Year 9

Relationships

Student workbook

Name:______________________

English teacher:______________

Day

Task

Page

Completed

1: Monday

Bringing baby home

2

1: Tuesday

I am offering this poem

6

1:Wednesday

Mothers

9

1:Thursday

Can’t we all just get along?

13

1: Friday

What love isn’t

17

2: Monday

Masks

20

2: Tuesday

The worst birthday

23

2:Wednesday

Thank you M’am

33

2: Thursday

To a daughter leaving home

40

2: Friday

Growing down

44

Bringing Baby Home

By JonArno Lawson

2008

JonArno Lawson is a writer of books for both children and adults. In this poem, a speaker describes bringing their baby home for the first time. As you read, take notes on how the speaker describes how the baby experiences the world.

1

[1] I was watching the first time sunlight touched her face on Murray Street,

rolling out of the clouds, dropping to sleep on her sleeping cheek.

[5]She’d never been away, never been home. The world

was full of firsts,

changing itself forever for her. Renewed by her little

long-fingered hands

moving carefully across the air

[10]like starfish,

busy remaking the world.

"Untitled" by Aditya Romansa is licensed under CC0.

From Black Stars in a White Night Sky by JonArno Lawson. Copyright © 2008 by JonArno Lawson. Published by WordSong, an imprint of Boyds Mills Press. Used by permission.

1. PART A: Which statement best expresses a theme in the poem?

A. Trying to understand the complex world around them makes babies frustrated and confused.

B. After they are born, babies need guidance from their parents to make sense of the world.

C. New life in the world means change for that life and for the world it inhabits.

D. Babies are not interested in becoming part of their new world when they are brought home.

2. PART B: Which detail from the text best supports the answer to Part A?

A. “I was watching the first time sunlight / touched her face on Murray Street” (Lines 1-2)

B. “rolling out of the clouds, dropping / to sleep on her sleeping cheek.” (Lines 3-4)

C. “changing itself forever for her. Renewed by her little / long-fingered hands” (Lines 7-8)

D. “moving carefully across the air / like starfish” (Lines 9-10)

3. What emotions are emphasized through the author’s use of first person point of view?

A. The parent is in awe of all the first experiences that are ahead of the baby.

B. The parent is jealous of the unique way that the baby gets to experience the world.

C. The parent is nervous that all of these new experiences will overwhelm the baby.

D. The parent is impatient for the baby to have all of the amazing experiences ahead of her.

Vocabulary chart:

Write down five words from the poem which you didn’t know before reading it, or words you feel are particularly significant to the poem. Using a dictionary or the internet, write a definition next to each of the words.

Word

Definition

‘Being brought home’

Write a description from the point of view of the baby, gradually making sense of the world.

You could include:

*Being taken from through the hospital to the car

*The car journey home

*Your first bedroom

*Meeting relatives

I Am Offering This Poem

By Jimmy Santiago Baca

1990

Jimmy Santiago Baca (b. 1952) is an award-winning American poet and writer, of Apache and Chicano descent. Following his difficult childhood, Baca was incarcerated as a young man. In prison, he taught himself to read and write. As you read, take notes on the meaning of the figurative language in the poem.

[1]I am offering this poem to you, since I have nothing else to give. Keep it like a warm coat

when winter comes to cover you,

[5]or like a pair of thick socks the cold cannot bite through,

I love you,

I have nothing else to give you, so it is a pot full of yellow corn

[10]to warm your belly in winter,

it is a scarf for your head, to wear

over your hair, to tie up around your face,

I love you,

Keep it, treasure this as you would

[15]if you were lost, needing direction,

in the wilderness life becomes when mature; and in the corner of your drawer,

tucked away like a cabin or hogan1 in dense2 trees, come knocking,

[20]and I will answer, give you directions, and let you warm yourself by this fire, rest by this fire, and make you feel safe

I love you,

It’s all I have to give,

[25]and all anyone needs to live, and to go on living inside, when the world outside

no longer cares if you live or die; remember,

I love you.

"Warming Hands" by Ricky Romero is licensed under CC BY-NC 2.0.

1. A hogan is a Navajo hut built with logs and earth, with its door traditionally facing east.

2. Dense (adjective): thickly crowded

Vocabulary chart:

Write down five words from the poem which you didn’t know before reading it, or words you feel are particularly significant to the poem. Using a dictionary or the internet, write a definition next to each of the words.

Word

Definition

· Answer one of the following questions in at least 50 words:

What did you learn from this text? OR

What is the message of the text? OR

Why did the writer write this text?

Use all of the words from your vocabulary chart in your answer.

1.Which of the following statements best describes a theme of the poem?[RL.2]

A. Sometimes people must sacrifice their own well-being for love.

B. Love is better shown through gifts than expression and devotion.

C. Love is a gift that can support people, particularly in hard times.

D. People need their loved ones to provide them physical shelter during harsh times.

3.

How does the repetition of the line “I love you” contribute to the overall meaning of [RL.5]

the poem?

A. It reminds the reader that love is the cheapest and easiest gift to give away, decreasing its value.

B. It shows how offering this poem represents the speaker offering love, creating a sincere tone.

C. It suggests that love is separate and superior to material gifts, which should not be valued.

D. It reveals that the speaker’s love is a hidden message only discovered by closely reading the poem.

4. PART A: Which of the following best summarizes the speaker’s purpose in the piece? [RL.6]

A. to physically provide for their loved one

B. to explain how they lost the ability to physically provide for their loved one

C. to proclaim why they feel strongly about their loved one

D. to explain what they can provide for their loved one

5.PART B: Which evidence from the text best supports the answer to Part A?[RL.1]

A. “I have nothing else to give you” (Line 8)

B. “I will answer, give you directions, / and let you warm yourself by this fire” (Lines 20-21)

C. “I love you, / It’s all I have to give, / and all anyone needs to live” (Lines 23-25)

D. “the world outside / no longer cares if you live or die” (Lines 27-28)

Mothers

By Nikki Giovanni

1972

Nikki Giovanni is a well-known African American poet, writer, commentator, activist, and educator. Her work ranges from writings about race and social issues to children’s literature. In this poem, the speaker describes seeing her mother. As you read, take notes on the words and phrases that show how the speaker feels about her mother.

