pa
y ca
refu
l att
enti
on
to
det
ails
. Do
es t
he
wri
ter
rep
eat
som
eth
ing
, su
ch
as a
co
lor,
an a
nim
al, o
r an
ob
ject
, th
rou
gh
ou
t th
e st
ory
?
•Th
ink
abo
ut
wh
at t
he
colo
r, an
imal
, or
ob
ject
rep
rese
nts
to
yo
u. I
f th
e
ob
ject
is a
rin
g, f
or
exam
ple
, it
may
rep
rese
nt
love
or
fait
hfu
lnes
s.
•Th
en, c
om
bin
e yo
ur
ow
n e
xper
ien
ce a
nd
th
e ev
iden
ce in
th
e st
ory
to
mak
e an
infe
ren
ce a
bo
ut
wh
at t
his
ob
ject
or
anim
al o
r co
lor
mig
ht
sig
nif
y.
•B
e p
rep
ared
to
rev
ise
you
r in
fere
nce
s ab
ou
t sy
mb
ols
. Yo
u m
igh
t h
ave
to
re-r
ead
th
e st
ory
to
be
sure
yo
ur
infe
ren
ce h
old
s u
p.
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
by
Jam
es H
urst
Lit
era
ry S
kills
Und
erst
and
sym
bolis
m.
Readin
gSkills
Mak
e in
fere
nces
from
det
ails
.
Voca
bula
rySkills
Und
erst
and
sim
iles.
Collection 6Student pages 166–167
86 The Holt Reader: Teacher’s Manual
Doo
dle
was
just
abo
ut
the
craz
iest
bro
ther
a b
oy e
ver
had
.
Of
cou
rse,
he
was
n’t
a cr
azy
craz
y lik
e ol
d M
iss
Leed
ie,w
ho
was
in lo
ve w
ith
Pre
side
nt
Wils
on a
nd
wro
te h
im a
lett
er e
very
day
,
but
was
a n
ice
craz
y,lik
e so
meo
ne
you
mee
t in
you
r dr
eam
s.H
e
was
bor
n w
hen
I w
as s
ix a
nd
was
,fro
m t
he
outs
et,a
dis
appo
int-
men
t.H
e se
emed
all
hea
d,w
ith
a t
iny
body
wh
ich
was
red
an
d
shri
vele
d lik
e an
old
man
’s.E
very
body
th
ough
t h
e w
as g
oin
g to
die—
ever
ybod
y ex
cept
Au
nt
Nic
ey,w
ho
had
del
iver
ed h
im.S
he
said
he
wou
ld li
ve b
ecau
se h
e w
as b
orn
in a
cau
l2an
d ca
uls
wer
e
mad
e fr
om J
esu
s’n
igh
tgow
n.D
addy
had
Mr.
Hea
th,t
he
carp
en-
ter,
build
a li
ttle
mah
ogan
y co
ffin
for
him
.Bu
t h
e di
dn’t
die
,an
d
wh
en h
e w
as t
hre
e m
onth
s ol
d,M
ama
and
Dad
dy d
ecid
ed t
hey
mig
ht
as w
ell n
ame
him
.Th
ey n
amed
him
Will
iam
Arm
stro
ng,
wh
ich
was
like
tyi
ng
a bi
g ta
il on
a s
mal
l kit
e.Su
ch a
nam
e
sou
nds
goo
d on
ly o
n a
tom
bsto
ne.
I th
ough
t m
ysel
fpr
etty
sm
art
at m
any
thin
gs,l
ike
hol
din
g
my
brea
th,r
un
nin
g,ju
mpi
ng,
or c
limbi
ng
the
vin
es in
Old
Wom
an S
wam
p,an
d I
wan
ted
mor
e th
an a
nyth
ing
else
som
eon
e
to r
ace
to H
orse
hea
d La
ndi
ng,
som
eon
e to
box
wit
h,a
nd
som
e-
one
to p
erch
wit
h in
th
e to
p fo
rk o
fth
e gr
eat
pin
e be
hin
d th
e
barn
,wh
ere
acro
ss t
he
fiel
ds a
nd
swam
ps y
ou c
ould
see
th
e se
a.
I w
ante
d a
brot
her
.Bu
t M
ama,
cryi
ng,
told
me
that
eve
n if
Will
iam
Arm
stro
ng
lived
,he
wou
ld n
ever
do
thes
e th
ings
wit
h
me.
He
mig
ht
not
,sh
e so
bbed
,eve
n b
e “a
ll th
ere.
”H
e m
igh
t,as
lon
g as
he
lived
,lie
on
th
e ru
bber
sh
eet
in t
he
cen
ter
ofth
e be
d
in t
he
fron
t be
droo
m w
her
e th
e w
hit
e m
arqu
iset
te3
curt
ain
s bi
l-
low
ed o
ut
in t
he
afte
rnoo
n s
ea b
reez
e,ru
stlin
g lik
e pa
lmet
to
fron
ds.4
It w
as b
ad e
nou
gh h
avin
g an
inva
lid b
roth
er,b
ut
hav
ing
one
wh
o po
ssib
ly w
as n
ot a
ll th
ere
was
un
bear
able
,so
I be
gan
to
mak
e pl
ans
to k
ill h
im b
y sm
oth
erin
g h
im w
ith
a p
illow
.
20 30 40 50
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
169
In li
nes
32-
33, t
he
nar
rato
rco
mp
ares
his
bro
ther
’s g
iven
nam
e to
a “
big
tai
l on
asm
all k
ite.
” W
hat
do
es t
his
sim
ilete
ll yo
u a
bo
ut
the
nar
-ra
tor’
s o
pin
ion
of
his
bro
th-
er’s
nam
e?
Re-
read
lin
es 3
5-41
. Wh
atd
oes
th
e n
arra
tor
wan
t?U
nd
erlin
e w
hat
yo
u f
ind
ou
t.
Re-
read
lin
es 2
0-23
.U
nd
erlin
e th
e d
etai
l th
at t
ells
you
th
at t
he
sto
ry t
akes
pla
ce in
th
e p
ast.
2.ca
ul(
kôl)
n.:
mem
bra
ne
(th
in, s
kin
like
mat
eria
l) t
hat
so
met
imes
co
vers
a b
aby’
s h
ead
at
bir
th.
3.m
arq
uis
ette
(mär
≈ki·z
et√)
ad
j.:m
ade
of
a th
in, n
etlik
e fa
bri
c.4.
pal
met
to f
ron
ds:
fan
like
leav
es o
f a
pal
m t
ree.
The
sim
ile s
ug
ges
ts
that
th
e n
arra
tor
thin
ks t
he
nam
e
“Will
iam
Arm
stro
ng
” is
too
wei
gh
ty a
nd
imp
ort
ant-
sou
nd
ing
for
a ch
ild a
s p
hys
ical
ly
wea
k as
his
bro
ther
.
It w
as in
th
e cl
ove
ofse
ason
s,su
mm
er w
as d
ead
but
autu
mn
had
not
yet
bee
n b
orn
,th
at t
he
ibis
lit
in t
he
blee
din
g tr
ee.T
he
flow
er g
arde
n w
as s
tain
ed w
ith
rot
tin
g br
own
mag
nol
ia p
etal
s,
and
iron
wee
ds g
rew
ran
k1am
id t
he
purp
le p
hlo
x.T
he
five
o’cl
ocks
by
the
chim
ney
sti
ll m
arke
d ti
me,
but
the
orio
le n
est
in
the
elm
was
un
ten
ante
d an
d ro
cked
bac
k an
d fo
rth
like
an
empt
y cr
adle
.Th
e la
st g
rave
yard
flo
wer
s w
ere
bloo
min
g,an
d
thei
r sm
ell d
rift
ed a
cros
s th
e co
tton
fie
ld a
nd
thro
ugh
eve
ry
room
of
our
hou
se,s
peak
ing
soft
ly t
he
nam
es o
fou
r de
ad.
It’s
str
ange
th
at a
ll th
is is
sti
ll so
cle
ar t
o m
e,n
ow t
hat
th
at
sum
mer
has
lon
g si
nce
fle
d an
d ti
me
has
had
its
way
.A g
rin
d-
ston
e st
ands
wh
ere
the
blee
din
g tr
ee s
tood
,ju
st o
uts
ide
the
kitc
hen
doo
r,an
d n
ow if
an o
riol
e si
ngs
in t
he
elm
,its
son
g
seem
s to
die
up
in t
he
leav
es,a
silv
ery
dust
.Th
e fl
ower
gar
den
is
prim
,th
e h
ouse
a g
leam
ing
wh
ite,
and
the
pale
fen
ce a
cros
s th
e
yard
sta
nds
str
aigh
t an
d sp
ruce
.Bu
t so
met
imes
(lik
e ri
ght
now
),
as I
sit
in t
he
cool
,gre
en-d
rape
d pa
rlor
,th
e gr
inds
ton
e be
gin
s to
turn
,an
d ti
me
wit
h a
ll it
s ch
ange
s is
gro
un
d aw
ay—
and
I
rem
embe
r D
oodl
e.
10
Copyright © by Holt,Rinehart and Winston.All rights reserved.
168
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
© F
ran
k La
ne
Pict
ure
Ag
ency
/CO
RB
IS.
A c
love
(kl£
v) is
a d
ivis
ion
or
split
of
som
e ki
nd
. Du
rin
gw
hat
tim
e o
f ye
ar d
oes
th
isst
ory
tak
e p
lace
?
Re-
read
th
e n
arra
tor’
sd
escr
ipti
on
of
the
gar
den
(lin
es 1-
9). U
nd
erlin
e th
ew
ord
s an
d p
hra
ses
that
bri
ng
to m
ind
dea
th o
r d
yin
g.
Notes
Notes
1.ra
nk
(ra«
k) a
dj.:
thic
k an
d w
ild. R
ank
also
mea
ns
“sm
elly
.”
“Th
e Sc
arle
t Ib
is”
by
Jam
es R
. Hu
rst
fro
m T
he
Atl
anti
c M
on
thly
,Ju
ly 1
960.
Co
pyr
igh
t ©
196
0 b
y Th
e A
tlan
tic
Mo
nth
ly. R
epri
nte
d b
y p
erm
issi
on
of
the
auth
or.
It t
akes
pla
ce d
uri
ng
the
tim
e w
hen
sum
mer
tu
rns
into
autu
mn
.
