Reading Guide Preview
Anne Frank: The Diary of a Young Girl
Anne Frank
About the Author
Anne Frank (1929–1945) spent the early years
of her childhood as part of a prosperous family
in Frankfurt am Main, Germany. Her father,
Otto, was a successful businessman. The
Franks, who were Jewish, emigrated to
Amsterdam, Holland, in 1933 because of the
growing influence of the Nazis in Germany.
The Germans invaded Holland in 1940, and
in 1941, the Nazis organized the first arrest of
Jews in Amsterdam. Anti-Jewish decrees fol-
lowed, with Jews being required to wear yellow
stars to identify themselves and with many
other restrictions. Anne’s father started to
make plans to ensure the safety of his family.
In July 1942, they moved to a hiding place
upstairs in a warehouse, where Anne started to
write the personal diary that has since become
internationally known.
As you read Anne Frank: The Diary of a Young Girl, keep these literary elements in
mind:
• Atmosphere is the mood of a work of
literature created by details of setting or • Conflict refers to the struggles that
action. As you read, look for details that
convey the atmosphere of tension expe-
rienced by the family.
• The historical and cultural context of
a work is the background of events, laws,
beliefs, and customs of the particular
time and place in which a work is set or
in which it was written. As you read,
watch for references that indicate how
the war and the Holocaust developed.
• Humor is a quality in writing that is
meant to amuse. Physical humor arises
from unusual actions or behaviors. As
you read, think about how the sausage-
making scene is especially amusing.
• Imagery is the use of language that
appeals to one or more of the five senses
—sight, hearing, taste, smell, and touch.
Think about how Anne uses sensory
images to convey a feeling for the
© Pearson Education, Inc.
Background
Anne Frank: The Diary of a Young Girl is a
work of nonfiction that has the emotional
power and vivid imagery of many novels.
Written in the innocent voice of a teenager as
she enters adolescence, Anne Frank’s diary
reveals the personal challenges and joys of a
young person as well as her attempt to com-
prehend the incomprehensible—the Holocaust.
Although Anne Frank’s father, Otto—the
only member of the family to survive the
Holocaust—initially planned to have the diary
circulate privately among friends, he was even-
tually persuaded to publish Anne’s words in
1947. Since that time, Anne Frank: The Diary of
a Young Girl has been translated into several
languages, written as a stage play, produced as
a movie, and adapted for television. Anne’s
words have become a significant reflection and
a vital piece of twentieth-century history.
Quick Guide
Annexe and the people in it.
characters experience. External conflict
occurs between characters or between a
character and a larger force, such as
nature or society. Internal conflict
occurs within a character who faces
opposing ideas, feelings, or choices.
Consider how the events outside the
Annexe exaggerate Anne’s inner turmoil
relating to adolescence.
• Author’s purpose is his or her reason for
writing a particular work. As you read,
think about how Anne’s main purpose
seems to be to reflect on her life and her
emotional and psychological growth.
• Autobiography is a form of nonfiction
in which a person tells part or all of his
or her life story. Think about the way in
which Anne adds personal touches to
the writing of her diary that make it
uniquely hers.
Anne Frank: The Diary of a Young Girl Reading Guide 351
Reading Guide Anne Frank: The Diary of a Young Girl
Vocabulary
1. superfluous (sß p†r» flØ ßs) adj. unnecessary;
extra (page 12)
2. oppressive (ß pres» iv) adj. hard to bear (page 21)
3. obstinate (äb» stß nßt) adj. stubborn (page 27)
4. sufficient (sß fi§» ßnt) adj. enough (page 35)
5. barbarous (bär» bß rßs) adj. uncivilized (page 39)
6. staid (stàd) adj. settled and quiet (page 66)
7. indignant (in dig» nßnt) adj. angry at something
unfair (page 86)
8. prospectus (prò spek» tßs) n. overview or catalog
(page 113)
9. fatuous (fa£» Ø ßs) adj. foolish (page 129)
10. suffice (sß fìs») v. to be enough (page 138)
11. ample (am» pßl) adj. more than enough (page 159)
12. privations (prì và» §ßnz) n. lack of comforts or
necessities (page 159)
13. optimists (äp» tß mists) n. people who usually
view things in a positive way (page 188)
14. pessimists (pes» ß mists) n. people who usually
view things in a negative way (page 188)
15. discord (dis» kôrd«) n. lack of harmony (page 190)
16. suppressed (sß prest») adj. held back (page 209)
17. unbosomings (un bØz» ßm i¢z) n. revelations
or ventings of thoughts, feelings, or secrets
(page 209)
18. livid (liv» id) adj. pale or red with anger (page 210)
19. boisterous (b¡s» tßr ßs) adj. noisy and high-
spirited (page 225)
20. wheedle (hwèd» ’l) v. to coax or beg (page 230)
14 June 1942 – 29 October 1942
(pages 1–43)
Discussion Questions
1. On 8 July 1942, Anne referred to “. . . a call-
up; everyone knows what that means. I pic-
ture concentration camps and lonely cells.”
How does her description help the reader to
imagine the atmosphere in which she and
her family lived?
2. In what ways can you gain an appreciation
for the kind of person Anne Frank seemed
to be?
3. What conclusions can you draw about why
Anne’s father did not tell her where or
when their family would go into hiding?
352 Reading Guide Anne Frank: The Diary of a Young Girl
4. Why did Margot say that the call-up was for
Mr. Frank?
5. How did the Van Daans and the Franks get
along? Which of the family members
seemed better able to cope with the close
quarters? Why?
W riting Activity Why did the relationship
between Anne and her mother become
strained? In a few sentences, analyze how their
relationship as mother and daughter was
changing.
7 November 1942 – 26 July 1943
(pages 43–93)
Discussion Questions
1. Anne wrote, “There is nothing we can do
but wait as calmly as we can till the misery
comes to an end.” How does this statement
help to place readers in the historical con-
text of the writing of her diary?
2. How would you describe Mr. Dussel? How
does Anne react to him?
3. How did Anne use humor to relieve the
anxiety and boredom of living in hiding?
4. What personal qualities of Anne’s are
revealed in this section of the diary? How
are they revealed?
5. What can you assume about the effective-
ness of the efforts of Dutch resistance work-
ers to sabotage the Nazis?
6. How would you interpret the messages in
the poem Anne received from her father for
her birthday?
W riting Activity Which events deepened Anne’s
feelings of isolation? In a few sentences, ana-
lyze why she felt alone among the people with
whom she was in hiding.
29 July 1943 – 15 January 1944
(pages 93–139)
Discussion Questions
1. How does Anne use imagery to describe
both the environment of her hiding place
and the people in it?
2. How would you clarify the ways in which
Elli showed her solidarity with the people
living in the attic?
© Pearson Education, Inc.
 Anne Frank: The Diary of a Young Girl
3. What can you infer about why Italy’s sur-
render gave hope to the people in the
Annexe?
4. What was Anne’s description of her wishes
during this bleak winter?
5. How did Anne’s relationship with her
mother change?
W riting Activity How would you analyze the
way that Anne felt about growing up and how
she changed over the year from 1943 to 1944?
In a few sentences, provide a look at Anne’s
emotional and psychological development.
22 January 1944 – 28 March 1944
(pages 139–191)
Discussion Questions
1. How did Anne respond to the external con-
flict around her, and in what ways was she
undergoing internal conflict as she entered
adolescence?
2. Why do you think Anne decided to change
her attitude toward Mrs. Van Daan?
3. What comparison can you make about the
noise made by Anne and the silence that
Peter preferred?
4. How did Anne’s and Peter’s parents react to
the relationship between the two young
people?
5. Why do you think Anne and Margot devel-
oped a closer relationship?
W riting Activity What conclusions can you draw
about the development of the relationship
between Anne and Peter? In a few sentences,
analyze the path their friendship began to take.
29 March 1944 – 19 May 1944
(pages 191–237)
Discussion Questions
1. On 28 April 1944, Anne wrote, “Am I only
fourteen? . . . I have been through things
that hardly anyone of my age has under-
gone.” How would you express Anne’s pur-
pose in writing this statement?
2. How would you assess Anne’s response to
the idea of writing as a career?
© Pearson Education, Inc.
Reading Guide
3. Why did Anne decide to tell her father
about her relationship with Peter?
4. Describe the disagreement Anne and her
father had about Peter. How was the dis-
agreement resolved?
5. What did Anne mean when she wrote that
“the little man” is just as guilty of having
responsibility for the war as the politicians?
W riting Activity Anne made a distinction
between “Anne number one” and “Anne
number two.” In a few sentences, compare
the two Annes.
20 May 1944 –1 August 1944 and
Afterword (pages 237–283)
Discussion Questions
1. In what ways does Anne convey a unique
autobiographical style in her diary?
2. What did the D-Day invasion mean to the
people in hiding?
3. How would you compare the two ways in
which Anne viewed life in hiding? What
was the “huge difference” between them?
4. What conclusions can you draw about the
faults Anne saw in Peter?
5. Anne wrote, “For in its innermost depths
youth is lonelier than old age.” How do you
interpret this statement?
6. Why did Anne describe herself as a “bundle
of contradictions”?
W riting Activity In a few sentences, analyze
which of Anne’s dreams came true and which
dreams did not come true.
Pulling It All Together
W riting Write a short interview in which you
discuss with Anne Frank the issue of prejudice
during her time. Include questions about how
she experienced prejudice as a victim and in
what ways she may have felt that she acted
with prejudice.
Speech As Anne Frank, write and deliver a
short speech. Support optimism and courage in
the face of the Frank family’s experience, and
cite examples of the courage you have seen
while living in the Annexe.
Anne Frank: The Diary of a Young Girl Reading Guide 353
 Key to Abbreviations in the Lesson Plans

The Lesson Plan following each Reading Guide

references pages in the Reading Guide itself and
in the Teaching Guides and Customizable Resources
component. These references are abbreviated as
follows:

RG = Reading Guide
Resources = Teaching Guides and Customizable Resources
TG = Teaching Guide
SAS = Student Activity Sheet
GOT = Graphic Organizer Transparency

xii Reading Guides and Lesson Plans © Pearson Education, Inc.