[1]the last time i was home

to see my mother we kissed

exchanged pleasantries

and unpleasantries pulled a warm

[5]comforting silence around us and read separate books

i remember the first time

i consciously saw her

we were living in a three room [10] apartment on burns avenue

mommy always sat in the dark

i don’t know how i knew that but she did

that night i stumbled into the kitchen maybe because i’ve always been

[15]a night person or perhaps because i had wet the bed

she was sitting on a chair

the room was bathed in moonlight diffused1 through

those thousands of panes landlords who rented

[20]to people with children were prone to put in windows

she may have been smoking but maybe not her hair was three-quarters her height

which made me a strong believer in the samson2 myth

and very black

[25] i’m sure i just hung there by the door

i remember thinking: what a beautiful lady

"From the collection of Elizabeth Edwards" by Hands On Black History Museum is licensed under CC BY-NC-ND 2.0.

1. Diffuse (verb): to spread over a wide area

2. a character in the Hebrew Bible who would lose his incredible strength if his hair was cut

she was very deliberately3 waiting

perhaps for my father to come home

from his night job or maybe for a dream

[30]that had promised to come by

“come here” she said “i’ll teach you

a poem: i see the moon

the moon sees me

god bless the moon

and god bless me”

[35]i taught it to my son

who recited it for her

just to say we must learn

to bear the pleasures

as we have borne the pains

"Mothers” from My House. Copyright © 1972 by Nikki Giovanni, Renewed 2000 by Nikki Giovanni. Reprinted by permission of HarperCollins Publishers.

3. Deliberate (adjective): done or said in a way that is planned or intended; done or said on purpose

1. PART A: Which of the following identifies a theme of the poem?

A. As children grow up, their views of their mothers evolve and change

B. The most important lessons that children can learn come from mothers.

C. As children grow up they will, without a doubt, grow apart from their mothers.

D. Children only come to truly understand their mothers when they become parents themselves.

2. PART B: Which section from the text best supports the answer to Part A?

A. “the last time i was home / to see my mother we kissed / exchanged pleasantries” (Lines 1-3)

B. “i remember the first time / i consciously saw her / we were living in a three room/apartment” (Lines 7-10)

C. “mommy always sat in the dark / i don’t know how i knew that but she did” (Lines 11-12)

D. “her hair was three-quarters her height / which made me a strong believer in the samson myth” (Lines 22-23)

3. PART A: How does the speaker’s view of her mother change as she grows older?

A. When she is a child she views her mother as an almost mystical being, but when she is an adult she views her more realistically.

B. When she is a child she views her mother as average, but when she is an adult she views her as a larger-than-life figure.

C. When she is a child she views her mother with a sense of jealousy, but when she is an adult she views her with admiration and respect.

D. When she is a child she views her mother negatively, but when she is an adult she views her with more understanding.

4. PART B: Which TWO details from the text best support the answer to Part A?

A. “the last time i was home / to see my mother we kissed / exchanged pleasantries / and unpleasantries” (Lines 1-4)

B. “i remember the first time / i consciously saw her / we were living in a three room” (Lines 7-9)

C. “mommy always sat in the dark / i don’t know how i knew that but she did” (Lines 11-12)

D. “i’m sure i just hung there by the door / i remember thinking: what a beautiful lady” (Lines 25-26)

E. “i taught it to my son / who recited it for her” (Lines 36-37)

F. “we must learn / to bear the pleasures / as we have borne the pains” (Lines 38-40)

Vocabulary chart:

Write down five words from the poem which you didn’t know before reading it, or words you feel are particularly significant to the poem. Using a dictionary or the internet, write a definition next to each of the words.

Word

Definition

· Answer one of the following questions in at least 50 words:

What did you learn from this text? OR

What is the message of the text? OR

Why did the writer write this text?

Use all of the words from your vocabulary chart in your answer.

Can’t We All Just Get Along?

By BirdBrain Science

2016

Earth is full of a variety of living things that interact with one another in many different ways. This informational text explains the various different types of relationships they can have with one another. As you read, identify the different types of relationships that exist.

[1] Have you ever watched a show about the wild? A pair of deer clash horns! A shark eats a seal! Lions run down a gazelle! Is all nature like that? All about eating and blood and guts? Or is that just what keeps our eyes glued to the TV screen? Let’s look at some living things who work with each other rather than rip each other apart. These are the type of things that might not make it on TV. We will start with the not so nice ones and work our way to the nicest. Maybe this will make us think better of the natural world.

"Can't We All Just Get Along?" by BirdBrain Science is used with

When a lion kills a gazelle, it wants to eat as muchpermission.

as it can and maybe share the rest with its family. Then there are some living things that will take small pieces of another living thing’s body. They usually are much smaller than the thing they are taking from. Parasitism is when one living thing gets its energy from another living thing, does not give anything back, and hurts the thing it’s taking things from. You have seen them before. Have you ever slapped a mosquito? Ever had a tick? Those are parasites. These little robbers do not want to kill their host. If they did, what would they eat? A mosquito nipping at your arm may be annoying, but that’s a lot better than a lion gnawing1 on your arm.

Now let’s get a little nicer. Sometimes a living thing will live off the body of another living thing without hurting it. They do not steal anything. They do not bite. They just think the body of another living thing is a great place to hang out. Commensalism is when two living things live together and one gets good things out of it while the other is not hurt by it. Have you seen a picture of a whale with rocky white things stuck to its skin? Those are barnacles, living things that attach themselves to the whale. Living on a whale does two good things for them. First, nothing will try to eat them. They are on a whale! Also, they can eat things that float by. They may make the whale’s skin a little itchy, but they do not hurt it. Unless, of course, the whale wants to go on a date. Barnacles do not look very pretty.

Now let’s get really nice. While sharks are biting and elk are fighting, are there any animals that just get along? Yes! Actually, there are many. Mutualism is when two living things work together and both get good things out of it. Bees and flowers are the most common example. Without flowers, bees could not make honey. Without bees, flowers could not make new seeds. It’s win-win for these two. There are lots of animals that get along. Birds will live on the backs of zebras and eat the ticks that are drinking the zebra’s blood. The bird gets food. The zebra gets its ticks taken away. In some of these cases, one animal could not live without the other. So, lions, eat your hearts out. No, not that other animal’s heart.

1. Gnaw (verb): to bite at or nibble something continually

[5] There’s a word that we use for all of these kinds of relationships. Symbiotic is when two living things live together and change how the other one lives. Sometimes it’s good for one and bad for the other. Sometimes it’s just good for one. Sometimes it’s even good for both. These relationships do not end with animals living with animals. Look at humans and dogs. The dog gets food and love. The human gets a friend and a guard. If you see two living things living together, think about whether one is getting a better deal than the other.

A bird sits on a zebra. A barnacle sticks to a whale. A tick steals a little blood. These are not as exciting as watching a shark hunt or a lion roar. However, it is nice to know that there are some living things out there that are finding ways to live together. We could take note of the animals that do not always make it on TV.