The
Sc
arle
t Th
e S
car
let
Jam
es H
urs
tIb
is
Collection 6Student pages 168–169
Student Pages with Answers 87
Alt
hou
gh D
oodl
e le
arn
ed t
o cr
awl,
he
show
ed n
o si
gns
of
wal
kin
g,bu
t h
e w
asn’
t id
le.H
e ta
lked
so
mu
ch t
hat
we
all q
uit
liste
nin
g to
wh
at h
e sa
id.I
t w
as a
bou
t th
is t
ime
that
Dad
dy b
uilt
him
a g
o-ca
rt,a
nd
I h
ad t
o pu
ll h
im a
rou
nd.
At
firs
t I
just
para
ded
him
up
and
dow
n t
he
piaz
za,6
but
then
he
star
ted
cry-
ing
to b
e ta
ken
ou
t in
to t
he
yard
an
d it
en
ded
up
by m
y h
avin
g
to lu
g h
im w
her
ever
I w
ent.
IfI
so m
uch
as
pick
ed u
p m
y ca
p,
he’
d st
art
cryi
ng
to g
o w
ith
me,
and
Mam
a w
ould
cal
l fro
m
wh
erev
er s
he
was
,“Ta
ke D
oodl
e w
ith
you
.”
He
was
a b
urd
en in
man
y w
ays.
Th
e do
ctor
had
sai
d th
at h
e
mu
stn’
t ge
t to
o ex
cite
d,to
o h
ot,t
oo c
old,
or t
oo t
ired
an
d th
at
he
mu
st a
lway
s be
tre
ated
gen
tly.
A lo
ng
list
ofdo
n’ts
wen
t w
ith
him
,all
ofw
hic
h I
ign
ored
on
ce w
e go
t ou
t of
the
hou
se.T
o di
s-
cou
rage
his
com
ing
wit
h m
e,I’
d ru
n w
ith
him
acr
oss
the
ends
of
the
cott
on r
ows
and
care
en h
im a
rou
nd
corn
ers
on t
wo
wh
eels
.
Som
etim
es I
acc
iden
tally
tu
rned
him
ove
r,bu
t h
e n
ever
tol
d
Mam
a.H
is s
kin
was
ver
y se
nsi
tive
,an
d h
e h
ad t
o w
ear
a bi
g
stra
w h
at w
hen
ever
he
wen
t ou
t.W
hen
th
e go
ing
got
rou
gh a
nd
he
had
to
clin
g to
th
e si
des
ofth
e go
-car
t,th
e h
at s
lippe
d al
l th
e
way
dow
n o
ver
his
ear
s.H
e w
as a
sig
ht.
Fin
ally
,I c
ould
see
I w
as
licke
d.D
oodl
e w
as m
y br
oth
er,a
nd
he
was
goi
ng
to c
ling
to m
e
fore
ver,
no
mat
ter
wh
at I
did
,so
I dr
agge
d h
im a
cros
s th
e bu
rn-
ing
cott
on f
ield
to
shar
e w
ith
him
th
e on
ly b
eau
ty I
kn
ew,O
ld
Wom
an S
wam
p.I
pulle
d th
e go
-car
t th
rou
gh t
he
saw
toot
h f
ern
,
dow
n in
to t
he
gree
n d
imn
ess
wh
ere
the
palm
etto
fro
nds
wh
is-
pere
d by
th
e st
ream
.I li
fted
him
ou
t an
d se
t h
im d
own
in t
he
soft
ru
bber
gra
ss b
esid
e a
tall
pin
e.H
is e
yes
wer
e ro
un
d w
ith
won
der
as h
e ga
zed
abou
t h
im,a
nd
his
litt
le h
ands
beg
an t
o
stro
ke t
he
rubb
er g
rass
.Th
en h
e be
gan
to
cry.
“For
hea
ven’
s sa
ke,w
hat
’s t
he
mat
ter?
”I
aske
d,an
noy
ed.
“It’s
so
pret
ty,”
he
said
.“So
pre
tty,
pret
ty,p
rett
y.”
Aft
er t
hat
day
Doo
dle
and
I of
ten
wen
t do
wn
into
Old
Wom
an S
wam
p.I
wou
ld g
ath
er w
ildfl
ower
s,w
ild v
iole
ts,
90 100
110
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
171
6.p
iazz
a(p
≤·az
ô)
n.:
larg
e co
vere
d p
orc
h.
Re-
read
lin
es 9
1-10
1. In
yo
ur
ow
n w
ord
s, d
escr
ibe
the
nar
-ra
tor
and
his
bro
ther
as
they
mig
ht
loo
k to
an
ob
serv
er.
Re-
read
lin
es 1
08-
112,
an
dci
rcle
th
e d
etai
ls t
hat
hel
pyo
u in
fer
Do
od
le’s
ch
arac
ter
trai
ts. W
hat
are
th
ey?
Wh
at d
oes
th
e n
arra
tor
tran
spo
rt D
oo
dle
in (
lines
82-
90)?
Un
der
line
the
sen
-te
nce
wh
ere
you
fin
d o
ut.
Poss
ible
res
po
nse
: Th
e
nar
rato
r is
a n
orm
al-
size
d b
oy,
bu
t D
oo
dle
is t
iny,
eve
n f
or
his
age.
Th
e n
arra
tor
is
pu
llin
g D
oo
dle
beh
ind
him
in a
ho
mem
ade
cart
. He
is g
oin
g v
ery
fast
, an
d D
oo
dle
is
gra
spin
g t
he
sid
es o
f
the
cart
. Do
od
le is
wea
rin
g a
big
hat
th
at
has
slip
ped
do
wn
ove
r
his
ear
s.
He
is e
mo
tio
nal
an
d
resp
on
sive
to
bea
uty
.
How
ever
,on
e af
tern
oon
as
I w
atch
ed h
im,m
y h
ead
poke
d
betw
een
th
e ir
on p
osts
of
the
foot
of
the
bed,
he
look
ed s
trai
ght
at m
e an
d gr
inn
ed.I
ski
pped
th
rou
gh t
he
room
s,do
wn
th
e
ech
oin
g h
alls
,sh
outi
ng,
“Mam
a,h
e sm
iled.
He’
s al
l th
ere!
He’
s
all t
her
e!”
and
he
was
.
Wh
en h
e w
as t
wo,
ifyo
u la
id h
im o
n h
is s
tom
ach
,he
bega
n t
o
try
to m
ove
him
self
,str
ain
ing
terr
ibly
.Th
e do
ctor
sai
d th
at w
ith
his
wea
k h
eart
th
is s
trai
n w
ould
pro
babl
y ki
ll h
im,b
ut
it d
idn’
t.
Trem
blin
g,h
e’d
push
him
self
up,
turn
ing
firs
t re
d,th
en a
sof
t
purp
le,a
nd
fin
ally
col
laps
e ba
ck o
nto
th
e be
d lik
e an
old
wor
n-
out
doll.
I ca
n s
till
see
Mam
a w
atch
ing
him
,her
han
d pr
esse
d
tigh
t ac
ross
her
mou
th,h
er e
yes
wid
e an
d u
nbl
inki
ng.
Bu
t h
e
lear
ned
to
craw
l (it
was
his
th
ird
win
ter)
,an
d w
e br
ough
t h
im
out
ofth
e fr
ont
bedr
oom
,pu
ttin
g h
im o
n t
he
rug
befo
re t
he
fire
plac
e.Fo
r th
e fi
rst
tim
e h
e be
cam
e on
e of
us.
As
lon
g as
he
lay
all t
he
tim
e in
bed
,we
calle
d h
im W
illia
m
Arm
stro
ng,
even
th
ough
it w
as f
orm
al a
nd
sou
nde
d as
ifw
e
wer
e re
ferr
ing
to o
ne
ofou
r an
cest
ors,
but
wit
h h
is c
reep
ing
arou
nd
on t
he
deer
skin
ru
g an
d be
gin
nin
g to
tal
k,so
met
hin
g
had
to
be d
one
abou
t h
is n
ame.
It w
as I
wh
o re
nam
ed h
im.
Wh
en h
e cr
awle
d,h
e cr
awle
d ba
ckw
ard,
as if
he
wer
e in
rev
erse
and
cou
ldn’
t ch
ange
gea
rs.I
fyo
u c
alle
d h
im,h
e’d
turn
aro
un
d
as if
he
wer
e go
ing
in t
he
oth
er d
irec
tion
,th
en h
e’d
back
rig
ht
up
to y
ou t
o be
pic
ked
up.
Cra
wlin
g ba
ckw
ard
mad
e h
im lo
ok
like
a do
odle
bug5
so I
beg
an t
o ca
ll h
im D
oodl
e,an
d in
tim
e
even
Mam
a an
d D
addy
th
ough
t it
was
a b
ette
r n
ame
than
Will
iam
Arm
stro
ng.
On
ly A
un
t N
icey
dis
agre
ed.S
he
said
cau
l
babi
es s
hou
ld b
e tr
eate
d w
ith
spe
cial
res
pect
sin
ce t
hey
mig
ht
turn
ou
t to
be
sain
ts.R
enam
ing
my
brot
her
was
per
hap
s th
e
kin
dest
th
ing
I ev
er d
id f
or h
im,b
ecau
se n
obod
y ex
pect
s m
uch
from
som
eon
e ca
lled
Doo
dle.
60 70 80
Copyright © by Holt,Rinehart and Winston.All rights reserved.
170
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
5.d
oo
dle
bu
g(d
ºd
√´l·b
ug
≈) n
.:la
rva
of
a ty
pe
of
inse
ct t
hat
mo
ves
bac
kwar
d.
Wh
y is
it s
o im
po
rtan
t to
th
en
arra
tor
that
his
bro
ther
is“a
ll th
ere”
(lin
es 5
4-55
)?
Wh
at d
oes
th
e d
escr
ipti
on
inlin
es 5
9-61
tel
l yo
u a
bo
ut
Do
od
le?
Pau
se a
t lin
e 79
. Wh
y d
oes
n’t
Au
nt
Nic
ey li
ke D
oo
dle
’sn
ickn
ame?
Poss
ible
res
po
nse
: Th
e
nar
rato
r w
ants
Do
od
le
to d
evel
op
no
rmal
ly
ph
ysic
ally
so
th
ey c
an
pla
y to
get
her
.
Do
od
le is
no
t p
hys
i-
cally
str
on
g.
She
says
th
at t
he
nam
e d
oes
no
t sh
ow
eno
ug
h r
esp
ect
for
bab
ies
like
Do
od
le,
wh
o a
re o
ften
ble
ssed
or
gif
ted
in s
om
e w
ay.