Lesson Plan Anne Frank: The Diary of a Young Girl
For a key to the abbreviations in the Lesson Plan, see page xii.
Before you begin, please review the Sensitive
Issues, which appear with the answers for this title.
Preview • 1 Day
1. With the class, read and discuss the RG Preview.
If this is students’ first study of nonfiction, dis-
tribute and discuss Background on Nonfiction,
Resources, p. 155.
2. Assign 14 June 1942 – 29 October 1942,
pp. 1–43.
14 June 1942 – 29 October 1942 • 3–4 Days
1. Reading Guide Discussion Questions 1–5 and
Writing Activity.
2. Resources Atmosphere: TG and SAS, pp. 4, 5.
Guide students to think about how knowing
terms such as “call-up” creates a frightening
atmosphere for Anne and her family.
3. Resources Draw Conclusions: TG and SAS,
pp. 124, 125, and Web: GOT, p. 185. Guide stu-
dents to think about why Mr. Frank kept the
timing of the family’s flight into hiding a secret.
4. Resources Vocabulary: TG and Original
Sentences: SAS, pp. 136, 139. Have students use
vocabulary words 1–5.
5. Assign 7 November 1942 – 26 July 1943,
pp. 43–93.
7 November 1942 – 26 July 1943 • 3–4 days
1. Reading Guide Discussion Questions 1–6 and
Writing Activity.
2. Resources Context—Historical and Cultural: TG
and SAS, pp. 24, 25, and Cluster Diagram: GOT,
p. 175. Guide students to think about how the
author indicates the time period of the
Holocaust in specific pages of the diary.
3. Resources Humor: TG and SAS, pp. 57, 58.
Focus on physical humor. Guide students to
think about how Anne uses specific details to
describe the sausage-making scene.
4. Assign 29 July 1943 – 15 January 1944,
pp. 93–139.
29 July 1943 – 15 January 1944 • 3–4 days
1. Reading Guide Discussion Questions 1–5 and
Writing Activity.
2. Resources Imagery: TG and SAS, pp. 60, 61,
and Five-column Chart: GOT, p. 176. Guide stu-
dents to think about how Anne uses the five
senses to paint a picture of the Annexe and the
people who hide there.
3. Resources Vocabulary: TG and Word Map: SAS,
pp. 136, 146. Have students use vocabulary
words 6–10.
4. Assign 22 January 1944 – 28 March 1944,
pp. 139–191.
354 Lesson Plan Anne Frank: The Diary of a Young Girl
22 January 1944 – 28 March 1944 • 3–4 days
1. Reading Guide Discussion Questions 1–5 and
Writing Activity.
2. Resources Conflict: TG and SAS, pp. 22, 23.
Guide students to think about how the external
conflict of the war intensified Anne’s internal
conflicts about growing up.
3. Resources Synonyms and Antonyms: SAS,
p. 140. Have students use vocabulary words
11–15. Encourage them to find at least two
synonyms and antonyms that show the mean-
ing of each word.
4. Assign 29 March 1944 – 19 May 1944,
pp. 191–237.
29 March 1944 – 19 May 1944 • 3–4 days
1. Reading Guide Discussion Questions 1–5 and
Writing Activity.
2. Resources Author’s Purpose: TG and SAS, pp. 6,
7. Guide students to find clues that suggest that
Anne intended her diary to be a tool for person-
al reflection.
3. Resources Vocabulary—TG and Context Clues:
SAS, pp. 136, 137. Have students use vocabulary
words 16–20.
4. Assign 20 May 1944 – 1 August 1944 and
Afterword, pp. 237–283.
20 May 1944 – 1 August 1944 and Afterword
• 3–4 days
1. Reading Guide Discussion Questions 1–6 and
Writing Activity.
2. Resources Autobiography: TG and SAS, pp. 8,
9, and Two-column Chart: GOT, p. 183. Guide
students to think about how Anne injects her
personal style into the writing of her autobiogra-
phy.
3. Resources Context—Historical and Cultural:
SAS, p. 25. Guide students to think about how
the author indicates the time period of the possi-
ble end of the war.
4. Assign Pulling It All Together activities, RG.
Pulling It All Together • 2 Days
1. Writing Collect and evaluate the writing assign-
ment, and/or have some interviews read aloud
or exchanged and reviewed by peers in class.
2. Speech Help students convey an optimistic
outlook, such as Anne would have had.
3. Review for test.
4. Administer test.
To assess and grade the writing assignments, use
the rubrics at the end of this book.
© Pearson Education, Inc.
635_820_rg_answers_v1.qxd 10/8/02 3:54 PM Page 741
revenue are wrong. The English sympathizers’ side should
note that the colonists are English and that there is a way
to settle the dispute short of war.
Anne Frank: The Diary of a Young
Girl by Anne Frank
Sensitive Issues
Students will probably respond to the horrors of
the Holocaust, in particular the way in which
Anne’s life and that of her family became more and
more curtailed. Students may wish to discuss anti-
Semitism and its impact. In addition, students may
be uncomfortable with Anne’s growing awareness
of her adolescent body and the physical relation-
ship she began to experience with Peter.
14 June 1942 – 29 October 1942
1. Anne describes the increasing restrictions to limit the
activities of Jews. She agonizes and rages over the
inhumanities that are spread due to antisemitism.
Students should mention some of the restrictions
against the Jews, such as the wearing of yellow stars
and the inability to use public transportation.
2. Sample response: She was the little sister in a comfort-
able family; she was fun-loving and outgoing and had
a lot of friends, but inside she felt lonely.
3. Students may say that he was trying to protect Anne
from worrying about going into hiding; they may also
say that he didn’t trust her to keep the secret.
4. Students may say that Margot was too frightened to
tell the truth or that her parents wanted to shield
Anne from the truth.
5. Members of the two families got on each other’s
nerves. Mr. Frank seemed able to keep out of most of
the bickering. This ability could have been due to his
personality or due to his being distracted by worry.
Writing Activity Students may say that being together con-
stantly made Anne and her mother clash; that Anne was at
an age where it is normal to pull away from one’s mother;
that the Van Daans’ criticism of Anne’s upbringing made
Mrs. Frank nervous; or that the stress of being in hiding
made both of them irritable.
7 November 1942 – 26 July 1943
1. Anne wrote that “Jews and Christians wait, the whole
earth waits, and there are many who wait for death.”
She paints an image of a world on the brink of crisis:
People in hiding had to stay hidden, but even those
on the outside did not know what would happen.
2. According to Anne, Dussel was irritable and intolerant
of children. He also didn’t think he needed to respect
the request of a 14-year-old with regard to the use of
the writing desk.
3. Anne was able to laugh about the bean-spilling inci-
dent, the “Guide to the Secret Annexe” written by the
Van Daans, the chaotic sausage-making scene, and
Dussel’s dental work on Mrs. Van Daan. Her ability to
see humor helped her to cope.
4. Anne reveals that she was both courageous and deter-
mined. In spite of her fear, she endured constant gunfire
and the threat of discovery. She was also persistent in
getting Dussel to give her more time at the writing table.
5. Although their effectiveness was limited, the
© Pearson Education, Inc.
Resistance workers tried to make a difference. Wearing
police uniforms, they sneaked into Nazi leaders’ offices
and set fires or destroyed papers. When the fire
department arrived, firefighters in the Resistance
destroyed even more, using water if need be.
6. Her father knew it was hard for her to bear everyone’s
criticism. He saw that adults tended to correct her
more than Margot or Peter. He acknowledged that
although she was young, she was growing up. He also
stated that he admired her for staying cheerful.
Writing Activity Anne missed her friends and her freedom.
Margot and Peter dismissed her as childish; her parents and
the Van Daans lectured her and corrected her endlessly;
Dussel let her know each day that she irritated him.
29 July 1943 – 15 January 1944
1. Students should give examples of imagery. For exam-
ple, Anne wrote, “I see the eight of us . . . as if we
were a little piece of blue heaven, surrounded by
heavy black rain clouds . . .” in referring to her co-
inhabitants of the attic. She compares her environ-
ment to a “very peculiar boarding house.”
2. Elli was easygoing and cheerful. She regularly ran
errands for the people in the Annexe, and she often
joined them at a meal or spent the night with them.
3. After the Axis powers were defeated in North Africa
and Italy, her father assumed the Allies would have to
turn their efforts toward liberating Europe. Anne’s
father expected the invasion to occur any day.
4. Anne wished she could laugh until her stomach hurt;
be outside and smell fresh air; go places with her
friends; feel young and free again; and have a mother
or friend who would really understand her.
5. Although Anne still didn’t feel close to her mother,
she saw their relationship more objectively and con-
trolled her resentment better.
Writing Activity Sample answer: Anne felt that she had
gained self-control, grown quieter, and become more
thoughtful and insightful. She was also excited about grow-
ing up. She noticed and welcomed the changes in herself.
22 January 1944 – 28 March 1944
1. She responded to the external conflict of the
Holocaust by reaffirming her faith in her religion, her
values, and in human nature. She dealt with her inter-
nal conflict by developing a sense of independence.
2. Anne believed she was prejudiced against Mrs. Van
Daan. She planned to keep Mrs. Van Daan’s good
qualities more in mind and to examine the role her
family took in causing Mrs. Van Daan’s outbursts.
3. Both Anne’s loudness and Peter’s reserve were ways of
protecting their secret inner selves from exposure.
4. The parents teased and were curious; Anne’s mother
seemed anxious; Anne’s father was less concerned.
5. They grew closer because they shared confidences
about Peter and themselves.
Writing Activity Anne found Peter shy and sensitive. She
enjoyed talking with him. They began to fall in love. They
kissed and grew closer, though Anne felt that they weren’t
talking about the things that were deepest in their hearts.
29 March 1944 – 19 May 1944
1. Her purpose was to reflect on her experience and to
acknowledge her courage and the courage of people
around her.
2. She began to think of getting the diary published. She
also started writing stories and taking them seriously.
She saw a career in writing or journalism as an impor-
tant way to contribute to society.
Sensitive Issues / Answers 741
635_820_rg_answers_v1.qxd 10/8/02 3:54 PM Page 742
3. Some students will point out that Anne writes that she
disliked keeping things from her parents. Others may
feel that she wanted her father to help her prevent a
deeper involvement with Peter.
4. Anne’s father wanted her to stop spending so much
time alone with Peter. Anne refused, saying that her
parents didn’t support her when she needed them,
and therefore she would now make her own decisions.
When Mr. Frank became hurt and angry, Anne regret-
ted her harshness and apologized.
5. Some students may cite Anne’s remarks that ordinary
people weren’t trying hard enough to prevent politi-
cians from waging war. Others may mention Anne’s
idea that everyone has an inner urge to destroy and
that people must learn to control their cruelty.
Writing Activity “Anne number one” was the everyday, out-
going Anne, who joked and seemed not to care what others
thought. “Anne number two” was gentle, thoughtful, and
loving. She appeared only when Anne was alone.
20 May 1944 –1 August 1944 and Afterword
1. Because she wrote in a personal diary, Anne wrote
informally. Anne’s voice is intimate and personal, and
she expressed deep feelings and secrets as she wrote.
2. The D-Day invasion was what they had hoped for
since the day they went into hiding. They expected
the Allies to defeat the Nazis and free them.
3. On one hand, Anne felt as thought she lived in a situ-
ation comedy, with people getting on each other’s
nerves, day after day. On the other hand, she could
not ignore the terror that was always with her.
4. Peter seemed to have no purpose in life, to be shallow,
and to be lacking in integrity. He was not as interested
as Anne in talking about deep thoughts and feelings.
5. Sample answer: Hard times are worse on young people
because their personalities are unformed. They have
no reliable ways of coping.
6. Students should show an awareness of Anne’s insights
about having a “dual personality”: “Anne number one”
and “Anne number two.” Some students may mention
Anne’s ability to sit back, watch, and evaluate herself.
Others may point out that her brashness hid a desire
to improve herself.
Writing Activity Her hope of rescue was never realized. Some
students may feel that through the publication of the diary,
Anne’s desire to “go on living after my death” was
achieved. In addition, students may say that having a
friendship with Peter fulfilled a wish of Anne’s. But, clearly,
her early death ended her other wishes—to grow up, to
return to school, to have her own life, and to laugh again.
Pulling It All Together
Writing Students should create an interview that explores
evidence of antisemitism, but they should also cite exam-
ples of ageism and socioeconomic prejudice from the diary.
For example, they could cite Dussel’s authoritarian and
patronizing treatment of Anne. In addition, students might
examine the Frank family’s tendency to stereotype Mrs. Van
Daan or Anne’s and Margot’s deprecating comments about
the lower-class Dutch children they see through the
Annexe windows.
Speech Students’ speeches should mention how Mr. Frank
stayed calm, reassuring the others; Margot and Peter con-
cealed their fear; and Mrs. Van Daan laughed at her own
hysteria. They should refer to the courage of Elli, Miep, and
the other helpers who smuggled in goods in the face of
growing desperation in the Netherlands.
742 Sensitive Issues / Answers
The Autobiography and Other
Writings by Benjamin Franklin
Pages 3–27
1. Franklin hopes his life story will provide a model on
how to emerge from poverty and obscurity to afflu-
ence and reputation, and that in telling his story, he
will recognize and correct his own faults.
2. Franklin’s father wants his son to become a minister.
Franklin is interested in a life on the sea. Financial dif-
ficulties make it impossible to send Franklin to college,
so he is apprenticed to his brother, a printer.
3. Franklin quickly learns the printing trade, begins
including his own writings in publications, and takes
control of the business when his brother is jailed.
4. Franklin is annoyed by his brother’s beatings and his
jealousy over Franklin’s reputation as a writer. His
brother blocks his efforts to find another printing job
in Boston, so Franklin sets out for Philadelphia.
5. The narrative structure is mostly chronological.
Students should expect the story will continue with
incidents in the life of Franklin as a young man.
Writing Activity Some students might respond that Franklin
was justified because of his brother’s mistreatment. Others
may respond that he should have fulfilled his obligation.
Pages 27– 45
1. Franklin arrives in Philadelphia nearly broke and wear-
ing plain working clothes. He does not look like the
prosperous gentleman he will become.
2. Franklin meets influential people of the time, such as
William Keith, the governor of the province. Keith’s
position allows him to promise Franklin all the official
government printing. Students might mention the
mayor, city managers, or U.S. Congressmen of today.
3. Franklin returns to Boston with a letter from Governor
Keith, urging Franklin’s father to back his son’s new
business. Franklin feels his trip is a success because he
impresses his family with his affluent appearance and
gains his father’s blessing.
Writing Activity Students’ paragraphs should note that
Franklin is hard-working, careful in his dress, analytical, out-
going, and friendly—traits that indicate a desire to succeed.
Pages 45–77
1. Franklin goes to England at Governor Keith’s sugges-
tion to purchase printing equipment. However, Keith
never wrote letters of introduction, so Franklin works
to support his stay and to earn money for his return.
2. Franklin tries to stop his friends from drinking, smok-
ing, or eating meat. He is not successful, but he
remains on good terms with his friends.
3. Franklin organizes a group for philosophical discus-
sions. Members pool their books for a library to
enhance intellectual growth. This supports the theme
of self-improvement and the value of education.
Writing Activity Students should note that Franklin takes an
active interest in his friends and maintains lifelong relation-
ships. Students might say that he would be a good friend.
Pages 77–103
1. Franklin says that the first part of his story was direct-
ed to his son and contained family anecdotes. He now
directs his lessons on life to a wider public.
2. The letters show that others urged him to tell his
instructive story and that his work is not just personal
vanity. There is a sense of humility, not conceit.
3. Franklin learns that the way to get things done with-
© Pearson Education, Inc.
 Test
Name ____________________________________________________ Date ________________________

Anne Frank: The Diary of a Young Girl

Anne Frank

A. Thinking About Anne Frank: The Diary of a Young Girl

Circle the letter of the correct answer.
1. What can you infer about Anne Frank’s nature as a young teenager?
a. She was reserved and shy.
b. She was unhappy and lonely.
c. She was sensitive and fun-loving.
d. She was insecure and afraid to grow up.
2. Which of the following incidents demonstrates prejudice?
a. the first burglary
b. Miep’s dinner party
c. Margot’s call-up notice
d. the loss of Boche
3. During their years in hiding, Anne believed that her father
a. didn’t really know her.
b. liked her older sister better.
c. was basically a phony person.
d. was becoming very ill.
4. Which of the following events created an atmosphere that caused the people in the
Annexe to demonstrate both fear and courage?
a. Peter spilled the beans.
b. Mrs. Van Daan had dental work done by Mr. Dussel.
c. The night air raids occurred.
d. Anne first started to write in her diary.
5. Complete the following sentence with one of the vocabulary words below.
Sour faces and __________________ silences for three days and then everything went
smoothly once more.
a. superfluous c. audible
b. obstinate d. boisterous
6. Which one of these people was frustrated because he or she felt the British were doing
less than they could to help during the war?
a. Anne c. Mr. Van Daan
b. Mr. Frank d. Mrs. Van Daan
7. Which word or phrase describes Peter’s nature, based on Anne’s descriptions?
a. reserved c. physically active
b. outgoing d. intellectual
8. Based on her last diary entry, Anne’s most important and continuing concern was about
a. the D-Day landing.
b. the food in the Annexe.
c. the contradictions in herself.
d. her fears for the future.

© Pearson Education, Inc. Anne Frank: The Diary of a Young Girl Test 187
Test Anne Frank: The Diary of a Young Girl

Name ____________________________________________________

9. Which of the following did NOT present a source of internal conflict for Anne during her
two years in the Secret Annexe?
a. She had to learn to study despite a lack of reading material.
b. She had to control herself to stay still and quiet.
c. She had to figure out how she felt toward Peter.
d. She had to learn to get along with her mother.
10. Complete the following sentence with one of the vocabulary words below.
Brr, brr, brr—they egg each other on until the arguments lead to __________________
and quarrels.
a. prospectus c. privation
b. optimism d. discord
B. Recognizing Literary Elements and Techniques
Respond to each item below with the best term from the following list: atmosphere,
autobiography, external conflict, historical context, imagery.
11. Anne’s expression that she felt “quite alone in the world” is a personal feeling that was
logically included as part of her
____________________________________________________________________________________.
12. The thundering noise of German anti-aircraft guns, as they fired day and night at Allied
planes in Anne Frank: The Diary of a Young Girl, adds to the sense of which literary element?
____________________________________________________________________________________.
13. As Anne writes about listening to the radio, with its daily updates on the Allies’ progress,
she allows readers to get a sense of the diary’s
____________________________________________________________________________________.
14. Due to the constant threat that the people in the Annexe might be discovered, the
burglaries that took place created a fear-filled
____________________________________________________________________________________.
15. Which literary element is Anne using when she refers to her “cardboard-covered note-
book,” causing the reader to think of her diary as a plain but useful tool?
____________________________________________________________________________________.