“Can’t We All Just Get Along?”, © 2016, BirdBrain. Reprinted with permission, all rights reserved.

1.PART A: Which statement best identifies the central idea of the text?[RI.2]

A. The effect of one living thing on another depends on if their relationship is harmful or beneficial.

B. Relationships between animals are usually violent because they fight over food to survive.

C. TV companies make money by showing the violent relationships between animals.

D. It would be best if all living things only had symbiotic relationships with each other.

2.PART B: Which quote from the text best supports the answer to Part A?[RI.1]

A. “Is all nature like that? All about eating and blood and guts. Or is that just what keeps our eyes glued to the TV screen?” (Paragraph 1)

B. “When a lion kills a gazelle, it wants to eat as much as it can and maybe share the rest with its family.” (Paragraph 2)

C. “They do not steal anything. They do not bite. They just think the body of another living thing is a great place to hang out.” (Paragraph 3)

D. “There’s a word that we use for all of these kinds of relationships. Symbiotic is when two living things live together and change how the other one lives” (Paragraph 6)

3.

PART A: According to the text, which statement best describes the relationship

[RI.3]

between a whale and a barnacle?

A. Neither organism benefits from this relationship because barnacles are harmed when they are attached to whales.

B. The whale benefits from this relationship because nothing will try to eat it, and the barnacles are not harmed.

C. The barnacles benefit because they can eat food while they are attached to the whale, and the whale is not harmed.

D. Both the whale and the barnacle benefit because both of their lives are made easier by being attached.

4.PART B: Which quote from paragraph 3 best supports the answer to Part A?[RI.1]

A. “Now let’s get a little nicer.”

B. “one gets good things out of it while the other is not hurt”

C. “First, nothing will try to eat them. They are on a whale!”

D. “Unless, of course, the whale wants to go on a date.”

Vocabulary chart:

Write down five words from the text which you didn’t know before reading it, or words you feel are particularly significant to the text. Using a dictionary or the internet, write a definition next to each of the words.

Word

Definition

· Answer one of the following questions in at least 50 words:

What did you learn from this text? OR

What is the message of the text? OR

Why did the writer write this text?

Use all of the words from your vocabulary chart in your answer.

what love isn't

By Yrsa Daley-Ward

2014

Yrsa Daley-Ward is a spoken word poet, self-published author, and actress of Jamaican and Nigerian heritage. In this poem, Ward uses figurative language to explore what love is and is not. As you read, take note of how the poet uses figurative language to describe love and the effect it has on the overall theme.

It is not a five star stay. It is not compliments and it is never ever flattery.

It is solid. Not sweet but always nutritious

always herb, always salt. Sometimes grit.1

It is now and till the end. It is never a slither, never a little

it is a full serving it is much

too much and real

never pretty or clean. It stinks — you can smell it coming

it is weight

it is weight and it is too heavy to feel good sometimes. It is discomfort — it is not what the films say. Only songs get it right

[20]it is irregular

it is difficult

and always, always

surprising

"Us" by Harsha K R is licensed under CC BY-SA 2.0.

1.PART A: Which of the following identifies the central theme of the poem?[RL.2]

A. Love causes more problems than it is worth.

B. Love is a disaster when it is not perfect.

C. Love can be difficult in unexpected ways.

D. Love is not as difficult as media portrays it.

2.PART B: Which section from the text best supports the answer to Part A?[RL.1]

A. “Not sweet but always / nutritious / always herb, always salt.” (Lines 3-6)

B. “never pretty or clean. It stinks — you can / smell it coming” (Lines 13-14)

C. “it is / not what the films say. Only songs / get it right” (Lines 17-19)

D. “it is irregular / it is difficult / and always, always / surprising.” (Lines 20-23)

3.

PART A: Which of the following identifies the tone of the poem?

[RL.4]

A.

honest

B.

pessimistic

C.

mournful

D.

affectionate

4.

PART B: Which detail from the text best supports the answer to Part A?

[RL.1]

A.

“always herb, always salt.” (Line 6)

B.

“It is now and till the end. It is never a / slither” (Lines 8-9)

C.

“It is discomfort — it is / not what the films say.” (Lines 17-18)

D.

“Only songs / get it right” (Lines 18-19)

5.

How does the poet’s reference to the portrayal of love in films and songs help the reader to understand her ideas?

[RL.5]

(Lines 17-19)?

Vocabulary chart:

Write down five words from the text which you didn’t know before reading it, or words you feel are particularly significant to the text. Using a dictionary or the internet, write a definition next to each of the words.

Word

Definition

· Answer one of the following questions in at least 50 words:

What did you learn from this text? OR

What is the message of the text? OR

Why did the writer write this text?

Use all of the words from your vocabulary chart in your answer.

Masks

By Shel Silverstein

2011

Sheldon Allan “Shel” Silverstein (1930-1999) was an American poet, cartoonist, and author of children’s books. “Masks” is a poem from Silverstein’s book of poems called Everything On It.

As you read, take notes on what you think the masks stand for.

1. PART A: Which statement best explains the metaphorical meaning of blue skin in the poem?

A. In the poem, only two people in the whole world have blue skin, which means that they must be soulmates.

B. In the poem, blue skin is such a common trait that people must wear masks in order to appear unique.

C. In the poem, blue skin represents a quality that people are afraid to share even though it is an important part of their identity.

D. In the poem, blue skin represents the sadness that people try to hide by always being polite and keeping smiles on their faces.

2. PART B: Which quote from the poem best supports the answer to Part A?

A. “She had blue skin”

B. “kept it hid”

C. “searched for blue”

D. “never knew”

3. How does the illustration contribute to the meaning of the poem?

A. The size of the masks in the illustration emphasizes how hard people try to hide their true selves.

B. The simplicity of the drawing shows that being your true self is easy to do.

C. The masks facing opposite directions in the illustration show that lying will get you nowhere.

D. The different hairstyles in the drawing show that just because two people have blue skin doesn’t mean they are alike in every way.

4. How do the last four lines help develop the message of the poem?

1. In the poem, the two characters hide their blue skin from others. In your opinion, why do they hide this quality?

2. Based on your own experiences, do people in the real world feel pressured to be just like everyone else? Have you ever pretended to be a certain way in order to fit in? If so, how did you pretend?