Collection 6Student pages 170–171
88 The Holt Reader: Teacher’s Manual
We
wer
e do
wn
in O
ld W
oman
Sw
amp
and
it w
as s
prin
g an
d th
e
sick
-sw
eet
smel
l of
bay
flow
ers
hun
g ev
eryw
her
e lik
e a
mou
rnfu
l
son
g.“I
’m g
oin
g to
tea
ch y
ou t
o w
alk,
Doo
dle,
”I
said
.
He
was
sit
tin
g co
mfo
rtab
ly o
n t
he
soft
gra
ss,l
ean
ing
back
agai
nst
th
e pi
ne.
“Why
?”h
e as
ked.
I h
adn’
t ex
pect
ed s
uch
an
an
swer
.“So
I w
on’t
hav
e to
hau
l
you
aro
un
d al
l th
e ti
me.
”
“I c
an’t
wal
k,B
roth
er,”
he
said
.
“Wh
o sa
ys s
o?”
I de
man
ded.
“Mam
a,th
e do
ctor—
ever
ybod
y.”
“Oh
,you
can
wal
k,”
I sa
id,a
nd
I to
ok h
im b
y th
e ar
ms
and
stoo
d h
im u
p.H
e co
llaps
ed o
nto
th
e gr
ass
like
a h
alf-
empt
y
flou
r sa
ck.I
t w
as a
s if
he
had
no
bon
es in
his
litt
le le
gs.
“Don
’t h
urt
me,
Bro
ther
,”h
e w
arn
ed.
“Shu
t u
p.I’
m n
ot g
oin
g to
hu
rt y
ou.I
’m g
oin
g to
tea
ch y
ou
to w
alk.
”I
hea
ved
him
up
agai
n,a
nd
agai
n h
e co
llaps
ed.
150
160
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
173
Re-
read
lin
es 1
47-
149.
Un
der
line
the
sim
ile,a
nd
exp
lain
wh
at t
wo
th
ing
s ar
eb
ein
g c
om
par
ed.
Notes
Notes
© P
ho
toD
isc,
Inc.
/Get
ty Im
ages
.
Poss
ible
res
po
nse
: Th
e
scen
t o
f th
e fl
ow
ers
is
com
par
ed t
o a
“m
ou
rn-
ful s
on
g.”
Th
e si
mile
sug
ges
ts t
he
hym
ns
sun
g a
t fu
ner
als.
hon
eysu
ckle
,yel
low
jasm
ine,
snak
eflo
wer
s,an
d w
ater
lilie
s,an
d
wit
h w
ire
gras
s w
e’d
wea
ve t
hem
into
nec
klac
es a
nd
crow
ns.
We’
d be
deck
ou
rsel
ves
wit
h o
ur
han
diw
ork
and
loll
abou
t th
us
beau
tifi
ed,b
eyon
d th
e to
uch
of
the
ever
yday
wor
ld.T
hen
wh
en
the
slan
ted
rays
of
the
sun
bu
rned
ora
nge
in t
he
tops
of
the
pin
es,w
e’d
drop
ou
r je
wel
s in
to t
he
stre
am a
nd
wat
ch t
hem
flo
at
away
tow
ard
the
sea.
Th
ere
is w
ith
in m
e (a
nd
wit
h s
adn
ess
I h
ave
wat
ched
it in
oth
ers)
a k
not
of
cru
elty
bor
ne
by t
he
stre
am o
flo
ve,m
uch
as
our
bloo
d so
met
imes
bea
rs t
he
seed
of
our
dest
ruct
ion
,an
d at
tim
es I
was
mea
n t
o D
oodl
e.O
ne
day
I to
ok h
im u
p to
th
e ba
rn
loft
an
d sh
owed
him
his
cas
ket,
telli
ng
him
how
we
all h
ad
belie
ved
he
wou
ld d
ie.I
t w
as c
over
ed w
ith
a f
ilm o
fPa
ris
gree
n7
spri
nkl
ed t
o ki
ll th
e ra
ts,a
nd
scre
ech
ow
ls h
ad b
uilt
a n
est
insi
de it
.
Doo
dle
stu
died
th
e m
ahog
any
box
for
a lo
ng
tim
e,th
en
said
,“It
’s n
ot m
ine.
”
“It
is,”
I sa
id.“
An
d be
fore
I’ll
hel
p yo
u d
own
fro
m t
he
loft
,
you’
re g
oin
g to
hav
e to
tou
ch it
.”
“I w
on’t
tou
ch it
,”h
e sa
id s
ull
enly
.
“Th
en I
’ll le
ave
you
her
e by
you
rsel
f,”I
thre
aten
ed,a
nd
mad
e as
ifI
wer
e go
ing
dow
n.
Doo
dle
was
fri
ghte
ned
of
bein
g le
ft.“
Don
’t g
o le
ave
me,
Bro
ther
,”h
e cr
ied,
and
he
lean
ed t
owar
d th
e co
ffin
.His
han
d,
trem
blin
g,re
ach
ed o
ut,
and
wh
en h
e to
uch
ed t
he
cask
et,h
e
scre
amed
.A s
cree
ch o
wl f
lapp
ed o
ut
ofth
e bo
x in
to o
ur
face
s,
scar
ing
us
and
cove
rin
g u
s w
ith
Par
is g
reen
.Doo
dle
was
par
a-
lyze
d,so
I p
ut
him
on
my
shou
lder
an
d ca
rrie
d h
im d
own
th
e
ladd
er,a
nd
even
wh
en w
e w
ere
outs
ide
in t
he
brig
ht
sun
shin
e,
he
clu
ng
to m
e,cr
yin
g,“D
on’t
leav
e m
e.D
on’t
leav
e m
e.”
Wh
en D
oodl
e w
as f
ive
year
s ol
d,I
was
em
barr
asse
d at
hav
ing
a
brot
her
of
that
age
wh
o co
uld
n’t
wal
k,so
I s
et o
ut
to t
each
him
.
120
130
140
Copyright © by Holt,Rinehart and Winston.All rights reserved.
172
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
7.Pa
ris
gre
enn
.:p
ois
on
ou
s g
reen
po
wd
er u
sed
to
kill
inse
cts.
Re-
read
th
e lo
ng
sen
ten
ce in
lines
122-
125.
Wh
at is
th
e n
arra
tor
sayi
ng
ab
ou
t th
ere
lati
on
ship
bet
wee
n lo
vean
d c
ruel
ty?
sulle
nly
(su
lôn
·l≤)
adv.
:re
sen
tfu
lly; g
loo
mily
.
Pau
se a
t lin
e 14
4. W
hy
do
yo
uth
ink
the
nar
rato
r sh
ow
sD
oo
dle
th
e co
ffin
? W
hat
mig
ht
this
eve
nt
fore
shad
ow
?
The
nar
rato
r is
say
ing
that
cru
elty
can
sp
rin
g
fro
m lo
ve.
Poss
ible
an
swer
: Th
e
nar
rato
r is
bei
ng
mea
n
to D
oo
dle
. Per
hap
s h
e
is t
ryin
g t
o s
care
Do
od
le s
o t
hat
Do
od
le
will
do
wh
at t
he
nar
rato
r w
ants
him
to
do
. At
som
e p
oin
t in
the
sto
ry, t
he
nar
rato
r
or
Do
od
le w
ill d
ie.
Collection 6Student pages 172–173
Student Pages with Answers 89
spec
tacu
lar
surp
rise
.Au
nt
Nic
ey s
aid
that
,aft
er s
o m
uch
tal
k,if
we
prod
uce
d an
yth
ing
less
tre
men
dou
s th
an t
he
Res
urr
ecti
on,8
she
was
goi
ng
to b
e di
sapp
oin
ted.
At
brea
kfas
t on
ou
r ch
osen
day
,wh
en M
ama,
Dad
dy,a
nd
Au
nt
Nic
ey w
ere
in t
he
din
ing
room
,I b
rou
ght
Doo
dle
to t
he
door
in t
he
go-c
art
just
as
usu
al a
nd
had
th
em t
urn
th
eir
back
s,
mak
ing
them
cro
ss t
hei
r h
eart
s an
d h
ope
to d
ie if
they
pee
ked.
I
hel
ped
Doo
dle
up,
and
wh
en h
e w
as s
tan
din
g al
one
I le
t th
em
look
.Th
ere
was
n’t
a so
un
d as
Doo
dle
wal
ked
slow
ly a
cros
s th
e
room
an
d sa
t do
wn
at
his
pla
ce a
t th
e ta
ble.
Th
en M
ama
bega
n
to c
ry a
nd
ran
ove
r to
him
,hu
ggin
g h
im a
nd
kiss
ing
him
.Dad
dy
hugg
ed h
im t
oo,s
o I
wen
t to
Au
nt
Nic
ey,w
ho
was
th
anks
-pra
y-
ing
in t
he
door
way
,an
d be
gan
to
wal
tz h
er a
rou
nd.
We
dan
ced
toge
ther
qu
ite
wel
l un
til s
he
cam
e do
wn
on
my
big
toe
wit
h h
er
brog
ans,
9hu
rtin
g m
e so
bad
ly I
th
ough
t I
was
cri
pple
d fo
r lif
e.
Doo
dle
told
th
em it
was
I w
ho
had
tau
ght
him
to
wal
k,so
ever
yon
e w
ante
d to
hu
g m
e,an
d I
bega
n t
o cr
y.
“Wh
at a
re y
ou c
ryin
g fo
r?”
aske
d D
addy
,bu
t I
cou
ldn’
t
answ
er.T
hey
did
not
kn
ow t
hat
I d
id it
for
mys
elf;
that
pri
de,
wh
ose
slav
e I
was
,spo
ke t
o m
e lo
ude
r th
an a
ll th
eir
voic
es;a
nd
that
Doo
dle
wal
ked
only
bec
ause
I w
as a
sham
ed o
fh
avin
g a
crip
pled
bro
ther
.
Wit
hin
a f
ew m
onth
s D
oodl
e h
ad le
arn
ed t
o w
alk
wel
l an
d
his
go-
cart
was
pu
t u
p in
th
e ba
rn lo
ft (
it’s
sti
ll th
ere)
bes
ide
his
littl
e m
ahog
any
coff
in.N
ow,w
hen
we
roam
ed o
ffto
geth
er,r
est-
ing
ofte
n,w
e n
ever
tu
rned
bac
k u
nti
l ou
r de
stin
atio
n h
ad b
een
reac
hed
,an
d to
hel
p pa
ss t
he
tim
e,w
e to
ok u
p ly
ing.
From
th
e
begi
nn
ing
Doo
dle
was
a t
erri
ble
liar,
and
he
got
me
in t
he
hab
it.