C. Essay Questions
16. Compare the feelings Anne had toward each of her parents. In a few paragraphs, analyze
the differences in her relationships with her mother and with her father. Use details from
Anne Frank: The Diary of a Young Girl to support your analysis.
17. Evaluate the changes in Anne’s and Peter’s relationship during the two years they spent in
hiding. In a few paragraphs, assess where their relationship started and how it progressed.
Use details from the book to support your explanation.
18. In your opinion, which one of the people in the Annexe faced the most difficult chal-
lenges? In a few paragraphs, provide reasons that support your choice, and describe the
person’s unique challenges. Use details from the book to strengthen your reasoning.

188 Test Anne Frank: The Diary of a Young Girl © Pearson Education, Inc.
 American dream includes the need for wealth and the
importance of popularity. Few of his characters
achieve both parts—or either part—of this dream.
This Side of Paradise
by F. Scott Fitzgerald
A. Thinking About This Side of Paradise
1. a 2. a 3. b 4. d 5. b 6. c 7. d
8. a 9. c 10. c
B. Recognizing Literary Elements and Techniques
11. flashback
12. historical context
13. simile
14. personification
15. cultural context
C. Essay Questions
16. Easy Students should choose Princeton and one or
more of the following: Minneapolis, New York, the
Maryland countryside. Descriptions should include
many specific details.
17. Average Students may choose Myra, Isabelle, Clara, or
Eleanor. After describing the breakups, they might
conclude that Amory didn’t want a shallow, self-
centered girlfriend; that sometimes the conquest was
as important as the romance; or that Amory wanted a
worldly, but not too wild, woman.
18. Challenging Students may choose from a number of
the Monsignor’s ideas, such as the distinction between
a personality and a personage; that Amory will ulti-
mately find Catholicism important; that people like
him and Amory are clever, brilliant, and able to detect
evil. Students should choose examples from the text to
show the influence of each idea on Amory.
Madame Bovary by Gustave Flaubert
A. Thinking About Madame Bovary
1. c 2. b 3. d 4. b 5. c 6. c 7. d
8. a 9. d 10. c
B. Recognizing Literary Elements and Techniques
11. He married Heloise because his mother wanted him to
marry her; he married Emma because he fell in love
with her.
12. An example of an inner conflict is her feeling that the
romantic life she thinks she deserves has passed her
by. An example of an external conflict is her dealings
with Lheureux, the moneylender.
13. She turns to Léon, who says he will try to borrow the
money for her, but he never brings it. She also turns
to Rodolphe, who says he doesn’t have the money.
14. She thinks he will forgive her, and she doesn’t want
him to have something over her.
15. Sample answer: The atmosphere is one of danger, or
fear of the possibility of being seen by a neighbor,
mixed with excitement.
C. Essay Questions
16. Easy Rodolphe and Léon are similar in that they are
both willing to have an affair with a married woman.
They both get tired of Emma’s extreme emotional ups
© Pearson Education, Inc.
and downs. When bored with her, they are happy to
end the relationship. Neither is willing to help her
when she is in desperate need. They are different in
that Rodolphe is much more experienced than Léon,
having had many affairs in the past.
17. Average Students will probably agree that the book is
moral, since Emma didn’t “get away with it.” The fact
that she suffers so greatly for her failures was consid-
ered evidence in those days that the book wouldn’t be
harmful to young women who might read it.
18. Challenging Students could argue either view.
Johnny Tremain by Esther Forbes
A. Thinking about Johnny Tremain
1. c 2. d 3. a 4. b 5. a 6. c 7. a
8. c 9. d 10. b
B. Recognizing Literary Elements and Techniques
11. setting
12. narrative structure
13. conflict
14. point of view
15. comparing and contrasting characters
C. Essay Questions
16. Easy Answers should show that students understand
that Johnny changes from an apolitical, arrogant,
talented person to a wiser, less arrogant person who
is concerned with the future of his country and
determined to fight for this future. Johnny changes
from an impulsive, self-centered youth to a young
man who is aware of the sacrifices and talents of
others.
17. Average Students may write that the most important
events are the Boston Tea Party, the fight in
Lexington, and the rout of the British after the initial
“target practice” by the British. The Boston Tea Party is
important because it shows the determination of the
colonists not to be taxed without representation—and
their willingness to defy the British to show their dis-
pleasure. The Lexington “target practice” is important
because it represented the first battle of the war. The
rout of the British soon after showed the determina-
tion of the rebels to win the war and to gather the sol-
diers necessary to do so.
18. Challenging Students may choose the historical figure
Paul Revere. His importance was as a leader—someone
who put together the spy network against the British,
helped run the rebel effort, and became involved him-
self, as shown by his being the one who rode to give
information about British movements. His leadership
qualities included his ability to inspire, to organize, and
to fearlessly involve himself in danger. He demonstrated
leadership in his ride, in his speeches to the group, and
in his ability to inspire others to follow his lead.
Anne Frank: The Diary of a Young
Girl by Anne Frank
A. Thinking About Anne Frank: The Diary of a Young
Girl
1. c 2. c 3. a 4. c 5. b 6. d 7. a
8. c 9. a 10. d
Answers 723
B. Recognizing Literary Elements and Techniques
11. autobiography
12. external conflict
13. historical context
14. atmosphere
15. imagery
C. Essay Questions
16. Easy Students should identify the difficulties Anne
had with each of her parents, describe how she tended
to feel closer to her father, and analyze how she was
able to come to terms with her mother.
17. Average Students should acknowledge that initially
Anne felt some hesitation in getting to know Peter,
that they developed a budding friendship and kissed,
and that the friendship deepened and became a bond
that sustained them through difficult times.
18. Challenging Students may say that Anne had to simul-
taneously deal with growing up and with the constant
threatening presence of war, or they may choose one
of the older people who was less adaptable. Answers
should be well supported.
The Autobiography and Other
Writings by Benjamin Franklin
A. Thinking About The Autobiography and
Other Writings
1. b 2. a 3. b 4. d 5. a 6. c 7. d
8. b 9. b 10. c
B. Recognizing Literary Elements and Techniques
11. Sample answer: The narrative is written from a first-
person point of view, it focuses primarily on the expe-
riences and feelings of the author, and it contains
many subjective judgments.
12. It is written mostly in chronological order, focusing on
different periods in Franklin’s life.
13. colonial America in the eighteenth century
14. It is a theme.
15. cultural context
C. Essay Questions
16. Easy Students might discuss Franklin’s successful
building of a printing business, his rise in political and
social circles in Philadelphia, his activities as a military
strategist during the French and Indian War, his work
as a diplomat representing Philadelphia in England
and the new United States in France, and his activities
as an inventor and scientist.
17. Average Students might focus on Franklin’s self-
discipline and desire for self-improvement, as seen in
the thirteen virtues he strives to live by; his willingness
to work hard, as shown by his efforts to build his print-
ing business; his friendliness and outgoing nature that
help him develop important contacts; his courage in
striking out on his own as a young man; his generosity
and civic interest, as shown by his activities to improve
life in Philadelphia; and his willingness to stand up for
his beliefs, as shown in his dealings with General
Braddock and other military and political figures.
18. Challenging Students might discuss the development
of independence from Great Britain in business, poli-
tics, civil activities, and military matters. Franklin
724 Answers
shows that he was able to succeed in business on his
own in America without much British support. His
description of his political battles contrasts the inflexi-
bility of British and colonial political leaders with the
desire of the colonists for more freedom and self-
control. His discussion of the growth of various civil
institutions in Philadelphia reinforces the idea that the
colonies can succeed on their own. He also shows the
gradual breakdown of colonial belief in the judgments
and strategies of the British in military matters during
the French and Indian War.
Brady by Jean Fritz
A. Thinking About Brady
1. a 2. d 3. a 4. b 5. b 6. c 7. a
8. c 9. d 10. a
B. Recognizing Literary Elements and Techniques
11. limited third-person point of view
12. simile
13. the countryside of Pennsylvania in 1836
14. Sample answer: Indirect characterization—We learn
about Brady through what his father says about him.
15. The climax takes place when the fire occurs, and
Brady decides to take Moss to the next station on the
Underground Railroad.
C. Essay Questions
16. Easy Answers should show that students understand
Brady’s personal growth during the story. At first,
Brady constantly speaks out of turn, but during the
story he learns how to keep quiet when it is necessary.
Eventually, he decides that slavery is wrong and acts
on what he learns, thus helping Moss.
17. Average At the beginning of the story, Brady does not
care much about the issue of slavery. By listening to
his father, watching the slave catcher, meeting Moss
and becoming friends with him, and learning how
strongly his father feels about slavery, Brady, too,
becomes someone who is determined to work against
slavery.
18. Challenging Students should understand that this
novel revolves around different kinds of secrets—
Brady’s dislike of hunting, Drover Hull’s secret
Underground Railroad station, and the Sermon House
that is a station in which Moss is hiding. Those who
know about the Underground Railroad keep that
secret as a matter of life or death. Brady at first has
trouble keeping secrets, which means his father
doesn’t trust him. At the end, when Brady has proved
he can keep a secret, his father is willing to entrust
Brady with more secrets about the Underground
Railroad and praises Brady for becoming a man.
Poems by Robert Frost: A Boy’s
Will and North of Boston
A. Thinking About A Boy’s Will and North of Boston
1. a 2. c 3. a 4. b 5. a 6. c 7. b
8. d 9. c 10. a
B. Recognizing Literary Elements and Techniques
11. personification
12. allusion
© Pearson Education, Inc.
© Pearson Education, Inc.

Rubrics for Rating Scale

Criteria Not very Very
Response to
How well have the significant ideas of the piece been covered? 1 2 3 4 5
Literature
How well supported with accurate and detailed references to the text
Use one or both 1 2 3 4 5
and other works is the writer’s reaction?
of the following sets
of criteria to evaluate How effectively have personal and literary allusions, quotations, and 1 2 3 4 5
responses to literature. other examples been used?
How effectively does the conclusion sum up the writer’s response? 1 2 3 4 5

Score 6 Score 5 Score 4 Score 3 Score 2 Score 1

Audience Clearly focuses on Focuses on one Mainly focuses on Some summary An attempt is Not fully engaged
and one aspect of the aspect of the text, one aspect of text, information is made to discuss in the task; either
Purpose text, with sufficient with summary with general given, but focus the text, but it is the text is not
summary information information provided summary information is not clear unsuccessful; either discussed OR no
provided given topic is unclear OR attempt is made to
support is limited support ideas
Organization Well organized, with Clearly organized, Is consistently May have Very disorganized; Lacks organization;
strong transitions although an organized, organization in not easy to follow confused and
helping to link words occasional lapse although perhaps some parts, but difficult to follow;
and ideas may occur simplistically lacks organization may be too brief to
in other parts assess organization

Elaboration Develops any Develops any Adequate support Support for the main Support is repetitive Lacks support,
assertions with assertions with for main idea is idea is not fully or undeveloped, with summary
elaborated support support from the provided, as well developed; writer’s little discussion of information, or
and details from the text; provides as some of the reactions may not be writer’s reactions writer’s reactions
text; provides writer’s writer’s reactions writer’s reactions emphasized
reactions to text to text to the text

Use of Varies sentence Some sentence Sentence structure Inconsistent control Problematic sentence Little or no control
Language structures and makes variety and good and word choices of sentence structure structure and over sentences;
Reading Guide

good word choices; word choices; some may be appropriate and incorrect word frequent inaccuracies incorrect word
very few errors in errors in spelling, but are occasionally choices; errors in in word choice; errors choices may cause
spelling, grammar, or grammar, or awkward; errors in spelling, grammar, in spelling, grammar, confusion; many
punctuation punctuation, but they spelling, grammar, or punctuation and punctuation errors in spelling,
do not interfere with or punctuation may occasionally hinder reader grammar, and
reader understanding occur but do not interfere with reader understanding punctuation severely
interfere with reader understanding hinder reader
627

understanding understanding
628

Rubrics for Rating Scale

Criteria Not very Very
Comparison-and-
Reading Guide

How clearly identified are the subjects? 1 2 3 4 5

Contrast Essay
How apparent is a thesis statement? 1 2 3 4 5
Use one or both
of the following sets How well supported by evidence is the thesis? 1 2 3 4 5
of criteria to evaluate How sufficiently have details supported each statement about the similarities
and differences between the subjects? 1 2 3 4 5
comparison-and-
contrast essays. How clearly do transitions indicate the relationships between subjects? 1 2 3 4 5
How logical and consistent is the organization? 1 2 3 4 5

Score 6 Score 5 Score 4 Score 3 Score 2 Score 1

Audience Clearly presents a Provides a topic to Provides a topic to May attempt to Only a minimal Does not compare
and topic to be compared be compared and be compared and compare and attempt at comparing and contrast
Purpose and contrasted and contrasted and contrasted contrast two things, and contrasting two
targets audience targets audience but does not do so things; either topic is
fully or clearly unclear OR support is
limited
Organization Well organized, with Clearly organized, Is consistently May have Very disorganized; Lacks organization;
strong transitions although an organized, although organization in not easy to follow confused and
helping to link words occasional lapse perhaps simplistically parts, but lacks difficult to follow;
and ideas may occur organization in may be too brief to
other parts assess organization

Elaboration Effectively elaborates Elaborates Adequately Does not consistently Similarities and Lacks support or
similarities and similarities and addresses address similarities differences are not elaboration
differences with differences with similarities and and differences; may present or not well
details and examples details and examples differences emphasize some but explained; support is
as support as support neglect others minimal

Use of Varies sentence Some sentence Sentence structures Inconsistent control Problematic sentence Little or no control
structures and makes variety and good and word choices of sentence structure structure and over sentences;
© Pearson Education, Inc.