3. How does this poem help you think about what it means to be a good friend?

“The Worst Birthday” from Harry Potter and the Chamber of Secrets

By J.K. Rowling

1998

Joanne “Jo” Rowling, pen name J.K. Rowling, is a British novelist, screenwriter, and film producer best known for creating the Harry Potter series. The title character, Harry Potter, is an orphan who attends a boarding school to learn about magic. On his summer vacation, he is forced to live with his non-magical extended family. As you read, take notes on how each character responds to magic.

[1] Not for the first time, an argument had broken out over breakfast at number four, Privet Drive. Mr. Vernon Dursley had been woken in the early hours of the morning by a loud, hooting noise from his nephew Harry’s room.

“Third time this week!” he roared across the table. “If you can’t control that owl, it’ll have to go!”

Harry tried, yet again, to explain. “She’s bored,” he said. “She’s used to flying around outside. If I could just let her out at night —”

“Do I look stupid?” snarled Uncle Vernon, a bit of fried egg dangling from his bushy mustache. “I know what’ll happen if that owl’s let out.”

[5] He exchanged dark looks with his wife, Petunia.

Harry tried to argue back but his words were drowned by a long, loud belch from the Dursleys’ son, Dudley.

“I want more bacon.”

“There’s more in the frying pan, sweetums,” said Aunt Petunia, turning misty eyes on her massive1 son. “We must build you up while we’ve got the chance… I don’t like the sound of that school food…”

“Nonsense, Petunia, I never went hungry when I was at Smeltings,” said Uncle Vernon heartily. “Dudley gets enough, don’t you, son?”

1. Massive (adjective): enormous

[10] Dudley, who was so large his bottom drooped over either side of the kitchen chair, grinned and turned to Harry.

“Pass the frying pan.”

“You’ve forgotten the magic word,” said Harry irritably.

The effect of this simple sentence on the rest of the family was incredible: Dudley gasped and fell off his chair with a crash that shook the whole kitchen; Mrs. Dursley gave a small scream and clapped her hands to her mouth; Mr. Dursley jumped to his feet, veins throbbing in his temples.

“I meant ‘please’!” said Harry quickly. “I didn’t mean —”

[15] “WHAT HAVE I TOLD YOU,” thundered his uncle, spraying spit over the table, “ABOUT SAYING THE ‘M’

WORD IN OUR HOUSE?”

“But I —”

“HOW DARE YOU THREATEN DUDLEY!” roared Uncle Vernon, pounding the table with his fist. “I just —”

“I WARNED YOU! I WILL NOT TOLERATE MENTION OF YOUR ABNORMALITY UNDER THIS ROOF!”

[20] Harry stared from his purple-faced uncle to his pale aunt, who was trying to heave Dudley to his feet. “All right,” said Harry, “all right…”

Uncle Vernon sat back down, breathing like a winded rhinoceros and watching Harry closely out of the corners of his small, sharp eyes.

Ever since Harry had come home for the summer holidays, Uncle Vernon had been treating him like a bomb that might go off at any moment, because Harry Potter wasn’t a normal boy. As a matter of fact, he was as not normal as it is possible to be.

Harry Potter was a wizard — a wizard fresh from his first year at Hogwarts School of Witchcraft and Wizardry. And if the Dursleys were unhappy to have him back for the holidays, it was nothing to how Harry felt.

[25] He missed Hogwarts so much it was like having a constant stomachache. He missed the castle, with its secret passageways and ghosts, his classes (though perhaps not Snape, the Potions master), the mail arriving by owl, eating banquets in the Great Hall, sleeping in his four-poster bed in the tower dormitory, visiting the gamekeeper, Hagrid, in his cabin next to the Forbidden Forest in the grounds, and, especially, Quidditch, the most popular sport in the wizarding world (six tall goal posts, four flying balls, and fourteen players on broomsticks).

All Harry’s spellbooks, his wand, robes, cauldron, and top-of-the-line Nimbus Two Thousand broomstick had been locked in a cupboard under the stairs by Uncle Vernon the instant Harry had come home. What did the Dursleys care if Harry lost his place on the House Quidditch team because he hadn’t practiced all summer? What was it to the Dursleys if Harry went back to school without any of his homework done? The Dursleys were what wizards called Muggles (not a drop of magical blood in their veins), and as far as they were concerned, having a wizard in the family was a matter of deepest shame. Uncle Vernon had even padlocked Harry’s owl, Hedwig, inside her cage, to stop her from carrying messages to anyone in the wizarding world.

Harry looked nothing like the rest of the family. Uncle Vernon was large and neckless, with an enormous black mustache; Aunt Petunia was horse-faced and bony; Dudley was blond, pink, and porky. Harry, on the other hand, was small and skinny, with brilliant green eyes and jet-black hair that was always untidy. He wore round glasses, and on his forehead was a thin, lightning-shaped scar.

It was this scar that made Harry so particularly unusual, even for a wizard. This scar was the only hint of Harry’s very mysterious past, of the reason he had been left on the Dursleys’ doorstep eleven years before.

At the age of one year old, Harry had somehow survived a curse from the greatest Dark sorcerer of all time, Lord Voldemort, whose name most witches and wizards still feared to speak. Harry’s parents had died in Voldemort’s attack, but Harry had escaped with his lightning scar, and somehow — nobody understood why — Voldemort’s powers had been destroyed the instant he had failed to kill Harry.

[30] So Harry had been brought up by his dead mother’s sister and her husband. He had spent ten years with the Dursleys, never understanding why he kept making odd things happen without meaning to, believing the Dursleys’ story that he had got his scar in the car crash that had killed his parents.

And then, exactly a year ago, Hogwarts had written to Harry, and the whole story had come out. Harry had taken up his place at wizard school, where he and his scar were famous… but now the school year was over, and he was back with the Dursleys for the summer, back to being treated like a dog that had rolled in something smelly.

The Dursleys hadn’t even remembered that today happened to be Harry’s twelfth birthday. Of course, his hopes hadn’t been high; they’d never given him a real present, let alone a cake — but to ignore it completely…

At that moment, Uncle Vernon cleared his throat importantly and said, “Now, as we all know, today is a very important day.”

Harry looked up, hardly daring to believe it.

[35] “This could well be the day I make the biggest deal of my career,” said Uncle Vernon.

Harry went back to his toast. Of course, he thought bitterly, Uncle Vernon was talking about the stupid dinner party. He’d been talking of nothing else for two weeks. Some rich builder and his wife were coming to dinner and Uncle Vernon was hoping to get a huge order from him (Uncle Vernon’s company made drills).

“I think we should run through the schedule one more time,” said Uncle Vernon. “We should all be in position at eight o’clock. Petunia, you will be — ?”

“In the lounge,” said Aunt Petunia promptly, “waiting to welcome them graciously to our home.” “Good, good. And Dudley?”