Had
any
one
stop
ped
to li
sten
to
us,
we
wou
ld h
ave
been
sen
t of
f
to D
ix H
ill.
My
lies
wer
e sc
ary,
invo
lved
,an
d u
sual
ly p
oin
tles
s,bu
t
Doo
dle’
s w
ere
twic
e as
cra
zy.P
eopl
e in
his
sto
ries
all
had
win
gs
and
flew
wh
erev
er t
hey
wan
ted
to g
o.H
is f
avor
ite
lie w
as a
bou
t a
200
210
220
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
175
8.R
esu
rrec
tio
n:r
efer
ence
to
th
e C
hri
stia
n b
elie
f in
th
e ri
sin
g o
f Je
sus
fro
m t
he
dea
d a
fter
his
bu
rial
.9.
bro
gan
s(b
r£√g
¥nz)
n.:
hea
vy, a
nkl
e-h
igh
sh
oes
.
Re-
read
lin
es 2
15-
218.
Is t
he
nar
rato
r d
escr
ibin
g p
rid
eth
at b
rin
gs
som
eth
ing
wo
n-
der
ful o
r so
met
hin
g t
erri
ble
?
Re-
read
lin
es 2
25-
226.
Dix
Hill
is a
sta
te m
enta
l ho
spit
alin
Ral
eig
h, N
ort
h C
aro
lina.
Wh
at d
oes
th
e n
arra
tor
mea
n b
y th
is s
tate
men
t?
Poss
ible
an
swer
: It
has
bro
ug
ht
bo
th, a
s th
e
nar
rato
r p
red
icte
d. T
he
nar
rato
r ta
ug
ht
Do
od
le t
o w
alk,
bu
t
for
a se
lfis
h r
easo
n.
The
nar
rato
r ca
lls h
im-
self
a “
slav
e” t
o h
is
pri
de,
wh
ich
su
gg
ests
ther
e m
ay b
e u
nh
app
y
con
seq
uen
ces.
He
mea
ns
that
peo
ple
wh
o h
eard
th
em
wo
uld
hav
e th
ou
gh
t
they
wer
e in
san
e.
Th
is t
ime
he
did
not
lift
his
fac
e u
p ou
t of
the
rubb
er g
rass
.
“I ju
st c
an’t
do
it.L
et’s
mak
e h
oney
suck
le w
reat
hs.”
“Oh
yes
you
can
,Doo
dle,
”I
said
.“A
ll yo
u g
ot t
o do
is t
ry.
Now
com
e on
,”an
d I
hau
led
him
up
once
mor
e.
It s
eem
ed s
o h
opel
ess
from
th
e be
gin
nin
g th
at it
’s a
mir
acle
I di
dn’t
giv
e u
p.B
ut
all o
fu
s m
ust
hav
e so
met
hin
g or
som
eon
e
to b
e pr
oud
of,a
nd
Doo
dle
had
bec
ome
min
e.I
did
not
kn
ow
then
th
at p
ride
is a
won
derf
ul,
terr
ible
th
ing,
a se
ed t
hat
bea
rs
two
vin
es,l
ife
and
deat
h.E
very
day
th
at s
um
mer
we
wen
t to
th
e
pin
e be
side
th
e st
ream
of
Old
Wom
an S
wam
p,an
d I
put
him
on
his
fee
t at
leas
t a
hun
dred
tim
es e
ach
aft
ern
oon
.Occ
asio
nal
ly I
too
beca
me
disc
oura
ged
beca
use
it d
idn’
t se
em a
s if
he
was
try
-
ing,
and
I w
ould
say
,“D
oodl
e,do
n’t
you
wan
tto
lear
n t
o w
alk?
”
He’
d n
od h
is h
ead,
and
I’d
say,
“Wel
l,if
you
don
’t k
eep
try-
ing,
you’
ll n
ever
lear
n.”
Th
en I
’d p
ain
t fo
r h
im a
pic
ture
of
us
as
old
men
,wh
ite-
hai
red,
him
wit
h a
lon
g w
hit
e be
ard
and
me
still
pulli
ng
him
aro
un
d in
th
e go
-car
t.T
his
nev
er f
aile
d to
mak
e
him
try
aga
in.
Fin
ally
,on
e da
y,af
ter
man
y w
eeks
of
prac
tici
ng,
he
stoo
d
alon
e fo
r a
few
sec
onds
.Wh
en h
e fe
ll,I
grab
bed
him
in m
y ar
ms
and
hugg
ed h
im,o
ur
lau
ghte
r pe
alin
g th
rou
gh t
he
swam
p lik
e a
rin
gin
g be
ll.N
ow w
e kn
ew it
cou
ld b
e do
ne.
Hop
e n
o lo
nge
r h
id
in t
he
dark
pal
met
to t
hic
ket
but
perc
hed
like
a c
ardi
nal
in t
he
lacy
too
thbr
ush
tre
e,br
illia
ntl
y vi
sibl
e.“Y
es,y
es,”
I cr
ied,
and
he
crie
d it
too
,an
d th
e gr
ass
ben
eath
us
was
sof
t an
d th
e sm
ell o
f
the
swam
p w
as s
wee
t.
Wit
h s
ucc
ess
so i
mm
inen
t,w
e de
cide
d n
ot t
o te
ll an
yon
e
un
til h
e co
uld
act
ual
ly w
alk.
Eac
h d
ay,b
arri
ng
rain
,we
snea
ked
into
Old
Wom
an S
wam
p,an
d by
cot
ton
-pic
kin
g ti
me
Doo
dle
was
rea
dy t
o sh
ow w
hat
he
cou
ld d
o.H
e st
ill w
asn’
t ab
le t
o w
alk
far,
but
we
cou
ld w
ait
no
lon
ger.
Kee
pin
g a
nic
e se
cret
is v
ery
har
d to
do,
like
hol
din
g yo
ur
brea
th.W
e ch
ose
to r
evea
l all
on
Oct
ober
eig
hth
,Doo
dle’
s si
xth
bir
thda
y,an
d fo
r w
eeks
ah
ead
we
moo
ned
aro
un
d th
e h
ouse
,pro
mis
ing
ever
ybod
y a
mos
t
170
180
190
Copyright © by Holt,Rinehart and Winston.All rights reserved.
174
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
Un
der
line
the
sim
ilein
lin
es18
4-18
6. W
hat
do
yo
u t
hin
kth
e n
arra
tor
mea
ns?
imm
inen
t(i
mô
·n¥n
t) a
dj.:
nea
r; a
bo
ut
to h
app
en.
Pau
se a
t lin
e 17
1. U
nd
erlin
eth
e tw
o s
tate
men
ts t
he
nar
-ra
tor
mak
es a
bo
ut
pri
de.
Pu
th
is s
tate
men
ts in
yo
ur
ow
nw
ord
s.
The
sim
ile is
co
mp
ar-
ing
ho
pe
to a
car
din
al
wh
ose
bri
llian
t re
d
colo
r su
gg
ests
a
po
wer
ful l
ife
forc
e.
He
says
th
at e
very
on
e
wan
ts t
o b
e p
rou
d o
f
som
eth
ing
or
som
e-
on
e. H
e al
so s
ays
that
pri
de
bri
ng
s b
oth
go
od
thin
gs
and
bad
th
ing
s.
Collection 6Student pages 174–175
90 The Holt Reader: Teacher’s Manual
cam
paig
n g
ot o
ffto
a g
ood
star
t.O
n h
ot d
ays,
Doo
dle
and
I
wen
t do
wn
to
Hor
seh
ead
Lan
din
g,an
d I
gave
him
sw
imm
ing
less
ons
or s
how
ed h
im h
ow t
o ro
w a
boa
t.So
met
imes
we
desc
ende
d in
to t
he
cool
gre
enn
ess
ofO
ld W
oman
Sw
amp
and
clim
bed
the
rope
vin
es o
r bo
xed
scie
nti
fica
lly b
enea
th t
he
pin
e
wh
ere
he
had
lear
ned
to
wal
k.P
rom
ise
hun
g ab
out
us
like
leav
es,a
nd
wh
erev
er w
e lo
oked
,fer
ns
un
furl
ed a
nd
bird
s br
oke
into
son
g.
Th
at s
um
mer
,th
e su
mm
er o
f19
18,w
as b
ligh
ted
.In
May
and
Jun
e th
ere
was
no
rain
an
d th
e cr
ops
wit
her
ed,c
url
ed u
p,
then
die
d u
nde
r th
e th
irst
y su
n.O
ne
mor
nin
g in
Ju
ly a
hu
rri-
can
e ca
me
out
ofth
e ea
st,t
ippi
ng
over
th
e oa
ks in
th
e ya
rd a
nd
split
tin
g th
e lim
bs o
fth
e el
m t
rees
.Th
at a
fter
noo
n it
roa
red
back
ou
t of
the
wes
t,bl
ew t
he
falle
n o
aks
arou
nd,
snap
pin
g th
eir
root
s an
d te
arin
g th
em o
ut
ofth
e ea
rth
like
a h
awk
at t
he
entr
ails
12of
a ch
icke
n.C
otto
n b
olls
wer
e w
ren
ched
fro
m t
he
stal
ks a
nd
lay
like
gree
n w
aln
uts
in t
he
valle
ys b
etw
een
th
e ro
ws,
wh
ile t
he
corn
fiel
d le
aned
ove
r u
nif
orm
ly s
o th
at t
he
tass
els
tou
ched
th
e gr
oun
d.D
oodl
e an
d I
follo
wed
Dad
dy o
ut
into
th
e
cott
on f
ield
,wh
ere
he
stoo
d,sh
ould
ers
sagg
ing,
surv
eyin
g th
e
ruin
.Wh
en h
is c
hin
san
k do
wn
on
to h
is c
hes
t,w
e w
ere
frig
ht-
ened
,an
d D
oodl
e sl
ippe
d h
is h
and
into
min
e.Su
dden
ly D
addy
stra
igh
ten
ed h
is s
hou
lder
s,ra
ised
a g
ian
t kn
uck
ly f
ist,
and
wit
h a
voic
e th
at s
eem
ed t
o ru
mbl
e ou
t of
the
eart
h it
self
bega
n c
urs
ing
hea
ven
,hel
l,th
e w
eath
er,a
nd
the
Rep
ubl
ican
par
ty.13
Doo
dle
and
I,pr
oddi
ng
each
oth
er a
nd
gigg
ling,
wen
t ba
ck t
o th
e h
ouse
,
know
ing
that
eve
ryth
ing
wou
ld b
e al
l rig
ht.