Language
good word choices; word choices; some may be appropriate and incorrect word frequent inaccuracies incorrect word
very few errors in errors in spelling, but are occasionally choices; errors in in word choice; errors choices may cause
spelling, grammar, or grammar, or awkward; errors in spelling, grammar, or in spelling, grammar, confusion; many
punctuation punctuation, but they spelling, grammar, punctuation and punctuation errors in spelling,
do not interfere with or punctuation may occasionally interfere hinder reader grammar, and
reader understanding occur but do not with reader understanding punctuation severely
interfere with reader understanding hinder reader
understanding understanding
© Pearson Education, Inc.

Rubrics for Rating Scale

Criteria Not very Very
Descriptive Essay
Use one or both How clearly and consistently is the description organized? 1 2 3 4 5
of the following sets How effectively are details used to create imagery? 1 2 3 4 5
of criteria to evaluate
descriptive essays. How creative and interesting are the comparisons of the figurative
1 2 3 4 5
language?

How well do the sensory details appeal to the five senses? 1 2 3 4 5

Score 6 Score 5 Score 4 Score 3 Score 2 Score 1

Audience Creates a memorable Creates a strong Creates a main May create a main Sensory details may Contains details that
and main impression, main impression, impression, impression, but does be present, but do are unfocused or do
Purpose supported with supported with supported by not adequately not add up to a clear not work in support
effective use of many relevant sensory sensory details. support it with main impression of a clear main
sensory details. details. sensory details impression

Organization Well organized, with Clearly organized, Is consistently May have Very disorganized; Lacks organization;
strong transitions although an organized, although organization in not easy to follow confused and
helping to link words occasional lapse perhaps simplistically parts, but lacks difficult to follow;
and ideas. may occur organization in may be too brief to
other parts assess organization

Elaboration Vivid, sensory details Sensory details Sensory details Details in support of Limited use of No sensory details
support main idea; strongly support support main idea; main idea not sensory details in used in support of
creative use of main idea; figurative figurative language consistently effective; support of main idea; main idea; no
figurative language language beginning used to create attempts at figurative unsuccessful use of figurative language
provides interesting to make interesting comparisons language not always figurative language
comparisons. comparisons successful or
interesting

Use of Varies sentence Some sentence Sentence structures Inconsistent control Problematic sentence Little or no control
Language structures and makes variety and good and word choices of sentence structure structure and over sentences;
Reading Guide

good word choices; word choices; some may be appropriate and incorrect word frequent inaccuracies incorrect word
very few errors in errors in spelling, but are occasionally choices; errors in in word choice; errors choices may cause
spelling, grammar, or grammar, or awkward; errors in spelling, grammar, or in spelling, grammar, confusion; many
punctuation punctuation, but they spelling, grammar, punctuation and punctuation errors in spelling,
do not interfere with or punctuation may occasionally interfere hinder reader grammar, and
reader understanding occur but do not with reader understanding punctuation severely
interfere with reader understanding hinder reader
629

understanding understanding
630

Rubrics for Rating Scale

Criteria Not very Very
Expository Essay
Reading Guide

How clear is the thesis or purpose? 1 2 3 4 5

Use one or both
of the following sets How well do the facts and details support the thesis? 1 2 3 4 5
of criteria to evaluate
expository essays. How consistently and appropriately are ideas organized? 1 2 3 4 5
How fully elaborated are connections among ideas? 1 2 3 4 5
How well do transitions convey ideas? 1 2 3 4 5

Score 6 Score 5 Score 4 Score 3 Score 2 Score 1

Audience Effectively engages Engages the Engages the Attempts to engage Fails to engage the Fails to engage the
and the reader's interest reader's interest reader's interest, the reader's interest reader's interest or reader's interest or
Purpose and states a clear and states a clear but purpose is not and state a purpose; state a clear state a clear purpose;
purpose; consistently purpose; addresses clear; addresses a addresses a purpose; addresses a addresses an
addresses an an appropriate topic somewhat somewhat somewhat inappropriate topic.
appropriate topic appropriate topic appropriate topic appropriate topic.
Organization Presents an effective Presents an effective Presents an effective May have Presents an Shows a lack of
and coherent and coherent organizational organization in inconsistent organizational
organizational organizational structure with a few parts, but lacks organizational structure
structure structure, although inconsistencies organization in structure
some lapses may other parts
occur

Elaboration Effectively elaborates Elaborates Adequately Does not consistently Similarities and Lacks support or
similarities and similarities and addresses address similarities differences are not elaboration
differences with differences with similarities and and differences; may present or not well
details and examples details and examples differences emphasize some but explained; support is
as support as support neglect others minimal

Use of Varies sentence Some sentence Sentence structures Inconsistent control Problematic sentence Little or no control
Language structures and makes variety and good and word choices of sentence structure structure and over sentences;
© Pearson Education, Inc.

good word choices; word choices; some may be appropriate and incorrect word frequent inaccuracies incorrect word
very few errors in errors in spelling, but are occasionally choices; errors in in word choice; errors choices may cause
spelling, grammar, or grammar, or awkward; errors in spelling, grammar, or in spelling, grammar, confusion; many
punctuation punctuation, but they spelling, grammar, punctuation and punctuation errors in spelling,
do not interfere with or punctuation may occasionally interfere hinder reader grammar, and
reader understanding occur but do not with reader understanding punctuation severely
interfere with reader understanding hinder reader
understanding understanding
© Pearson Education, Inc.

Rubrics for Rating Scale

Criteria Not very Very
Multimedia
Presentation How well does the presentation integrate audio and visual components? 1 2 3 4 5

Use one or both How effectively is each element reinforced by the appropriate medium? 1 2 3 4 5
of the following sets
of criteria to evaluate Is the presentation clear and logically organized? 1 2 3 4 5
multimedia presentations. How innovatively does the presentation make use of media to convey 1 2 3 4 5
concepts?

Score 6 Score 5 Score 4 Score 3 Score 2 Score 1

Audience Clearly and effectively
and presents a main topic
Purpose appropriate to the
intended audience;
media use is dramatic,
informative, and
engaging
Organization Uses imaginative word-
processing, audio, and
visual formats to
organize and present
information in a
dramatic and well-
paced manner
Elaboration Uses strong and varied
visual and audio
components to elaborate
on and enhance written
material; references an
extensive variety of
Reading Guide
Clearly and effectively Clearly presents a Presents a main topic Presents a vague main Presents a vague
presents a main topic main topic mostly that is somewhat topic that is somewhat main topic that is
appropriate to the appropriate to the appropriate to the appropriate to the inappropriate to the
intended audience; intended audience; intended audience; intended audience; intended audience;
media use is media use is media use is media use is media use is
informative and suitable somewhat tangential occasionally suitable unsuitable
suitable but suitable
Uses appropriate Uses mostly Uses somewhat Uses mostly Fails to use
word-processing, appropriate word- inappropriate word- inappropriate word- appropriate word-
audio, and visual processing, audio, processing, audio, processing, audio, processing, audio,
formats to organize and visual formats to and visual formats to and visual formats to and visual formats to
and present organize and present organize and present organize and present organize and present
information; pacing information; pacing information; pacing is information; pacing is information; pacing
is good is inconsistent somewhat distracting very distracting is very distracting
Uses varied visual Uses visual and Uses visual or audio Uses visual or Uses visual and
and audio audio components to components to audio components audio components
components to elaborate on and elaborate on written somewhat with little, if any,
elaborate on and enhance written material; relies on one tangentially; relies connection to written
enhance written material; references or two sources on one source material; references
material; references several sources no sources
a variety of sources

sources

Use of Presents facts and
Language details to precisely
address the topic in an
engaging manner;
effectively uses
language to integrate
631
Presents facts and Presents facts and Presents facts and Presents facts and Presents
details to address details to adequately details to address the details but addresses unsupported
the topic; effectively address the topic; topic somewhat; the topic inadequately; statements; fails to
uses language to somewhat effectively attempts to use fails to use language use language to
integrate different uses language to language to integrate to integrate different integrate different
types of media integrate different different types of types of media types of media

different types of media types of media media

632

Rubrics for Rating Scale

Criteria Not very Very
Persuasive
Reading Guide

Composition How clearly stated is the issue? 1 2 3 4 5

Use one or both How clear and well supported with evidence is the writer’s opinion? 1 2 3 4 5
of the following sets
How well does the writer address readers’ concerns and
of criteria to evaluate counterclaims? 1 2 3 4 5
persuasive compositions.
How logically and effectively is the composition organized? 1 2 3 4 5

Score 6 Score 5 Score 4 Score 3 Score 2 Score 1

Audience Clearly states the Clearly states the States a position While a position Either a position is Little effort is made
and author’s position and author’s position and adequately may be stated, it is not clearly given OR to persuade, either
Purpose effectively persuades and persuades the attempts to either unclear OR little attempt is made because there is no
the reader of validity reader persuade the reader undeveloped at persuasion position taken or
of author’s argument because no support
is given
Organization Well organized, with Clearly organized, Is consistently May have Very disorganized; Lacks organization;
strong transitions although an organized, although organization in not easy to follow confused and
helping to link words occasional lapse perhaps simplistically parts, but lacks difficult to follow;
and ideas may occur organization in may be too brief to
other parts assess organization

Elaboration Develops its Develops its Provides some The support of the The support of Lacks support
arguments with arguments with elaborated support position may be position is not well
specific, well- specific support of the author’s brief, repetitive, or developed
elaborated support position irrelevant

Use of Varies sentence Some sentence Sentence structures Inconsistent control Problematic sentence Little or no control
Language structures and makes variety and good and word choices of sentence structure structure and over sentences;
© Pearson Education, Inc.

good word choices; word choices; some may be appropriate and incorrect word frequent inaccuracies incorrect word
very few errors in errors in spelling, but are occasionally choices; errors in in word choice; errors choices may cause
spelling, grammar, or grammar, or awkward; errors in spelling, grammar, or in spelling, grammar, confusion; many
punctuation punctuation, but they spelling, grammar, punctuation and punctuation errors in spelling,
do not interfere with or punctuation may occasionally interfere hinder reader grammar, and
reader understanding occur but do not with reader understanding punctuation severely
interfere with reader understanding hinder reader
understanding understanding
© Pearson Education, Inc.

Rubrics for Rating Scale

Criteria Not very Very
Research Report
How clear and focused is the thesis statement? 1 2 3 4 5
Use one or both
of the following sets How well does the report draw upon both primary and secondary sources? 1 2 3 4 5
of criteria to evaluate
research reports. How effectively and clearly is the report organized? 1 2 3 4 5
How clearly identified are the sources of information? 1 2 3 4 5
How effectively do visual aids present and enhance the delivery of information? 1 2 3 4 5

Score 6 Score 5 Score 4 Score 3 Score 2 Score 1

Audience Focuses on a clearly
and stated thesis, starting
Purpose from a well-framed
question; provides
thorough support; gives
complete citations
Organization Presents information
clearly in logical order,
emphasizing details of
central importance;
paper conveys a sense
of completeness
Focuses on a clearly Focuses on a clearly Focuses mainly on Relates to thesis but Presents
stated thesis, starting stated thesis; provides the chosen topic; includes loosely information
from a well-framed spotty support; gives give some citations related material; few without a clear
question; provides some citations citations focus; few or no
some support; gives citations
complete citations
Presents information Presents information Presents Presents Presents information
clearly in logical in logical order; information in information in a in a scattered,
order, emphasizing details emphasized logical order; mostly illogical disorganized manner;
details of central not always of central details emphasized order; details are does not use details
importance importance may cause reader confusing
confusion

Elaboration Draws clear
conclusions from
information gathered
from multiple
sources; interprets
information logically
Draws conclusions Draws conclusions Explains and Presents information Presents
from information from information interprets some but does not draw information with
gathered from gathered from information conclusions little or no
multiple sources; multiple sources; interpretation or
interprets information attempts to interpret synthesis
somewhat logically information logically

Use of Varies sentence Some sentence Sentence structures Inconsistent control Problematic sentence Little or no control
Language structures and makes variety and good and word choices of sentence structure structure and over sentences;
Reading Guide

good word choices;
very few errors in
spelling, grammar, or
punctuation
633
word choices; some may be appropriate and incorrect word frequent inaccuracies incorrect word
errors in spelling, but are occasionally choices; errors in in word choice; errors choices may cause
grammar, or awkward; errors in spelling, grammar, or in spelling, grammar, confusion; many
punctuation, but they spelling, grammar, punctuation and punctuation errors in spelling,
do not interfere with or punctuation may occasionally interfere hinder reader grammar, and
reader understanding occur but do not with reader understanding punctuation severely

interfere with reader understanding hinder reader

understanding understanding
634
Rubrics for Rating Scale
Criteria Not very Very
Writing for
Reading Guide

Assessment How fully answered are the questions? 1 2 3 4 5

Use one or both How clearly stated are the main points? 1 2 3 4 5
of the following sets How sufficiently do details support each statement? 1 2 3 4 5
of criteria to evaluate
writing for assessment. How logical and consistent is the organization throughout the essay? 1 2 3 4 5
How effectively is correct grammar, spelling, and punctuation used? 1 2 3 4 5
How accurate is the use of Standard English? 1 2 3 4 5

Score 6 Score 5 Score 4 Score 3 Score 2 Score 1

Audience Clearly addresses the Clearly addresses Addresses the While the prompt An attempt is made Little or no
and writing prompt; a the writing prompt; writing prompt; a may be addressed, to address the attempt is made to
Purpose main idea is clearly a main idea is main idea is the main idea may prompt; however, address the
presented presented presented not be clear either the topic is prompt; response
unclear OR the is unfocused or
support is limited undeveloped
Organization Well organized, with Clearly organized, Is consistently May have Very disorganized; Lacks organization;
strong transitions although an organized, organization in not easy to follow confused and
helping to link words occasional lapse although perhaps parts, but lacks difficult to follow;
and ideas may occur simplistically organization in may be too brief to
other parts assess organization

Elaboration The thesis is The thesis is The thesis is The support given for Limited support OR Lacks elaboration
effectively developed developed with adequately the thesis may be support that does not of ideas
with elaborated elaborated support supported unclear or support a clear main
support and specific and details undeveloped idea
details and ideas

Use of Varies sentence Some sentence Sentence structures Inconsistent control Problematic sentence Little or no control
© Pearson Education, Inc.