[40] “I’ll be waiting to open the door.” Dudley put on a foul, simpering smile. “May I take your coats, Mr. and Mrs. Mason?”

“They’ll love him!” cried Aunt Petunia rapturously.2

“Excellent, Dudley,” said Uncle Vernon. Then he rounded on Harry. “And you?”

“I’ll be in my bedroom, making no noise and pretending I’m not there,” said Harry tonelessly.

“Exactly,” said Uncle Vernon nastily. “I will lead them into the lounge, introduce you, Petunia, and pour them drinks. At eight-fifteen —”

[45] “I’ll announce dinner,” said Aunt Petunia. “And, Dudley, you’ll say —”

“May I take you through to the dining room, Mrs. Mason?” said Dudley, offering his fat arm to an invisible woman.

“My perfect little gentleman!” sniffed Aunt Petunia.

“And you?” said Uncle Vernon viciously to Harry.

“I’ll be in my room, making no noise and pretending I’m not there,” said Harry dully.

[50] “Precisely. Now, we should aim to get in a few good compliments at dinner. Petunia, any ideas?”

“Vernon tells me you’re a wonderful golfer, Mr. Mason… Do tell me where you bought your dress, Mrs. Mason… ”

“Perfect… Dudley?”

“How about — ‘We had to write an essay about our hero at school, Mr. Mason, and I wrote about you.’” This was too much for both Aunt Petunia and Harry. Aunt Petunia burst into tears and hugged her son, while Harry ducked under the table so they wouldn’t see him laughing.

“And you, boy?” Harry fought to keep his face straight as he emerged. “I’ll be in my room, making no noise and pretending I’m not there,” he said.

2. Rapturous (adjective): full of joy

[55] “Too right, you will,” said Uncle Vernon forcefully. “The Masons don’t know anything about you and it’s going to stay that way. When dinner’s over, you take Mrs. Mason back to the lounge for coffee, Petunia,

and I’ll bring the subject around to drills. With any luck, I’ll have the deal signed and sealed before the news at ten. We’ll be shopping for a vacation home in Majorca3 this time tomorrow.”

Harry couldn’t feel too excited about this. He didn’t think the Dursleys would like him any better in Majorca than they did on Privet Drive.

“Right — I’m off into town to pick up the dinner jackets for Dudley and me. And you,” he snarled at Harry. “You stay out of your aunt’s way while she’s cleaning.”

Harry left through the back door. It was a brilliant, sunny day. He crossed the lawn, slumped down on the garden bench, and sang under his breath:

“Happy birthday to me… happy birthday to me…”

[60] No cards, no presents, and he would be spending the evening pretending not to exist. He gazed miserably into the hedge. He had never felt so lonely. More than anything else at Hogwarts, more even than playing Quidditch, Harry missed his best friends, Ron Weasley and Hermione Granger. They, however, didn’t seem to be missing him at all. Neither of them had written to him all summer, even though Ron had said he was going to ask Harry to come and stay.

Countless times, Harry had been on the point of unlocking Hedwig’s cage by magic and sending her to Ron and Hermione with a letter, but it wasn’t worth the risk. Underage wizards weren’t allowed to use magic outside of school. Harry hadn’t told the Dursleys this; he knew it was only their terror that he might turn them all into dung beetles that stopped them from locking him in the cupboard under the stairs with his wand and broomstick. For the first couple of weeks back, Harry had enjoyed muttering nonsense words under his breath and watching Dudley tearing out of the room as fast as his fat legs would carry him. But the long silence from Ron and Hermione had made Harry feel so cut off from the magical world that even taunting Dudley had lost its appeal — and now Ron and Hermione had forgotten his birthday.

What wouldn’t he give now for a message from Hogwarts? From any witch or wizard? He’d almost be glad of a sight of his archenemy, Draco Malfoy, just to be sure it hadn’t all been a dream…

Not that his whole year at Hogwarts had been fun. At the very end of last term, Harry had come face-

to-face with none other than Lord Voldemort himself. Voldemort might be a ruin of his former self, but he was still terrifying, still cunning,4 still determined to regain power. Harry had slipped through Voldemort’s clutches for a second time, but it had been a narrow escape, and even now, weeks later,

Harry kept waking in the night, drenched in cold sweat, wondering where Voldemort was now, remembering his livid5 face, his wide, mad eyes —

Harry suddenly sat bolt upright on the garden bench. He had been staring absent-mindedly into the hedge — and the hedge was staring back. Two enormous green eyes had appeared among the leaves.

[65] Harry jumped to his feet just as a jeering6 voice floated across the lawn.

3. an island off the coast of Spain and a popular vacation spot

4. Cunning (adjective): clever

5. Livid (adjective): furiously angry

“I know what day it is,” sang Dudley, waddling toward him.

The huge eyes blinked and vanished.

“What?” said Harry, not taking his eyes off the spot where they had been.

“I know what day it is,” Dudley repeated, coming right up to him.

[70] “Well done,” said Harry. “So you’ve finally learned the days of the week.”

“Today’s your birthday,” sneered Dudley. “How come you haven’t got any cards? Haven’t you even got friends at that freak place?”

“Better not let your mum hear you talking about my school,” said Harry coolly. Dudley hitched up his trousers, which were slipping down his fat bottom.

“Why’re you staring at the hedge?” he said suspiciously.

[75] “I’m trying to decide what would be the best spell to set it on fire,” said Harry. Dudley stumbled backward at once, a look of panic on his fat face.

“You c-can’t — Dad told you you’re not to do m-magic — he said he’ll chuck you out of the house — and you haven’t got anywhere else to go — you haven’t got any friends to take you —”

“Jiggery pokery!” said Harry in a fierce voice. “Hocus pocus — squiggly wiggly —”

“MUUUUUUM!” howled Dudley, tripping over his feet as he dashed back toward the house. “MUUUUM! He’s doing you know what!”

[80] Harry paid dearly for his moment of fun. As neither Dudley nor the hedge was in any way hurt, Aunt Petunia knew he hadn’t really done magic, but he still had to duck as she aimed a heavy blow at his head with the soapy frying pan. Then she gave him work to do, with the promise he wouldn’t eat again until he’d finished.

While Dudley lolled around watching and eating ice cream, Harry cleaned the windows, washed the car, mowed the lawn, trimmed the flowerbeds, pruned and watered the roses, and repainted the garden bench. The sun blazed overhead, burning the back of his neck. Harry knew he shouldn’t have risen to Dudley’s bait, but Dudley had said the very thing Harry had been thinking himself… maybe he didn’t have any friends at Hogwarts…

Wish they could see famous Harry Potter now, he thought savagely as he spread manure on the flower beds, his back aching, sweat running down his face.