An
d du
rin
g th
at s
um
mer
,str
ange
nam
es w
ere
hea
rd
thro
ugh
th
e h
ouse
:Ch
âtea
u-T
hie
rry,
Am
ien
s,So
isso
ns,
and
in
her
ble
ssin
g at
th
e su
pper
tab
le,M
ama
once
sai
d,“A
nd
bles
s th
e
Pear
son
s,w
hos
e bo
y Jo
e w
as lo
st in
Bel
leau
Woo
d.”14
270
280
290
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
177
12.
entr
ails
(en
√tr†
lz)
n.:
inn
er o
rgan
s; g
uts
.13
.R
epu
blic
an p
arty
:At
this
tim
e m
ost
so
uth
ern
far
mer
s w
ere
loya
lD
emo
crat
s.14
.C
hât
eau
-Th
ierr
y(s
ha√
t£’
t≤·e
r√·≤
), A
mie
ns
(ß·m
ya‰
√), S
ois
son
s(s
wä·
sô‰
√), B
elle
au(b
e·lô
√) W
oo
d:W
orl
d W
ar I
bat
tle
site
s in
Fra
nce
.
blig
hte
d(b
l¢t√
id)
v. u
sed
as
adj.:
suff
erin
g f
rom
co
nd
i-ti
on
s th
at d
estr
oy
or
pre
ven
tg
row
th.
Re-
read
lin
es 2
74-
277.
Un
der
line
the
sim
ileth
e n
ar-
rato
r u
ses
to d
escr
ibe
the
des
tru
ctio
n o
f th
e o
ak t
rees
.W
hy
do
yo
u t
hin
k th
e w
rite
rch
ose
th
is c
om
par
iso
n?
Pau
se a
t lin
e 28
8. If
th
e“b
ligh
ted
” su
mm
er, i
ncl
ud
-in
g t
he
vio
len
t h
urr
ican
e, is
asy
mb
olo
f w
hat
is t
o c
om
e,w
hat
mig
ht
lie in
Do
od
le’s
futu
re?
The
wri
ter
is u
sin
g a
bir
d in
th
e si
mile
as
he
has
use
d b
ird
s to
rep
-
rese
nt
oth
er t
hin
gs
in
the
sto
ry.
If t
he
wea
ther
is s
ym-
bo
lic, t
hen
Do
od
le is
in
for
a ve
ry b
ad t
ime,
and
may
eve
n d
ie.
boy
nam
ed P
eter
wh
o h
ad a
pet
pea
cock
wit
h a
ten
-foo
t ta
il.
Pete
r w
ore
a go
lden
rob
e th
at g
litte
red
so b
righ
tly
that
wh
en h
e
wal
ked
thro
ugh
th
e su
nfl
ower
s th
ey t
urn
ed a
way
fro
m t
he
sun
to f
ace
him
.Wh
en P
eter
was
rea
dy t
o go
to
slee
p,th
e pe
acoc
k
spre
ad h
is m
agn
ific
ent
tail,
enfo
ldin
g th
e bo
y ge
ntl
y lik
e a
clos
-
ing
go-t
o-sl
eep
flow
er,b
ury
ing
him
in t
he
glor
iou
sly
irid
esce
nt,
rust
ling
vort
ex.10
Yes,
I m
ust
adm
it it
.Doo
dle
cou
ld b
eat
me
lyin
g. Doo
dle
and
I sp
ent
lots
of
tim
e th
inki
ng
abou
t ou
r fu
ture
.
We
deci
ded
that
wh
en w
e w
ere
grow
n,w
e’d
live
in O
ld W
oman
Swam
p an
d pi
ck d
og’s
-ton
gue11
for
a liv
ing.
Bes
ide
the
stre
am,
he
plan
ned
,we’
d bu
ild u
s a
hou
se o
fw
his
peri
ng
leav
es a
nd
the
swam
p bi
rds
wou
ld b
e ou
r ch
icke
ns.
All
day
lon
g (w
hen
we
wer
en’t
gat
her
ing
dog’
s-to
ngu
e) w
e’d
swin
g th
rou
gh t
he
cy-
pres
ses
on t
he
rope
vin
es,a
nd
ifit
rai
ned
we’
d hu
ddle
ben
eath
an u
mbr
ella
tre
e an
d pl
ay s
tick
frog
.Mam
a an
d D
addy
cou
ld
com
e an
d liv
e w
ith
us
ifth
ey w
ante
d to
.He
even
cam
e u
p w
ith
the
idea
th
at h
e co
uld
mar
ry M
ama
and
I co
uld
mar
ry D
addy
.
Of
cou
rse,
I w
as o
ld e
nou
gh t
o kn
ow t
his
wou
ldn’
t w
ork
out,
but
the
pict
ure
he
pain
ted
was
so
beau
tifu
l an
d se
ren
eth
at a
ll I
cou
ld d
o w
as w
his
per
yes,
yes.
On
ce I
had
su
ccee
ded
in t
each
ing
Doo
dle
to w
alk,
I be
gan
to
belie
ve in
my
own
in
fall
ibil
ity
and
I pr
epar
ed a
ter
rifi
c de
velo
p-
men
t pr
ogra
m f
or h
im,u
nkn
own
to
Mam
a an
d D
addy
,of
cou
rse.
I w
ould
tea
ch h
im t
o ru
n,t
o sw
im,t
o cl
imb
tree
s,an
d to
figh
t.H
e,to
o,n
ow b
elie
ved
in m
y in
falli
bilit
y,so
we
set
the
dead
line
for
thes
e ac
com
plis
hm
ents
less
th
an a
yea
r aw
ay,w
hen
,
it h
ad b
een
dec
ided
,Doo
dle
cou
ld s
tart
to
sch
ool.
Th
at w
inte
r w
e di
dn’t
mak
e m
uch
pro
gres
s,fo
r I
was
in
sch
ool a
nd
Doo
dle
suff
ered
fro
m o
ne
bad
cold
aft
er a
not
her
.Bu
t
wh
en s
prin
g ca
me,
rich
an
d w
arm
,we
rais
ed o
ur
sigh
ts a
gain
.
Succ
ess
lay
at t
he
end
ofsu
mm
er li
ke a
pot
of
gold
,an
d ou
r
230
240
250
260
Copyright © by Holt,Rinehart and Winston.All rights reserved.
176
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
10.
vort
ex(v
ôr√
teks
≈) n
.:so
met
hin
g r
esem
blin
g a
wh
irlp
oo
l.11
.d
og
’s-t
on
gu
en
.:w
ild v
anill
a.
Re-
read
lin
es 2
31-
236.
Un
der
line
the
det
ails
th
ath
elp
yo
u v
isu
aliz
e D
oo
dle
’slie
. Wh
y is
th
e p
eaco
ckim
po
rtan
t in
his
lie?
irid
esce
nt
(ir≈
i·des
ôn
t) a
dj.:
rain
bo
wlik
e; d
isp
layi
ng
ash
ifti
ng
ran
ge
of
colo
rs.
sere
ne
(s¥·
r≤n
√) a
dj.:
pea
ce-
ful;
calm
.
infa
llib
ility
(in
·fal
≈¥·b
il√¥·
t≤)
n.:
inab
ility
to
mak
e a
mis
take
.
Pau
se a
t lin
e 26
0. D
o y
ou
thin
k th
e n
arra
tor’
s “d
evel
-o
pm
ent
pro
gra
m”
is a
go
od
idea
? B
rief
ly e
xpla
in.
Poss
ible
res
po
nse
: Th
e
pea
cock
is im
po
rtan
t
bec
ause
it p
rote
cts
him
. Per
hap
s h
e is
thin
kin
g o
f b
ein
g w
ith
som
eon
e w
ho
is k
ind
er
than
his
bro
ther
.
Poss
ible
res
po
nse
: Th
e
nar
rato
r’s
“dev
elo
p-
men
t p
rog
ram
” is
to
o
dif
ficu
lt f
or
Do
od
le.
Do
od
le’s
co
lds
sug
ges
t
that
he
is w
eake
r th
an
the
nar
rato
r re
aliz
es.
Collection 6Student pages 176–177
Student Pages with Answers 91
ill.A
t n
igh
t h
e di
dn’t
sle
ep w
ell,
and
som
etim
es h
e h
ad n
igh
t-
mar
es,c
ryin
g ou
t u
nti
l I t
ouch
ed h
im a
nd
said
,“W
ake
up,
Doo
dle.
Wak
e u
p.”
It w
as S
atu
rday
noo
n,j
ust
a f
ew d
ays
befo
re s
choo
l was
to
star
t.I
shou
ld h
ave
alre
ady
adm
itte
d de
feat
,bu
t m
y pr
ide
wou
ldn’
t le
t m
e.T
he
exci
tem
ent
ofou
r pr
ogra
m h
ad n
ow b
een
gon
e fo
r w
eeks
,bu
t st
ill w
e ke
pt o
n w
ith
a t
ired
dog
ged
nes
s.It
was
too
late
to
turn
bac
k,fo
r w
e h
ad b
oth
wan
dere
d to
o fa
r in
to
a n
et o
fex
pect
atio
ns
and
had
left
no
cru
mbs
beh
ind.
Dad
dy,M
ama,
Doo
dle,
and
I w
ere
seat
ed a
t th
e di
nin
g-
room
tab
le h
avin
g lu
nch
.It
was
a h
ot d
ay,w
ith
all
the
win
dow
s
and
door
s op
en in
cas
e a
bree
ze s
hou
ld c
ome.
In t
he
kitc
hen
Au
nt
Nic
ey w
as h
um
min
g so
ftly
.Aft
er a
lon
g si
len
ce,D
addy
spok
e.“I
t’s s
o ca
lm,I
wou
ldn’
t be
su
rpri
sed
ifw
e h
ad a
sto
rm
this
aft
ern
oon
.”
“I h
aven
’t h
eard
a r
ain
fro
g,”
said
Mam
a,w
ho
belie
ved
in
sign
s,as
sh
e se
rved
th
e br
ead
arou
nd
the
tabl
e.
“I d
id,”
decl
ared
Doo
dle.
“Dow
n in
th
e sw
amp.
”
“He
didn
’t,”
I sa
id c
ontr
arily
.
“You
did
,eh
?”sa
id D
addy
,ign
orin
g m
y de
nia
l.
“I c
erta
inly
did
,”D
oodl
e re
iter
ated
,sco
wlin
g at
me
over
the
top
ofh
is ic
ed-t
ea g
lass
,an
d w
e w
ere
quie
t ag
ain
.