Language structures and makes variety and good and word choices of sentence structure structure and over sentences;
good word choices; word choices; some may be appropriate and incorrect word frequent inaccuracies incorrect word
very few errors in errors in spelling, but are occasionally choices; errors in in word choice; errors choices may cause
spelling, grammar, or grammar, or awkward; errors in spelling, grammar, in spelling, grammar, confusion; many
punctuation punctuation, but they spelling, grammar, or punctuation and punctuation errors in spelling,
do not interfere with or punctuation may occasionally hinder reader grammar, and
reader understanding occur but do not interfere with reader understanding punctuation severely
interfere with reader understanding hinder reader
understanding understanding
Teaching Guide Atmosphere
Title / Author ___________________________________________________________________________
Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and analyze use of the following literary concept:
• Atmosphere is the mood or feeling of a work of literature created by details of setting
or action. In poetry, rhythm, rhyme, and other sound devices can also contribute to
atmosphere.

Materials
Book under discussion
Atmosphere: Student Activity Sheet (p. 5)
Cluster Diagram: Transparency (p. 175)

Introduce
Ask students to imagine that it is a stormy night and they are lost in a dark woods. They hear the
wind lashing at the trees, branches moaning as they rub against each other in the wind, and
through the gloom they can see little. A sudden lightning flash illuminates their path toward more
dark woods ahead. Guide students to recognize that the details of this scene create a tense, fore-
boding mood or feeling. Explain that in literature, the mood or feeling created by a scene is called
atmosphere. Guide students to recognize the specific details that contributed to the atmosphere of
the scene described—for example, the wind lashing at the trees and the image of the lightning
flash showing more dark woods ahead.

Teach
1. Display the Cluster Diagram transparency, draw a facsimile on the chalkboard, or distribute
copies of it to the class.
2. Explain that the atmosphere in a work of literature—the mood that a work of literature creates
in the reader—plays an important role in achieving the author’s purpose. For example, a book
of ghost stories would not be as effective if the setting and its details created a happy and care-
free feeling in the reader. Instead, the writer of a book of ghost stories includes details designed
to scare the reader.
3. Have students choose from the work they are reading a scene that has a strong atmosphere.
Have volunteers suggest a few words that describe that atmosphere, and write those words in
the center cell of the Cluster Diagram. Ask students to help you fill in the surrounding cells
with details and images that create the atmosphere of the scene.
4. Ask students to consider, as they read each scene in the book, what details and images the
author has included and how they help create the atmosphere of that scene of the work as a
whole.

Apply and Assess

Distribute copies of the Atmosphere student activity sheet for students to complete independently,
with partners, or in small groups. If you wish, discuss their responses in class. Encourage students
to use the Cluster Diagram to help them understand how the author creates atmosphere in other
scenes. You might also ask them to consider these questions:
• Why is the author creating this atmosphere in this scene?
• How, if at all, does the atmosphere change throughout the book?

4 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Atmosphere Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

• Atmosphere is the mood or feeling of a work of literature created by details of setting

or action. In poetry, rhythm, rhyme, and other sound devices can also contribute to
atmosphere.

Directions: Think about atmosphere in the literary work that you are reading. Then, complete
the following activity.

In the left column of this chart, briefly describe a scene from the book in which you feel the
author created a specific mood or atmosphere. In the center column, include the details,
phrases, and/or images that help create that atmosphere. In the right column, write the words
that describe the atmosphere that the scene creates, such as sad, terrifying, or joyful.

Details That Create Atmosphere

Scene the Atmosphere of the Scene

© Pearson Education, Inc. Teaching Guides and Customizable Resources 5

 Cluster Diagram Overhead Transparency

Title __________________________________________ Assignment _________________________________

© Pearson Education, Inc. Teaching Guides and Customizable Resources 175

Teaching Guide Draw Conclusions
Title / Author ___________________________________________________________________________
Assignment _________________________________________________ Date ______________________

Objective: Students will learn to draw conclusions about a text to aid comprehension.
• A conclusion is a general statement that a reader can make and explain by
reasoning or that one can support with details from the text. A conclusion is often
based on a series of inferences.

Materials
Book under discussion
A picture cut into several pieces
Draw Conclusions: Student Activity Sheet (p. 125)

Introduce
Display a picture that has been cut into several pieces. Show students one piece of the picture at a
time, and invite them to combine their memories of each piece to determine what the complete
picture shows. Ask, “What can you conclude about the picture based on the pieces you have
seen?” Then, ask students to think about the work they are reading and consider how they might
use the same strategy to draw conclusions based on details in the text.

Teach
1. Explain that a conclusion is a general statement that readers can make and explain by
reasoning or that can be supported using details from the text. A conclusion is often based on
a series of inferences. (See Make Inferences teaching guide for more on inferences.) Explain that
when an author provides details, readers use those details along with their own logic to draw
conclusions about what is happening, and why. Sometimes, an author creates a sense of
mystery by presenting only a few details at a time. As each new detail is revealed, readers can
combine it with other details to draw conclusions.
2. Tell students that they can apply this strategy to fiction, nonfiction, poetry, and drama. In
fiction, poetry, or drama, they might draw conclusions about characters, settings, situations, or
events. In nonfiction, they might draw conclusions about the topic, the author’s points, or the
information provided.
3. Emphasize that students must base their conclusions on facts and ideas in the text. When
drawing conclusions, students might ask themselves, “What details does the author provide?”
“Why does the author include this information?” “What do these facts or ideas suggest?” and
“What conclusion can I draw based on the details and my own knowledge?”

Apply and Assess

Distribute copies of the Draw Conclusions student activity sheet for students to complete
independently, with partners, or in small groups. If you wish, discuss their responses in class. As
students continue to read, you might encourage them to consider these questions:
• What conclusions can I draw based on the details provided so far?
• How do these conclusions help me understand what is happening or what is being
presented in the work?

124 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Draw Conclusions Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

• A conclusion is a general statement that a reader can make and explain by

reasoning or that one can support with details from the text. A conclusion is often
based on a series of inferences. As you read, it is helpful to draw conclusions about
what is happening in the work. If you are reading a work of nonfiction, you might
draw a conclusion about the point the author is making or about information in the
text. If you are reading a narrative or drama, you might draw a conclusion about a
character’s personality or about how a situation will turn out. Remember that your
conclusions must be based on facts and ideas in the text.

Directions: Think about the work that you are reading. Then, fill in the chart below with
conclusions you have drawn about what you’ve read so far. List the reasons or details from
the text that helped you to draw each conclusion.

Facts and Details Used

Conclusion
to Draw Conclusion

1.

2.

3.

4.

5.

© Pearson Education, Inc. Teaching Guides and Customizable Resources 125

Teaching Guide Vocabulary
Title / Author ___________________________________________________________________________
Assignment _________________________________________________ Date ______________________

Objective: Students will learn the definitions, pronunciations, and uses of the following
vocabulary words:
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________

Materials
Dictionary
Reading Guide
One of the Vocabulary Student Activity Sheets from pp. 137–147

Introduce
1. Call students’ attention to the assigned vocabulary words in the Reading Guide. Tell students
that they will be responsible for learning, understanding, and using the words on the list.
2. Point out the pronunciation of each word. Make sure that all students are familiar with the
pronunciation symbols. Review if necessary.
3. Call on volunteers to read each word aloud. Correct their pronunciation if necessary.

Teach
1. Ask students if any of the words look or sound familiar or resemble other known words.
2. Have students read the definitions of the words and discuss whether the definitions confirm or
contradict their first impressions of the words.
3. Call on volunteers to restate the meanings of the words and to give examples of sentences or
situations in which they might use the words.
4. Have students copy each word and its definition into their vocabulary notebooks, leaving two
lines after each word for sentences to be added.
5. Tell students to look for each word as they read the assignment and to copy the sentence in
which the word is used on the lines they have left below each definition in their notebooks.
Students may also add other unfamiliar words that they encounter, using a dictionary to find
the pronunciations and definitions. (Students should enter only the definition for each word
that seems closest to the context in which the word is used.)

Assess
Assign the vocabulary activity sheet suggested in the Lesson Plan or one of your choosing. You
may suggest that students apply the vocabulary skills to words from their reading in addition to
those listed in the Reading Guide.

136 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Original Sentences Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

• List the vocabulary words from your Reading Guide. Then, write a synonym or antonym
for each one. If necessary, you may wish to consult a dictionary or a thesaurus.
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________

• Write your own sentences using the words from the lists above. Try to use the vocabulary
word and its synonym or antonym in the same sentence. Be sure that your sentences
make sense and that they show your understanding of the meaning of each vocabulary
word.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

© Pearson Education, Inc. Teaching Guides and Customizable Resources 139

Teaching Guide Context: Historical and Cultural
Title / Author ___________________________________________________________________________
Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and understand the following literary concept:
• The historical and cultural context of a work is the background of events, laws,
beliefs, and customs of the particular time and place in which a work is set or in
which it was written.

Materials
Book under discussion
A selection of current magazine or newspaper advertisements
Two-column Chart: Transparency (p. 183)
Context—Historical and Cultural: Student Activity Sheet (p. 25)

Introduce
Read the following sentences to students:
• The children play with their toys.
• A new play is opening at the theater.
Discuss with students that the context, or situation, in which the word play is used helps them
understand its meaning. The context in which a work is set or was written helps readers under-
stand the meaning of the events or ideas in the work. Characters may do or say things that seem
unusual to students yet are normal within the context of the work. An author’s viewpoint may be
influenced by the circumstances of the time period, place, or society in which he or she wrote.

Teach
1. Read this passage aloud:
Paula stood on the steps of the town hall, handing out flyers announcing her choice for
mayor. She was determined to make her voice heard, no matter how hard it would be.
In the context of 1900, Paula’s actions are radical and extreme. Women did not have the right
to vote in 1900, and Paula’s determination shows that she is strongly independent. In the con-
text of 2000, Paula’s actions are not particularly unusual.
2. Discuss with students the difference between works written during a historical period and
works written about a historical period. When an author writes a historical novel, he or she
usually provides information about the historical and cultural context. This information helps
the reader interpret events and characters in light of their context.
When reading a work written during another time, the reader may need to find out about
that period in order to fully understand the work. Refer students to sources of information,
including book introductions and afterwords, encyclopedias, and historical timelines and period
overviews. Students should also consult the Background section of their Reading Guide.
3. Display the Two-column Chart transparency. Guide students to identify the historical and cul-
tural context of the work under discussion. As a group, identify two or three details of the con-
text that affect the characters’ actions or the author’s perspective. Note the details in the left
column of the chart and their effects in the right column.

Apply and Assess

Distribute copies of the Context—Historical and Cultural student activity sheet for students to com-
plete independently, with partners, or in small groups. If you wish, discuss their responses in class.
Prompt students’ ongoing reflection on context by posting these questions for their consideration:
• Which of the characters’ actions reflect the context of the book? How?
• Would the central themes of the work be the same in another historical context?

24 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Context: Historical and Cultural Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

• The historical and cultural context of a work is the background of events, laws,
beliefs, and customs of the particular time and place in which a work is set or in
which it was written.

Directions: Think about the historical and cultural context of the work that you are reading.
Then, complete the following activities:

What is the time period and place in which the work is set?
________________________________________________________________________________________

What is the time period and place in which the work was written?
________________________________________________________________________________________

In the left column of this chart, enter details about the events, laws, beliefs, or customs of
the time period in which the work is set or was written. In the right column, explain how
each detail you listed affects your understanding of events, characters, or ideas in the work
that you are studying.

Historical and How Context Affects

Cultural Details Your Understanding

© Pearson Education, Inc. Teaching Guides and Customizable Resources 25

 Humor Teaching Guide

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and analyze use of the following literary concepts:
• Humor is a quality in writing that is meant to amuse. A writer may use several
techniques to achieve humor.
• Situational humor can arise from a setting or turn of events that is unpredictable
and out of place with the reader’s expectations.
• Verbal humor is the surprising and comic use of words (for example, exaggeration,
puns, and odd names).
• Physical humor arises from odd motions, actions, or appearances (for example,
clumsy behavior, unusual facial expressions, or other sight gags).

Materials
Book under discussion
Three-way Venn Diagram: Transparency (p. 181)
Humor: Student Activity Sheet (p. 58)

Introduce
Read aloud two or three anecdotes from a source such as Reader’s Digest. Explain that an anecdote
is a very short story—usually a funny one; then, discuss why each of the examples that you read is
funny. (For example, was there a funny action? Funny words? A funny outcome?) Ask students
“What’s so funny?” about the narrative that they are reading.

Teach
1. Display the Three-way Venn Diagram transparency, draw a facsimile on the chalkboard, or
distribute copies of it to the class.
2. Distinguish among the major categories of humor, drawing examples (or calling on volunteers
to give examples) from television programs or movies with which students are familiar. Point
out that in all three categories, the humor is based on catching the reader (and sometimes the
characters) off guard and by surprise. Of course, not every surprise in a literary work is humor-
ous, but if students start to smile when they read and try to visualize the action, they probably
have found humor.
3. Have students label the circles of the Three-way Venn Diagram “Situational,” “Verbal,” and
“Physical” and the place where the circles intersect “Humor.” Ask students to think about the
work that they are reading. What examples of each type of humor can they remember from it?
Have the class work together to identify and comment on their choices.

Apply and Assess

Distribute copies of the Humor student activity sheet for students to complete independently, with
partners, or in small groups. If you wish, discuss their responses in class. As students continue to
read, you might encourage them to consider these questions:
• How do the different kinds of humor work together to make the work funny?
• What can I learn about the writer’s ideas through his or her use of humor?

© Pearson Education, Inc. Teaching Guides and Customizable Resources 57

Student Activity Sheet Humor
Name ___________________________________________________ Date _________________________
Title _______________________________________________ Assignment ________________________

• Humor is a quality in writing that is meant to amuse. A writer may use several
techniques to achieve humor.
• Situational humor can arise from a setting or turn of events that is unpredictable
and out of place with the reader’s expectations.
• Verbal humor is the surprising and comic use of words (for example, exaggeration,
puns, and odd names).
• Physical humor arises from odd motions, actions, or appearances (for example,
clumsy behavior, unusual facial expressions, or other sight gags).

Directions: From the narrative that you are reading, choose several moments when you
thought to yourself, “That’s funny!” Briefly describe those moments in the left column of the
chart below. Then, use the right column to identify the type of humor of each moment, and
why you found it funny.

Moment in Narrative Type(s) and Source(s) of Humor

1.