It was half past seven in the evening when at last, exhausted, he heard Aunt Petunia calling him.

6. Jeer (verb): to mock or taunt

“Get in here! And walk on the newspaper!”

[85] Harry moved gladly into the shade of the gleaming kitchen. On top of the fridge stood tonight’s pudding:7 a huge mound of whipped cream and sugared violets. A loin of roast pork was sizzling in the oven.

“Eat quickly! The Masons will be here soon!” snapped Aunt Petunia, pointing to two slices of bread and a lump of cheese on the kitchen table. She was already wearing a salmon-pink cocktail dress.

Harry washed his hands and bolted down his pitiful supper. The moment he had finished, Aunt Petunia whisked away his plate. “Upstairs! Hurry!”

As he passed the door to the living room, Harry caught a glimpse of Uncle Vernon and Dudley in bow ties and dinner jackets. He had only just reached the upstairs landing when the doorbell rang and Uncle Vernon’s furious face appeared at the foot of the stairs.

“Remember, boy — one sound —”

[90] Harry crossed to his bedroom on tiptoe, slipped inside, closed the door, and turned to collapse on his bed.

The trouble was, there was already someone sitting on it.

Harry Potter and the Chamber of Secrets: Copyright © J.K. Rowling 1998

7. a British word for dessert

1. PART A: What is the central idea of the passage?

A. Harry feels alone because his family fears his powers, and he can’t be around his friends where he feels comfortable expressing himself.

B. Harry completes chores for Petunia because he believes that being obedient is important to supporting a strong and united family.

C. Harry behaves and decides not to cast any spells because he cannot use magic outside of school and he is afraid the Dursleys will find out about his magical powers.

D. Harry argues with Uncle Vernon because he believes his uncle's hatred of people who are different is unfair, and he wants his uncle to treat all people fairly.

2. PART B: What evidence from the text best supports the answer from Part A?

A. “Harry tried to argue back but his words were drowned by a long, loud belch from the Dursleys’ son, Dudley.” (Paragraph 6)

B. “Ever since Harry had come home for the summer holidays, Uncle Vernon had been treating him like a bomb that might go off at any moment, because Harry Potter wasn’t a normal boy.” (Paragraph 23)

C. “Aunt Petunia knew he hadn’t really done magic, but he still had to duck as she aimed a heavy blow at his head with the soapy frying pan.” (Paragraph 80)

D. “While Dudley lolled around watching and eating ice cream, Harry cleaned the windows, washed the car, mowed the lawn, trimmed the flowerbeds, pruned and watered the roses, and repainted the garden bench.” (Paragraph 81)

3. PART A: Which of the following best defines what Uncle Vernon means when he says "abnormality" in Paragraph 19?

A. Harry's evil nature

B. Harry's special powers

C. Harry's different appearance from the Dursleys

D. Harry's teasing attitude

4. PART B: What quote from the text best supports this definition?

A. “‘HOW DARE YOU THREATEN DUDLEY!’ roared Uncle Vernon, pounding the table with his fist.” (Paragraph 17)

B. “Uncle Vernon sat back down…watching Harry closely out of the corners of his small, sharp eyes.” (Paragraph 22)

C. “Uncle Vernon had been treating him like a bomb that might go off at any moment” (Paragraph 23)

D. “As a matter of fact, he was as not normal as it is possible to be. Harry Potter was a wizard.” (Paragraphs 23-24)

5. PART A: How does Harry’s repetition of the phrase “I’ll be in my bedroom, making no noise and pretending I’m not there” impact the tone of the passage?

A. It shows how much Harry loves sitting in his room all by himself so he can practice magic.

B. It shows how much the Dursleys love Harry and respect his privacy.

C. It highlights the contrast between Harry’s love for quiet time and Dudley’s hatred of it.

D. It highlights the contrast between the Dursley’s excitement for the dinner and Harry’s loneliness.

6. PART B: Which TWO phrases from the text best support the answer to Part A?

A. “Dudley, who was so large his bottom drooped over either side of the kitchen chair, grinned and turned to Harry.” (Paragraph 10)

B. “Uncle Vernon cleared his throat importantly and said, ‘Now, as we all know, today is a very important day.’” (Paragraph 33)

C. “Harry fought to keep his face straight as he emerged” (Paragraph 54)

D. “He didn’t think the Dursleys would like him any better in Majorca than they did on Privet Drive.” (Paragraph 56)

E. “he would be spending the evening pretending not to exist... He had never felt so lonely.” (Paragraph 60)

F. “Harry had been on the point of unlocking Hedwig’s cage by magic and sending her to Ron and Hermione with a letter” (Paragraph 61)

7. What is the difference between the Dursleys’ perception of magic and Harry’s perception of magic in this passage? Use examples from the text to support your ideas.

Thank You, M'am

By Langston Hughes

1958

Langston Hughes (1902-1967) was an American poet, social activist, novelist, and playwright. Hughes is considered one of the leaders of the Harlem Renaissance, which was the cultural, social, and artistic movement of black artists that took place in Harlem from about 1918 until the mid-1930s. In this short story, a boy tries to steal a woman’s purse to buy himself a pair of shoes. As you read, take notes on Roger's

character traits throughout the story.

[1]She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. The large woman simply turned around and kicked him right

square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.

After that the woman said, “Pick up my pocketbook, 1 boy, and give it here.” She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, “Now ain’t you ashamed of yourself?”

Firmly gripped by his shirt front, the boy said, “Yes’m.”

The woman said, “What did you want to do it for?”

[5] The boy said, “I didn’t aim to.” She said, “You a lie!”

By that time two or three people passed, stopped, turned to look, and some stood watching. “If I turn you loose, will you run?” asked the woman.

“Yes’m,” said the boy.

1. another term for purse or handbag

[10] “Then I won’t turn you loose,” said the woman. She did not release him. “I’m very sorry, lady, I’m sorry,” whispered the boy.

“Um-hum! And your face is dirty. I got a great mind2 to wash your face for you. Ain’t you got nobody home to tell you to wash your face?”

“No’m,” said the boy.

“Then it will get washed this evening,” said the large woman starting up the street, dragging the frightened boy behind her.

[15] He looked as if he were fourteen or fifteen, frail3 and willow-wild, in tennis shoes and blue jeans.

The woman said, “You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry?”

“No’m,” said the being-dragged boy. “I just want you to turn me loose.” “Was I bothering you when I turned that corner?” asked the woman. “No’m.”