Sudd
enly
,fro
m o
ut
in t
he
yard
cam
e a
stra
nge
cro
akin
g
noi
se.D
oodl
e st
oppe
d ea
tin
g,w
ith
a p
iece
of
brea
d po
ised
rea
dy
for
his
mou
th,h
is e
yes
popp
ed r
oun
d lik
e tw
o bl
ue
butt
ons.
“Wh
at’s
th
at?”
he
wh
ispe
red.
I ju
mpe
d u
p,kn
ocki
ng
over
my
chai
r,an
d h
ad r
each
ed t
he
door
wh
en M
ama
calle
d,“P
ick
up
the
chai
r,si
t do
wn
aga
in,a
nd
say
excu
se m
e.”
By
the
tim
e I
had
don
e th
is,D
oodl
e h
ad e
xcu
sed
him
self
and
had
slip
ped
out
into
th
e ya
rd.H
e w
as lo
okin
g u
p in
to t
he
blee
din
g tr
ee.“
It’s
a g
reat
big
red
bir
d!”
he
calle
d.
Th
e bi
rd c
roak
ed lo
udl
y ag
ain
,an
d M
ama
and
Dad
dy c
ame
out
into
th
e ya
rd.W
e sh
aded
ou
r ey
es w
ith
ou
r h
ands
aga
inst
the
haz
y gl
are
ofth
e su
n a
nd
peer
ed u
p th
rou
gh t
he
still
leav
es.
320
330
340
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
179
do
gg
edn
ess
(dô
g√id
·nis
) n
.:st
ub
bo
rnn
ess;
per
sist
ence
.
reit
erat
ed(r
≤·it
√¥·r
†t≈id
) v.
:re
pea
ted
.
In y
ou
r o
wn
wo
rds,
exp
lain
wh
at t
he
nar
rato
r m
ean
s in
lines
316-
319.
Thei
r d
esir
e to
get
Do
od
le t
o s
ucc
eed
ph
ysic
ally
is b
lind
ing
them
to
th
e d
ang
er t
o
Do
od
le’s
hea
lth
. “Le
ft
no
cru
mb
s b
ehin
d”
mea
ns
that
th
ey le
ft
no
pat
h b
ehin
d
them
—n
o w
ay o
ut
of
thei
r p
red
icam
ent.
So w
e ca
me
to t
hat
clo
ve o
fse
ason
s.Sc
hoo
l was
on
ly a
few
wee
ks a
way
,an
d D
oodl
e w
as f
ar b
ehin
d sc
hed
ule
.He
cou
ld
bare
ly c
lear
th
e gr
oun
d w
hen
clim
bin
g u
p th
e ro
pe v
ines
,an
d
his
sw
imm
ing
was
cer
tain
ly n
ot p
assa
ble.
We
deci
ded
to d
oubl
e
our
effo
rts,
to m
ake
that
last
dri
ve a
nd
reac
h o
ur
pot
ofgo
ld.I
mad
e h
im s
wim
un
til h
e tu
rned
blu
e an
d ro
w u
nti
l he
cou
ldn’
t
lift
an o
ar.W
her
ever
we
wen
t,I
purp
osel
y w
alke
d fa
st,a
nd
alth
ough
he
kept
up,
his
fac
e tu
rned
red
an
d h
is e
yes
beca
me
glaz
ed.O
nce
,he
cou
ld g
o n
o fu
rth
er,s
o h
e co
llaps
ed o
n t
he
grou
nd
and
bega
n t
o cr
y.
“Aw
,com
e on
,Doo
dle,
”I
urg
ed.“
You
can
do
it.D
o yo
u
wan
t to
be
diff
eren
t fr
om e
very
body
els
e w
hen
you
sta
rt
sch
ool?
”
“Doe
s it
mak
e an
y di
ffer
ence
?”
“It
cert
ain
ly d
oes,”
I sa
id.“
Now
,com
e on
,”an
d I
hel
ped
him
up. As
we
slip
ped
thro
ugh
th
e do
g da
ys,15
Doo
dle
bega
n t
o
look
fev
eris
h,a
nd
Mam
a fe
lt h
is f
oreh
ead,
aski
ng
him
ifh
e fe
lt
300
310
Copyright © by Holt,Rinehart and Winston.All rights reserved.
178
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
© P
ho
toD
isc,
Inc.
/Get
ty Im
ages
.
15.
do
g d
ays
n.:
ho
t d
ays
in J
uly
an
d A
ug
ust
, nam
ed a
fter
th
e D
og
Sta
r(S
iriu
s), w
hic
h r
ises
an
d s
ets
wit
h t
he
sun
du
rin
g t
his
per
iod
.
Un
der
line
the
det
ails
in li
nes
309-
313
that
su
gg
est
Do
od
leis
bec
om
ing
incr
easi
ng
ly il
lan
d w
eak.
Bas
ed o
n t
hes
ed
etai
ls, w
hat
do
yo
u p
red
ict
will
hap
pen
to
Do
od
le?
Do
od
le is
fai
ling
an
d
mig
ht
colla
pse
—o
r
per
hap
s ev
en d
ie—
soo
n.
Collection 6Student pages 178–179
92 The Holt Reader: Teacher’s Manual
Doo
dle
rem
ain
ed k
nee
ling.
“I’m
goi
ng
to b
ury
him
.”
“Don
’t y
ou d
are
tou
ch h
im,”
Mam
a w
arn
ed.“
Th
ere’
s n
o
telli
ng
wh
at d
isea
se h
e m
igh
t h
ave
had
.”
“All
righ
t,”sa
id D
oodl
e.“I
won
’t.”
Dad
dy,M
ama,
and
I w
ent
back
to
the
din
ing-
room
tab
le,
but
we
wat
ched
Doo
dle
thro
ugh
th
e op
en d
oor.
He
took
ou
t a
piec
e of
stri
ng
from
his
poc
ket
and,
wit
hou
t to
uch
ing
the
ibis
,
loop
ed o
ne
end
arou
nd
its
nec
k.Sl
owly
,wh
ile s
ingi
ng
soft
ly
“Sh
all W
e G
ath
er a
t th
e R
iver
,”h
e ca
rrie
d th
e bi
rd a
rou
nd
to t
he
fron
t ya
rd a
nd
dug
a h
ole
in t
he
flow
er g
arde
n,n
ext
to t
he
petu
-
nia
bed
.Now
we
wer
e w
atch
ing
him
th
rou
gh t
he
fron
t w
indo
w,
but
he
didn
’t k
now
it.H
is a
wkw
ardn
ess
at d
iggi
ng
the
hol
e
wit
h a
sh
ovel
wh
ose
han
dle
was
tw
ice
as lo
ng
as h
e w
as m
ade
us
lau
gh,a
nd
we
cove
red
our
mou
ths
wit
h o
ur
han
ds s
o h
e
wou
ldn’
t h
ear.
Wh
en D
oodl
e ca
me
into
th
e di
nin
g ro
om,h
e fo
un
d u
s se
ri-
ousl
y ea
tin
g ou
r co
bble
r.H
e w
as p
ale
and
linge
red
just
insi
de t
he
scre
en d
oor.
“Did
you
get
th
e sc
arle
t ib
is b
uri
ed?”
aske
d D
addy
.
Doo
dle
didn
’t s
peak
bu
t n
odde
d h
is h
ead.
“Go
was
h y
our
han
ds,a
nd
then
you
can
hav
e so
me
peac
h
cobb
ler,”
said
Mam
a.
“I’m
not
hu
ngr
y,”h
e sa
id.
“Dea
d bi
rds
is b
ad lu
ck,”
said
Au
nt
Nic
ey,p
okin
g h
er h
ead
from
th
e ki
tch
en d
oor.
“Spe
cial
ly r
edde
ad b
irds
!”
As
soon
as
I h
ad f
inis
hed
eat
ing,
Doo
dle
and
I hu
rrie
d of
f
to H
orse
hea
d L
andi
ng.
Tim
e w
as s
hor
t,an
d D
oodl
e st
ill h
ad a
lon
g w
ay t
o go
ifh
e w
as g
oin
g to
kee
p u
p w
ith
th
e ot
her
boy
s
wh
en h
e st
arte
d sc
hoo
l.T
he
sun
,gild
ed w
ith
th
e ye
llow
cas
t of
autu
mn
,sti
ll bu
rned
fie
rcel
y,bu
t th
e da
rk g
reen
woo
ds t
hro
ugh
wh
ich
we
pass
ed w
ere
shad
y an
d co
ol.W
hen
we
reac
hed
th
e
lan
din
g,D
oodl
e sa
id h
e w
as t
oo t
ired
to
swim
,so
we
got
into
a
skif
fan
d fl
oate
d do
wn
th
e cr
eek
wit
h t
he
tide
.Far
off
in t
he
mar
sh a
rai
l was
sco
ldin
g,an
d ov
er o
n t
he
beac
h lo
cust
s w
ere
sin
gin
g in
th
e m
yrtl
e tr
ees.
Doo
dle
did
not
spe
ak a
nd
kept
his
hea
d tu
rned
aw
ay,l
etti
ng
one
han
d tr
ail l
impl
y in
th
e w
ater
.
390
400
410
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
181
Pau
se a
t lin
e 39
5. W
hy
isD
oo
dle
so
fas
cin
ated
by
the
scar
let
ibis
? W
hy
do
es h
eta
ke s
uch
pai
ns
to b
ury
it?
The
des
crip
tio
n o
f D
oo
dle
’sb
uri
al o
f th
e sc
arle
t ib
is in
lines
385-
399
is a
ver
y m
ov-
ing
pas
sag
e. R
ead
th
e b
oxe
dp
assa
ge
alo
ud
tw
ice.
Fo
cus
on
co
nve
yin
g m
ean
ing
th
efi
rst
tim
e yo
u r
ead
. Th
e se
c-o
nd
tim
e yo
u r
ead
, try
to
con
vey
the
pas
sag
e’s
emo
-ti
on
al o
vert
on
es.
Notes
Notes
Do
od
le is
fas
cin
ated
bec
ause
th
e ib
is is
stra
ng
e an
d b
eau
tifu
l
—u
nlik
e an
y b
ird
th
at
Do
od
le h
as e
ver
seen
.
He
take
s p
ain
s to
bu
ry
it b
ecau
se h
e fe
els
kin
ship
wit
h t
he
bir
d.
On
th
e to
pmos
t br
anch
a b
ird
the
size
of
a ch
icke
n,w
ith
sca
rlet
feat
her
s an
d lo
ng
legs
,was
per
ched
pre
cari
ousl
y.It
s w
ings
hu
ng
dow
n lo
osel
y,an
d as
we
wat
ched
,a f
eath
er d
ropp
ed a
way
an
d
floa
ted
slow
ly d
own
th
rou
gh t
he
gree
n le
aves
.