2.

3.

58 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Three-way Venn Diagram Overhead Transparency

Title __________________________________________ Assignment _________________________________

© Pearson Education, Inc. Teaching Guides and Customizable Resources 181

 Imagery Teaching Guide

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and analyze use of the following literary concepts:
• Imagery is the use of language that appeals to one or more of the five senses: sight,
hearing, taste, smell, and touch.
• An instance of imagery—a word or phrase that appeals to one or more of the five
senses—is called an image.

Materials
Book under discussion
Five-column Chart: Transparency (p. 176)
Imagery: Student Activity Sheet (p. 60)

Introduce
Ask students to recall an exciting experience in their lives—a sporting event, for example, or a trip
to a special place. Which details would they use to capture the experience? Have volunteers offer
details. If necessary, remind them to include details that appeal to senses other than sight—to
describe sounds, for instance, and smells.

Teach
1. Display the Five-column Chart transparency, draw a facsimile on the chalkboard, or distribute
copies of it to the class. The columns should be labeled “Sight,” “Hearing,” “Taste,” “Smell,”
and “Touch.”
2. Explain that imagery is the use of language that appeals to one or more of the five senses.
Elicit or clarify the fact that the five senses are sight, hearing, taste, smell, and touch. Point
out that writers use imagery to convey sensory experiences. Note that a single instance of
imagery—a word or phrase that appeals to one or more of the five senses—is called an image.
3. Be sure that students understand that the same image can appeal to more than one of the five
senses. For instance, “the tempting aroma of sizzling bacon” appeals to the senses of smell,
hearing, and sight.
4. Have students look for images in a poem or passage from a longer work that they are reading.
Students might ask themselves, “Which details appeal to my sense of sight, hearing, touch,
taste, or smell?” Have them jot down each image in the appropriate box of the Five-column
Chart. If an image appeals to several senses, they should list it more than once.

Apply and Assess

Distribute copies of the Imagery student activity sheet for students to complete independently,
with partners, or in small groups. If you wish, discuss students’ responses in class. You might also
ask them to consider this question:
• How does the imagery in a poem or passage help to capture a particular mood?

© Pearson Education, Inc. Teaching Guides and Customizable Resources 59

Student Activity Sheet Imagery
Name ___________________________________________________ Date _________________________
Title _______________________________________________ Assignment ________________________

• Imagery is the use of language that appeals to one or more of the five senses: sight,
hearing, taste, smell, and touch.
• An instance of imagery—a word or phrase that appeals to one or more of the five
senses—is called an image.

Directions: Think about the imagery in the work that you are reading. Then, complete the
following activity:

1. Choose a poem or passage, and consider what mood or feeling the images help convey.
Write the mood in the main circle of the diagram below. Then, in the boxes, list the
images that contribute to the mood.

60 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Five-column Chart Overhead Transparency

Title __________________________________________ Assignment _________________________________

© Pearson Education, Inc. Teaching Guides and Customizable Resources 176

Student Activity Sheet Word Map
Name ___________________________________________________ Date _________________________
Title _______________________________________________ Assignment ________________________

What is it?

What is it like?

Word

What are some examples?

146 Teaching Guides and Customizable Resources © Pearson Education, Inc.

Teaching Guide Conflict
Title / Author ___________________________________________________________________________
Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and understand the following literary concepts:
• A conflict is a struggle between opposing forces in a narrative.
• Internal conflict occurs within a character who faces opposing ideas, feelings, or
choices.
• External conflict occurs between characters or between a character and a larger
force, such as nature or society.

Materials
Book under discussion
Three-column Chart: Transparency (p. 180)
Conflict: Student Activity Sheet (p. 23)

Introduce
Display a magazine photograph, video clip, or other depiction of a sporting event in which two
individuals or teams are clearly in fierce competition. Invite comments about the clash that the
scene illustrates. Then, ask students to think about the work that they are reading. What kinds of
clashes have they seen in that narrative so far?

Teach
1. Display the Three-column Chart transparency, draw a facsimile on the chalkboard, or distrib-
ute copies of it to the class.
2. Explain that conflicts—clashes—are important to a narrative. In fact, conflicts largely deter-
mine the action in a narrative. (You might even challenge students to try to name a narrative
that does not focus on at least one conflict.) The way characters respond to a conflict also may
help reveal their personalities.
3. Have students choose an important character from the work that they are reading and write
the character’s name in the left column of the chart. In the center column, have them briefly
describe the conflict that the character faces. Students might ask themselves, What thing does
this character want? What goal is he or she trying to achieve? and What is standing between
him or her and that thing or goal?
4. Explain the difference between internal and external conflict; invite students to give examples
of each. In the right column of the chart, have students note what kind of conflict they have
chosen and any other comments that they want to make about that conflict.

Apply and Assess

Distribute copies of the Conflict student activity sheet for students to complete independently,
with partners, or in small groups. If you wish, discuss their responses in class. Encourage students
to use the three-column chart to record other conflicts that they find as they read. You also might
encourage them to consider these questions:
• How does each conflict shape what happens in the narrative?
• What do I learn about the characters from their responses to conflict?

22 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Conflict Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

• A conflict is a struggle between opposing forces in a narrative.

• Internal conflict occurs within a character who faces opposing ideas, feelings, or
choices.
• External conflict occurs between characters or between a character and a larger
force, such as nature or society.

Directions: In the work that you are reading, what do you think is the most important
internal conflict thus far? Answer these questions about it:

1. Which character experiences this conflict? _____________________________________________

2. Describe the conflict. (For example, think about the argument that might be going on in
the character’s mind.) ________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Why is this conflict important to the work or narrative? ________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

4. What has the character’s response to the conflict (thus far, if it has not yet been resolved)
taught you about the character’s personality or views? __________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What do you think is the most important external conflict thus far? Answer these questions
about it:

5. Who or what are the opposing forces in this conflict? __________________________________

_____________________________________________________________________________________

6. Describe the conflict. _________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

7. How does the existence of this conflict highlight the personalities of one or more of the
characters? What themes or important ideas does the conflict make you think about?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

© Pearson Education, Inc. Teaching Guides and Customizable Resources 23

 Three-column Chart Overhead Transparency

Title __________________________________________ Assignment _________________________________

© Pearson Education, Inc. Teaching Guides and Customizable Resources 180

Student Activity Sheet Synonyms and Antonyms
Name ___________________________________________________ Date _________________________
Title _______________________________________________ Assignment ________________________

Recognizing related words can strengthen your understanding of the meanings of

new vocabulary words. Two kinds of related words are synonyms and antonyms.
Synonyms are words that are similar in meaning. Antonyms are words that are
opposite in meaning. For example, cheerful and merry are synonyms for happy; sad
is an antonym for happy.

Using words from the Reading Guide, complete the following activity. Use a dictionary or
thesaurus as needed.

1. Write a word from the Reading Guide here: ______________________

Find one or more synonyms for the word, and write them below.
_________________________ _________________________ _________________________

Find an antonym for the word. (There is not an antonym for every word.)
_________________________

2. Write a word from the Reading Guide here: ______________________

Find one or more synonyms for the word, and write them below.
_________________________ _________________________ _________________________

Find an antonym for the word. (There is not an antonym for every word.)
_________________________

3. Write a word from the Reading Guide here: ______________________

Find one or more synonyms for the word, and write them below.
_________________________ _________________________ _________________________

Find an antonym for the word. (There is not an antonym for every word.)
_________________________

4. Write a word from the Reading Guide here: ______________________

Find one or more synonyms for the word, and write them below.
_________________________ _________________________ _________________________

Find an antonym for the word. (There is not an antonym for every word.)
_________________________

5. Write a word from the Reading Guide here: ______________________

Find one or more synonyms for the word, and write them below.
_________________________ _________________________ _________________________

Find an antonym for the word. (There is not an antonym for every word.)
_________________________

140 Teaching Guides and Customizable Resources © Pearson Education, Inc.

pll_tg_cr_batch2.qxd 10/9/02 3:20 PM Page 6

Teaching Guide Author’s Purpose

Title / Author ___________________________________________________________________________
Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and understand the following literary concepts:
• Author’s purpose is the author’s reason or reasons for writing a particular work.
• The four most common purposes are to inform, to entertain, to persuade, and
to reflect.

Materials
Book under discussion
Copies of writing samples that represent the four most common author’s purposes
Author’s Purpose Chart: Transparency (p. 172)
Author’s Purpose: Student Activity Sheet (p. 7)

Introduce
Share with students an editorial piece from the school or local newspaper. Ask students what they
think the author of the piece wanted to accomplish with the editorial. Guide students to recognize
that an editorial has a persuasive purpose. Then, tell them to think about the book that they are
reading and to consider the following question: Might the author want to persuade readers of
something or does he or she have a different purpose for writing?

Teach
1. Display the Author’s Purpose Chart transparency, draw a facsimile on the chalkboard, or
distribute copies of it to the class.
2. Explain that authors have a purpose, or goal, whenever they write. Typically, authors write to
entertain, to persuade, to inform, or to reflect. In longer works, authors may have more than
one purpose.
3. Distribute copies of examples of writing that reflect each main purpose—for example, a short
story (to entertain), an advertisement (to persuade), a scientific essay (to inform), and a journal
entry (to reflect). Point out that authors accomplish their purposes through the details they
choose to include and how they present those details. For example, details from reflective
writing might include discussion of personal emotions. Details from informative writing would
likely include various facts about the subject.
4. Ask students to read each of the writing samples and look for details in the text that indicate
the author’s purpose. In the short story, for example, students should look for language or
details that they find amusing or exciting. Then, have students fill in the right column of the
Author’s Purpose Chart with details they identify for each sample.

Apply and Assess

Distribute copies of the Author’s Purpose student activity sheet for students to complete independ-
ently, with partners, or in small groups. If you wish, discuss their responses in class. Encourage
students to think about these questions as they read:
• How might the details in this work contribute to a particular purpose?
• Who is the likely audience for this book, and what does this suggest about the author’s
purpose?

6 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Author’s Purpose Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

• Author’s purpose is the author’s reason or reasons for writing a particular work.
• The four most common purposes are to inform, to entertain, to persuade, and
to reflect.

Directions: Think about the author’s purpose in the work that you are reading. Then,
complete the following activities.
1. Consider the details that the author of this work chose to include. You might ask yourself
which details made the strongest impression on you. List some of these details in the
outer circles of the diagram below. Then, decide which of the four main author’s purposes
the details suggest. Write that purpose in the center circle of the diagram.

2. If you think the author of this work had multiple purposes, describe the secondary
purposes here. Give at least one detail that supports each additional purpose.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

© Pearson Education, Inc. Teaching Guides and Customizable Resources 7

 Author’s Purpose Chart Overhead Transparency

Title __________________________________________ Assignment _________________________________

Author‘s Purpose Examples From Text

To inform

To entertain

To persuade

To reflect

Other

© Pearson Education, Inc. Teaching Guides and Customizable Resources 172

Clarifying Word Meanings With Context Clues Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

When you come across an unfamiliar word while reading, look for context clues to help
you figure out its meaning. Context clues are the guides or keys in the words, phrases,
and sentences that surround the unknown word and help explain it. Context clues can
be found before or after the unfamiliar word or phrase. Be aware of the following types
of context clues as you read: synonyms, comparisons, explanations, and definitions.
After you use a context clue to figure out the meaning of an unknown word, check your
definition in the dictionary.

Directions: In the left column of the chart below, list the vocabulary words from the reading
assignment. Write the definition of each word in the center column of the chart. In the right
column, note some of the clues in the text that suggest the meaning of each word. Then, find
several other unfamiliar words in the work, and write those words in the left column. Try to
determine the meaning of each one, using context clues. Write your definitions in the center
column, and the context clues that suggest each definition in the right column. When you
have finished, check your definitions in a dictionary.

Word Definition Context Clues

1.

2.

3.

4.

5.

6.

7.

© Pearson Education, Inc. Teaching Guides and Customizable Resources 137

Teaching Guide Autobiography
Title / Author ___________________________________________________________________________
Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and understand the following literary concept:
• Autobiography is a form of nonfiction in which a person tells his or her life story.
Autobiographical writing may tell about the person’s whole life or only a part of it.

Materials
Book under discussion
Autobiography: Student Activity Sheet (p. 9)

Introduce
Ask students to recall a television or film documentary they have seen about a famous person who
is still living. Point out that these programs almost always include an interview with the subject of
the documentary, but they also include clips of other people talking about that person. The reason
is that, while the first type of interview is the best way to get to know the subject, other perspec-
tives are required to get a more accurate picture of the events being described. Likewise, with any
firsthand account, the reader must understand that events will always be described as the author
wants the reader to see them and that this may affect the accuracy of the account.

Teach
1. Explain that in autobiography, the author chronicles his or her life story, or at least part of it.
In either case, the author recounts a series of events to shape a narrative. In addition, autobi-
ography often includes the author’s reactions to and ideas about events.
2. Point out that autobiography, unlike normal biography, offers a direct window into the subject’s
mind. The reader is able to learn about the subject’s memories, fears, or desires without the
interpretation of another writer. Encourage students to ask themselves, What do I learn about
the subject of this autobiography that no one but the author could know?
3. Emphasize the fact that authors of autobiographies want the reader to come away with certain
impressions of them based on the stories they tell and how they tell them. For example, a
celebrity who wants to portray his or her life as a “rags-to-riches” story might exaggerate the
hardship of his or her early life. Therefore, autobiographies must be read critically.

Apply and Assess

Distribute copies of the Autobiography student activity sheet for students to complete independ-
ently, with partners, or in small groups. If you wish, discuss their responses in class. As students
read, you might encourage them to consider these questions:
• What experiences seem most important to the author?
• How might these events have been interpreted by someone else?

8 Teaching Guides and Customizable Resources © Pearson Education, Inc.

 Autobiography Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

• Autobiography is a form of nonfiction in which a person tells his or her life story.
Autobiographical writing may tell about the person’s whole life or only a part of it.

Directions: Consider what impression the author wants you to have of him or her. Ask
yourself, Does he or she want me to picture a lonely person, a competent and successful
person, an angry person? In the top box of each chart, write the impression that you think
the author seeks to make. Then, reflect on your reading to identify details that helped create
the impression. List several examples in the boxes below.