“But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.”

[20] Sweat popped out on the boy’s face and he began to struggle. Mrs. Jones stopped, jerked him around in front of her, put a half-nelson4 about his neck, and continued to drag him up the street. When she got to her door, she dragged the boy inside, down a hall, and into a large kitchenette-furnished room

at the rear of the house. She switched on the light and left the door open. The boy could hear other roomers5 laughing and talking in the large house. Some of their doors were open, too, so he knew he and the woman were not alone. The woman still had him by the neck in the middle of her room.

She said, “What is your name?” “Roger,” answered the boy.

“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon she turned him loose — at last. Roger looked at the door — looked at the woman — looked at the door — and went to the sink.

“Let the water run until it gets warm,” she said. “Here’s a clean towel.”

[25] “You gonna take me to jail?” asked the boy, bending over the sink.

2. A phrase meaning "to feel tempted or likely to do something"

3. Frail (adjective): weak or fragile

4. a wrestling hold in which a wrestler puts their arms under their opponent’s arms and locks their hands behind their opponent’s head

5. a person who lives in a rented room

“Not with that face, I would not take you nowhere,” said the woman. “Here I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe, you ain’t been to your supper either, late as it be. Have you?”

“There’s nobody home at my house,” said the boy.

“Then we’ll eat,” said the woman, “I believe you’re hungry — or been hungry — to try to snatch my pocketbook.”

“I wanted a pair of blue suede6 shoes,” said the boy.

[30] “Well, you didn’t have to snatch my pocketbook to get some suede shoes,” said Mrs. Luella Bates Washington Jones. “You could of asked me.”

“M’am?”

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

The woman was sitting on the day-bed.7 After a while she said, “I were young once and I wanted things I could not get.”

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

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

In another corner of the room behind a screen was a gas plate8 and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on the day-bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye, if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now.

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

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

“That will be fine,” said the boy.

6. a type of soft leather

7. a couch that can be used as a sofa by day and a bed by night

8. a hot plate used for cooking

[40] She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, red-heads, and Spanish. Then she cut him a half of her ten-cent cake.

“Eat some more, son,” she said.

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

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

The boy wanted to say something other than, “Thank you, m’am,” to Mrs. Luella Bates Washington Jones, but although his lips moved, he couldn’t even say that as he turned at the foot of the barren9 stoop and looked up at the large woman in the door. He barely managed to say “Thank you” before she shut the door. And he never saw her again.

“Thank You, M’am” from SHORT STORIES by Langston Hughes. Copyright © 1996 by Ramona Bass and Arnold Rampersad. Reprinted by permission of Hill and Wang, a division of Farrar, Straus and Giroux. Users are warned that this work is protected under copyright laws. The right to reproduce or transfer the work via any medium must be secured with Farrar, Straus and Giroux.

9. Barren (adjective): bare or empty

1. PART A: Which statement best expresses the theme of the story?

A. It can be difficult for children to learn right from wrong when there are bad influences around them.

B. Children often don’t understand that adults have encountered the same challenges they have.

C. People are more likely to learn and practice morality when it is taught to them with kindness.

D. It’s best not to assume the worst in people, as situations can easily be misunderstood.

2. PART B: Which detail from the text best supports the answer to Part A?

A. “‘You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry?’” (Paragraph 16)

B. “‘There’s nobody home at my house,’ said the boy.” (Paragraph 27)

C. “‘I believe you’re hungry — or been hungry — to try to snatch my pocketbook.’” (Paragraph 28)

D. “After a while she said, ‘I were young once and I wanted things I could not get.’” (Paragraph 33)

3. PART A: Why does Roger want to thank Mrs. Luella Bates Washington Jones at the end of the story?

A. Roger has grown to appreciate the faith that Mrs. Jones has in him.

B. Roger was suspicious of Mrs. Jones at first, but she shows him that people can be trustworthy.

C. Roger appreciates that she did not report him to the police and wants to help his family.

D. Roger realizes that Mrs. Jones invited him to her home because she is lonely and wants his company.

4. PART B: Which TWO details from the text best support the answer to Part A?

A. “‘Not with that face, I would not take you nowhere,’ said the woman. ‘Here I am trying to get home and cook me a bite to eat and you snatch my pocketbook!’” (Paragraph 26)

B. “After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next. The door was open.” (Paragraph 32)

C. “Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind on the day bed.” (Paragraph 36)

D. "But the boy took care to sit… where he thought she could easily see him out of the corner of her eye...he did not want to be mistrusted now.” (Paragraph 36)

E. “Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late, what the work was like” (Paragraph 40)

F. “‘Now, here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else’s'” (Paragraph 42)

5. How does the interaction between Roger and Mrs. Jones in paragraphs 33-41 establish the overall message of the story?

Vocabulary chart:

Write down five words from the text which you didn’t know before reading it, or words you feel are particularly significant to the text. Using a dictionary or the internet, write a definition next to each of the words.

Word

Definition

· Answer one of the following questions in at least 50 words:

What did you learn from this text? OR

What is the message of the text? OR

Why did the writer write this text?

Use all of the words from your vocabulary chart in your answer.

To a Daughter Leaving Home

By Linda Pastan

1988

Linda Pastan (b. 1932) is an American poet of Jewish background. Pastan was named Poet Laureate of Maryland from 1991 to 1995. Her short poems address a wide range of topics: such as family, motherhood, the fragility of life, and much more. This brief poem describes a mother watching her daughter ride away on her bike. As you read, take notes on how the mother feels as her daughter learns how to ride a bike.

When I taught you at eight to ride

a bicycle, loping1 along beside you

as you wobbled away on two round wheels, my own mouth rounding

in surprise when you pulled ahead down the curved path of the park,

I kept waiting

for the thud

of your crash as I

sprinted to catch up,"Sunday Bike Ride" by Patrick is licensed under CC BY-NC 2.0.

while you grew

smaller, more breakable

with distance,

pumping, pumping

for your life, screaming

[20]with laughter,

the hair flapping

behind you like a

handkerchief waving

goodbye.

"To a Daughter Leaving Home" from Poetry Magazine by Linda Pastan. Copyright © 1988. Used by permission of W.W. Norton & Company. All rights reserved.