“It’s
not
eve
n f
righ
ten
ed o
fu
s,”M
ama
said
.
“It
look
s ti
red,
”D
addy
add
ed.“
Or
may
be s
ick.
”
Doo
dle’
s h
ands
wer
e cl
aspe
d at
his
th
roat
,an
d I
had
nev
er
seen
him
sta
nd
still
so
lon
g.“W
hat
is it
?”h
e as
ked.
Dad
dy s
hoo
k h
is h
ead.
“I d
on’t
kn
ow,m
aybe
it’s—
”
At
that
mom
ent
the
bird
beg
an t
o fl
utt
er,b
ut
the
win
gs
wer
e u
nco
ordi
nat
ed,a
nd
amid
mu
ch f
lapp
ing
and
a sp
ray
offl
y-
ing
feat
her
s,it
tu
mbl
ed d
own
,bu
mpi
ng
thro
ugh
th
e lim
bs o
f
the
blee
din
g tr
ee a
nd
lan
din
g at
ou
r fe
et w
ith
a t
hud.
Its
lon
g,
grac
efu
l nec
k je
rked
tw
ice
into
an
S,t
hen
str
aigh
ten
ed o
ut,
and
the
bird
was
sti
ll.A
wh
ite
veil
cam
e ov
er t
he
eyes
,an
d th
e lo
ng
wh
ite
beak
un
hin
ged.
Its
legs
wer
e cr
osse
d an
d it
s cl
awlik
e fe
et
wer
e de
licat
ely
curv
ed a
t re
st.E
ven
dea
th d
id n
ot m
arit
s gr
ace,
for
it la
y on
th
e ea
rth
like
a b
roke
n v
ase
ofre
d fl
ower
s,an
d w
e
stoo
d ar
oun
d it
,aw
ed b
y it
s ex
otic
bea
uty
.
“It’s
dea
d,”
Mam
a sa
id.
“Wh
at is
it?”
Doo
dle
repe
ated
.
“Go
brin
g m
e th
e bi
rd b
ook,
”sa
id D
addy
.
I ra
n in
to t
he
hou
se a
nd
brou
ght
back
th
e bi
rd b
ook.
As
we
wat
ched
,Dad
dy t
hum
bed
thro
ugh
its
page
s.“I
t’s a
sca
rlet
ibis
,”
he
said
,poi
nti
ng
to a
pic
ture
.“It
live
s in
th
e tr
opic
s—So
uth
Am
eric
a to
Flo
rida
.A s
torm
mu
st h
ave
brou
ght
it h
ere.
”
Sadl
y,w
e al
l loo
ked
back
at
the
bird
.A s
carl
et ib
is! H
ow
man
y m
iles
it h
ad t
rave
led
to d
ie li
ke t
his
,in
our
yard
,ben
eath
the
blee
din
g tr
ee.
“Let
’s f
inis
h lu
nch
,”M
ama
said
,nu
dgin
g u
s ba
ck t
owar
d
the
din
ing
room
.
“I’m
not
hu
ngr
y,”sa
id D
oodl
e,an
d h
e kn
elt
dow
n b
esid
e
the
ibis
.
“We’
ve g
ot p
each
cob
bler
for
des
sert
,”M
ama
tem
pted
fro
m
the
door
way
.
350
360
370
380
Copyright © by Holt,Rinehart and Winston.All rights reserved.
180
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
Pau
se a
t lin
e 36
4. L
ike
Do
od
le, t
he
scar
let
ibis
isd
escr
ibed
as
bei
ng
un
coo
rdi-
nat
ed, d
elic
ate,
an
d u
niq
ue.
Ho
w m
igh
t th
e d
eath
of
the
ibis
fo
resh
ado
wth
e st
ory
’sen
din
g?
pre
cari
ou
sly
(pri
·ker
√≤·¥
s·l≤
)ad
v.:u
nst
ead
ily; i
nse
cure
ly.
mar
(mär
) v.
:dam
age;
sp
oil.
Re-
read
lin
es 3
46-
351.
Inw
hat
way
s d
oes
th
e b
ird
rem
ind
yo
u o
f D
oo
dle
?
Bo
th a
re t
ired
an
d s
ick.
The
dea
th o
f th
e
scar
let
ibis
may
fo
re-
shad
ow
th
e fa
ilure
of
the
nar
rato
r’s
pla
n,
and
per
hap
s an
eve
n
gre
ater
tra
ged
y, s
uch
as D
oo
dle
’s d
eath
.
Collection 6Student pages 180–181
Student Pages with Answers 93
I h
adn’
t ru
n t
oo f
ar b
efor
e I
beca
me
tire
d,an
d th
e fl
ood
of
child
ish
spi
te e
van
esce
d18as
wel
l.I
stop
ped
and
wai
ted
for
Doo
dle.
Th
e so
un
d of
rain
was
eve
ryw
her
e,bu
t th
e w
ind
had
died
an
d it
fel
l str
aigh
t do
wn
in p
aral
lel p
ath
s lik
e ro
pes
han
gin
g
from
th
e sk
y.A
s I
wai
ted,
I pe
ered
th
rou
gh t
he
dow
npo
ur,
but
no
one
cam
e.Fi
nal
ly I
wen
t ba
ck a
nd
fou
nd
him
hu
ddle
d
ben
eath
a r
ed n
igh
tsh
ade
bush
bes
ide
the
road
.He
was
sit
tin
g
on t
he
grou
nd,
his
fac
e bu
ried
in h
is a
rms,
wh
ich
wer
e re
stin
g
on h
is d
raw
n-u
p kn
ees.
“Let
’s g
o,D
oodl
e,”
I sa
id.
He
didn
’t a
nsw
er,s
o I
plac
ed m
y h
and
on h
is f
oreh
ead
and
lifte
d h
is h
ead.
Lim
ply,
he
fell
back
war
d on
to t
he
eart
h.H
e h
ad
been
ble
edin
g fr
om t
he
mou
th,a
nd
his
nec
k an
d th
e fr
ont
ofh
is
shir
t w
ere
stai
ned
a b
rilli
ant
red.
“Doo
dle!
Doo
dle!
”I
crie
d,sh
akin
g h
im,b
ut
ther
e w
as n
o
answ
er b
ut
the
ropy
rai
n.H
e la
y ve
ry a
wkw
ardl
y,w
ith
his
hea
d
thro
wn
far
bac
k,m
akin
g h
is v
erm
ilion
19n
eck
appe
ar u
nu
sual
ly
lon
g an
d sl
im.H
is li
ttle
legs
,ben
t sh
arpl
y at
th
e kn
ees,
had
nev
er
befo
re s
eem
ed s
o fr
agile
,so
thin
.
I be
gan
to
wee
p,an
d th
e te
ar-b
lurr
ed v
isio
n in
red
bef
ore
me
look
ed v
ery
fam
iliar
.“D
oodl
e!”
I sc
ream
ed a
bove
th
e po
un
d-
ing
stor
m,a
nd
thre
w m
y bo
dy t
o th
e ea
rth
abo
ve h
is.F
or a
lon
g,
lon
g ti
me,
it s
eem
ed f
orev
er,I
lay
ther
e cr
yin
g,sh
elte
rin
g m
y
falle
n s
carl
et ib
is f
rom
th
e h
eres
y20of
rain
.
450
460
470
Copyright © by Holt,Rinehart and Winston.All rights reserved.
The
Scar
let
Ibis
183
18.
evan
esce
d(e
v≈¥·
nes
t√)
v.:f
aded
aw
ay; d
isap
pea
red
.19
.ve
rmili
on
(v¥r
·mil√
y¥n
) ad
j.:b
rig
ht
red
.20
.h
eres
y(h
erô
·s≤)
n.:
her
e, m
ock
ery.
Her
esy
gen
eral
ly m
ean
s “d
enia
lo
f w
hat
is c
om
mo
nly
bel
ieve
d t
o b
e tr
ue”
or
“rej
ecti
on
of
a ch
urc
h’s
teac
hin
g.”
Co
rel.
Wh
at d
o t
he
det
ails
in t
he
des
crip
tio
n o
f D
oo
dle
in t
he
last
tw
o p
arag
rap
hs
rem
ind
you
of?
Wh
y d
o y
ou
th
ink
the
wri
ter
mak
es t
his
as
soci
atio
n?
In li
nes
468-
470,
wh
at d
oes
th
e n
arra
tor
call
his
dea
db
roth
er?
Mo
st s
tud
ents
will
see
the
sim
ilari
ty b
etw
een
the
scar
let
ibis
an
d
Do
od
le’s
dea
d b
od
y.
The
wri
ter
mak
es t
his
asso
ciat
ion
to
rei
n-
forc
e th
e sy
mb
olic
lin
k
bet
wee
n D
oo
dle
an
d
the
scar
let
ibis
.
“my
falle
n s
carl
et ib
is”
Aft
er w
e h
ad d
rift
ed a
lon
g w
ay,I
pu
t th
e oa
rs in
pla
ce a
nd
mad
e D
oodl
e ro
w b
ack
agai
nst
th
e ti
de.B
lack
clo
uds
beg
an t
o
gath
er in
th
e so
uth
wes
t,an
d h
e ke
pt w
atch
ing
them
,try
ing
to
pull
the
oars
a li
ttle
fas
ter.
Wh
en w
e re
ach
ed H
orse
hea
d
Lan
din
g,lig
htn
ing
was
pla
yin
g ac
ross
hal
fth
e sk
y an
d th
un
der
roar
ed o
ut,
hid
ing
even
th
e so
un
d of
the
sea.
Th
e su
n d
isap
-
pear
ed a
nd
dark
nes
s de
scen
ded,
alm
ost
like
nig
ht.
Floc
ks o
f
mar
sh c
row
s fl
ew b
y,h
eadi
ng
inla
nd
to t
hei
r ro
osti
ng
tree
s,an
d
two
egre
ts,s
quaw
kin
g,ar
ose
from
th
e oy
ster
-roc
k sh
allo
ws
and
care
ened
aw
ay.