Impression

Example Example Example

Impression

Example Example Example

© Pearson Education, Inc. Teaching Guides and Customizable Resources 9


The Purposes of Nonfiction
Nonfiction is prose writing that presents
and explains ideas or that tells about real
people, places, objects, or events. (Prose is
ordinary written language, as distinct from
poetry.) Nonfiction includes biographies,
reflective essays, magazine features,
newspaper articles, and how-to books.
Although all nonfiction is based on fact,
the different types of nonfiction vary widely.
Nonfiction may be written for a number of
purposes, including the following:
• to inform
• to instruct or guide
• to persuade
• to share thoughts or feelings
A cake recipe is an example of one kind of
nonfiction, how-to writing. Its sole purpose is
to guide you in baking a cake. It will not
discuss the history of baking, nor will it try to
persuade you to avoid eating certain foods.
A history book on cake, on the other hand,
has the purpose of informing readers. It will
contain thorough information on what is
known of the origins and history of cake. It will
probably contain recipes as examples, but it
may not give thorough guidance on following
them. That is not its job.
A reflective essay is much different from
either a recipe or a history book. In a reflective
essay, a writer links matters of immediate
personal experience or concern to more
general themes. The purpose of such an essay
is to share the writer’s thoughts and feelings
and to inspire readers to similar reflections.
The writer of a reflective essay on cake
might tell of the time his or her grandmother
passed along a traditional family recipe. The
writer might then explain that this experience
led him or her to read about baking. Sharing
what he or she then learned, the writer might
then mix into the essay details about cakes in
the Middle Ages or about the chemistry of the
ingredients. The essay might conclude with a
generalization about the historical and
emotional significance of all food.
Your Job as Reader
Just as each type of nonfiction does a
different job, your job as a reader of nonfiction
depends on the purpose of a work. When you
read a recipe, your job is to follow directions
carefully. When you read a persuasive essay,
© Pearson Education, Inc.
Background on Nonfiction
your job is to follow the argument and to
evaluate it critically. When you read a
reflective essay, your job is to open your mind
and to follow where the essay leads you.
Of course, you can read a cake recipe for
reasons other than baking a cake. (You might
read it simply because you are bored!) The
“job” given to a reader of nonfiction is not
what you decide to do when reading. Instead,
it is the role for the reader implied by the
kinds of information the writer includes and
the manner in which the writer presents it. The
job of a recipe reader, for example, does not
include reading for amusement, and so the
writer of a recipe will not include jokes.
Readers can also form their own specific
purposes for reading. You might read a recipe
to decide whether you have the time and the
ingredients to make a particular cake. You
might read a biography to learn more about
the period of history during which the subject
lived. To form your own purpose for reading,
you first need to know the purpose of a work
and the role you must play as a reader.
Strategies for Reading Nonfiction
Determine the purpose. As you start reading
a work of nonfiction, form an idea of its pur-
pose. Is the work written to give you basic
facts? Will it provide analysis as well? Will the
speaker offer his or her own point of view?
What is your job once you take on the role of
reader—to learn, to follow directions, or to be
entertained?
Set a purpose for reading. Once you have an
idea of the purpose of the work, set your own
purpose for reading it. For instance, if the pur-
pose of a magazine article is to provide biogra-
phical information on a celebrity, you might
decide to learn about the celebrity’s early life.
As you read, focus on details related to your
purpose.
Ask questions. While reading, ask questions
with your purpose in mind. For instance,
when you learn that the celebrity in the article
received vocal training at an early age, you
might ask, What hopes or plans did her parents
have for her? Read further to see if you can
find answers to your questions.
Summarize. Pause occasionally to sum up
what you have just read. Focus on main ideas,
noting the important details that support them.
If you have difficulty summarizing a section or
paragraph, reread it and try again.
Teaching Guides and Customizable Resources 155
Book Report Topic Generator
Name ___________________________________________________ Date _________________________

Directions: Use this page to help you find a topic for a book report. First, complete the items
below. Then, review your responses to find an issue that interests you, and develop that topic
in an essay or a book report.

Book title: ______________________________________________________________________________

Author: ________________________________________________________________________________
Genre: __________________________________________________________________________________
In two sentences, what this book is about: ________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
What I liked most about the book: _______________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
What I didn’t like, and why: _____________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
My favorite character, and why: __________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
The scene, line, or passage that meant something to me, and why: _________________________
________________________________________________________________________________________
________________________________________________________________________________________
What sets this book apart from others I have read: ________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
What I would say about this book to someone else:________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
The questions I have after reading this book:______________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
My strongest reason for recommending or not recommending this book: ___________________
________________________________________________________________________________________
________________________________________________________________________________________

158 Teaching Guides and Customizable Resources © Pearson Education, Inc.


After students have finished reading a
novel, a play, or an anthology, refer to this
list of alternatives to a book report.
Narrative Point of View
Have students select a scene or episode from
the book and rewrite it using a different
narrative point of view. As a prewriting
activity, encourage students to identify the
point of view in the original selection and to
discuss the characteristics of this narrative
perspective and of the narrative point of view
they will use in their own story.
Interview Questions
Have pairs of students work together to cre-
ate a list of eight to ten questions to ask one
of the main characters from a book that both
students have read. Alternatively, the students
can write the questions to ask the author
of the book. Students should role-play the
interview, with students reversing roles and
playing both the interviewer and the charac-
ter or author answering the questions.
Pantomime
Have small groups of students select a scene
or episode from a book to pantomime by
using gestures and facial expressions. Ask
them to present their pantomimes in class,
and have other students identify what is
happening in the pantomime.
Storyboard
Have small groups of students create a
storyboard that outlines the main events in
the novel for a movie version of the book.
Display the storyboards in class, and discuss
the similarities and differences between the
screen version and the original book.
Newspaper Article
Ask students to select a major event in the
book and write a newspaper article about the
incident. The news story should be written for
a periodical that would have been published
at the time of the story. Post the article on a
class bulletin board.
Historical Research
Have students research the historical period
in which the story was set. Students can
present their findings in a variety of formats,
© Pearson Education, Inc.
Book Report Alternatives
including a series of eight to ten newspaper
headlines focusing on key events of the period;
a three- to five-page report about the period;
or a series of first-person written narratives
from the point of view of a student living dur-
ing that historical period. Call on volunteers
to present their research projects in class.
Debate
Stage a debate in which small groups of
students who have read the same book
debate an issue that played a key role in the
plot of the story. Other students can ask the
debaters questions about their views on the
topic at the end of the debate.
Movie Script
Have students select a scene or an episode
from the book to use as the basis of a movie
script. They should include detailed camera
instructions and descriptions of the sets as
well as dialogue. Point out that the dialogue
should include the characters’ words from
the book along with additional dialogue writ-
ten by the students. Refer students to a book
about screenplay or teleplay formatting from
your school library if necessary.
Video Game Design
Students can design a video game based
on the books they read. The project should
include a cover sheet, in which students
describe the game and name it. They should
also present a series of sketches showing
what the game will look like and how it will
be played.
Letter to the Author
Encourage students to respond to the story
by writing a letter to the author. In the letter,
students should explain whether or not
they found the story believable and how
they responded to the characters and their
problems.
Journal Entries
Students should write a series of three jour-
nal entries by their favorite character in the
book that reflects his or her feelings about
an important event or series of events in the
story. Remind students to write the journal
entry in that character’s voice.
Teaching Guides and Customizable Resources 159
Book Report Alternatives
Epilogue
Have students write an epilogue to the book
that extends the story. The epilogue should
include characters from the book who are in
a new situation or facing a new conflict that
is related to events in the story. Call on volun-
teers to read their epilogue in small groups
or to the entire class.
Books on Film
If a movie or telefilm version of the book
was produced, screen it in class. Encourage
students to compare the book and film
versions of the same story. Students should
then identify the actors whom they would
cast in the roles of the major characters from
the book if a movie or telefilm were being
produced today.
Travel Poster
Students should research the setting of the
book. Then, have them create travel posters
advertising the setting or encouraging people
to move there. Display the completed posters
in class.
Interview
Have students research the author’s life.
Student pairs can then role-play interviews
between a newspaper reporter and the
author shortly after the publication of the
book. They should take turns reversing roles
in the role play. Call on volunteers to present
their role plays in class.
Dramatization
Have small groups of students dramatize
a scene from the book. Students can act,
write, direct, and produce the dramatization.
Encourage them to select appropriate back-
ground music to help create the mood of
the drama.
Book Jacket
Have students design a book jacket for the
book. As a preparatory activity, encourage
students to discuss book jackets from books
in your school and classroom library and
identify elements that they like about each
one. Display the completed book jackets in
class.
160 Teaching Guides and Customizable Resources
Timeline
Encourage students to create a timeline of
important events from the book. The timeline
should include the date (or approximate date)
of the event, a brief description, and an
illustration. Display the timelines in class.
Story Map
Students can create a story map to represent
the main events in the story. The story map
should include the details of the exposition,
including the setting, the main characters, a
one-sentence summary of the basic situation,
and a description of the conflict; the main
events in the rising action; the climax; the
main events in the falling action; and the
resolution.
World Events Timeline
Students can research world events that
might have influenced the author. Encourage
students to present this information on a
timeline that identifies the world event and
shows a link between it and the author’s life.
Poetry
Haave students discuss figurative language
in the book, including similes, metaphors,
personifications, and descriptive passages
that were particularly moving. Then, ask stu-
dents to write a poem in response to the
book. The poem can be lyric, epic, narrative,
or dramatic. Call on volunteers to read their
poems aloud in small groups.
Letters
Have students write a series of letters between
two of the characters in the book, in which
each responds to an event in the story. Call
on volunteers to read their letters aloud in
small groups.
Résumé
Have students select one of the major
characters from the story and write a résumé
for that character. The résumé should include
pertinent information about that character’s
life, experiences, educational background,
and job goals. Ask students who have read
the same book to discuss their résumés in
small groups.
© Pearson Education, Inc.

Collage
Encourage students to create a collage with
images from newspapers and magazines,
as well as original designs, in response to
a book they have read. The collage might
express the experiences of a particular char-
acter or illustrate the events in a key episode
or event. Encourage students to display and
discuss their collages.
Travel Log
Have students write a log of a character’s
journey through the book. The entries in the
travel log should include a description of the
setting of key events from the story and the
actions of the characters. Call on volunteers
to read their travel logs aloud in small
groups.
Newspaper or Magazine Ad
Have students create a newspaper or maga-
zine ad for the book that includes both an
exciting visual and a catchy slogan line
to interest potential readers. Display the
completed ads in class. Discuss similarities
and differences between advertisements for
the same book.
© Pearson Education, Inc.
Book Report Alternatives
Panel Discussion
Encourage several students who have read
the same book to discuss their reactions in
a panel discussion. Another student can act
as the panel moderator. The other students
should ask the panel members questions at
the conclusion of the discussion.
Speech
Have students write a speech by a major char-
acter in the book. The speech can be written
to follow the climax of the story; to defend his
or her actions in the story; to defend another
character; to inspire action; or to defend the
story. Call on students to role-play the charac-
ter as they present their speeches in class.
Multimedia Presentation
Have students create a multimedia presenta-
tion about some aspect of the work they have
read. Among the media students can use are
written materials, a slide show, a video, an
oral or audiocassette presentation, sound
effects, music, art, photographs, models,
charts, and diagrams. Encourage students
to work in pairs or small groups to research
and put together their final products.
Teaching Guides and Customizable Resources 161