1. Lope (verb): to run or move with a long bounding stride

1.PART A: Which statement best identifies the theme of the poem?[RL.2]

A. Learning how to ride a bike and leaving home are both exciting experiences for daughters.

B. Watching their children do new things brings parents nothing but fear.

C. Nothing brings a mother more joy than watching their daughter grow up.

D. Watching their children grow up is both exciting and stressful for parents.

2.PART B: Which lines from the poem best support the answer to Part A?[RL.1]

A. “When I taught you / at eight to ride / a bicycle, loping along” (Lines 1-3)

B. “my own mouth rounding / in surprise when you pulled / ahead down the curved / path of the park” (Lines 7-10)

C. “I kept waiting / for the thud / of your crash as I / sprinted to catch up” (Lines 11-14)

D. “you grew / smaller, more breakable / with distance” (Lines 15-17)

3.

PART A: How does the narrator’s point of view most influence how the events are

[RL.6]

described in the poem?

A.

It emphasizes that the mother is nervous as her daughter develops

independence.

B.

It allows the narrator to reflect on her own experiences of growing up.

C.

It reveals the daughter’s experiences of growing up.

D.

It shows that the narrator wants to watch her daughter do new things.

4.PART B: Which lines from the poem best supports the answer to Part A?[RL.1]

A. “When I taught you / at eight to ride / a bicycle” (Lines 1-3)

B. “you wobbled away / on two round wheels” (Lines 5-6)

C. “I kept waiting / for the thud / of your crash as I / sprinted to catch up” (Lines 11-14)

D. “pumping, pumping / for your life, screaming / with laughter” (Lines 18-20)

How does the writer present family relationships in the poem?

Growing Down

By Shel Silverstein

2011

Sheldon Allan “Shel” Silverstein (1930-1999) was an American poet, cartoonist, screenwriter, and author of children’s books. His books have sold over 20 million copies. In the following poem, a speaker tells an adult that he should try “growing down” rather than growing up. As you read, take notes on what it means to grow up and to “grow down”.

Mix a grunt and a grumble, a sneer and a frown, And what do you have? Why old Mr. Brown, The crabbiest man in our whole darn town.

We all called him Grow-Up Brown: For years each girl and boy and pup Heard “Grow up, grow up, grow up.” He’d say, “Why don’t you be polite? Why must you shout and fuss and fight? Why can’t you keep dirt off your clothes? Why can’t you remember to wipe your nose? Why must you always make such noise? Why don’t you go pick up your toys?

Why do you hate to wash your hands?

Why are your shoes all filled with sand?

[15] Why must you shout when I’m lying down? Why don’t you grow up?” grumped Grow-Up

Brown.

"PhotonQ-The Older Stuff" by PhOtOnQuAnTiQuE is licensed under .

One day we said to Grow-Up Brown,

“Hey, why don’t you try growing down?

Why don’t you crawl on your knees?

[20]Why don’t you try climbing trees?

Why don’t you bang on a tin-can drum?

Why don’t you chew some bubble gum?

Why don’t you play kick-the-can?

Why don’t you not wash your hands?

[25]Why don’t you join the baseball team?

Why don’t you yell and jump and scream?

Why don’t you try skipping stones?

Why don’t you eat ice cream cones?

Why don’t you cry when you feel sad?

[30]Why don’t you cuddle with your dad?

Why don’t you have weenie roasts?

Why don’t you believe in ghosts?

Why don’t you have pillow fights?

Why don’t you sleep with your teddy at night?

[35]Why don’t you swing from monkey bars?

Why don’t you wish on falling stars?

Why don’t you run in three-legged races?

Why don’t you make weirdie faces?

Why don’t you smile, Grow-Up Brown?

[40]Why don’t you try growing down?”

Then Grow-Up Brown, he scrunched and frowned

And scratched his head and walked around,

And finally he said with a helpless sound,

“Maybe I will try growing down.”

[45]So Grow-Up Brown began to sing

And started doing silly things:

He started making weirdie faces

And came in first in three-legged races.

All day he swung from monkey bars,

[50]All night he’d lie and count the stars.

He tooted horns, he banged on drums,

He spent twenty bucks on chewing gum,

He went to all the weenie roasts

And once he thought he saw a ghost.

[55]He got to be great at pillow fights

And went to sleep with his teddy at night.

He flew a kite, he kicked a can,

He rubbed some dirt upon his hands.

He drew some pictures, threw some stones,

[60]Ate forty-seven ice cream cones.

He got some sand between his toes,

Got a loose tooth and a bloody nose.

He got a dog, they rolled in mud.

He imitated Elmer Fudd.1

[65]He climbed a roof (though no one asked),

He broke his wrist — he wore a cast.

He rolled down hills, he climbed up trees,

He scuffed his elbows, skinned his knees,

He tried to join the baseball team;

[70]When they said no, he spit and screamed.

He cried when he was feeling sad

And went and cuddled with his dad.

He wore a hat that didn’t fit,

He learned just how far he could spit,

[75]He learned to wrestle and get tickled,

Sucked his thumb, he belched and giggled.

He got his trousers torn and stained,

He ran out barefoot in the rain,

Shouting to all the folks in town,

[80]“It’s much more fun, this growin’ down.”

"Growing Down" from EVERY THING ON IT by Shel Silverstein. @ 2011 Evil Eye, LLC. Published by HarperCollins Children's Books. ALL RIGHTS RESERVED. Used by permission.

1. a fictional cartoon character

1.PART A: Which of the following best describes the theme of the poem?[RL.2]

A. Children’s innocence allows them to better appreciate the small joys of life.

B. While it may be less fun to grow up, eventually all children need to.

C. Children don’t have the worries or cares that adults do.

D. Adults are unable to understand the joy that children get from life.

2.PART B: Which detail from the poem best supports the answer to Part A?[RL.1]

A. “Mix a grunt and a grumble, a sneer and a frown, / And what do you have? Why old Mr. Brown” (Lines 1-2)

B. “‘Why must you shout when I’m lying down? / Why don’t you grow up?’ grumped Grow-Up Brown.” (Lines 15-16)

C. “When they said no, he spit and screamed. / He cried when he was feeling sad” (Lines 70-71)

D. “It’s much more fun, this growin’ down.” (Line 80)

3.

What does it mean when the speaker suggests Mr. Brown “try growing down” in line

[RL.4]

18?

A.

to be nicer

B.

to act younger

C.

to stop aging

D.

to be less responsible

4.

Which statement best describes the main difference between the speaker and Mr.

[RL.3]

Brown?

A. The speaker is a child who embraces life, while Mr. Brown is an adult who originally doesn’t.

B. The speaker is a happy child who enjoys life, while Mr. Brown is an unhappy child.

C. The speaker is an adult who embraces life, while Mr. Brown is an unhappy adult who has no fun.

D. The speaker is a child trying to grow up, while Mr. Brown is trying to “grow down.”

How does the writer present getting older in the poem?