Doo
dle
was
bot
h t
ired
an
d fr
igh
ten
ed,a
nd
wh
en h
e
step
ped
from
th
e sk
iff
he
colla
psed
on
to t
he
mu
d,se
ndi
ng
an
arm
ada16
offi
ddle
r cr
abs
rust
ling
off
into
th
e m
arsh
gra
ss.I
hel
ped
him
up,
and
as h
e w
iped
th
e m
ud
off
his
tro
use
rs,h
e
smile
d at
me
ash
amed
ly.H
e h
ad f
aile
d an
d w
e bo
th k
new
it,s
o
we
star
ted
back
hom
e,ra
cin
g th
e st
orm
.We
nev
er s
poke
(w
hat
are
the
wor
ds t
hat
can
sol
der17
crac
ked
prid
e?),
but
I kn
ew h
e
was
wat
chin
g m
e,w
atch
ing
for
a si
gn o
fm
ercy
.Th
e lig
htn
ing
was
nea
r n
ow,a
nd
from
fea
r h
e w
alke
d so
clo
se b
ehin
d m
e h
e
kept
ste
ppin
g on
my
hee
ls.T
he
fast
er I
wal
ked,
the
fast
er h
e
wal
ked,
so I
beg
an t
o ru
n.T
he
rain
was
com
ing,
roar
ing
thro
ugh
the
pin
es,a
nd
then
,lik
e a
burs
tin
g R
oman
can
dle,
a gu
m t
ree
ahea
d of
us
was
sh
atte
red
by a
bol
t of
ligh
tnin
g.W
hen
th
e de
af-
enin
g pe
al o
fth
un
der
had
die
d,an
d in
th
e m
omen
t be
fore
th
e
rain
arr
ived
,I h
eard
Doo
dle,
wh
o h
ad f
alle
n b
ehin
d,cr
y ou
t,
“Bro
ther
,Bro
ther
,don
’t le
ave
me!
Don
’t le
ave
me!
”
Th
e kn
owle
dge
that
Doo
dle’
s an
d m
y pl
ans
had
com
e to
nau
ght
was
bit
ter,
and
that
str
eak
ofcr
uel
ty w
ith
in m
e aw
ak-
ened
.I r
an a
s fa
st a
s I
cou
ld,l
eavi
ng
him
far
beh
ind
wit
h a
wal
l
ofra
in d
ivid
ing
us.
Th
e dr
ops
stu
ng
my
face
like
net
tles
,an
d th
e
win
d fl
ared
th
e w
et,g
liste
nin
g le
aves
of
the
bord
erin
g tr
ees.
Soon
I c
ould
hea
r h
is v
oice
no
mor
e.
420
430
440
Copyright © by Holt,Rinehart and Winston.All rights reserved.
182
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
16.
arm
ada
(är·
mä√
d¥)
n.:
gro
up
. Arm
ada
is g
ener
ally
use
d t
o m
ean
“fle
et, o
r g
rou
p, o
f w
arsh
ips.
”17
.so
lder
(säd
ôr)
v.:
pat
ch o
r re
pai
r. So
lder
is a
mix
ture
of
met
als
mel
t-ed
an
d u
sed
to
rep
air
met
al p
arts
.
Re-
read
lin
es 4
16-
425.
Cir
cle
the
det
ails
des
crib
ing
th
eap
pro
ach
ing
sto
rm. W
hat
do
you
th
ink
the
sto
rm f
ore
-sh
ado
ws?
Un
der
line
line
441.
Th
en,
un
der
line
the
par
ts o
f th
est
ory
wh
ere
you
hav
e h
eard
this
bef
ore_
Do
od
le’s
beg
-g
ing
his
bro
ther
no
t to
leav
eh
im o
r n
ot
to h
urt
him
. W
hat
co
uld
th
ese
wo
rds
fore
shad
ow
?
Pau
se a
t lin
e 44
7. W
hy
do
esth
e n
arra
tor
leav
e D
oo
dle
beh
ind
?
Mo
st s
tud
ents
will
say
the
sto
rm f
ore
shad
ow
s
dan
ger
.
See
pag
es 1
72 a
nd
173.
Th
e w
ord
s co
uld
fore
shad
ow
a t
ime
wh
en t
he
bro
ther
do
es
leav
e D
oo
dle
.
He
is a
ng
ry b
ecau
se h
e
feel
s D
oo
dle
has
fai
led
him
.
Collection 6Student pages 182–183
94 The Holt Reader: Teacher’s Manual
The
Scar
let
Ibis
185
Skill
s Re
view
Skill
s Re
view
Co
mp
lete
th
e sa
mp
le t
est
item
bel
ow
. Th
en, r
ead
th
e ex
pla
nat
ion
at
the
rig
ht.
The
Scar
let
Ibis
3.Th
e se
ttin
go
f th
e st
ory
as
pre
sen
ted
in t
he
op
enin
g p
arag
rap
h c
ou
ld b
est
be
des
crib
ed a
s_
Asa
d a
nd
su
gg
esti
ve o
f d
eath
Bch
eerf
ul a
nd
su
gg
esti
ve o
f lif
e
Cp
eace
ful a
nd
su
gg
esti
ve o
f h
eave
n
Dh
aun
ted
an
d s
ug
ges
tive
of
dan
ger
4.W
hic
h o
f th
ese
det
ails
is n
ot
an e
xam
-
ple
of
fore
shad
ow
ing
in t
he
sto
ry?
F“‘
Do
n’t
hu
rt m
e, B
roth
er,’
he
war
ned
.”
G“T
he
ori
ole
nes
t . .
. ro
cked
bac
k
and
fo
rth
like
an
em
pty
cra
dle
.”
H“O
ne
day
I to
ok
him
up
to
th
e
bar
n lo
ft a
nd
sh
ow
ed h
im h
is
cask
et. .
. .”
J“K
eep
ing
a n
ice
secr
et is
ver
y
har
d t
o d
o. .
. .”
1.Th
e d
escr
ipti
on
of
Do
od
le’s
last
su
m-
mer
as
“blig
hte
d”
fore
shad
ow
s_
AD
oo
dle
’s b
irth
BD
oo
dle
’s c
om
ing
dea
th
Cth
e sc
arle
t ib
is
Dlif
e in
th
e So
uth
2.Th
e sc
arle
t ib
is s
ymb
oliz
esD
oo
dle
in
that
bo
th t
he
child
an
d b
ird
are
_
Fab
le t
o m
ove
ver
y q
uic
kly
Gtr
yin
g t
o le
arn
to
fly
Hra
re, b
eau
tifu
l, an
d f
rag
ile
Jve
ry f
on
d o
f b
ein
g o
uts
ide
DIR
ECTI
ON
S:C
ircl
e th
e le
tter
of
each
co
rrec
t an
swer
.
Copyright © by Holt,Rinehart and Winston.All rights reserved.
Lit
era
ry S
kills
Ana
lyze
sym
bolis
m.
Ex
pla
na
tio
n o
f th
e C
orr
ect
An
swe
r
The
corr
ect
answ
er is
A;t
he
wri
ter
use
s
bir
ds
as s
ymb
ols
all
thro
ug
h t
he
sto
ry.
Ban
d D
are
no
t co
rrec
t b
ecau
se t
hey
are
use
d o
nly
on
ce. C
is n
ot
corr
ect
bec
ause
bee
s ar
en’t
men
tio
ned
in t
he
sto
ry.
Sa
mp
le T
est
Qu
est
ion
Wh
ich
of
the
follo
win
g a
re r
ecu
rrin
g
sym
bo
lsin
“Th
e Sc
arle
t Ib
is”?
Ab
ird
s
Bfl
ow
ers
Cb
ees
Dto
mb
sto
nes
184
Co
llect
ion
6:
Sym
bo
lism
an
d A
lleg
ory
Part
1
The
Scar
let
Ibis
Copyright © by Holt,Rinehart and Winston.All rights reserved.
Sym
bol C
hart
In “
The
Sca
rlet
Ibi
s,”so
me
ofth
e pe
ople
,pla
ces,
thin
gs,a
nd
even
ts
stan
d bo
th fo
r th
emse
lves
an
d fo
r so
met
hin
g be
yon
d th
emse
lves
.Fill
out
the
sym
bol c
hart
bel
ow t
o se
e ho
w s
ymbo
ls c
onve
y m
ean
ing
in t
he s
tory
.In
the
firs
t
colu
mn
are
pas
sage
s fr
om t
he s
tory
.Loc
ate
a sy
mbo
l fro
m e
ach
pass
age,
and
wri
te
it in
the
sec
ond
colu
mn
.The
n,w
rite
the
mea
nin
g of
the
sym
bol i
n t
he t
hird
colu
mn
.The
firs
t ro
w is
don
e fo
r yo
u.Fi
ll in
the
bot
tom
row
wit
h a
sym
bolic
stor
y pa
ssag
e th
at y
ou fi
nd
on y
our
own
.
That
win
ter
we
did
n’t
mak
e
mu
ch p
rog
ress
, fo
r I w
as in
sch
oo
l an
d D
oo
dle
su
ffer
ed
fro
m o
ne
bad
co
ld a
fter
an
oth
-
er. B
ut
wh
en s
pri
ng
cam
e, r
ich
and
war
m, w
e ra
ised
ou
r si
gh
ts
agai
n (
lines
258-
260)
.
Wh
en P
eter
was
rea
dy
to g
o t
o
slee
p, t
he
pea
cock
sp
read
his
mag
nif
icen
t ta
il, e
nfo
ldin
g t
he
bo
y g
entl
y lik
e a
clo
sin
g g
o-t
o-
slee
p f
low
er, b
ury
ing
him
in t
he
glo
rio
usl
y ir
ides
cen
t, r
ust
ling
vort
ex (
lines
233-
236)
.
Sad
ly, w
e al
l lo
oke
d b
ack
at t
he
bir
d. A
sca
rlet
ibis
! H
ow
man
y
mile
s it
had
tra
vele
d t
o d
ie li
ke
this
, in
ou
rya
rd, b
enea
th t
he
ble
edin
g t
ree
(lin
es 3
72-
374)
.
spri
ng
n
ew s
tart
; reb
irth
Sto
ry P
ass
ag
eS
ym
bo
lM
ea
nin
g
pea
cock
love
an
d p
rote
ctio
n; a
hap
pie
r, ki
nd
er w
orl
d
Do
od
le, w
ho
is a
lso
frai
l an
d r
are
and
livi
ng
in a
ho
stile
wo
rld
he
do
es n
ot
bel
on
g in
An
y at
tem
pt
the
stu
den
t
mak
es t
o id
enti
fy a
pas
sag
e
wit
h a
sym
bo
l an
d t
o m
ake
a
gu
ess
at it
s m
ean
ing
, sh
ou
ld
be
giv
en c
red
it.
scar
let
ibis
Collection 6Student pages 184–185
214 Graphic Organizers
Name Date
Selection Title
Co
pyr
igh
t ©
by
Ho
lt, R
ineh
art
and
Win
sto
n. A
ll ri
gh
ts r
eser
ved
.
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