Alliteration Alliteration is the repetition of ini-
tial consonant sounds in accented syllables.
Allusion An allusion is a reference within a
work to something famous outside it, such as
a well-known person, place, event, story, or
work of art.
Antagonist The antagonist is the character
who opposes the protagonist in a work of
fiction.
Apostrophe An apostrophe is a figure of
speech in which a speaker directly addresses
an absent person as if he or she were present
or addresses some personified quality, object,
or idea as if it were capable of hearing.
Aside In drama, an aside is a brief comment
made by one character that is not heard by
other characters. An aside is spoken to the
audience or to the character himself or herself.
It is generally assumed that the information
revealed in an aside is true.
Atmosphere Atmosphere is the mood or
feeling of a work of literature created by details
of setting or action. In poetry, rhythm, rhyme,
and other sound devices can also contribute to
atmosphere.
Author’s bias Author’s bias refers to the
writer’s feelings toward or personal interest in
his or her subject.
Author’s message The author’s message
includes the ideas, information, and attitudes
that the writer of a work wants to convey to his
or her audience.
Author’s purpose Author’s purpose is the
author’s reason for writing a particular work.
The four most common purposes of authors
are to inform, to entertain, to persuade, and to
reflect.
Autobiography Autobiography is a form of
nonfiction in which a person tells his or her life
story. Autobiographical writing may tell about
the person’s whole life or only part of it.
Biography Biography is a form of nonfiction
in which a writer tells the life story of another
person.
Blank verse Blank verse is unrhymed lines of
poetry, mostly in iambic pentameter.
© Pearson Education, Inc.
Glossary of Literary Terms
Character A character is a person or animal
that takes part in the action of a literary work.
Major characters are individuals who dominate
a narrative. Minor characters are individuals
who enrich a narrative but are not the focus of
attention. A dynamic character is one who
changes over the course of a story. A static
character is one who does not change. A round
character is one with many aspects to his or
her personality, possibly including internal con-
flicts. A flat character is one who is defined by
only one or a few qualities.
Character motivation Character motivation is
the reason or reasons behind a character’s
behavior.
Characterization Characterization is the way
or ways in which a writer reveals information
about a character. In direct characterization, a
writer makes direct statements about a char-
acter’s appearance, personality, and actions.
In indirect characterization, a writer suggests
information about a character through what
the character says and does, what other
characters say about him or her, or how
other characters behave toward him or her.
Conflict A conflict is a struggle between
opposing forces in a narrative. Internal conflict
occurs within a character who faces opposing
ideas, feelings, or choices. External conflict
occurs between characters or between a
character and a larger force, such as nature or
society.
Dialect Dialect is the form of language spoken
by people in a particular region or group.
Pronunciation, vocabulary, and sentence
structure are affected by dialect.
Dialogue In a drama or play, the dialogue is
the words that characters speak to one another
or to the audience.
Diction Diction is the writer’s choice of words
in a literary work. It might be described as
formal or informal, abstract or concrete, plain
or ornate, or ordinary or technical.
Dramatic monologue A dramatic monologue
is a poem in which a single character speaks
to a listener or listeners who remain silent.
In the poem, the speaker reveals his or her
personality and attitudes.
Teaching Guides and Customizable Resources 163
Glossary of Literary Terms
Epic An epic is a long, serious narrative—often
a poem—about the deeds and adventures of
gods or of a hero. Epics usually tell a story that
bears great historical significance to a nation
or people.
Epic conventions Epic conventions are
traditional characteristics of epic poems. They
include an invocation, an opening statement of
the theme, a beginning in medias res (Latin for
“in the middle of things”), and epic similes
(also called Homeric or extended similes).
Epic hero An epic hero is the central figure of
an epic. This character usually is a figure of
great, even larger-than-life, stature.
Essay An essay is a short nonfiction work of
prose about a specific subject. An expository
essay is one that informs or explains. A
persuasive essay is one that attempts to
convince the reader to accept a position or take
a desired action. A personal essay is one in
which the writer relates a personal experience.
A reflective essay is one in which the writer
shares his or her insight about something or
someone.
Fable A fable is a brief story or poem, often
with animal characters, that teaches a lesson.
Fantasy Fantasy includes elements not found
in real life, such as supernatural occurrences
and imaginary places, creatures, and things.
Figurative language Figurative language is
language that is not meant to be taken literally.
Simile, metaphor, personification, apostrophe,
oxymoron, paradox, and hyperbole are
examples of figurative language.
Folk literature Folk literature is the body of
stories, legends, folk tales, fables, myths, and
other works arising out of the oral traditions of
peoples around the world. Folk literature usual-
ly reflects the values of the culture from which
it originates.
Folk tale A folk tale is a short traditional
narrative, often based on a larger-than-life
hero. Folk tales often include elements of fanta-
sy. These stories tend to evolve as they are
modified and embellished by the various
groups and tellers who pass them down
through oral tradition.
164 Teaching Guides and Customizable Resources
Foreshadowing Foreshadowing is the use of
clues to suggest events that have yet to occur.
Genre A genre is a category, or type, of
literature. Literature is commonly divided into
three major genres: poetry, prose, and drama.
Each major genre can be divided into smaller
genres.
Heroic couplets In poetry, heroic couplets
are rhymed pairs of lines, mostly in iambic
pentameter.
Historical and cultural context The historical
and cultural context of a work is the back-
ground of events, laws, beliefs, and customs
of the particular time and place in which a
work is set or in which it was written.
Humor Humor is a quality in writing that is
meant to amuse. A writer may use several
techniques to achieve humor. Situational
humor can arise from a setting or turn of
events that is unpredictable and not in line
with the reader’s expectations. Verbal humor is
the surprising and comic use of words (for
example, exaggeration, puns, and odd names).
Physical humor arises from odd motions,
actions, or appearances (for example, clumsy
behavior, unusual facial expressions, or other
sight gags).
Hyperbole Hyperbole is a deliberate
exaggeration or overstatement.
Iambic pentameter In poetry, iambic
pentameter is a meter, or pattern of rhythm,
in which a line has five unstressed syllables,
each followed by a stressed syllable.
Imagery Imagery is the use of language that
appeals to one or more of the five senses:
sight, hearing, taste, smell, and touch. An
instance of imagery—a word or phrase that
appeals to one or more of the five senses—is
called an image.
Interior monologue An interior monologue is
a poem that presents the thoughts and feelings
of a single character as though the character
were speaking aloud.
Irony Irony is the result of a contrast between
appearance or expectation and reality. In
verbal irony, words are used to suggest the
opposite of their usual meaning. In dramatic
© Pearson Education, Inc.

irony, what appears to be true to a character
is not what the reader or audience knows to
be true. In situational irony, an event occurs
that directly contradicts expectations.
Legend A legend is a traditional story that
tends to have more historical truth and fewer
supernatural elements than other forms of
folk literature. Usually, a legend deals with a
particular person, such as a hero, a saint, or a
national leader.
Lyric poetry Lyric poetry is poetry that
expresses the observations and feelings of a
single speaker. Odes, sonnets, elegies, and
songs are all forms of lyric poetry.
Metaphor A metaphor is a direct comparison
of two unlike things, describing one as if it
were the other, without using like or as.
Meter Meter is the rhythmical pattern of a
poem. This pattern is determined by the num-
ber and types of stresses, or beats, in each line.
Modernism Modernism was a literary move-
ment of the early to mid-twentieth century in
which writers tried to break away from the
traditional forms and styles of the past.
Monologue In drama, a monologue is a long,
uninterrupted speech by one character, to
which other characters may or may not listen.
Mystery A mystery is a work that centers on a
crime or puzzle that is usually solved near the
end. Common elements in mysteries include
danger, a strong sense of suspense, a detective
hero, the hero’s partner, and a red herring (a
plot element or misleading clue used to divert
the reader’s attention from the real issue).
Myth A myth is a story that explains the
actions of gods or heroes or the causes of
natural phenomena, such as the origins of
earthly life.
Narrative poetry Narrative poetry is poetry
that tells a story. Epics and ballads are exam-
ples of narrative poetry.
Narrative structure Narrative structure is the
way in which story events are organized and
revealed. Chronological order is time order,
the order in which events normally happen. A
flashback is a scene or incident that jumps back
© Pearson Education, Inc.
Glossary of Literary Terms
to an earlier time. A frame story contains a
story inside a larger narrative framework—
a story within a story. Some longer works
consist of interrelated stories, stories that are
separate but share a common element.
Naturalism Naturalism was a literary move-
ment that occurred around the same time as
Realism. Naturalism expanded on Realism by
putting forth the idea that people and their
lives are often deeply affected and even con-
trolled by natural and social forces that are
beyond their control.
Onomatopoeia Onomatopoeia is the use of
words that imitate sounds.
Oxymoron An oxymoron combines two words
with opposite or conflicting meanings.
Paradox A paradox is a statement that seems
to be contradictory but actually presents a
truth.
Personification Personification is a description
of something nonhuman as if it were human.
Persuasive writing Persuasive writing contains
a message that tries to convince readers to
hold particular views or take particular actions.
Plot Plot is the sequence of events in a liter-
ary work. It is structured around a character
or characters involved in a conflict. Most
plots can be broken down into many or all
of the following parts:
1. The exposition introduces the setting,
characters, and basic situation.
2. The inciting incident introduces the central
conflict.
3. During the rising action, or development,
the conflict runs its course and usually
intensifies.
4. The climax is the turning point of the plot,
during which the conflict reaches the height
of its interest or suspense.
5. The falling action includes the events that
follow the plot’s climax.
6. At the resolution, the conflict is ended.
7. The denouement ties up loose ends that
remain after the resolution of the conflict.
Teaching Guides and Customizable Resources 165
Glossary of Literary Terms
Point of view The point of view is the
perspective from which a literary work is told.
In a work with a first-person point of view,
the narrator is part of the action and uses the
pronouns I, me, and my. The reader knows
only what the narrator knows and chooses to
share about other characters and the events
in which they are involved. A narrative with a
third-person point of view is told by someone
outside the action. Sometimes, this narrator
is limited and reveals only his or her own
thoughts and feelings. At other times, the
narrator is omniscient, or all-knowing, and
able to reveal the thoughts and feelings of all
characters in the story.
Prose Prose is the ordinary form of written
language. Most writing that is not poetry,
drama, or song is considered prose. Prose is
one of the major genres of literature and
occurs in two forms: fiction and nonfiction.
Protagonist The protagonist is the main
character in a work of fiction and usually the
character that readers most want to succeed.
Realism Realism was a literary movement of
the late nineteenth century that tried to
represent people and their lives as realistically
as possible. Unlike the earlier Romantic
movement, which favored the dramatic,
Realism dealt with the everyday occurrences
of common people’s lives.
Repetition Repetition in a poem is the
reiteration of a word, phrase, or sound.
Rhyme Rhyme is the repetition of sounds at
the ends of words. Specifically, rhyme involves
the vowels and succeeding consonants in
the stressed syllables of two or more words.
End rhyme occurs when rhyming words
appear at the ends of two or more lines.
Internal rhyme occurs when the rhyming
words fall within a single line. Exact rhyme
occurs when the stressed syllables of two or
more words share the same vowel sound and
succeeding consonant sound but not the same
preceding consonants. Approximate, slant, or
half rhyme occurs when the sounds repeated
in words are similar but not identical.
Rhyme scheme Rhyme scheme is the regular
pattern of rhyming words at the ends of lines
in a poem or stanza. A rhyme scheme is
166 Teaching Guides and Customizable Resources
expressed using the letters of the alphabet,
with each letter indicating the final sound in a
line—for example, abab.
Rhythm Rhythm in a poem is the beat or pulse
that results from the repetition of certain com-
binations of stressed and unstressed syllables.
Romanticism Romanticism was a literary
movement of the eighteenth and nineteenth
centuries. It was a reaction to the Neoclassicism
of the previous age. Neoclassicism empha-
sized reason, intellect, and order; Romanticism
emphasized the individual, emotions, and
nature. Characteristics of Romanticism include
imagination, writing from the heart, love of
nature, a sense of freedom, and the idea that
each person is unique.
Satire Satire is writing that pokes fun at socie-
ty or human behavior, usually with the aim of
improving it.
Science fiction Science fiction is writing that
tells about imaginary events involving science
or technology. Many science-fiction stories are
set in the future and include technology that
the writer suggests might someday exist.
Setting The setting of a literary work is the
time and place of the action.
Simile A simile is a comparison of two unlike
things that uses the word like or as.
Soliloquy In drama, a soliloquy is a longer
speech in which a character reveals his or her
true thoughts or feelings. Soliloquies are
unheard by other characters, and they usually
occur when the speaker is alone on stage.
Sonnet A sonnet is a fourteen-line lyric poem
with a single theme. Sonnets vary, but they are
usually written in rhymed iambic pentameter,
following one of two traditional patterns:
Petrarchan/Italian or Shakespearean/English.
Speaker The speaker is the voice in a poem.
Although the speaker is often the poet, the
speaker may also be a fictional character or
even an inanimate object or another type of
nonhuman entity.
Speech A speech is an oral presentation
of facts or ideas. A speech can be made to
persuade, to inform, to entertain, or to reflect
on an experience.
© Pearson Education, Inc.

Stage directions Stage directions are the
playwright’s instructions and other informa-
tion for staging, or putting on, the play.
Staging Staging is the act of putting on a
play. It includes all the elements that bring
a drama to life, such as scenery, props,
costumes, makeup, lighting, visual effects,
music, sound effects, directing, and acting.
Stanza A stanza is a group of lines in a poem
that are seen as a unit. Stanzas are different
from verse paragraphs in that they usually are
part of some pattern with other stanzas in
terms of length, rhyme, or meter.
Subplot Subplots are the smaller stories
contained in a literary work that either enrich
and add interest to the main plot or provide
relief from it.
Surprise ending A surprise ending is a con-
clusion that is unexpected. The reader has
certain expectations about the ending based
on details in the story. Often, a surprise end-
ing is foreshadowed, or subtly hinted at, in
the course of the work.
Suspense Suspense is a feeling of curiosity
or uncertainty about the outcome of events
that keeps the reader interested in the plot of
a story.
Symbol A symbol is a person, place, or thing
that stands for something else.
Theme A theme is a central message or
insight conveyed in a work of literature. A
stated theme is stated directly in the text of
the work. An implied theme is not stated but
is merely suggested by the details in the
work.
© Pearson Education, Inc.
Glossary of Literary Terms
Tone The tone of a literary work is the narra-
tor or speaker’s attitude toward his or her
audience or subject as revealed through
diction. Tone can be described using words
like friendly, distant, serious, or playful.
Tragedy A tragedy is a work of literature,
especially a play, that shows the downfall or
destruction of a noble or outstanding person.
Tragic hero A tragic hero is the main charac-
ter of a tragedy. Traditionally, the tragic hero
possesses a character trait called his or her
tragic flaw, which causes his or her downfall.
Transcendentalism Transcendentalism was a
philosophical and literary movement of the
mid-nineteenth century that placed great
importance on intuition, self-reliance, and the
idea that divinity is present in all forms of
being. Transcendentalists believed that human
intuition can transcend (rise above) the limits
of the senses and logic to receive higher
truths and greater knowledge. They believed
this could best be achieved by living simply,
spiritually, and close to nature.
Verse drama A verse drama is a play in which
most or all of the dialogue is in the form of
poetry.
Verse paragraph A verse paragraph is a
series of lines in a poem grouped together
by content. Verse paragraphs are different
from stanzas in that they vary in length within
a poem and don’t follow a set pattern
Teaching Guides and Customizable Resources 167
Discussion Guide
As you study literature, you will find that your discussions with other readers
will help you develop interpretations of the works you read. Use the following
tips to help you practice the good speaking and listening skills necessary for
success in group discussions:
■ Communicate Effectively
Effective communication requires thinking before speaking. Plan the points
that you want to make, and decide how you will express them. Organize these
points in logical order, and cite details from the work to support your ideas. Also,
remember to speak clearly, pronouncing words slowly and carefully.
■ Make Relevant Contributions
Especially when responding to literature, avoid simply summarizing the plot.
Instead, consider what you think might happen next, why events took place as
they did, or how a writer provoked a response in you. Let your ideas inspire
deeper thought or discussion about the literature that you are reading.
■ Consider Other Ideas and Interpretations
One of the exciting parts of literature study is the varied responses that a work
can generate in readers. Be open to the idea that many interpretations can be
valid. To support your own ideas, point to the events, descriptions, characters, or
other literary elements in the work that led to your interpretation. To consider
someone else’s ideas, decide whether details in the work support the interpreta-
tion he or she presents.
■ Ask Questions
Get in the habit of asking questions. This can help you clarify your understand-
ing of another reader’s ideas. Questions can also be used to call attention to
possible areas of confusion or debate or to errors in the speaker’s points. When
discussions become interactive, you can take your analysis and understanding
of a work further.

As you meet with a discussion group, use a chart such as the following to
analyze the discussion:

Work Being Discussed:

Focus Question:

Your Response: Another Student’s Response:

Supporting Evidence: Supporting Evidence:

One New Idea That You Considered About the Work During the Discussion:

162 Teaching Guides and Customizable Resources © Pearson Education, Inc.